USING STORY MAPPING TO TEACH STUDENTS WRITING ABILITY OF NARRATIVE TEXT

USING STORY MAPPING TO TEACH STUDENTS’ WRITING ABILITY OF NARRATIVE TEXT (A Pre-experimental Study at the Eleventh Grade Students of SMA Negeri 90 Jakarta)

By: ANNISA PURWANING SAYEKTI NIM. 109014000164

THE DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014 i

ABSTRACT Annisa Purwaning Sayekti (NIM: 109014000164). Using Story Mapping to teach Students’ Writing Ability of Narrative Text; A Pre-experimental Study at the Second Grade of SMAN 90 in Academic Year 2013/2014. Skripsi of English Education Departement at Faculty of Tarbiyah and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2014. The purpose of this study is to find out the empirical evidence concerning whether story mapping technique is effective or not to teach students writing ability of narrative text. Story mapping is used to motivate students in writing because it helps them to visualize the important elements of story and make students’ thoughts to be more organized, the writer was interested to conduct a research by applying the technique of story mapping toward students’ writing ability through the material of narrative text. This study was held in February 2014 at SMAN 90 Jakarta. This study used a quantitative method in the design of pre-experimental study. The sampling technique used in this study was clustering sampling. The writer took one class as the subject of this study. The sample was XI-2 social class. The data got from both pre-test and post-test score were analyzed using T-test formula. The result of calculation showed that in the significance degree of 5% and 1%, the value of t-test (to) > t-table (tt) (2.02 < 8.48 > 2.70). According to the criteria of the test, the result showed that there is a significant improvement between students' achievement in writing ability of narrative text by using story mapping before and after pre-test and post-test are conducted. It means that story mapping technique is effective and applicable at the eleventh grade of SMAN 90 Jakarta to teach students’ writing ability of narrative text.

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ABSTRAK Annisa Purwaning Sayekti (NIM: 109014000164). Penggunaan Pemetaan Cerita (Story Mapping) Untuk Mengajarkan Kemampuan Menulis Teks Narasi Siswa; Sebuah Penelitian Pre-eksperimen di Kelas XI SMAN 90 pada Tahun Ajaran 2013/2014. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah, 2014. Kata Kunci: Kemampuan Menulis, Teknik Pemetaan Cerita, Teks Narasi. Tujuan penelitian ini adalah untuk mengetahui bukti empiris tentang apakah teknik pemetaan cerita (story mapping) efektif digunakan untuk mengajarkan kemampuan menulis siswa terhadap teks narasi. Penelitian ini telah dilaksanakan pada bulan Februari 2014 di SMAN 90 Jakarta. Berdasarkan teori pemetaan cerita (story mapping) dapat digunakan untuk memotivasi siswa dalam menulis karena story mapping dapat membantu siswa memvisualisasikan elemen penting dalam cerita dan membuat pola pikir siswa lebih terorganisir, hal ini mendorong penulis untuk melakukan penelitian dengan menerapkan teknik pemetaan cerita (story mapping) dalam peningkatan kemampuan siswa dalam menulis teks narasi. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif dengan desain penelitian pre-eksperimen. Teknik pengambilan sampel yang digunakan yaitu clustering sampling. Penelitian ini menggunakan satu kelas sebagai objek penelitian. Penulis menggunakan kelas IPS XI-2 sebagai sampel. Pengumpulan data dalam penelitian ini menggunakan pre-test dan post-test. Kemudian, kedua hasil skor tes tersebut dibandingkan untuk melihat ada tidaknya peningkatan kemampuan menulis teks narasi siswa sebelum dan sesudah diberi perlakuan. Data yang didapat dari pre-test dan post-test yang dianalisis dengan menggunakan rumus T-test. Hasil dari perhitungan menunjukkan bahwa dalam taraf signifikansi 5% dan 1%, hasil t-test (to) > t-table (tt) (2.02 < 8.48 > 2.70). Berdasarkan kriteria pengujian, hasil tersebut menunjukkan bahwa terdapat perbedaan signifikan dalam kemampuan menulis siswa dengan diberi perlakuan teknik pemetaan cerita dan tanpa diberi perlakuan teknik pemetaan cerita dalam kemampuan menulis siswa terhadap teks narasi. Dengan demikian dapat disimpulkan bahwa teknik pemetaan cerita efektif digunakan dan dapat diterapkan di kelas XI SMAN 90 dalam mengajarkan kemampuan menulis teks narasi.

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent and Merciful Praised be to Allah, Lord of the world, who has given mercy ad blessing to the writer in finishing this “skripsi”. Peace and salutation be upon to the prophet Muhammad SAW, his family, his companion, and his adherence. This “skripsi” is presented to the English Education Departement, the faculty of Tarbiya and Teacher’s Training Syarif Hidayatullah State Islamic University Jakarta as a partial fulfillment of the requirements for the degree fo S.Pd. in English Language Education. In this occasion, the writer would like to thank to her beloved family, Purwanto and Sri wahyuti as her parents, Alfia Nur Laila and Aurora Arsya Robbani as her sisters, and her younger brother Fauzan Azam Al-Jihadi for their prayers, understanding, support, and motivation. The writer also would like to address her great honor and attitude to her advisors, Siti Nurul Azkiyah, Ph.D and Yenny Rahmawati, M.Ed who have sacrificed their energy and valuable time for the writer to give consultations with full of help, care guidance, and valuable advices during the writer developing this “skripsi”. The writer’s sincere gratitude also goes to: 1. Nurlena Rifa’i, M.A., Ph.D, the Dean of Faculty Tarbiya and Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta. 2. Drs. Syauki, M.Pd., the Head of English Education Departement. 3. Zahril Anasy, S.Pd. as the secretary of English Eduaction Departement. 4. All lecturers of English Education who have taught the writer useful knowledge and skills. 5. H. Ahmad Safari, S.Pd, M.Si., the headmaster of SMAN 90 for giving permission to the writer to do observation and research. 6. Ilham Syarif S. Pd., as the English Teacher at SMAN 90. 7. Her best friends; Annisa Ulfah, Merina Yuli, Sartika Sari, Daisy Ayu, Dewi Awaliah and all her friends at Islamic State University of Syarif Hidayatullah Jakarta especially other D class membersfor thanks for sharing their knowledge, happiness, care, time, help, support, and friendship. 8. Everyone who cannot mentioned one by one for their contribution to the writer during finishing this skripsi. The words are not enough to say her appreciation for their help. vii

The writer admits that her writing is still far from being perfect, therefore she hopes some suggestions and criticizes from the reader for this “skripsi” and it will be so valuable for her and for a better thing in the future.

Jakarta, May 12nd 2014

The writer

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TABLE OF CONTENTS TITLE ....................................................................................................

i

APPROVAL ..........................................................................................

ii

ENDORSEMENT SHEET ...................................................................

iii

SURAT PERNYATAAN KARYA SENDIRI.........................................

iv

ABSTRACT ...........................................................................................

v

ABSTRAK...............................................................................................

vi

ACKNOWLEDGEMENT....................................................................

vii

TABLE OF CONTENTS......................................................................

ix

LIST OF FIGURE ...............................................................................

xii

LIST OF TABLES ...............................................................................

xiii

LIST OF APPENDICES ......................................................................

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CHAPTER I : INTRODUCTION .......................................................

1

A. Background of the Study .........................................

1

B. Identification of Problem ..........................................

4

C. Limitation of Problem...............................................

4

D. Formulation of the Problem......................................

5

E. Objective of the Study...............................................

5

F. Benefits of the Study .................................................

5

CHAPTER II : THEORETICAL FRAMEWORK ...........................

6

A. Narrative Text .........................................................

6

1. The Understanding of Text ..................................

6

2. The Understanding of Narrative Text ..................

8

3. The Purpose of Narrative Text.............................

10

4. The Types of Narrative Text ................................

10

5. The Schematic Structure of Narrative Text .........

11

6. The Language Features of Narrative Text ...........

13

B. Story Mapping .........................................................

15

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1. The Understanding of Story Mapping..................

15

2. The Procedures of Story Mapping ......................

16

3. The Kinds of Story Mapping................................

17

4. The Advantages and Disadvantages of Story Mapping ..............................................................

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C. Teaching Narrative Text Using Story Mapping .....

19

D. Previous Relevant Studies.......................................

21

E. Conceptual Framework ...........................................

22

F. Theoretical Hypothesis ...........................................

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CHAPTER III : RESEARCH METHODOLOGY ............................

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A. Research Method and Design ................................

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B. Time and Location ...............................................

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C. Population and Sample ..........................................

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D. Instrument of Data..................................................

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E. Technique of Collecting Data ................................

26

F. Intervention of the Research ..................................

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G. Technique of Data Analysis ...................................

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H. Rubric of Scoring Writing .....................................

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CHAPTER IV : RESEARCH FINDINGS AND INTERPRETATION 33 A. Research Finding....................................................

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1. Description of Data. .........................................

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2. Analysis of Data...............................................

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B. Hypothesis Testing.................................................

41

C. Interpretation of the Data .......................................

42

CHAPTER V : CONCLUSION AND SUGGESTION.....................

43

A. Conclusion .............................................................

43

B. Suggestion..............................................................

43

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BIBLIOGRAPHY .................................................................................

44

APPENDICES .......................................................................................

46

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LIST OF FIGURES

Figure 2.1 Bubble Map ...........................................................................

17

Figure 2.2 Graphic Story Map ................................................................

18

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LIST OF TABLES

Table 2.1 Language Features of Narrative Text......................................

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Table 4.1 Descriptive Statistic by Using SPSS .......................................

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Table 4.2 Pre-test Score before Implementing Story Mapping ..............

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Table 4.3 Post-test Score after Implementing Story Mapping ...............

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Table 4.4 The Comparison Score between Pre-test and Post-test...........

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Table 4.5 SPSS Paired Samples Test .....................................................

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LIST OF APPENDICES

Appendix 1 Timeline of the Research.......................................................... 47 Appendix 2 Syllabus .................................................................................... 48 Appendix 3 Lesson Plans ............................................................................. 50 Appendix 4 The Student’s Pre-test Score .................................................... 74 Appendix 5 The Student’s Post-test Score................................................... 75 Appendix 6 Surat Pengesahan Judul Skripsi................................................ 77 Appendix 7 Surat Bimbingan Skripsi .......................................................... 78 Appendix 8 Surat Permohonan Ijin Penelitian............................................. 79 Appendix 9 Surat Keterangan Penelitian dari Sekolah ................................ 80 Appendix 10 Table Distribusi Probabilitas t-Students................................... 81

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CHAPTER I INTRODUCTION This chapter presents the general account of the study. It covers background of study, identification of the problem, limitation of the problem, formulation of the problem, objective of the study, and benefits of the study.

A. Background of the Study At the present time, many people consider the importance of mastering other languages rather than their own languages because knowing the other languages has increased the chance of being able to communicate with other people all over the world. English is one of the languages that has a very important role in international society as a lingua franca. According to Mary Ashworth, lingua franca can be defined as a language which is frequently used as a medium of communication between two speakers who come from different background that obviously their first language are different from each other.1 In this case, many countries in the world use English as a foreign or second language. Therefore, many countries apply English as a subject into their educational system. As in Indonesia, English is considered as a foreign language not as a second language because Indonesian people have a national language which becomes their second language and they also have their mother tongue as the first language. Indonesian people can use English as a medium of developing relationship with other nations in various fields; science, technology, and culture. However, the interest of mastering English is quite high in Indonesia. As a proof, English has been taught to the students from the lowest level of education (Kindergarten) up to students in highest level of education (University). English is not only taught in formal education but also taught in informal education. In informal education, English is taught to assist students in improving their English skill in order to get more knowledge out of their school. It is learned by students who are interested 1

Marry Ashworth, Beyond Methodology: Second Language Teaching and the Community, (New York: Cambridge University Press, 1985), p. 05.

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or anxious to learn English, therefore English is not as a primary subject here. On the other hand, in formal education, English automatically becomes a subject that must be learned by all students in the different grade such as junior high school and senior high school because it will be as one of the subjects examined in UN (National Examination). That is why Indonesian government establishes English as a primary subject in the curriculum which has different objectives depending on students’ grade. Based on School Based Curriculum (Kurikulum Tingkat Satuan Pendidikan) of English subject, students are expected to be able to master four language skills; listening, speaking, reading, and writing.2 By using those English skills, students are supposed to get informational skills which can help them to explore themselves in accessing many kinds of information source in English such as article, novel, magazine, etc. To evolve students’ ability in spreading the information in English, writing could be used as a media. In line with Harmer that states students could be successful in mastering a language which they have been studying with doing more practice through writing because it can help students to convey and share ideas and opinions.3 Furthermore, people today communicate in writing by using various ways such as email, letter, chatting, SMS (Short Message Service). These activities could be considered as good media to build students’ writing habits and encourage them to sharpen their writing skill, so students can freely share and convey their ideas. In conveying and sharing ideas or opinions, it is good to understand the types of texts used by the writer. There are many kinds of text such as recount, procedure, report, explanation, narrative, descriptive, news item, etc. Narrative is one of the texts that must be learned by students in Senior High School. Narrative is a kind of text which is frequently used in the daily life to tell the past event. In addition, narrative pattern is used to convey someone’s experience in his or her life and tell something which is unreal just like a fairy tale.4Writing narrative could be easy because students 2

Departement Pendidikan Nasional, Kurikulum SMA/MA, (Jakarta: Depdiknas), p. 250. Jeremy Harmer, How to Teach English New Edition, (New York: Pearson Education Limited. 2007), p. 112. 4 John Langan, College Writing Skill, (New York: McGraw-Hill, 2005), p. 191. 3

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write a story based on their experience or their imagination, but some students still feel difficult in writing a narrative text. Based on writer’s teaching experience in Junior High School and Senior High School, the difficulty in writing is perceived by students in any level. There are some problems that often occur when students write. For example they did not have idea what to write when they began their writing, they were confused to organize their ideas and did not have motivation to write due to their limited range of vocabulary, they cannot recognize and improve a sentence or paragraph correctly. As a result, students need to spend so much time to finish their writing and may not be able to continue their writing. Moreover, those problems really give bad effect toward students’ writing result. Some students get a score which is under the minimum requirements. Their score are under seventy. Considering those problems and the need to help students to overcome those problems, teacher should create and think of effective way to motivate and stimulate students in order they can be more excited in following learning process in the classroom. According to Harmer, a teacher teaching technique obviously gives a big influence toward students’ motivation of learning. 5 Teachers should think of a technique which appropriates with types’ of students. To convey the technique, writer needs a kind of media. The writer decides to use visual aid as an alternative technique to support the teaching learning process because it is easy to attract students’ attention. Visual aids include of real objects, pictures, charts, maps, and so on. In this research, the writer proposes story mapping as the teaching technique. Mapping is a part of visual aids. Based on the references that the writer found about story map, it has been proved to be a beneficial as a teaching technique. It regards as one of effective tools which supposed to be a good way to turn a broad idea into a limited and more manageable story which actually gives the words closely related to

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p. 3.

Jeremy Harmer, The Practice of English LanguageTeaching, (New York: Longman, 1997),

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the theme provided. Moreover, story mapping can help students to motivate them in writing. This technique could be effective as prewriting stage of writing process. As Boulliane states that story map is a tool to create a connection of story components using a visual graphic. Those story components are setting, character, problem, and resolution6 Based on the explanation above, the writer is interested to do a research under the title “Using Story Mapping to Teach Students’ Writing Ability of Narrative Text (A Pre Experimental Study at the Second Grade of SMAN 90 Jakarta).” SMAN 90 is selected as the object of this research because it is one of favorite schools in Jakarta. Besides, SMAN 90 is located near by the researcher’s house. Meanwhile, the twelfth grade students are also chosen because narrative text is taught in this grade. That is why, this research is expected to be useful for the development of teaching and learning process in Senior High School and other learners.

B. Identification of the Problem Based on the background of the study above, the writer summarizes the problem as follows: 1.

Most of students still get some difficulties in delivering their idea as they write. Therefore, students should be given a suitable technique which can overcome their problem in writing.

2.

Students are confused to start their writing.

3.

Students have a low motivation in writing.

4.

Students are unable to continue a sentence or paragraph correctly.

C. Limitation of the Problem Based on the identification of the problem, this study was limited on the use of story mapping as an attempt to improve teaching technique in writing narrative text at 6

Tori Boulliane, et al., Use Story Mapping to increase Students Grammar Text Comprehension in Elementary with Learning Disabilities, Learning Disability Quarterly Journal, vol.27, 2004, p. 3.

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the eleventh grade of SMAN 90, Jakarta and the students’ improvement in learning writing of narrative text using story mapping.

D. Formulation of the Problem Based on the statement above, the writer formulates the problems, as follows: “Was story mapping an effective technique to teach writing narrative text?”

E. Objective of the Study The objective of this study is to know the empirical evidence about the effectiveness of using story mapping as an attempt to improve teaching technique in learning writing of narrative text.

F. Benefits of the Study The findings of this research are expected to provide more information for the readers: 1.

The teachers; to provide information about teaching technique which may improve the way of their teaching in Senior High School. Then,they can apply this technique in teaching writing of narrative text in classroom.

2.

The students; to stimulate them in writing a narrative text by using story mapping technique in order to involve themselves in the writing process with enthusiasm. Besides, the technique is also expected to make students easier in delivering and organizing their ideas or opinions.

3.

The readers; to give information to the readers about the effectiveness of using story mapping to increase students’ writing achievement in narrative text and to be as a reference which is useful for the next researcher.

4.

The writer; to give an answer to the writer if using story mapping really works in increasing students’ achievement in writing narrative text, so that it can be regarded as an alternative way to teach English as a foreign language.

CHAPTER II THEORETICAL FRAMEWORK

In this chapter, the writer discussed and elaborated some theories which related to the study. The discussion focuses on understanding of text, narrative text, and story mapping.

A. NARRATIVE TEXT 1. The Understanding of Text Before turning into the definition of narrative, it should be better to know first about what a text is. Texts could be built from a unity of some words. Around people life is always connected with word world. As they communicate with other people using either written or spoken media, they have unconsciously created a text. Text which is constructed obviously contains a message of what the speaker or writer want to convey to the listener or reader. Then, they are supposed to be able to interpret its meaning. In line with Knefel that stated people who speak or write must have had some purposes and needs in what they say or write.1 Texts are parts of spoken and written which are created for a particular purpose. To construct a piece of text, speaker or writer needs to make choices about the word used and how those words are mixed together. The choice of words will depend on the purpose and context (surrounding) of the text.2 Anderson divided text into two main categories; factual and literary. Within each various types has a usual common way of using language. Literary texts attract our imagination and emotion, it includes of Aboriginal dreaming stories, movie scripts, novels, song lyrics, and soap operas.3 Literary texts tend to be able to touch our feeling. It can make us laugh or cry, reflect on our own life story, and regard our opinion or judgment. Literary text categories are separated into three

1

Don Knefel, Writing and Life, (New York: College Publishing, 1986, p. 4. Mark and Kathy Anderson, Text Types in English 3, (Sydney: McMillan), 1997, p. 2. 3 Ibid., p. 1. 2

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main text types such as, narrative, poetic, and dramatic. Media which can be classified in this category are film, videos, CDs and television show. For instance, literary text mostly discusses more about something unreal or informal things just like poetry or personal story, so it can attract imagination and feeling of the readers or listeners. Through the story which they read from books or watch from films, they can laugh, be sad, be upset, be angry and etc. Another text types is factual text. Factual text such as advertisements, announcements, internet website, current affairs shows, debates, recipes, reports, and instruction.4 Those texts provide information or ideas, and aim to point out, tell or invite the audience. Factual text generally contains about something which is fact or real rather than the literary text. It describes about the chronological of an event which happens around our environment and explains the reason why and how an event could happen from the beginning to the end. There are several kinds of text based on the generic structure and language feature dominantly used such as Narrative, Recount, Spoof, Report, Description, Procedure, etc. The various texts are called as genre. According to Swales, genre consists of a category of communicative events which the writers share some set of communicative purpose in their writing.5 In this research, the writer discusses one of genres above that is narrative text. It is one type of texts which is taught in Senior High School level. Students are expected to be able to identify a social function, schematic structure, and linguistic feature of narrative text. The social function is a moral value which is explicit in the story. The schematic structure is the distinctive beginning, middle and ending structure of genre. And linguistic feature is significant grammatical pattern of text.

4

Mark and Kathy Anderson, op. cit., p. 1. John M. Swales, Genre Analysis: English in Academy and Research Settings, (New York: Cambridge University Press,1990), p. 59. 5

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2. The Understanding of Narrative Text People consider narrative text as the most interesting text. According to Snow, that narrative writing has an easy concept which is easy to be created by students because the chronological order in narrative text which provides natural and simple organizational pattern. Therefore, most students have ready to make material such as writing a fiction story that encourage creativity of students to pour their imagination out to their story and writing students personal experiences.6 From those experiences that students have, they can easily tell their story in form of narrative text. Narrative could be an easy text to write because the contents are followed a chronological order of a story. As stated by Hedge, the organization of ideas in narrative text is easy because it follows chronological sequences, so narrative is different from other types of discourse and it is recommended for writing. 7 Moreover, Smalley stated that narrative paragraph is used to tell a story and share someone’s experience in which usually chronological events are organized well from what happened first until what happened last. 8 The experience could be an experience occurred in the past. Narrative story is begun by introducing the characters in story and setting. Then, sequence of events is written in the middle of story plot then it is ended by resolution as a problem solving of the conflict that happened in the story. Furthermore, Masiello stated that narrative considers as a good text which is useful for students to describe specifically about a picture of critical elements that build a story such as setting, character, sequence of events, and resolution.9 From the statements above, it can be concluded that narrative text can be said as a text which is used to tell a chronological of fiction story or personal 6

Don Snow, From Language Learner to Language Teacher: An Introduction to Teach English as a Foreign Language, (Alexandria: Teachers of English to Speakers of Other Languages (TESOL), 2007), p. 154. 7 Tricia Hedge, Writing: Resource Books for Teachers, (New York: Oxford University Press, 1988), p. 118. 8 Regina L. Smalley, Marry K. Rutten, Joann Rishel Kozyrev. Refining Composition Skills; Academic Writing and Grammar 6th Ed, (Boston: Heinle Cengage Learning, Inc, 2012), p. 45. 9 Lea Masiello, Writing in Action: A Collaborative Rhetoric for Collage Writers, (New York: Mcmillan Publishing Company, 1986), p. 108.

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experience that might be happened to whomever in the past. Narrative is supposed to be a useful text to encourage students especially at school who want to practice writing. Through narrative text, students can be more creative because they write based on their imagination. In the other hand, students could write a narrative story based on a story they ever heard, watch, or read before. Ploeger classified narrative text into four elements as follows:10 a. Point of View Point of view can be first-person (I), second-person (you), or third-person (he/she/they/it). For most personal narratives, the first-person point of view is used. It gives the readers closeness with the story because they feel as the part of the action. Then, the third-person point of view is used to tell someone else, so it makes a distance between the readers and the story. b. Characters All stories must have presented some characters. Many writers insist that character is a single most important in the narrative text. Narratives use real people in real conflicts, with real feeling, needs, and fears. These details are used to make the story more real and exciting for the reader. Think about the five senses which can be used in the description. They can describe a character physically: weight, height, age, and so on. The writer also may describe: how a character looked, how she/he sounded, how she/he talked or walked. Reveal his/her personality through his/her action. c. Action or Conflict Mostly, every story has one major conflict or event. Conflict involve the characters, it could appear between a character with someone else, with himself/herself, with nature, or with society. It can be seen in all discussion among characters that lead up to the final, climatic scene, the final explosion or insight. A good story must involve several kind of conflict which serves the

10

Katherine. M. Ploeger, Simplified Paragraph Skills, (Illinois: NTC Publishing, 1999), pp. 261-262.

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purpose of the story. Without it, the story will be bored and flat. The conflict which happens in the story is able to keep readers’ attention and interest. d. Dialogue Conversation or dialogue between characters brings the story alive for the reader. The dialogue may use both in formal or informal language as long as it is still readable. Additionally, the writer must write the dialogue grammatically correct in order the reader can catch the point of that story.

3. The Purpose of Narrative Text People write a narrative story might be just for pleasure, to attract and get the reader’s interest through the story. Besides, they like to write any kind of story due to they want to reflect their own experience and the think that the readers may have similar with the story that written by the writer. It is in line with Barbara that stated, “some purposes of narrative are: to entertain, to express feelings, to relate experience, to inform something happened with someone, to inform something which can teach a lesson to the reader, and to persuade.” 11 In addition, Anderson also stated that a Narrative is a text that tells a story and, in doing so, entertains the audience.12 From the statement above, it can be concluded that narrative has several social functions such as to amuse, to entertain, and to deal with actual experiences in different ways; narrative deal with the fiction story that can entertain the readers as well.

4. The Types of Narrative Text There are many types of narrative text. Buscemi divided narrative into two categories: fiction and nonfiction.13

11

Barbara Fine Clouse, the Student Writer: Editor and Critic 7th edition, (New York: McGraw Hill, 2006), p. 186. 12 Mark Anderson and Kathy Anderson, op. cit., p. 3. 13 Santi S. Buscemi, A Reader for Developing Writers, (New York: McGraw Hill, 2002), p. 341.

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Narrative fiction is written based on author’s imagination. It has a purpose to inform people about developments that attract or influence them. The example of narrative fiction are magazine article, newspaper, fairy stories, mysteries, horror stories, myth and legend, adventure stories, fable. The other type of narrative is nonfiction. Narrative nonfiction is written based on personal experience. All the content is tell about real accidents which are occurred in author’s life. The kind of this text is known as recount text.

5. The Schematic Structure of Narrative Text In constructing text, the writer should follow several steps that are commonly used to create a narrative story. The elements of them are as well served as a guideline in reading a text for students. They are:14 a. Orientation This part is commonly mentioned in the first paragraph, it can be called as an introductory part of a story. The narrator let the readers know where and when the story takes place and who are involved in the story called as characters. Every event must be supported by some characters which participated in a story. Characters regard as a particular role in a story. The characters mention such as beautiful, helpful, selfish, faithful, etc. In the part of orientation, students could mention not only adjectives which belongs to the characters but also physical characteristic such as; weight, age, height and so forth. b. Complication In this part, the narrator tells us about something that will begin in a series of event. This event will influence toward one or some characters. The complication is a trigger. c. Sequence of events This part is where the narrator explains about how the characters react to the complication. It includes their feeling and what they do. The event can be told in chronological order (the order in which they happen) or with flash backs. The audience is given the narrator’s point of view. 14

Mark and Kathy Anderson, op. cit., p. 9.

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d. Resolution This part can be found in the end of the story. The narrator finishes the story by giving readers and listener about a problem solving of complication or the complication is sorted out. e. Coda The narrator will put together a coda in the text if there is a moral value or message from the story which could become as learning for both the readers and listeners. Actually, the most common schematic structure of narrative text which is learned by students is orientation, complication, and resolution. In this following is the example of schematic structures of narrative text: The Legend of Beowulf Once upon a time, there was a horrible monster called Grendel. He was half-man and half-monster. He lived in Denmark. One day, he went to the King's castle. The king and his men tried to kill the monster but their words were useless.

Orientation

A knight called Beowulf heard about the problem and went to Denmark to help the king. That night, Beowulf and his men took off their armor and put away their swords and went to sleep. The monster came into the castle and killed a knight. Beowulf woke up and

Complication

fought the monster-he pulled off an arm! Grendel went back to his home in a lake and died. Grendel's mother was very angry and the next night she went to the castle and killed a knight. In the morning, Beowulf went to the lake. He killed Grendel's mother with a special sword. When he came back, the king was very happy and he gave Beowulf presents and money.

Sequence of event

13

Beowulf went back to his country and became a king. He was king for fifty years. But one day, a dragon came to his country, and it attacked people. It lived in a cave with treasure.

Resolution

The dragon was very big and breathed fire. The knights were afraid and they did not want to fight the dragon. King Beowulf was an old man but he put on his armor again and killed to the dragon.15 Taken from Opportunities Elementary, 2003

6.

The Language Features of Narrative Text There are several language features which are commonly found in the

narrative text:16 

Noun which identify characters and place in the story.



Time words that connect event, telling when they occurred.



Verbs that show the actions that occur in the story.



Adjectives that provide accurate descriptions of characters and settings. In this following is the example of language features of narrative text which

still connected with the story presented above: Table 2.1 Language Features of Narrative Text

No

Linguistic Features

Examples

1.

Specific participants

Beowulf

2.

Generic Participants

The king, Grendel and Grandels’ mother

15

Joko Priyana, et al., Interlanguage: English for Senior High School Students XI, (Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional, 2008), p. 83. 16 Mark and Kathy Anderson, op. cit., p. 8.

14

 There was a horrible monster called 3.

Past Tense

Grendel.  He lived in Denmark.  He went to the King's castle.  The monster came into the castle and

4.

killed a knight 5.

Adverb of Time

6.

Adverb of Place

7.

Coordinate

Once upon a time, one day, when, next night, In the morning. In Denmark, In the castle, In the lake, In a cave. And, but.

Conjunction

In the language features mentioned above frequently to be used in writing a narrative text by a narrator. It always involves a character or the number of characters in every story. Similarly, in the story of the legend of Beowulf above, the specific character is Bewoulf. Moreover, it uses time word in that story, for example, “Once upon a time…” And also the last two elements of language feature. Furthermore, language features are served to make students easier in understanding a story in a text. By the use of past tense, it helps students to characterize the type of narrative text itself, so they can differentiate a narrative text from other text types and the readers will know what happened in the story. However, conjunction is also really important to elaborate the characters and setting of that story. To sum up, language features have a significant role in a text due to it may be helpful for the readers to get a meaning from a story. Meanwhile, the use of past tense pattern in narrative text can tell to the reader about the major feature of a story used. And conjunction is really needed to support the story in term of describing characters and settings. As the writers construct a text, they have to

15

give a big attention to the use of language features because all of components in the language features have a purpose to produce the story to be more alive. B. Story Mapping 1.

The Understanding of Story Mapping There are many definitions of story mapping stated by several experts. Khalaf

states one of them, he defined that story mapping could be used as a visual graphic organizer that draws six elements in narrative text such as setting, characters, sequence of major events and actions of story characters, so that students enable to connect story events and to perceive structure in a story. 17 In line with Khalaf, Lewin said that story mapping is a graphic organizer consists of six components which commonly appear in a story; title, characters, settings, main events, problems, and conflicts, and solution or resolution, it helps the readers to make a relation between the stories which they read and their knowledge.18 Pamela also stated that story mapping is used to represent some story components in form of graphic visualization which has a purpose to give readers or writers a picture to provide an overview of a story, so that they can make clearly outline the relationships to each other. Those components of story which frequently appears are setting, characters, goal, conflict or sequence of events, and resolution.19 In addition, according to Walter, story mapping is instructional strategy that provides brief information of critical elements in narrative text through visual. It helps students visualize the people, places, and events of the story. It is also supposed to develop deeply the understanding about plot, characterization, imagery, allusion, and perspective in a story. Besides, in a creative writing exercise, story mapping can be used as an initial process of organizing their ideas 17

Salem Saleh Khalaf Ibnian, The Effect of Using Story Mapping Technique on Developing Tenth Grade Students’ Short Story Writing Skills in EFL, Journal of English Language Teaching, vol.3, 2010, p. 182. 18 Larry Lewin, Paving the Way in Reading and Writing: Strategies and Activities to Support Struggling Students in grade 6-12 1st ed, (New York: Jossey-Bass, 2003), p. 68. 19 Pamela J. Farris, Carol J. Fuhler, and Maria P. Walther, Teaching Reading - a Balanced Approach for Today’s Classroom, (New York: McGraw-Hill, 2004), p. 345.

16

before proceeding with the story writing. Story mapping is kind of an outline for writing narrative text.20 Based on the definitions and concepts above, it can be concluded that story mapping is a visual graphic map in which is provided the elements of story such as setting, characters, problems, and resolution which are presented to help the writers associate the whole content of the story, so that they can easily manage their ideas as they write the story. Story mapping is useful to be used by students as an outline of students’ writing. It uses in the early stages of planning a narrative essay. In writing of narrative text, story mapping can create not only writers’ creativity, but also help the writers develop their thoughts appropriate with the theme provided in writing of an imaginative story or telling their experience to the readers.

2.

The Procedures of Story Mapping These are some instructions that have to be followed in writing narrative text

by using story mapping. The general procedures are used to prepare a basic story mappping includes the following steps (Anna Uhl Chamot et al: 1999):21 a.

Elicit students’ current procedures and strategies for planning before writing. Write a list of ideas on the board.

b.

Explain the four stages of writing; planning, composing, revising, and editing. Tell the students that they are going to focus on planning and that you are going to share another strategy with them to help them plan their writing.

c.

Introduce the story mapping as a graphic organizer for planning to write.

d.

Demonstrate the strategy by partially completing a story mapping in the picture (figure 2.2 and 2.3) for your own story.

e.

Have students complete a story mapping for their folk tale. Students may work in groups to share ideas and help each other. When students are 20

Teressa Walter, Teaching English Language Learners, (New York: Pearson Education), 2004, pp. 85-87. 21 Anna Uhl Chamot, et al., The Learning Strategies Hand Book, (New York: Longman), 1999, p. 217.

17

finished, have pairs exchange their story maps and check that they are complete. f.

Have students begin write their stories. Remain them to use story mapping to guide them as they write.

g.

Review their stories. Those are simple procedures in writing using story mapping which could be

applied in classroom. It is used as a framework of outlines for story writing.

3.

The Kinds of Story Mapping Farris divided story map into two types: graphic story map and bubble map

(see figure 2.2 and 2.3). The different colors which fulfill of each element in the story mapping are used to make it more insightful and the teaching learning process become more memorable.22 a. Bubble Map

Setting

Solution

Title

Problem

Figure 2.1 Bubble Map 22

Pamela J. Farris, op. cit., p. 3.

Character

18

b. Graphic Story Map

Setting

Solution

TITLE

Characters

Problem

Figure 2.2 Graphic Story Map

4. The Advantages and Disadvantages of Story Mapping Here are several advantages and disadvantages of using story mapping as a technique in teaching narrative text. Zygouris and Glass mentioned some advantages of story mapping in their article:23 1.

Students can use a story mapping as a pre-reading strategy. The teacher can introduce a book through a complete story map. By deleting some events, students can make predictions about what they think will happen in the story.

2.

Students can use their story mapping as notes for oral book reports.

3.

Students can use story mapping in preparing media presentations.

4.

Students can use story mapping as a prewriting tool in developing their own stories.

5.

Teachers can also use story mapping in writing conferences as a way to help students revise their story writing. 23

Zygouris, Coe V and Glass, C, Story Mapping, Florida Department of Education: Reading Strategy of the Month Journal, vol. 2, 2004, p. 2.

19

In addition, Kurniawan also mentions some advantages of story map strategy as follow:24 1.

The story mapping is a highly effective, practical way to help students organize story content into a coherent whole.

2.

It is an effective strategy for exceptional and low achieving students (it improves comprehension of materials that are above their instructional levels).

3.

Teachers become more involved in thinking about the structure of the story they are to teach and how each part of the story relates to the others.

4.

These concrete representations aid students in visualizing the story.

5.

Students can more easily see how the story pieces mesh, knowledge they continually apply when they predict what might happens next in one story after another.

6.

It enables students to store information in their personal schema more efficiently and facilitates the recall of story elements more completely and accurately. On the other hand, story mapping also has some disadvantages. First, it

cannot be applied in other types of text such as descriptive, news item, report because story mapping only requires elements of story. This map will appropriate to be applied in teaching writing narrative and recount text. Next, if students only focus on the drawing of their story mapping, they can waste their time to write because they spend much time in making their story mapping.

C. Teaching Narrative Text Using Story Mapping In this research, the writer attempts to use story mapping technique in teaching writing of narrative text and find out the effectiveness of the technique. Firstly, the students were given the instruction about what they were going to do and why they should use story mapping in writing of narrative text. The instruction might encourage the students to be more enthusiastic about what they

24

Ashadi Kurniawan, Improving Students’ Reading Comprehension On Narrative Text Through Story Mapping, Journal of English Language Teaching, vol.3, 2010, p. 182.

20

were going to learn and it was important that students should know what they were going to do and gave them ideas when they finished the task. Next, an example of story mapping was given to the students in which consists of some elements of narrative text such as setting, characters, problem, and resolution and explained how to create a story mapping. Then, students had to complete those elements. Students were ordered to write a narrative text, the topic was decided by her. Students had to create a story mapping by themselves for their own story before they began their writing. They had to fulfill each elements of narrative text which was provided in the story mapping. In the part of problem, they had to write the chronological of some conflicts which might occur in their story. After they finished in completing their story mapping with their ideas, they might start writing their story with using story mapping as their guideline in writing process. Following the story mapping could make students easier in organizing their thoughts and ideas. During the activity, while students were working individually, the writer’s role was a monitor, went round the class, watched and listened if there was a student who wanted to ask about story mapping. She had to be ready in helping them with the task. Furthermore, she could also be as an observer who picked up information about students’ progress. In arranging the lesson plan of the teaching and learning process, the writer used the syllabus in creating the lesson plan and the test which is used in this research. For the writer, syllabus could help her to guide and arrange the lesson plan (RPP) during the learning teaching process. When she made a test to evaluate the students, syllabus was also useful to use in observing the test whether the test is appropriate or not. The syllabus itself might include the standard of competence, based competence, materials, indicators, time location, learning activities and evaluation. In this study, the writer uses a syllabus to guide her in constructing the lesson plan (RPP) and the instruments of the research. It is as a principle to make a test. The syllabus can be seen in the appendixes.

21

D. Previous Relevant Study This section is devoted to the previous study especially those deal with the teaching of writing narrative text using story mapping at three different school of senior high school level. The kind of this study was also conducted by some researchers. The first study comes from M.Yunus (2008) under the title “Improving Students’ Skill of Creating Short Story Mapping at SMA Negri Palembang 3.” The participants were 40 students who were the members of class 1.5 SMA Negri 3 Palembang. This study was a classroom action research. Preliminary data were gained by interviewing the class English teacher andthe first-year students who were having a problem in reproducing English texts especially short stories. The result of this study demonstrated that the students’ scores of writing achievement improved after the application of story mapping and there was a difference in the mean scores of their writing test before. Moreover, the similar study was conducted by Nurhikmah (2011) under the title “Implementing Story Mapping Strategy to Improve the Eleventh Grade Students’ Reading Comprhension on Narrative Text of Man 2 Marabahan.” She observed 14 students of class IX IPA of MAN 2 Marabahan. The fact showed that the students’ ability in comprehending the English texts were low. Based on preliminary study, out of 14 students, only 4 students (29%) passed the minimum passing grade (KKM). Then, the researcher applied the Story Mapping as one of the strategies in the teaching of reading. The finding of the research indicated that the Story Mapping had improved the students’ reading comprehension on narrative text. Another similar research was also conducted by Rosyida Fauzi (2010) under the title “Improving Students’ Understanding of Narrative Text by Using Story Mapping (A Classroom Action Research at the First Grade Students of MA Pembangunan).” This research has purpose to know whether students’ understanding of narrative text could be improved by using story mapping or not. The researcher took 28 students of class XB of MA Pembangunan UIN Jakarta as

22

the sample of her observation. She used the pretest and post-test to collect the data. The result of the study showed that the students can improve their understanding of narrative text through story mapping strategy. The previous relevant studies above are used as a reference for the writer to conduct the research in the same field. Those previous study gave the information how to apply story mapping in the classroom, so it can be practiced by the writer. There are some differences found in the relevant studies such as the object of the research, the method used, and the sample. Pre-test was given before the treatment of story mapping is being applied while post-test was given after the treatment was given. The result of the post-test showed that teaching writing by using story mapping technique was effective as the score of post-test was higher than pre-test.

E. Conceptual Framework From the previous theories, the writer concluded that writing could be as an activity to deliver what someone thinking of using hand-printed. Through writing, people could share and conveyed their ideas to another. In conveying ideas, it is important to consider the appropriate text type because there were a lot of texts which must be learned by students in Junior High school and Senior High School. Narrative is one of English text types that must be learned by students in Senior High School. Narrative is commonly used to tell an imaginative story or personal experience in which contains a messages or moral value for the reader. Narrative requires some story components such as setting, characters, events/plot, conflicts, and resolution. To make students easier in writing of narrative text, teachers should think an appropriate teaching technique. A technique which may be effective to teach narrative text is story mapping. Story mapping could be used as an outline in writing of narrative text. Story mapping is a tool which can draw a concept of story that the writer wants to write. It consists of setting, characters, events/plot, conflicts, and resolution. Those elements could be visualized through colorful pictures to make students easier in

23

organizing their ideas of a story, so that the story which they are created could be more manageable. To create a good story, students could use story mapping as their guideline or outline in writing narrative text by relating each element in story. Story mapping is expected can help students improve their ability in writing of narrative text by making visualization of the story elements through colorful graphic. Based on the explanation above, the researcher thought that there might be a significant achievement in students’ writing ability of narrative text by using the story mapping technique.

F. Theoretical Hypothesis The writer needs to propose hypothesis of her research. The first hypothesis is alternative hypothesis (Ha): there is asignificant difference between students’ achievement in writing narrative text using story mapping and without using story mapping technique. It means that story mapping technique is effective to be used in teaching narrative text. And Null hypothesis (H0): there is no significant difference between students’ achievement in writing narrative text using story mapping and without using story mapping technique. It means that story mapping is not effective to be used in teaching writing narrative text.

CHAPTER III RESEARCH METHODOLOGY This chapter presents the general account of the study. It covers background of study, identification of the problem, limitation of the problem, formulation of the problem, objective of the study, and significance of the study.

A. Research Method and Design This study is a quantitative research. The writer used pre-experimental study to design this study. Campbell and Stanley said that pre experimental research cannot use two classes as sample because this research design does not compare the difference of improvement between two groups or more.1In addition, Sugiyono stated that pre-test and post-test are distributed to the same object of a research is called as one group pre-test post-test design.2 This research was conducted to identify if there is any significant difference of students’ writing score. The differences could be known by comparing results of pretest and post-test, not comparing the result between two different groups. Then, the writer would find out whether or not story mapping is effective to teach writing narrative text. If students’ score in post-test higher than students’ score in pre-test, it means that story mapping is good to be implemented in teaching writing narrative text.

B. Time and Location This research was conducted from February 11th until February 27th, 2014.The writer did the research on the use of story mapping to teach students’ writing skill of narrative text in the second grade of SMANegeri 90, Jakarta. It is located on Jl. Sabar Petukangan Selatan Pesanggrahan, South Jakarta.

1 2

Rick Houser, Research-Study and Teaching, (New York: SAGE Publication, 2009), p. 54. Sugiyono, Metode Penelitian Kualitatif dan R&D, (Bandung: Alfabeta, 2009), p. 64.

24

25

C. Population and Sample The population of this research was the whole students of eleventh grade students of SMA Negeri 90 Jakarta. There are nine classes that consist of four social science classesand four of science classes.Clustering sampling was used to take the sample. Houser stated that cluster sampling is used if the target population group cannot be separated.3 Based on cluster sampling technique, one class was taken randomly from nine classes that have same average score class. The class chosen was XI Social 2 as the sample of this research. There are 40 students of that class.

D. Instrument of the Research In this research, test was the instrument used in collecting the data. The test was used to find out if there is an effectiveness of using story mapping to teach students writing ability of narrative text. Narrative is a text which is commonly used to tell an imaginary story or someone’s experience. The test was given in the beginning and in the end of thetreatments. The test was in form of essay. The indicators of the testwere to build students’ understanding in narrative text, so that they were able to produce a narrative text using their own words. The written test has to pass a validity and reliability test. Validity is when a test must measures what it is intended to measure and what has been taught. 4 It means that students have to write in a genre that they have already learned. In order to be valid, construct validity is used to create the test. As Hyland stated, Construct validity consists of the task which has qualities to measure how far writing abilities that have been learned already by students.5 It could be said that a test has construct validity if it measures cognitive aspects that has been elaborated in indicator that stated in the curriculum. That is why before choosing theme, it should be compared to the indicators that students have to reach in syllabus. Then, it is shows that theme of students’ writing of narrative text is valid. 3 4

Rick Houser, op. cit., p. 133. Ken Hyland, Second Language Writing, (New York: Cambridge University Press, 2003), p.

217. 5

Ibid., p. 218.

26

Moreover, reliability is also needed to create a good test because a test must be reliable as a measuring instrument.6 In order to make the instrument to be reliable, the rubric of writing named “analytical scoring” which is created by Jacob, et al was used. The advantage of this rubric scoring is that the scores are compiled to consider aspects of performance which they might otherwise ignore and the score has to give a number of score will tend to make the scoring more reliable. 7 The composition profile by Jacob et al can be seen in research methodology.

E. Technique of Collecting Data Test was used to see the result of students’ improvement in their writing ability of narrative text. The test was distributed to the experimental class. There were two kinds of tests used: pre-test and post-test. a.

Pre-test Pre-test is conducted before the implementation of story mapping technique to

find out the average score of writing ability of the class which observed. Students were given a theme of story which is familiar with them. Students should write with minimum 250 words. Then, students had to identify the element of narrative text such as orientation, complication, and resolution from the text which they had written. The test was carried out in form of written test. b.

Post-test Post-test was used to find out if story mapping technique is effective to teach

students’ writing ability of narrative text. The post-test wasconducted after the implementation of story mapping technique teaching to see the improvementin that the students made after the treatment given. The test used was same as the test used in the pre-test which consists of a narrative essaywith minimum 250 words to be written by the students, but the theme which was given in pre-test and post-test was different.

6 7

J.B. Heaton, Writing English Language Test, (London: Longman, 1995), p. 159. Ibid., p. 162.

27

F. Intervention of the Research As elaborated in chapter one, the purpose of mastering writing narrative skills was that the students were able to deliver their ideas or opinions, explore their knowledge in many information sources in English, and comprehend a text of narrative through story mapping technique. In this technique, the definition, language feature, schematic structure and social function of narrative text were taught. This research had six meetings in the classroom. The two meetings were used to do pretest and post-test and the other four meetings were used to give several treatments in teaching writing of narrative text. In the first meeting, the definition, schematic structure, language feature, and social function of narrative text were explained to students. In addition, several examples of narrative text were given to be analyzed by the students in order that they could distinguish narrative text from another text. In the second meeting, explained the same material which was delivered in previous meeting to strengthen students’ understanding in narrative text. Then, students were asked to discuss with their friends and mention the characteristics of narrative text in a fairytale. Next meeting, students were explained about how to write a good narrative text and gave more explanation about a useful technique which could be used by students as their outline before they wrote their story mapping. Furthermore, they were explained about the definition of story mapping, the advantages of story mapping and how to create a story map. To make students more obvious in making story mapping, some examples of story mapping were given in different forms. After that, a new topic was served as an assignment of students’ writing of narrative text. Students should write their story using story mapping as the outline. In the last meeting, the steps of writing narrative text using story mapping were reviewed to make students more understand about story mapping. Then, they were asked to write any kind of story using story mapping. They could write their story by following the element of story that they had already visualize in story mapping.

28

G. Technique of Data Analysis Technique of data analysis used in the study is statistical analysis with t-test. Ttest was used to test the difference between pre-test and post-test.8 Moreover, Sudjiono said that t-test was used to examine the truth of null hypothesis which stated there is no significant difference between two variables. The formula is as followed:9

=

The process of t-test was as follows:

a. Determining D (difference) between the score result of variable X(Pre-test) and variable Y (Post-test), with formula: D = X-Y b. Add D and getting ∑D (Total score between X and Y) c. Determining mean from differences (MD), with formula: MD =

∑

N =Number of students (experiment class) d. Determining standard of deviation from difference of variable X and Y(SDD), with formula: =

∑

–

[∑ ]

e. Determining the degree of freedom (df), with formula: df = N-1 f. Determining the standard of deviation from the mean of D =

8

√

Dr. Budi Susetyo, Statistika Untuk Analisis Penelitian, (Bandung: PT. Refika Aditama, 2010), p. 208. 9 Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo, 2008), p. 305.

29

g. Determining to (t Observation), with formula:

H. Rubric of Scoring Writing

=

To evaluate students’ writing, the writer used an analytic score in order to be more reliable in scoring students writing. The following rating scale devised by Jacob, et al (1981).10 Scoring Element

Content

Scale

30-27

26-22

Quality

Excellent to Very Good

Good to Average

Description

Knowledgable – substantive – thorough development of thesis – relevant to assigned topic. Some knowledge of subject – adequate rang – limited development of thesis – mostly relevant to topic, but lack detail. Limited knowledge of subject – little

21-17

Fair to Poor

substance – inadequate development of topic. Does not show knowledge of subject – non

16-13

Very Poor

substantive – not pertinent or not enough to evaluate.

Organization

10

20-18


Fluent

expression

stated/supported

–

–

ideas

succinct

clearly –

well-

organized – logical sequencing – cohesive.

Arthur Hughes, Testing for Language Teachers 2nd edition, (New York: Cambridge University Press, 2003), p. 104.

30

Scoring Element

Scale

17-14

Quality

Good to Average

Description

Somewhat choppy – loosely organized but main ideas stand out – limited support – logical but incomplete sequencing. Non

13-10

Fair to Poor

fluent

–

ideas

confused

or

disconnected – lacks logical sequencing and development.

9-7

Vocabulary

20-18

17-14

Very Poor


Good to Average

Does not communicate – no organization – OR not enough to evaluate. Sophisticated

Fair to Poor

–

effective

words/idiom choice and usage – word form mastery – appropriate register. Adequate range – occasional errors of words/idom form, choice, usage, but meaning confused or obscured. Limited

13-10

range

range

words/idiom

–

frequent

errors

of

choice,

usage

–

form,

meaning confused or obscured. Essentially translation – little knowledge of 9-7

Very Poor

English vocabulary, idioms, word form not enough to evaluate.

Language Use

25-22


Effective complex constructions – few errors of agreement, tense, number, word function, articles, pronouns, prepositions.

31

Scoring Element

Scale

Quality

Description

Effective but simple constructions – minor

21-28

Good to Average

problems

in

complex

construction

–

several errors of agreement, tense, number, word order/function, articles, pronouns, prepositions but meaning seldom obscured. Major

problems

in

simple/complex

constructions – frequent errors of negation, 17-11

Fair to Poor

agreement,

tense,

order/function,

number,

articles,

word

pronouns,

prepositions and/or fragments, run-ons, deletion – meaning confused or obscured. No mastery of sentence construction rules 10-5

Very Poor

dominated

by

errors

–

does

not

communicate – not enough to evaluate.

Mechanics

5

4


Effective complex constructions – few errors of agreement, tense, number, word function, articles, pronouns, prepositions.

Good to

Occasional errors of spelling, punctuation,

Average

paragraphing, but meaning not obscured. Frequent errors of spelling, punctuation,

3

Fair to Poor

capitalization, and paragraphing – poor handwriting obscured.

–

meaning

confused

or

32

Scoring Element

Scale

Quality

Description

No mastery of conventions – dominated by 2

Very Poor

errors

of

spelling,

punctuation,

and

capitalization – handwriting illegible – OR not enough to evaluate.

I.

Statistical Hipothesis The statistical hypothesis of this research was as follow:

Ho : µ 1 = µ 2 Ha : µ 1 ≠ µ2

Ho

: There was no significant difference between students’ achievement in writing narrative text using story mapping and without using story mapping technique.

Ha

: There was a significant difference between students’achievement in writing narrative text by using story mapping strategy and without using story mapping technique.

And then, the criteria used as follows: 1.

If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null hypothesis) is rejected. It means that the rates of mean score of the post-test are higher than the pre-test.The using of story mapping is effective to teach students’ writing ability of narrative text.

2.

If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (the null hypothesis) is accepted. It means that the rates of the means score of the post-test are same as or lower than the pre-test. The using of story mapping is not effective to teach students’ writing ability of narrative text.

CHAPTER IV RESEARCH FINDINGS AND INTERPRETATION A. RESEARCH FINDINGS 1.

Description of the Data The research was done at the second grade of SMAN 90 Jakarta. Because the

research was a pre-experimental research, there was only one class in the research. There were six meetings and all the students followed the teaching learning process from the first meeting until the last meeting. The material which was taught in this research was narrative text. The researcher gave pre-test to the students to know the initial students’ competence in writing narrative text.After that, the researcher gave post-test in the last meeting to know the improvementof students’ understanding of narrative text after implementing story mapping technique. The test was in the form of essay and the researcher only provided a theme to the students. Then, in scoring students’ writing, the writer used rubric of writing scoring that belongs to Jacob et al. Here, describe briefly how is scoring. After the writer analyzed students’ work, she calculated pre-test and post-test score. The following table is descriptive statistics of pre-test and post-test that is calculated by using SPSS 20:

Table 4.1 Descriptive Statistics N

Range

Minimum Maximum

Sum

Mean

Std.

Variance

Deviation Statistic Statistic

Statistic

Statistic

Statistic Statistic

Std.

Statistic

Statistic

Error Pre-test

40

32

40

72

2491

62.27

1.233

7.795

60.769

40

25

60

85

2942

73.55

.923

5.835

34.049

(X) Post-test (Y) Valid N

40

33

34

From the descriptive analysis above, it can be seen that the minimum score in pre-test (X) is 40 and the minimum score in post-test was 60. The maximum score in pre-test was 72 and the maximum score in post-test was 85. Then, the mean of pre-test was 62.27 and the mean of post-test was 73.55. It means that there is an improvement in students’ writing achievement because the mean of post-test score is higher than the mean of pre-test score. Here are the complete lists of pre-test and post-test score: a.

Pre-test score Pre-test was conducted before the implementation of story mapping in order to

know students’ writing ability of narrative text before the experiment. From the table below, it can be seen that the highest score in pre-test was 72 and the lowest score was 40. And the average of the pre-test score was 62.27. Table 4.2 The Result of Pre-test Score before Implementing Story Mapping

Students’ Number

Pre-test

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14

58 60 72 43 65 65 68 40 64 68 72 57 62 60

Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27 Student 28 Student 29 Student 30 Student 31

63 60 68 65 68 60 50 71 61 70 60 68 58 68 69 72 68

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Students’ Number

Pre-test

Student 32 Student 33 Student 34 Student 35 Student 36

66 58 55 50 68

b.

Student 37 Student 38 Student 39 Student 40 Total

69 50 67 55 2491

Average (∑)

62.27

Post-test score Post-test was conducted after the implementation of story mapping in order to

see the improvement that made by students in writing narrative text. The following table is the result of post-test score after implementing story mapping technique in teaching (variable Y / post-test). The table shows that the highest score in post-test was 85 and the lowest score was 60. And the mean of the pre-test score was 73.55. Table 4.3 The Result of Post-test Score after Implementing Story Mapping

Students’ Number

Post-test

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12

70 76 85 65 80 75 70 68 80 75 82 70

Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27

70 76 77 80 75 67 70 78 72 70 83 72 78 74 70

36

Students’ Number

Post-test

Student 28 Student 29

60 81

Student 30 Student 31 Student 32 Student 33

85 75 73 76

Student 34 Student 35 Student 36 Student 37 Student 38 Student 39 Student 40 Total

70 73 63 65 70 70 73 2942

Average (∑)

73.55

The writer compared the data in both pre-test and post-test score. The highest score in pre-test was 72 and the highest score in the post-test was 85. Meanwhile, the smallest score in pretest was 40 and the smallest score in post-test was 60. In addition, the tables indicate that the mean of pre-test score was 62.27 and the mean of post-test score was 73.55. It means that the mean of post-test is higher than the mean of pre-test, so the writer concludes that there was an improvement in students’ score in writing narrative text after they were taught by using story mapping technique.

2.

Analysis of Data From the data above, the writer analyzed the data using t-test in both manual

calculation and using SPSS 20. This analysis was done to examine the difference of score between pretest and posttest. First, the writer manually analyzed the score from pre-test and post-test by calculating the result score into the formula as follows: 1.

Seek D (Diference) between score of variable I (X) and score of variable II (Y) and then D = X-Y

2.

Add D then getting ∑ D

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Table 4.4 The Comparison Score of X (The Students’ Pre-test Score) to Y (The Students’ Post-test Score)

Students (N)

Pre-test

Post-test

Gain Score (D)

X

Y

X-Y

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

58 60 72 43 65 65 68 40 64 68 72 57 62 60 63 60 68 65 68 60 50 71 61 70 60 68 58

70 76 85 65 80 75 70 68 80 75 82 70 70 76 77 80 75 67 70 78 72 70 83 72 78 74 70

-12 -16 -13 -22 -15 -10 -2 -28 -16 -7 -10 -13 -8 -16 -14 -20 -7 -2 -2 -18 -22 1 -22 2 -18 -6 -12

(D)2 144 256 169 484 225 100 4 784 256 49 100 169 64 256 196 400 49 4 4 324 484 1 484 4 324 36 144

38

Students (N)

Pre-test

Post-test

Gain Score (D) (D)2

28 29 30 31 32 33 34 35 36 37 38 39 40 Total Average(∑)

X

Y

X-Y

68 69 72 68 66 58 55 50 68 69 50 67 55 2491 62.27

60 81 85 75 73 76 70 73 63 65 70 70 73 2942 73.55

8 -12 -13 -7 -7 -18 -15 -23 5 4 -20 -3 -18 451 11.275

64 144 169 49 49 324 225 529 25 16 400 9 324 7841 196.025

Based on the data above, the result of calculation showed that ∑D = 451 and ∑D2 = 7841.

3.

Seek Mean from Difference by using formula: MD =

4.

∑D N

=

40

= 11.275

Seek the standard of Deviation from Difference (SDD) by using formula: SDD = =

∑D2 N

−

∑D 2 N

7841 451 − 40 40

2

39

196.025 − (11.275)

=

= √196.025 − 127.238 = √68.789 = 8.29 5.

Seek the standard error from Mean of Difference by using formula: SDD

SEMD = = = =

√N 1 .

√40 1 .

√39 .

6.24

= 1.33 6.

Seek t0 by using formula: MD SEMD 11.275 = 1.33

t =

= 8.48

The t-score is 8.48 which indicates that there is a difference of degree between variable X dan Y. Next, after the result of manual calculation was gotten, it rechecked the result using SPSS – IBM SPSS Statistics Version 20. Paired Samples Test is used to calculate the difference between the pretest and posttest. This analysis can help the writer to examine the improvement of students’ ability in writing of narrative text. Here are the results:

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Table 4.5 Paired Samples Test Paired Differences Mean

1

Post test

-11.275

df

Sig.

Std.

Std.

99% Confidence Interval

(2-

Deviation

Error

of the Difference

tailed)

Mean Pair Pre test–

t

8.406

1.329

Lower -14.874

Upper -7.676 -8.483

39

.000

From Table 4.5, it is known that the mean of the gain score is 11.275. Meanwhile, the standard error means is 1.33. Then, the t observation (to) is -8.48. The result -8.48indicates that there is a difference of degree as much as 8.48 between variable X (pre-test) dan Y (post-test). Then, in order to complete the result of this research, the writer tried to find out the degree of freedom df with the formula: df = N-1 = 40-1 = 39 Based on the table, df =39 at significance level of 5% is 2.02 and at significant level of 1% is 2.70. The comparison is (2.02 < 8.48> 2.70). It means that t0 (t-observation) is higher than tt (t-table). Thus, there is a significant difference between the score of pre-test and post-test. Table 4.4 and 4.5 indicate the calculation result using manual statistical calculation and SPSS – IBM SPSS Statistics Version 20 is same. The t-observation is 8.48, which suggests that there is a significant difference between the pre-test score and the post-test score. This result is significantly different at the significance level of 0.000, which means that the accuracy is almost 100%.

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B. Hypothesis Testing The statistical hypothesis of this research could be seen as follow: H0 : there was no significant difference between students’ achievement in writing narrative text using story mapping and without using story mapping technique. It means that story mapping technique is effective to be used in teaching narrative text. Ha : there was a significant difference between students’ achievement in writing narrative text using story mapping and without using story mapping technique. It means that story mapping is not effective to be used in teaching writing narrative text. The assumption of this hypothesis as follow: 

If t0 ≥ ttable, the null hypothesis (H0) is rejected, it means that there is a significant difference between students’ achievement in writing narrative text using story mapping and without using story mapping technique.



If t0 ≤ ttable, the null hypothesis (H0) is accepted, it means that there is no significant difference between students’ achievement in writing narrative text using story mapping and without using story mapping technique.

Based on the description of the calculation above, it can be inferred that: 1) The value of ttable in the significance level of (5%, df = 0.975, 39) is 2.02 and in the significant level of (1%, df = 0.995, 39) is 2.70. 2) The value of to 8.48 Thus, it can be summarized that to ≥ tt(2.02 < 8.48> 2.70)it means that the null hypothesis (H0) is rejected and the alternative hypothesis is accepted. Thus, the study finds an empirical evident that story mapping is effective to be used as a teaching technique of writing narrative text because there is a significant difference students’ writing score after implementing story mapping.

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C. Interpretation of Data This part covers of discussion of teaching writing by using story mapping and then interprets the result of data. The discussion is based on the research question, which was to know the empirical evidence about the effectiveness of using story mapping as an attempt to improve teaching technique in learning writing of narrative text. That is way the data which have been already collected were analyzed in order to help answering the research question which stated that whether or not story mapping is an effective technique to teach students’ writing narrative text. Based on the analysis of the results in the Table 4.5, it can be observed that using story mapping technique is an effective way in teaching writing narrative text. It is proven that the post-test score is higher than pretest score. It means that teaching writing by applying story mapping technique is better than teaching without applying story mapping technique. By using story mapping technique the students are more interested and motivated in writing. Thus, it can be concluded that story mapping technique is an attractive way to motivate students’ in writing of narrative text for the second year students of SMA Negeri 90 Jakarta.

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion Based on the results and the interpretation of the data, it could be concluded that the result of T-test formula to test the hypothesis of the research supported the effectiveness of using story mapping to teach students’ writing ability of narrative text. The result showed that in significance degree of 5% and 1%, the value of t-test (to) > t-table (tt) (2.02 < 8.48 > 2.70). It could be said that t-test was higher in the than t-table. So, the null hypothesis (Ho) was rejected. It means that the answer of research problem was proven that there was a significant difference between students’ achievement in writing narrative text which was taught using story mapping and without using story mapping. From the previous description, the answer of research problem was proven that there is a significant difference between students’ achievement in writing narrative text by using story mapping. Story mapping technique also could overcome students’ difficulties in writing narrative text. To sum up, story mapping is generally effective and applicable to teach students’ writing ability of narrative text at the eleventh grade of SMAN 90 Jakarta.

B. Suggestion Based on the conclusion above, this study wants to propose some suggestion that might be useful: 1. For the teachers, they should be creative in drawing a story mapping. It is better if the teacher uses LCD projector to create a colorful mapping because students can be more interested in participating in this activity. Moreover, the teacher should be well prepared in using story mapping technique because teacher’s preparation really influences the successful of teaching and learning process.

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44

2. For the students, it is recommended to use this technique as one of their learning strategies to practice and improve their writing ability of narrative text which can be done in out of class as in their extracurricular activities. 3. For the further researchers, particularly those who interested to conduct same research and have same problem, it is suggested to apply story mapping in the same field in their research or apply story mapping to teach other English language skills, for instance reading. In reading, students can comprehend the narrative text clearly using story mapping because it can help them to relate those elements of the story.

BIBLIOGRAPHY

Anderson, Mark and Kathy. Text Types in English 3. Sydney: McMillan. 1997. Ashworth, Marry. Beyond Methodology: Second Language Teaching and the Community. New York: Cambridge University Press. 1985. Boulliane, Tori, et al. Use Story Mapping to increase Students Grammar Text Comprehension in Elementary with Learning Disabilities. Learning Disability Quarterly Journal. Volume 27. 2004. Buscemi, Santi S. A Reader for Developing Writers. New York: McGraw Hill, 2002. Chamot, Anna Uhl, et al. The Learning Strategies Hand Book. New York: Longman. 1999. Clouse, Barbara Fine. The Student Writer: Editor and Critic 7th edition. New York: McGraw Hill. 2006. Coe V, Zygouris and Glass, C. Story Mapping. Florida Department of Education: Reading Strategy of the Month Journal. 2004. Departement Pendidikan Nasional, Kurikulum SMA/MA. Jakarta: Depdiknas. Faris, Pamela. J, et al. Teaching Reading: A Balance Approach for Today’s Classroom. New York: McGraw Hill. 2004. Harmer, Jeremy. How to Teach English New Edition. Kuala Lumpur: Pearson Education Limited. 2007. _____________. The Practice of English Language Teaching. New York: Longman. 1997. Heaton, J.B. Writing English Language Test. London: Longman. 1995. Hedge, Tricia. Writing: Resource Books for Teachers. New York: Oxford University Press. 1988. Houser, Rick. Research-Study and Teaching. New York: SAGE Publication. 2009. Hughes, Arthur. Testing for Language Teachers 2nd Edition. New York: Cambridge University Press. 2003.

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46

Hutchinson, Emily. Narrative Writing. New York: Saddleback Educational Publishing. 2005. Hyland, Ken. Second Language Writing. New York: Cambridge University Press. 2003. Ibnian, Salem Saleh Khalaf. The Effect of Using Story Mapping Technique on Developing Tenth Grade Students’ Short Story Writing Skills in EFL. Journal of English Language Teaching. Vol. 3. 2010. Knefel, Don. Writing and Life. New York: College Publishing. 1986. Kurniawan, Ashadi. Improving Students’ Reading Comprehension on Narrative Text through Story Mapping. Journal of English Language Teaching. Vol. 3. 2010. Langan, John. College Writing Skill. New York: McGraw-Hill. 2005. Lewin, Larry. Paving the Way in Reading and Writing: Strategies and Activities to Support Struggling Students in grade 6-12 1sted. New York: Jossey-Bass. 2003. Masiello, Lea. Writing in Action: A Collaborative Rhetoric for Collage Writers. New York: Macmillan Publishing Company.1986. Ploeger, Katherine M. Simplified Paragraph Skills. Illinois: NTC Publishing. 1999. Priyana, Joko et al. Interlanguage: English for Senior High School Students XI. Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional. 2008. Smalley, Regina L. et al. Refining Composition Skills; Academic Writing and Grammar 6th Ed. Boston: Heinle Cengage Learning. 2012. Snow, Don. From Language Learner to Language Teacher: An Introduction to Teaching English as a Foreign Language. Alexandria: Teachers of English to Speakers of Other Languages (TESOL). 2007. Sudjiono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT. Raja Grafindo. 2008. Sugiyono. Metode Penelitian Kualitatif dan R&D. Bandung: Alfabeta. 2009. Susetyo, Budi. Statistika Untuk Analisis Penelitian, Bandung: PT. Refika Aditama. 2010. Swales, John M. Genre Analysis: English in Academy and Research Settings. New York: Cambridge University Press.1990.

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Walter, Teressa. Teaching English Language Learners. New York: Pearson Education. 2004.

TIMELINES OF THE RESEARCH

No

Time

1.

February 5th, 2014

2.

February 8th, 2014

3.

February 9th, 2014

4.

February 11th, 2014

5.

February 13th, 2014

6.

February 18th, 2014

7.

February, 20th 2014

8.

February, 25th 2014

6.

February 28th, 2014

7.

March 5th, 2014

8. 9.

April 10th, 2014 April 30th, 2014

Activities Going to the school and asking permission to do the research. Preparing about the instrument to be given to the class. Collecting the data by using test (Pre-test and Posttest) Conducting pre-test in form of essay. The Students were ordered to write about “Snow White” using their own words with minimum 400 words. Doing the first treatment. Students were asked to identify generic structure of a narrative text about “The Ugly Duckling”. Doing the second treatment. Students were asked to discuss with their classmates about a story of “Tangkuban Perahu”. Then, they had to draw a story mapping of the story. Doing the third treatment. Students made a small group to write a story from a movie that they have ever watched with using a story map. Doing the last treatment. Students were asked individually to write a narrative text with using a story mapping. Conducting post-test in form of essay. The writer gave a theme to the students. They had to create a story of “Malin Kundang” using their own words with minimum 400 words. Analyzing the data using the appropriate analysis formula based on the result pre and post-test. Making a report about the finding research. Interpreting and making conclusion.

48

49 SILABUS Sekolah

: SMA 90 Jakarta

Kelas

: XI (Sebelas)

Mata Pelajaran

: Bahasa Inggris

Semester

: 2 (Dua)

Standar Kompetensi

: Menulis 1. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana narrative, spoof, dan hortatory expotition dalam konteks kehidupan sehari-hari.

Kompetensi Dasar 11.1Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, spoof, dan hortatory exposition.

Materi Pembelajaran

1. Teks Essai berbentuk narrative. 2. Ciri kebahasaan Teks Essai berbentuk narrative. 3. Tujuan komunikatif teks essai narrative. 4. Langkah retorika narrative.

Kegiatan Pembelajaran

1. Mendengarkan  dan memperhatikan penjelasan guru  tentang narrative text. 2. Mengidentifikasi generic structure dari narrative text.  3. Menyebutkan language features yang ada di dalam narrative text. 4. Memberikan  contoh narrative text. 5. Membuat draft teks narrative dengan melakukan

Indikator Pencapaian Kompetensi

Penilaian Teknik

Tes tulis Menjelaskan definisi dari teks narrative. Mengidentifikasi tujuan komunikatif teks narrative. Menyebutkan langkah retorika dan ciri kebahasaan teks narrative. Membangun pemahaman siswa tentang teks narrative sehingga mereka mampu

Bentuk Instrumen Essay

Contoh Instrumen Complete the story.

Write a story based on the theme given.

Alokasi Waktu

Sumber Belajar

2 x 45 menit 1.Buku teks yang relevan 2. Buku cerita bahasa Inggris 3. Gambar gambar terkait cerita 4. Internet

50

Kompetensi Dasar

Materi Pembelajaran

Kegiatan Pembelajaran chain writing. 6. Melakukan koreksi teman sejawat untuk menyempurnakan draft. 7. Menyempurnakan draft berdasarkan hasil koreksi teman. 8. Siswa menulis sebuah teks sederhana yang berbentuk narrative berdasarkan draft yang telah dibuat. 9. Menunjuk perwakilan dari beberapa siswa untuk menunjukkan hasil karyanya di depan kelas. 10. Memberikan

tugas individu tentang narrative text dengan topic yang berbeda

Indikator Pencapaian Kompetensi memproduksi sebuah teks sederhana yang berbentuk narrative dengan menggunakan kalimat yang efektif.

Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar

51

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah : Mata Pelajaran : Kelas/Semester : Standar Kompetensi :

SMAN 90 Jakarta Bahasa Inggris XI (Sebelas) / II 11. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana narrative, spoof, dan hortatory expotition dalam konteks kehidupan sehari-hari. Kompetensi Dasar : 11.2 Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, spoof, dan hortatory exposition. Jenis Teks : Monologue Tema : Narrative text Aspek/Skill : Menulis Alokasi Waktu : 2 x 45 menit Pertemuan ke :1 1. Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat: a. Mengidentifikasi ciri kebahasaan dari teks narrative. b. Memahami teks berbentuk narrative. c. Menulis teks berbentuk narrative dengan menggunakan story mapping technique.  Karakter siswa yang diharapkan : Dapat dipercaya (trustworthiness) Rasa hormat dan perhatian (respect) Tekun (diligence) Tanggungjawab (responsibility) Berani (courage) 2. Indikator 1. Kognitif 1.1 Proses 1.1.1 Menjelaskan definisi dan tujuan komunikatif dari teks narrative. 1.1.2 Menyebutkan langkah retorika dan ciri kebahasaan dalam teks narrative. 1.1.3 Mencirikan teks narrative dari jenis teks yang lain.

52

1.1.4 Melatih siswa untuk menulis sebuah teks monolog narrative sederhana dengan menggunakan kalimat yang baik dan benar. 2. Afektif 2.1 Karakter Jujur, ramah, suka menolong, bertanggung jawab, menciptakan ide-ide yang kreatif, berani bertanya, dan menjadi penulis yang baik. 3. Psikomotor Membangun pemahaman siswa tentang teks narrative sehingga mereka mampu memproduksi sebuah teks functional yang sederhana berbentuk narrative dengan menggunakan kalimat yang efektif. 3. Materi Pembelajaran a. Definition of narrative text b. Generic Structure of narrative text. c. Language features of narrative text. d. Social function of narrative text. 4. Metode Pembelajaran: CLT (Communicative Language Teaching) 5. Langkah-langkah Kegiatan a. Kegiatan Pendahuluan 1. Mengkondisikan siswa di kelas dengan memberi aba-aba pada siswa untuk duduk rapi guna mengikuti pembelajaran yang akan di laksanakan. 2. Meminta ketua kelas untuk memimpin doa sebelum pelajaran di mulai. 3. Mengisi absen kehadiran siswa. 4. Apersepsi; Ice breaking 5. Siswa menyimak keterangan dari guru tentang tujuan pembelajaran yang meliputi ; proses, produk, karakter, dan psikomotor. b. Kegiatan Inti Eksplorasi Dalam kegiatan eksplorasi, guru:  Menjelaskan tentang teks narrative dan ciri kebahasaannya.  Mengidentifikasi generic structure dari teks berbentuk narrative.  Memberikan sebuah contoh teks narrative beserta penjelasan tentang schematic structure dan linguistic featuresnya.

53

Elaborasi Dalam kegiatan elaborasi:  Membagi menjadi beberapa kelompok yang terdiri dari 3 orang dan masing – masing kelompok diberi tema narrative text tentang ‘The Ugly Duckling’.  Masing – masing kelompok menganalisa generic structure dan moral value yang ada dalam cerita ‘The Ugly Duckling’.  Perwakilan kelompok mempresentasikan hasil analisa generic structure dari teks narrative tersebut. Konfirmasi Dalam kegiatan konfirmasi:  Guru memeriksa hasil pekerjaan siswa.  Guru mengevaluasi hasil pekerjaan siswa dengan memberi feedback.  Siswa dan guru bertanya jawab tentang materi yang belum dimengerti.  Guru bersama siswa bertanya jawab meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan. c. Kegiatan Penutup Dalam kegiatan penutup:  Sebelum KBM selesai, guru membuat kesimpulan dari materi yang telah dipelajari.  Membuat semacam guessing quiz yang masih berkaitan dengan narrative untuk mengecek ulang pemahaman siswa.  Memberikan umpan balik positif dan penguatan dalam bentuk lisan, tulisan, isyarat, maupun hadiah terhadap keberhasilan siswa.  Memberi kesempatan siswa untuk bertanya sebelum KBM berakhir.  Memberi PR (Pekerjaan Rumah) secara individual/ berkelompok. 6. Sumber Belajar a. http://www.englishdirection.com/2012/05/contoh-example-of-narrativetext-king.html b. Gambar-gambar yang relevan. c. Buku Paket. d. LKS Bahasa Inggris SMA Kelas XI.

54

7. Penilaian Indikator Pencapaian Kompetensi 1. Melengkapi elemen dari teks narrative.

Teknik Penilaian

Bentuk Instrumen

Tes tulis

menyusun teks

2. Mengidentifikas i langkah retorika, unsur – unsur, dan ciri kebahasaan teks narrative.

Esai

Instrumen/ Soal 1. Arrange the jumbled sentences into a good narrative text. 2. Write down a simple narrative text based on the picture using your own words

3. Menulis sebuah teks narrative. 

Instrumen: - Arrange the jumbled sentences into a good narrative. - Write down a simple narrative text with your own words.



Rubrik Penilaian Element

Score

Grammar Spelling Diction Paragraph Development

25 25 25 25

Standard of each element: Excellent

21-25

Very Good

16-20

Good

11-15

Average

6-10

Poor

-5

55

Jakarta, 11 Februari 2014

Mengetahui, Guru Mata Pelajaran

Ilham Syarif, S.Pd.

Mahasiswa Praktikan

Annisa Purwaning Sayekti

56

Identify the generic structure of the narrative text below! The Ugly Duckling

One upon time, a mother duck sat on her eggs. She felt tired of sitting on them. She just wished the eggs would break out. Several days later, she got her wish. The eggs cracked and some cute little ducklings appeared. "Peep, peep" the little ducklings cried. "Quack, quack" their mother greeted in return. However the largest egg had not cracked. The mother duck sat on it for several days. Finally, it cracked and a huge ugly duckling waddled out. The mother duck looked at him in surprise. He was so big and very gray. He didn't look like the others at all. He was like a turkey. When the mother duck brought the children to the pond for their first swimming lesson, the huge grey duckling splashed and paddled about just as nicely as the other ducklings did. "That is not a turkey chick. He is my very own son and quite handsome" the mother said proudly. However, the other animals didn't agree. They hissed and made fun of him day by day. Even his sisters and brothers were very unkind. "You are very ugly" they quacked. The little poor duckling was very unhappy. "I wish I looked like them." He thought to himself. One day, the ugly duckling run away and hid in the bushes. The sad duckling lived alone through the cold and snow winter. Finally the spring flowers began to bloom. While he was swimming in the pond, he saw three large white swans swimming toward him."Oh, dear. This beautiful birds will laugh and peck me too." He said to himself. But the swans did not attack him. Instead, they swam around him and stroked him with their bills. As the ugly duckling bent his neck to speak to them, he saw his reflection in the water. He could not believe his eyes. "I am not an ugly duckling but a beautiful swan", he exclaimed. He was very happy. From that day on, he swam and played with his new friends and was happier than he had never been.

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KUNCI JAWABAN: Orientation of the Narrative text: It introduces the participants which involve in the story of the Ugly Duckling. They are duck mother, ugly duckling, duckling's sister, and the swan. Complication of the narrative text: In this story of ugly duckling, the major complication is that the new born duck is different from other little ducks. The difference made him get bad treatment from others animals. As results, he was sad, unhappy and ran away. Resolution of the narrative text: It comes to a solution for the complication. In narrative texts, a resolution can be a happy ending or sad ending. In this story of the Ugly duckling, the resolution is happy ending. He got new friends and did not treat him badly.

58


SMAN 90 Jakarta Bahasa Inggris XI (Sebelas) / II 11. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana narrative, spoof, dan hortatory expotition dalam konteks kehidupan sehari-hari. Kompetensi Dasar : 11.2 Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, spoof, dan hortatory exposition. Jenis Teks : Monologue Tema : Narrative text Aspek/Skill : Menulis Alokasi Waktu : 2 x 45 menit Pertemuan ke :2 8. Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat: d. Mengidentifikasi ciri kebahasaan dari teks narrative. e. Memahami teks berbentuk narrative. f. Menulis teks berbentuk narrative dengan menggunakan story mapping technique.  Karakter siswa yang diharapkan : Dapat dipercaya (trustworthiness) Rasa hormat dan perhatian (respect) Tekun (diligence) Tanggungjawab (responsibility) Berani (courage) 9. Indikator 3. Kognitif 1.1 Proses 1.1.1 Menjelaskan definisi dan tujuan komunikatif dari teks narrative. 1.1.2 Menyebutkan langkah retorika dan ciri kebahasaan dalam teks narrative. 1.1.3 Mencirikan teks narrative dari jenis teks yang lain.

59

1.1.4 Melatih siswa untuk menulis sebuah teks monolog narrative sederhana dengan menggunakan kalimat yang baik dan benar. 4. Afektif 2.2 Karakter Jujur, ramah, suka menolong, bertanggung jawab, menciptakan ide-ide yang kreatif, berani bertanya, dan menjadi penulis yang baik. 3. Psikomotor Membangun pemahaman siswa tentang teks narrative sehingga mereka mampu memproduksi sebuah teks functional yang sederhana berbentuk narrative dengan menggunakan kalimat yang efektif. 10. Materi Pembelajaran e. Generic Structure of narrative text. 1. Orientation 2. Complication 3. Resolution f. Language features of narrative text. Using Past tense and Using Action Verb g. Elements of narrative text • Characters : The actors invloved in the story. • Setting : The times and places of the story. • Problem : The conflicts faced by the actor of the story. • Plot / sequence of events : The events that happened in the story. • Resolution : How the conflicted / problems solved. 11. Metode Pembelajaran: Collaborative learning 12. Langkah-langkah Kegiatan a. Kegiatan Pendahuluan 1. Greeting ( memberi salam dan bertegur sapa). 2. Tanya jawab berbagai hal terkait dengan kondisi siswa. 3. Mengisi daftar hadir siswa. 4. Apersepsi; game selama 1 menit. 5. Siswa menyimak keterangan dari guru tentang tujuan pembelajaran yang meliputi ; proses, produk, karakter, dan psikomotor.

60

b. Kegiatan Inti Eksplorasi Dalam kegiatan eksplorasi, guru:  Mereview pelajaran yeng sebelumnya dengan menanyakan pertanyaan yang berkaitan dengan topik sebelumnya kepada siswa.  Menjelaskan apa itu story mapping dan manfaat dari story mapping.  Memberikan langkah-langkah untuk membuat karangan berbentuk narrative teks dengan menggunakan story mapping.  Meminta siswa untuk melengkapi element narrative text yang ada dalam teks yang telah di susun yang tergambar dalam story map seperti: setting, characters, problem/complication, dan resolution. Elaborasi Dalam kegiatan elaborasi, guru:  Menugaskan siswa secara berkelompok untuk menulis sebuah teks narrative sederhana dengan menceritakan ulang film yang pernah mereka tonton. Tema bebas sesuai dengan pilihan setiap kelompok.  Melibatkan siswa untuk aktif dalam diskusi secara berkelompok untuk saling membantu melengkapi story mapping dari cerita yang akan mereka tulis.  Meminta siswa untuk mengembangkan cerita mereka menjadi sebuah teks narrative sederhana setelah melengkapi story mapping mereka.  Perwakilan dari beberapa siswa mempresentasikan hasil tulisan mereka di depan kelas dan menunjukkan story mapping mereka. Konfirmasi Dalam kegiatan konfirmasi, guru:  Memberikan konfirmasi terhadap hasil eksplorasi dan elaborasi siswa tentang narrative teks seperti; mengoreksi spelling dan grammar, kelengkapan element dari narrative teks seperti orientation, complication, dan resolution ketika menulis.  Guru memeriksa latihan tersebut dan membahas bersama-sama.  Guru bersama siswa bertanya jawab meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan. c. Kegiatan Penutup Dalam kegiatan penutup: 1. Sebelum KBM berakhir, guru menanyakan kesuitan yang dirasakan siswa selama kegiatan belajar berlangsung. 2. Guru menyimpulkan materi pelajaran yang telah dipelajari.

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3. Guru memberi kesempatan siswa untuk bertanya sebelum KBM berakhir. 4. Guru mengakhiri KBM dengan berdoa bersama, 13. Sumber Belajar e. http://www.englishdirection.com/2012/05/contoh-example-of-narrativetext-king.html f. Gambar-gambar yang relevan. g. Buku Paket h. LKS Bahasa Inggris SMA Kelas XI. 14. Penilaian Indikator Pencapaian Kompetensi 4. Melengkapi elemen dari teks narrative.

Teknik Penilaian Tes tulis

5. Mengidentifikas i langkah retorika, unsur – unsur, dan ciri kebahasaan teks narrative.

Bentuk Instrumen menyusun teks

Esai






Rubrik Penilaian Element Grammar Spelling Diction Paragraph Development

Score 25 25 25 25

62


21-25

Very Good

16-20

Good

11-15

aAverage Poor

6-10 -5


Mengetahui, Guru Pamong

Ilham Syarif, S. Pd.

Mahasiswa Praktikan


63

Name Class

: _______________ : _______________

Write your story using the story map below!

Character

Setting

TITLE

Solution

Problem

64


SMAN 90 Jakarta Bahasa Inggris XI (Sebelas) / II 11. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana narrative, spoof, dan hortatory expotition dalam konteks kehidupan sehari-hari. Kompetensi Dasar : 11.2 Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, spoof, dan hortatory exposition. Jenis Teks : Monologue Tema : Narrative text Aspek/Skill : Menulis Alokasi Waktu : 2 x 45 menit Pertemuan ke :3 15. Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat: g. Mengidentifikasi ciri kebahasaan dari teks narrative. h. Memahami teks berbentuk narrative. i. Menulis teks berbentuk narrative dengan menggunakan story mapping technique.  Karakter siswa yang diharapkan : Dapat dipercaya (trustworthiness) Rasa hormat dan perhatian (respect) Tekun (diligence) Tanggungjawab (responsibility) Berani (courage) 16. Indikator 5. Kognitif 1.1 Proses 1.1.1 Menjelaskan definisi dan tujuan komunikatif dari teks narrative. 1.1.2 Menyebutkan langkah retorika dan ciri kebahasaan dalam teks narrative. 1.1.3 Mencirikan teks narrative dari jenis teks yang lain.

65

1.1.4 Melatih siswa untuk menulis sebuah teks monolog narrative sederhana dengan menggunakan kalimat yang baik dan benar. 6. Afektif 2.3 Karakter Jujur, ramah, suka menolong, bertanggung jawab, menciptakan ide-ide yang kreatif, berani bertanya, dan menjadi penulis yang baik. 3. Psikomotor Membangun pemahaman siswa tentang teks narrative sehingga mereka mampu memproduksi sebuah teks functional yang sederhana berbentuk narrative dengan menggunakan kalimat yang efektif. 17. Materi Pembelajaran h. Definition of narrative text i. Generic Structure of narrative text. j. Language features of narrative text. k. Elements of narrative text. l. Social function of narrative text. The Legend of Tangkuban Perahu

Orientation

Complication

Sequence of events

Once, there was a kingdom in Priangan Land. Lived a happy family. There was a father in form of dog. His name was Tumang. A mother which was called Dayang Sumbi, and a child which was called Sangkuriang. One day, Dayang Sumbi asked her son to go hunting with his lovely dog, Tumang. After hunting all day, Sangkuriang began desperate and worried because he hunted no deer. Then he thought to shot his own dog. Then he took the dog liver and carried home. Soon Dayang Sumbi found out that it was not deer lever but Tumang's, his own dog. So, She was very angry and hit Sangkuriang's head. In that incident, Sangkuriang got wounded and scar then castaway from their home. Years go bye, Sangkuriang had travel many places and finally arrived at a village. He met a beautiful woman and felt in love with her. When they were discussing their wedding plans, The woman looked at the wound in Sangkuriang's head. It matched to her son's wound who had left severall years earlier. Soon she realized that she felt in love with her own son.

66

Sequence of events

Resolution

She couldn't marry him but how to say it. Then, she found the way. She needed a lake and a boat for celebrating their wedding day. Sangkuriang had to make them in one night. He built a lake. With a dawn just moment away and the boat was almost complete. Dayang Sumbi had to stop it. Then, she lit up the eastern horizon with flashes of light. It made the cock crowed for a new day. Sangkuriang failed to marry her. He was very angry and kicked the boat. It felt over and became the mountain of Tangkuban Perahu Bandung.

18. Metode Pembelajaran: CLT (Communicative Language Teaching) 19. Langkah-langkah Kegiatan a. Kegiatan Pendahuluan 6. Greeting ( memberi salam dan bertegur sapa). 7. Tanya jawab berbagai hal terkait dengan kondisi siswa. 8. Mengisi absen siswa. 9. Apersepsi; Ice Breaking. 10. Siswa menyimak keterangan dari guru tentang tujuan pembelajaran yang meliputi ; proses, produk, karakter, dan psikomotor. b. Kegiatan Inti Eksplorasi Dalam kegiatan eksplorasi, guru:  Mengulang pelajaran yeng sebelumnya dengan menanyakan pertanyaan yang berkaitan dengan topik sebelumnya kepada siswa.  Memberikan contoh teks narrative tentang cerita – cerita naratif populer secara singkat.  Membagi siswa menjadi beberapa kelompok yang terdiri dari 2 orang (berpasang pasangan) dan masing – masing pasangan diberi narrative text tentang ‘The Legend of Tangkuban Perahu’.  Meminta siswa untuk mengidentifikasi struktur kebahasaan dari teks narrative tersebut secara berdiskusi.  Perwakilan siswa diminta untuk membuat bagan story mapping di papan tulis. Elaborasi Dalam kegiatan elaborasi, guru:  Menugaskan siswa secara individu untuk menulis tentang folktale yang berjudul “Cinderella” untuk dikembangkan menjadi sebuah teks narrative dengan versi mereka sendiri.  Meminta siswa melengkapi story map secara mandiri dari cerita “Cinderella” secara individu.

67

 Menugaskan siswa untuk menyusun ide-ide yang mereka tuangkan dalam story map tadi menjadi sebuah teks narrative. Konfirmasi Dalam kegiatan konfirmasi, guru:  Memeriksa hasil pekerjaan siswa.  Mengevaluasi hasil pekerjaan siswa dengan memberi feedback.  Siswa dan guru bertanya jawab tentang materi yang belum dimengerti. c. Kegiatan Penutup Dalam kegiatan penutup: 1. Sebelum KBM berakhir, guru menanyakan kesulitan yang dirasakan siswa selama kegiatan belajar berlangsung. 2. Guru menyimpulkan materi pelajaran yang telah dipelajari. 3. Guru memberi kesempatan siswa untuk bertanya sebelum KBM berakhir. 4. Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya. 20. Sumber Belajar i. http://www.englishdirection.com/2012/05/contoh-example-of-narrativetext-king.html j. Gambar-gambar yang relevan. k. Buku Paket. 21. Penilaian Indikator Pencapaian Kompetensi 7. Melengkapi elemen dari teks narrative. 8. Mengidentifi kasi langkah retorika, unsur – unsur, dan ciri kebahasaan

Teknik Penilaian

Bentuk Instrumen

Tes tulis

menyusun teks

Esai


68

teks narrative. 9. Menulis sebuah teks narrative. 




Rubrik Penilaian Element

Score

Grammar Spelling Diction Paragraph Development

25 25 25 25


21-25

Very Good

16-20

Good

11-15

Average

6-10

Poor

-5


Mengetahui, Guru Pamong

Ilham Syarif, S. Pd.

Mahasiswa Praktikan


69

Name : _________________ Class : _________________ Write a short story of ‘Cinderella’ with your own words using the story map below!

Character

Setting

CINDERELLA

Solution

Problem

70


SMAN 90 Jakarta Bahasa Inggris XI (Sebelas) / II 11. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana narrative, spoof, dan hortatory expotition dalam konteks kehidupan sehari-hari. Kompetensi Dasar : 11.2 Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, spoof, dan hortatory exposition. Jenis Teks : Monologue Tema : Narrative text Aspek/Skill : Menulis Alokasi Waktu : 2 x 45 menit Pertemuan ke :4 22. Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat: j. Mengidentifikasi ciri kebahasaan dari teks narrative. k. Memahami teks berbentuk narrative. l. Menulis teks berbentuk narrative dengan menggunakan teknik story mapping.  Karakter siswa yang diharapkan : Dapat dipercaya (trustworthiness) Rasa hormat dan perhatian (respect) Tekun (diligence) Tanggungjawab (responsibility) Berani (courage) 23. Indikator 7. Kognitif 1.1 Proses 1.1.1 Menjelaskan definisi dan tujuan komunikatif dari teks narrative. 1.1.2 Menyebutkan langkah retorika dan ciri kebahasaan dalam teks narrative. 1.1.3 Mencirikan teks narrative dari jenis teks yang lain.

71

1.1.4 Melatih siswa untuk menulis sebuah teks monolog narrative sederhana dengan menggunakan kalimat yang baik dan benar. 8. Afektif 2.4 Karakter Jujur, ramah, suka menolong, bertanggung jawab, menciptakan ide-ide yang kreatif, berani bertanya, dan menjadi penulis yang baik. 3. Psikomotor Membangun pemahaman siswa tentang teks narrative sehingga mereka mampu memproduksi sebuah teks fungsional yang sederhana berbentuk narrative dengan menggunakan kalimat yang efektif. 24. Materi Pembelajaran m. Generic Structure of narrative text. n. Language features of narrative text. o. Elements of narrative text. p. Social function of narrative text. The Story of Rabit and Bear Orientation

Complication

Resolution

Once upon a time, there lived a bear and a rabbit. The rabbit was a good shot. On the contrary, the bear was always clumsy and could not use the arrow to shoot. One day, the bear called over the rabbit and asked the rabbit to take his bow and arrows. Because he was afraid to arouse the bear's anger, he did not refuse the challenge. He went with the bear and shot buffaloes. He shot and killed so many that there were lots of meats left after. However the bear did not make the rabbit get any of the meat. Even he could not taste it. The poor rabbit went home hungrily after a day of hard work. Fortunately, the youngest child of the bear was very kind to the rabbit. His mother bear always gave him an extra large piece of meat but he did not eat it all. He took some outside with him and pretended to play ball with the meat. He kicked the ball of meat toward the rabbit's house. The meat flew into the rabbit's house. In this way, the hungry rabbit got his meal.

25. Metode Pembelajaran: CLT (Communicative Language Teaching) 26. Langkah-langkah Kegiatan

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a. Kegiatan Pendahuluan 11. Greeting ( memberi salam dan bertegur sapa). 12. Tanya jawab berbagai hal terkait dengan kondisi siswa. 13. Mengisi absen siswa. 14. Apersepsi; Ice Breaking. 15. Siswa menyimak keterangan dari guru tentang tujuan pembelajaran yang meliputi ; proses, produk, karakter, dan psikomotor. b. Kegiatan Inti Eksplorasi Dalam kegiatan eksplorasi, guru:  Mengulang pelajaran yeng sebelumnya dengan menanyakan pertanyaan yang berkaitan dengan topik sebelumnya kepada siswa.  Menjelaskan ulang tetang narrative text dan ciri kebahasaannya.  Memberikan contoh story map dari suatu teks narrative.  Memberikan suatu teks narrative tentang “The Story of Rabit and Bear”. Kemudian siswa menyebutkan ciri kebahasaan dari teks tersebut secara berkelompok.  Meminta perwakilan salah satu siswa untuk membuat story map dari teks tersebut di papan tulis. Elaborasi Dalam kegiatan elaborasi, guru:  Memberikan tema dari salah satu cerita-cerita populer tentang “Lake Toba” untuk dikembangkan menjadi sebuah teks narrative.  Meminta siswa membuat story map dari cerita “Lake Toba” secara individu.  Menugaskan siswa untuk menyusun ide-ide yang mereka tuangkan daam story map tadi menjadi sebuah teks narrative. Konfirmasi Dalam kegiatan konfirmasi, guru:  Memeriksa hasil pekerjaan siswa.  Mengevaluasi hasil pekerjaan siswa dengan memberi feedback.  Siswa dan guru bertanya jawab tentang materi yang belum dimengerti. c. Kegiatan Penutup Dalam kegiatan penutup: 1. Sebelum KBM berakhir, guru menanyakan kesuitan yang dirasakan siswa selama kegiatan belajar berlangsung. 2. Guru bersama-sama dengan peserta didik membuat rangkuman/simpulan pelajaran.

73

3. Guru melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan secara konsisten dan terprogram. 4. Guru memberi kesempatan siswa untuk bertanya sebelum KBM berakhir. 27. Sumber Belajar l. Gambar-gambar yang relevan. m. Buku Paket dan LKS Bahasa Inggris SMA Kelas XI. 28. Penilaian Indikator Pencapaian Kompetensi 10. Melengkapi elemen dari teks narrative.

Teknik Penilaian

Bentuk Instrumen

Tes tulis

menyusun teks

11. Mengidentifi kasi langkah retorika, unsur – unsur, dan ciri kebahasaan teks narrative.

Esai






Rubrik Penilaian Element Grammar Spelling Diction Paragraph Development

Score 25 25 25 25

74


21-25

Very Good

16-20

Good

11-15

Average

6-10

Poor

-5


Mengetahui, Dosen Pembimbing

llham Syarif, S.Pd.

Mahasiswa Praktikan


75

Name : _________________ Class : _________________ Write a short story of ‘Lake Toba’ with your own words using the story map below!

Character

Setting

LAKE TOBA

Solution

Problem

USING STORY MAPPING TO TEACH STUDENTS WRITING ABILITY OF NARRATIVE TEXT

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