CHAPTER IV

FINDING AND INTERPRETATIONS

This chapter discusses the finding and interpretations. The finding of data obtained through the
reading comprehension test (pretest and posttest) in this study was analyzed by using t-test formula.
The interpretation were used to answer the third questions are: (1) was there any significant difference
between the students reading comprehension achieement taught question and answer relationship
strategy and who was conentional method!" (#) was there any significant difference between the
students appreciation in literary taught question and answer relationship strategy and who conentional
method!" ($) what were the eleenth grade students perceptions on implementation of %&'s strategy
in the classroom!
4.1 Findings
There were two (ind of t-test formula which was used in this study: paired sample test and
independent sample test. To find out the students reading comprehension achieement and literary" the
writer used paired sample test but to find out the mean differences of reading comprehension and
literary between the students in e)perimental and control class" the writer used independent sample test
formula was applied
4.1.1. The Data of reading o!"rehension ahie#e!ent of e$e#enth grade st%dent of S&AN 1'
Pa$e!(ang in aade!i )ear *++1,-*+14
1. The Res%$t of the Pre.test and Post.test in the E/"eri!enta$ C$ass
The pretest was conducted on Tuesday" *ay 1+th #,1$ for e)perimental class. -t was held in the
first meeting. There were ., students of 11 -/0 . as the e)perimental class 1oined the test. The purpose
of this test was to (now the initial condition of the students achieement in reading narratie te)t. -n
this test" the students were as(ed to answer #, questions based on the reading passages. The time for
students doing the pre-test was +, minutes. The post-test was conducted on 0aturday0 &arh 1st *+14
for e)perimental class. There were ., students of e)perimental class this test. The post-test in this study
had a purpose to measure the students reading achieement after getting treatments. The students did
the posttest through reading test. The process of post-test was similar with the pretest the students of
e)perimental class were gien #, questions of essay. The test spent about +, minutes. 2rom the result"
the students aerage scores were analyzed.
&fter holding the test to measure the reading comprehension achieement the researcher found
that the obtain aerage alue (mean) for pretest e)perimental class was 33.43with the highest score was
5, and the lowest score was ., and the standard deiation was 11.35" while the obtain aerage alue
(mean) for post-test e)perimental class is 43 with the highest score is +, and the lowest score is 6, and
the standard deiation was 4.31. The distribution of the students scores in the pre-test and post-test
clearly in the appendi) 1.
2rom $+ students who followed the pre-test" . students (1,7) were in good category" 1$
students ($#.37) were in aerage category" #$ students (34.37) were in poor category" while in post-
test" # students (37) were in ery good category" #3 students (6#.37) were in good category" 1$
students (337) were in aerage category. The detailed information about the distribution of the
students score in the pre-test and post-test could be seen clearly in the table ..1
Ta($e 4.1
The 0core 8istribution of the /re-test and /ost-test in 9)perimental :roup
PRE.TEST PRE.TEST POST.TEST
Inter#a$ Categor) Fre1%en) Perentage Fre1%en) Perentage
'2.1++ Ver) Good , ,.,,7 # 5.00%
31.'4 Good . 10.00% #3 62.50%
42.3+ A#erage 1$ 32.50% 1$ 55.00%
4+.44 Poor #$ 57.50% , 0.00%
;4+ Ver) Poor , 0.00% , 0.00%
Tota$ 4+ 1++.++5 4+ 1++.++5
&ini!%! Sore 4+ 2+
&a/i!%! Sore '+ 6+
&ean 44.241+*42 34
Chart 1
<omparison between the 'esult of the /re-test and /ost-test in the 9)perimental :roup
#. The St%dents Sore in the Pre.test and Post.test in Contro$ C$ass
&fter the pretest was conducted on Thursday" =oember #1th #,1$ for control class. -t was
held in the first meeting. There were $. students of 11 -/& . as the e)perimental class 1oined the test.
The purpose of this test was to (now the initial condition of the students achieement in reading
narratie te)t. -n this test" the students were as(ed to answer #, questions based on the reading
passages. The time for students doing the pre-test was +, minutes. The posttest was conducted on
>ednesday"3rd #,1. for control class. There were $6 students of control class this test. The posttest in
this study had a purpose to measure the students reading achieement after getting treatments. The
students did the posttest through reading test. The process of post-test was similar with the pretest the
students of e)perimental and control groups were gien #, questions of essay. The test spent about +,
minutes. 2rom the result" the students aerage scores were analyzed.
&fter holding the test to measure the reading comprehension achieement the researcher found
that the obtain aerage alue (mean) for pretest control class was 35.$$ with the highest score was 53
and the lowest score was .3 and standard deiation was +.1, while the obtain aerage alue (mean) for
post-test control class was 6..4# with the highest score was 53 and the lowest score is 3, and the
standard deiation was 4.1#. The distribution of the students scores in the pre-test and post-test clearly
in the appendi).
2rom $6 students who followed the pre-test" $ students (5.347) were in good category" 16
students (.3.417) were in aerage category" 16 students (.3.417) were in poor category" while in post-
test" $ students (5.$$7) were in good category" $1 students (56.117) were in aerage category and #
students (3.367) were in poor category. The detailed information about the distribution of the students
score in the pre-test and post-test could be seen clearly in the table
Ta($e 4.*
The Sore Distri(%tion of the Pre.test and Post.test in Contro$ Gro%"
/'9-/?0T /?0T-T90T
Fre1%en) Perentage Fre1%en) Perentage
'2.1++ Ver) Good , , , ,
31.'4 Good $ 8.57% $ 8.33%
42.3+ A#erage 16 45.71% $1 86.11%
4+.44 Poor 16 45.71% # 5.56%
;4+ Ver) Poor , 0.00% , 0.00%
Tota$ ,4 1++.++5 ,2 100.00%
&ini!%! Sore 44 4+
&a/i!%! Sore '4 '4
&ean 4'.4*6411' 24.*641132
Chart *
<omparison between the 'esult of the /re-test and /ost-test in the control class
4.1.*. The Data of st%dents7 ahie#e!ent in $iterar) of e$e#enth grade st%dent of S&AN 1'
Pa$e!(ang in aade!i )ear *++1,-*+14
1. The Res%$t of the Pre.test and Post.test in the E/"eri!enta$ C$ass
The pretest was conducted on 2riday" =oember ##th #,1$ for e)perimental class. -t was held
in the first meeting. There were ., students of 11 -/0 . as the e)perimental class 1oined the test. The
purpose of this test was to (now the initial condition of the students achieement in literary. -n this
test" the students were as(ed to answer 1, questions based on the reading passages. The time for
students doing the pre-test was +, minutes. The post-test was conducted on 0aturday0 5rd #,1. for
e)perimental class. There were ., students of e)perimental class this test. The post-test in this study
had a purpose to measure the students achieement in literary after getting treatments. The students did
the post-test through reading test. The process of post-test was similar with the pretest the students of
e)perimental class were gien 1, questions of essay. The test spent about +, minutes. 2rom the result"
the students aerage scores were analyzed.
&fter holding the test to students@ achieement in literary the researcher found that the obtain
aerage alue (mean) for pretest e)perimental class was 34.#3 with the highest score was 5, and the
lowest score was ., and the standard deiation was +.#" while the obtain aerage alue (mean) for
post-test e)perimental class is 4# with the highest score is 53 and the lowest score is 3, and the
standard deiation was 4.+. The distribution of the students scores in the pre-test clearly in the
appendi).
2rom ., students who followed the pre-test" # students (37) were in good category" 14 students
(.#.37) were in aerage category" and #1 students (3#.37) were in poor category" while in post-test" #1
students (3#.37) were in good category" 14 students (.#.37) were in aerage category and # students
(37) were in poor category detailed information about the distribution of the students score in the pre-
test and post-test could be seen clearly in the table ..$
Ta($e 4.,
The Sore Distri(%tion of the Pre.test and Post.test in E/"eri!enta$ Gro%"
PRE.TEST PRE.TEST POST.TEST
Inter#a$ Categor) Fre1%en) Perentage Fre1%en) Perentage
'2.1++ Ver) Good , ,.,,7 , 0.00%
31.'4 Good # 5.00% #1 52.50%
42.3+ A#erage 14 42.50% 14 42.50%
4+.44 Poor #1 52.50% # 5.00%
;4+ Ver) Poor , 0.00% , 0.00%
Tota$ 4+ 1++.++5 4+ 1++.++5
&ini!%! Sore 4+ 4+
&a/i!%! Sore '+ '4
&ean 43.*4 3*
Chart 4
Co!"arison (et8een the Res%$t of the Pre.test and Post.test in the E/"eri!enta$ Gro%"
#. The St%dents Sore in the Pre.test and Post.test in Contro$ C$ass
&fter the pretest was conducted on 0aturday" =oember #$ th #,1$ for control class. -t was
held in the first meeting. There were $6 students of 11 -/& . as the control class 1oined the test. The
purpose of this test was to (now the initial condition of the students achieement in literay. -n this test"
the students were as(ed to answer 1, questions of essay based on the reading passages. The time for
students doing the pre-test was +, minutes. The posttest was conducted on 0aturday" *arch 5rd #,1.
for control class. There were $6 students of control class this test. The posttest in this study had a
purpose to measure the students achieemnt in literary apprection after getting treatments. The
students did the posttest through reading test. The process of post-test was similar with the pretest the
students of e)perimental and control groups were gien 1, questions of essay. The test spent about +,
minutes. 2rom the result" the students aerage scores were analyzed.
&fter holding the test to measurestudents achieement in literary0 the researcher found that the
obtain aerage alue (mean) for pretest control class was 34.+# with the highest score was 5, and the
lowest score was ., and standard deiation was +.+ while the obtain aerage alue (mean) for post-test
control class was 6$.$ with the highest score was 5, and the lowest score is 3, and the standard
deiation was 5.#.
2rom $6 students who followed the pre-test" # students (3.367) were in good category" 14
students (.4.##7) were in aerage category" 14 students (.4.##7) were in poor category" while in post-
test" 3 students (1$.5+7) were in good category" #. students (66.647) were in aerage category and 4
students (1+...7) were in poor category. The detailed information about the distribution of the students
score in the pre-test and post-test could be seen clearly in the table
Ta($e 4.4
The Sore Distri(%tion of the Pre.test and Post.test in Contro$ Gro%"
PRE.TEST PRE.TEST POST.TEST
Inter#a$ Categor) Fre1%en) Perentage Fre1%en) Perentage
'2.1++ Ver) Good , ,.,,7 , 0.00%
31.'4 Good # 5.56% 3 13.89%
42.3+ A#erage 14 47.22% #. 66.67%
4+.44 Poor 14 47.22% 4 19.44%
;4+ Ver) Poor , 0.00% , 0.00%
Tota$ ,2 1++.++5 ,2 1++.++5
&ini!%! Sore 4+ 4+
&a/i!%! Sore '+ '+
&ean 43.6122223 2,.''''''6
Chart *
Co!"arison (et8een the Res%$t of the Pre.test and Post.test st%dents ahie#!ent in $iterar)
4. Statistia$ ana$)sis
-n this section the writer presented three statistical analyses by using t-test formula. This formula to
find out: (1) whether or not there was significant differences in reading comprehension achieement of
the students who are taught through questions and answer relationship strategy as compared those who
are not taught through conentional strategy. (#) >hether or not there was a significant difference in
literary appreciation of the students who are taught through questions and answer relationship strategy
as compared those who are not taught through conentional strategy.
4.1. Statistia$ ana$)sis of "retest and "osttest of st%dents9 Reading Co!"rehension Ahie#e!ent
and :iterar) A""reiation the E/"eri!enta$ C$ass and Contro$ C$ass %sing "aired sa!"$e t.test
4.1.1 The Pre.test and Post.test Sores of the E/"eri!enta$ $ass in Reading Co!"rehension
Ahie#e!ent
Aased on paired sample statistic (appendi) 1)" the mean of reading comprehension achieement pre-test
in the e)perimental class was 33.43" the standard deiation was 4.31 and the standard error mean was
1.15B the mean of reading comprehension achieement post-test was 33.43" the standard deiation was
11.34 and the standard error mean 1.5$. The students mean score of pre-test and posttest in
e)perimental class was 1+.#3" the standard deiation was +.34" the standard error mean was 1.31" the t-
obtained was 1#.41 and p output was .,,,. -n two tail testing and df $+" the critical alue of t-table
#.,#. it show that t-obtained was higher than the critical alue of table that 1#.41C#.,#.
4.1.* The Pre Test and Post Test Sore of Contro$ Gro%" in Reading Co!"rehension
Ahie#e!ent
Aased on paired sample statistic (appendi) #)" the mean of reading comprehension achieement
pre-test in the control class was 35.$$" the standard deiation was 5.56 and the standard error mean was
1..4B the mean of reading comprehension achieement post-test was 6..4#" the standard deiation was
6.+6 and the standard error mean 1.16. The students mean score of pre-test and posttest in e)perimental
class was 6.$+" the standard deiation was 6.4#" the standard error mean was 1.1#" the t-obtained was
3.4,. and p output was .,,,. -n two tail testing and df $3" the critical alue of t-table #.,$. it show that
t-obtained was higher than the critical alue of table that 3.4,. C#.,$.
4.*. The Pre.test and Post.test Sores of the E/"eri!enta$ C$ass in st%dents7 ahie#e!ent in
$iterar)
Aased on paired sample statistic (appendi) $)" the mean of literary appreciation pre-test in the
e)perimental class was 34.#3" the standard deiation was +.1+3 and the standard error mean was 1..3B
the mean of literary appreciation post-test was 4#" the standard deiation was 4.++ and the standard
error mean 1.#6. The students mean score of pre-test and posttest in e)perimental class was 1..43," the
standard deiation was 1,.,6" the standard error mean was 1.3+" the t-obtained was +.#4 and p output
was .,,,. -n two tail testing and df $+" the critical alue of t-table #.,#. -t show that t-obtained was
higher than the critical alue of table that +.#4C#.,#.
4.*.* The Pre Test and Post Test Sore of Contro$ Gro%"
Aased on paired sample statistic (appendi) .)" the mean of literary appreciation pre-test in the
control class was 34.+#" the standard deiation was +.+3 and the standard error mean was 1.63+B the
mean of literary appreciation post-test was 6$.5+" the standard deiation was 5.#,. and the standard
error mean 1.$64. The students mean score of pre-test and posttest in control class was 3.+4#" the
standard deiation was 3.$#1" the standard error mean was ,.554" the t-obtained was 6.4$. and p output
was .,,,. -n two tail testing and df $3" the critical alue of t-table #.,#. -t show that t-obtained was
higher than the critical alue of table that 6.4$.C#.,#.
4.*. Statistia$ Ana$)sis of Posttest of St%dents9 Reading Co!"rehension Ahie#e!ent and
:iterar) A""reiation the E/"eri!enta$ C$ass and Contro$ C$ass %sing inde"endent sa!"$e t.test
To find out whether or not there was a significant difference in reading achieement of the
seenth grade students of 0*&= 15 /alembang who were taught through question answer
relationship strategy and without" the writer used independent sample t-test. The analysis the data
was based on the differences between the students score in post test.
;ased on inde"endent sa!"$e statisti <a""endi/ 4= the !ean of reading o!"rehension
ahie#e!ent "ost.test 8as 6$.5+" the standard deiation was 5.#,. and the standard error mean
1.$64. The students mean score of pre-test and posttest in control class was 3.+4#" the standard
deiation was 3.$#1" the standard error mean was ,.554" the t-obtained was 6.4$. and p output
was .,,,. -n two tail testing and df $3" the critical alue of t-table #.,#. -t show that t-obtained was
higher than the critical alue of table that 6.4$.C#.,#.
4.4. $ose.Ans8er 1%estionnaire of st%dents9 "ere"tions
The writer analyzed the results of questionnaire responses to find out the percentage of the students
agreement and students disagreement toward each statement in the questionnaire. The ob1ectie of the
statement 1 up to statement 1, in the questionnaire distribution was to find out the information about
what the students perceptions in learning reading comprehension and literary appreciation by using
question and answer relationship strategy. The gain percentage of all respondents agreement and
disagreement toward each statement in the questionnaire is presented in the table below.
Ta($e
Data 1%estionnaire of st%dents9 "ere"tions on the %se of 1%estion and ans8er re$ationshi"
State!ents <1=
SA
<*=
A
<,=
NAD
<4=
D
<4=
SD
Note
1 3+5 45 145 1+5 345 <strong$) agree and agree=0 *45
<disagree and strong$) disagree=
* 4+5 1+5 *+5 *+5 2+5 <strong$) agree and agree=0 4+5
<disagree and strong$) disagree=
, 2+5 *45 1+5 45 '45 <strong$) agree and agree=0 *45
<disagree and strong$) disagree=
4 4+5 ,+5 *+5 1+5 3+5 <strong$) agree and agree=0 ,+5
<disagree and strong$) disagree=
4 2+5 145 3.45 13.45 345 <strong$) agree and agree=0 *45
<disagree and strong$) disagree=
2 ,45 *+5 *45 *+5 445 <strong$) agree and agree=0 445
<disagree and strong$) disagree=
3 445 145 ,45 *+5 245 <strong$) agree and agree=0 445
<disagree and strong$) disagree=
' 4*.45 13.45 145 13.45 3.45 2+5 <strong$) agree and agree=0 145
<Ne%tra$=0 *45 <disagree and strong$)
disagree=
6 ,3.45 1*.45 **.45 *+5 3.45 4+5 <strong$) agree and agree=0
1*.45 <Ne%tra$=0 *3.45 <disagree
and strong$) disagree=
1+ ,*.45 **.45 1+5 1+5 445 <strong$) agree and agree=0 *+5
<disagree and strong$) disagree=
2rom the table 15 aboe" it can be concluded that most of the students gae similar
responses for some items. 0tatement 1 up to 1, hae to be answered by the students to (now
their perceptions on the use of questions and answer relationships in learning reading
comprehension. The gain of the students responses from the data questionnaire confirmed that
the students dominant perceptions on the use of %&'s were: students can get detail
information of the narratie te)t by using %&'s" they can answer the questions of the narratie
test after using %&'s" %&'s is as a new strategy for students in learning reading of narratie
te)t" %&'s can guide the students in understanding the narratie te)t" and %&'s is easy to be
applied and used in learning reading of narratie te)t.
Ta($e
Data 1%estionnaire of st%dents9 "ere"tions on the %se of 1%estion and ans8er re$ationshi"
State!ents <1=
SA
<*=
A
<,=
NAD
<4=
D
<4=
SD
Note
11 *45 ,+5 *45 *+5 445 <strong$) agree and agree=0 445
<disagree and strong$) disagree=
1* 4+5 145 *+5 145 445 <strong$) agree and agree=0 445
<disagree and strong$) disagree=
1, ,45 ,45 *45 45 3+5 <strong$) agree and agree=0 ,+5
<disagree and strong$) disagree=
14 4+5 ,+5 *+5 1+5 3+5 <strong$) agree and agree=0 ,+5
<disagree and strong$) disagree=
14 ,45 145 ,+5 *+5 4+5 <strong$) agree and agree=0 4+5
<disagree and strong$) disagree=
12 *45 *+5 ,45 *+5 445 <strong$) agree and agree=0 445
<disagree and strong$) disagree=
13 2+5 145 145 1+5 345 <strong$) agree and agree=0 445
<disagree and strong$) disagree=
1' ,*.45 **.45 145 *+5 1+5 445 <strong$) agree and agree=0 145
<Ne%tra$=0 ,+5 <disagree and strong$)
disagree=
16 4*.45 13.45 145 13.45 3.45 2+5 <strong$) agree and agree=0 145
<Ne%tra$=0 *45 <disagree and strong$)
disagree=
*+ 4*.45 13.45 *+ 1+5 1+5 2+5 <strong$) agree and agree=0 *+5
<Ne%tra$=0 *+5 <disagree and strong$)
disagree=
Fro! the ta($e 16 a(o#e0 it an (e on$%ded that !ost of the st%dents ga#e si!i$ar
res"onses for so!e ite!s. State!ent 11 %" to *+ ha#e to (e ans8ered () the st%dents to
>no8 their "ro($e! on the %se of 1%estions and ans8er re$ationshi"s in $earning reading
o!"rehension. The gain of the st%dents9 res"onses fro! the data 1%estionnaire
onfir!ed that the st%dents9 do!inant "ro($e!s on the %se of ?ARs 8ere@
;. Inter"retation
Aased on the findings" the students@ score in post-test after doing the e)periment in teaching
reading comprehension through %uestion &nswer 'elationship 0trategy to the eleenth grade students
of 0*& =egeri 15 /alembang" was better than the students@ score in pre-test. -t means that after the
students were thaught reading comprehension through %uestion &nswer 'elationship 0trategy could
improe their achieement than before the students were taught without %uestion &nswer 'elationship
0trategy. &nd the students@ score in post-test after doing the e)periment in teaching literary through
%uestion &nswer 'elationship 0trategy to the eleenth grade students of 0*& =egeri 15 /alembang"
was better than the students@ score in pre-test. -t means that after the students were thaught reading
comprehension through %uestion &nswer 'elationship 0trategy could improe their achieement than
before the students were taught without %uestion &nswer 'elationship 0trategy.
Aased on the findings" before doing the e)periment" the ability of students in reading
comprehension of 0*& =egeri 15 /alembang was aerage. -t happened because many of students
hae difficulties to focus on what they would read" how to found the meaning of difficult words" how to
found the main idea" and how to made the conclusion. &fter the treatment was applied" the students got
better achieement. -t was because in %uestion &nswer 'elatioship strategy" the students can be
focused on what they would read through preiew" they (new how to found the meaning of difficult
words through clic( and clun(" how to found the main idea through get the gist" and how to made the
conclusion through wrap up.
Aased on the findings and e)planation aboe" the students@ achieement in reading
comprehension and literary after taught through %uestion &nswer 'elatioship strategy" reading and
literary was better than the students@ achieement before taught through %uestion &nswer 'elatioship
strategy. 0o" the writer concluded %uestion &nswer 'elatioship strategy" reading and literary was
significantly effectie to be taught in teaching reading comprehension to the seenth grade students of
0*& =egeri 15 /alembang.
ACANOB:EDGE&ENT
2irst of all" - would li(e to praise &llah the &lmighty for the blessing and
mercy gien to me during my study and in completing this final pro1ect.
- would li(e to than( to the people who contributed their ideas and time gien
to me in completing my final pro1ect. - would li(e to e)press my sincere gratitude to
8rs. &hmad 0ofwan" /h. 8 as the first adisor for giing me guidance and help to
finish the final pro1ect. - would li(e to e)tend my sincere than(s to
'ohani" 0. /d" *.& as my second adisor for his patience in improing my final
pro1ect for its finalization.
*y than(s also go to " 8ra. 'ishi *ardiningsih" &ni =urafia" 0. /d and the
tenth grade students of 0*& = 1 /etaru(an for allowing me to carry out the
inestigation in their school and for giing the contribution while - was conducting
the research there.
- would li(e to dedicate my deepest gratitude to my father and mother who
hae supported finance" spirit and prayers for my success. - am also grateful to my
soul mate for his support during my study and all my friends who might not be
mentioned indiidually here.
0emarang"
-=T&= D&'?E-=&
=-*. ##,1.,#31$
A;STRACT
The final pro1ect is about the teaching narratie te)ts in improing writing
s(ill to the tenth grade students of 0*& = 1 /etaru(an. Teaching writing to 0enior
Figh 0chool is not an easy tas(. -t requires a lot of creatiity from a professional
teacher.
The ob1ect of the study is to find out the students achieement in writing
narratie te)ts. -t is e)pected that the research would be useful for the teachers and
students in language teaching and learning process.
The sub1ect of the study is the tenth grade students of 0*& = 1 /etaru(an"
/emalang in the academic year of #,,3 G #,,6. There were .# students (#3 girls and
14 boys). The writer too( all of them as the sub1ect of the study. The technique used
for collecting data is pre-test and post-test and interiew. 2irst" the writer gae a pretest.
-t was conducted at the beginning of the research. 0econd" the second actiity
was held. -t was continued with the third actiity" the fourth actiity" the fifth actiity"
the si)th actiity and post-test was conducted. &t last the teacher made interiew with
the students about the difficulties in writing.
The result of the study was that the students progress during teaching and
learning actiity by using narratie te)ts to improe writing s(ill was good. The
students achieement in writing was improed" it was supported by the significance
result of the pre-test was 6#.,+7B writing the first draft on the first cycle was 63.3#7B
writing the second draft 41.3$7B writing the final copy was 4..$57B writing the first
draft on the second cycle was 4#7B writing the second draft was 43..#7 and writing
the final copy was 4+.417.
Therefore" teachers should always try to create an interesting te)t for their
teaching. Aased on the result" teachers can apply narratie te)t to improe the
students writing s(ill.
ACANOB:EDGE&ENTS
Alhamdulillahi Rabbil aalamiin" all praise be to &llah 0>T" the &lmighty
and the *ost *erciful" whose blessing" guidance" and mercy hae strengthened
me along the hard path of my life so that - can finally finish my thesis. -n this
opportunity" - would li(e to than( all of those who hae supported and guided me
in the process of writing this thesis.
*y deepest appreciation and gratitude go to my first consultant 8rs.
*argana *. Fum" *.&." and second consultant" 0iti *u(minatun" 0.0." *. Fum."
for their patience" guidance" adice" and solutions in the completion of this thesis.
- would also li(e to than( all /A- lecturers and staffs" who hae deoted their
wor(" aluable (nowledge" lessons and e)periences during my studies in
Hogya(arta 0tate Iniersity.
- greatly appreciate the big family of 0*/ =egeri $ /olo(arto 0u(ohar1o"
8rs. 0uwandi" *./d. (the principal)" 8wi -ndaryatni" 0./d. (the 9nglish teacher)"
and all of the students at <lass J---< who participated in the data collection of
this research.
2urthermore" my greatest gratitude goes to my parentsB Datarina Tri
0aryani and 0uwandi" for their endless loe" care" and support. - am sincerely
grateful to them for teaching me how this life is worth liing. They hae gien me
eerything to finish my thesis. *y special than(s are dedicated to my younger
brothers &ngga and 'ais who hae gien me loe and support. - also than( my
relaties in 0u(ohar1o for their prayers. *y than(fulness is also gien to =uning
for her care and support when - am in ups and downs and for being there when -
need at the most.
Then" - am grateful to Darman" Tyas" 8ian ayu" &rum" the members of
Aloc( D,4 (&priana -(a" 0afitri 8yah" =ana" Ho(o" Jalen" -ntan" =unuh" 'io
'asmarita" 'isa" &mbar &rum" =i(en /uri" 'ani 8ewi" Kuniar 0ulis" 9ndah" 2atih
Thuli" &prilia -stanti" 9yi" Eyan" 8ei" 8ian Durnia" -ra" and &rdian)" the big
family of 0elf &ccess Eearning <enter (0&E<)" the big family of 9nglish
Teahing Narrati#e Te/ts
&s an international language" 9nglish are also tought in -ndonesia as a foreign
language. The goal of 9nglish language teaching in -ndonesia" as stated in the
8ecember 1#" 1+64 decree of the -ndonesian *inistry ?f 9ducation and <ulture" is to
gie students a wor(ing (nowledge of the 9nglish language with the following
detailed ob1ecties in order of importance :
a. To gie students on effectie reading ability
b. To gie students the ability to understand spo(en 9nglish
c. To gie students a writing ability
d. To gie students a spea(ing ability
?ne the ob1ecties of 9nglish language teaching is to gie students an
effectie writing ability. Eearning to write is a process of discoering and organizing
the ideas" putting them on a paper and reshaping and reising them.
>riting is the most difficult lesson in the school since the students hae to
produce the te)t by using 9nglish. They hae to write about what they thin( in their
mind and state it on a paper by using the correct procedure.
=arration is the most powerful ways of communications with others. & good
written story lets your readers respond to some eent" but they can almost feel it. The
action detailed" and dialouge put the readers in the scene and ma(e it happened for
them. *oreoer" because narration often engages readers emotion so powerfully it
can play large role in other type of writing.
To figure problems out" - will use narratie te)t in improing writing.
0tudents can feel more rela) in learning writing lesson and it will be easier for them
to produce narratie te)ts.
*.4.1 Genera$ Cone"t of Narrati#e Te/ts
9nglish must be learned as a second lenguage that is the ma1or language
spo(en in the community or the language of instruction in the schools where 9nglish
is taught as a foreign language. To ma(e the students feel en1oyable and pleasure in
learning writing" teachers must select interesting writing te)t to teach writing.
- choose L=arratie Te)tsM" as the writing material. *eyers (#,,3 : 3#) states
that narratie is one of the most powerful ways of communicating with others. &
good written story lets your reader response to some eent in your life as if it were
own. They not only understand the eent" but they can almost feel it. The action"
details" and dialogue put the readers in these seem and ma(e it happen for them.
*oreoer" &nderson (1++4 : 5) states that narratie is a piece of te)t tells a story and"
in doing so" entertains or informs the reader or listener.
-n <urriculum #,,. narratie te)t is defined as a te)t which function is to
amuse" entertain" and to deal with actual or arious e)perience in different ways.
=arratie deals with problematic eent lead to a crisis or turning point of some (ind
in turn finds a resolution.
2rom the definition aboe" - can conclude that narratie story is a story tells
us about something interesting that has purpose to amuse" entertain or the readers.
Hou are using narratie when you tell a friend about something interesting that
happen to you at wor( or at school" when you tell someone a 1o(e.
&nderson (1++4: 1.) states that a good narratie uses wird to paint a picture
in our mind of:
a. what characters loo( li(e (their e)perience)"
b. where the action is ta(ing place (the setting)"
c. how things are happening (the action).
The characteistics of nattatie te)ts among others:
a. -t tells us about a story of eent or eents.
b. The eents are usually arranged in chronological order- that is" in the order in
which they occurred in time.
c. The narrator has a purpose in mind in telling the story. There are some points the
narrator wishes to ma(e" or some impression he or she wishes to coney to the
reader. Therefore" the details of tha narratie are carrefully selected for purpose.
=arration is telling a story. &nd to be interesting" a good story must must
hae interesting content. &t should tell us about an eent your audience would find
enganging. Hou might een thing of your narratie as a moie in which readers see
people in action and hear them spea(. Therefore" it should be detailed and clear" with
een arranged in order in which they hsppened or in some other effectie ways you
should use for narratie that achiees all of the followings goals:
a. it is unified" with al the action a deeloping central idea.
b. -t is interesting" it draws the writer into the action and ma(es them feel as if they
are obsering and listening to the eents.
c. -t introduces the four ws of a setting- who" what" where" and when- within the
conte)t of the action.
d. -t is coherent" transinsition indicates changes in time" location" and characters.
e. -t begins at the beginning and edn of the end. That is" the narratie follows a
chronological order- with eents happening in a time sequence.
f. -t builds towards a clima). Thi is the moment of most tension or surprise- a
time when the ending is reealed or the importance of eents becomes clear.
The language features usually found in narratie te)ts are:
a. specific characters
b.time words that connect to tell when they occur
c.erbs to show the action that occur in the story.
d.8escriptie words to portray tha chracter and setting.
(&nderson" 1++4: 13)
*.4.* Generi Str%t%re of Narrati#e Te/ts
=eo (#,,3: #) states that a narratie has a structure" a shape or a pattern. -t can
be represented graphically in this way.
clima)
'ising action 2allling action
9)position 'esolution
That picture is (nown as the 2reitag triangle.
The idea of the 2reitag triangle is to sere as a(ind of blue print or map which
can be used to guide us systematically i1nour writing. The 2reitag triangle consists of:
a. the composition" it establishes the characters and situation.
b. 'ising action" it refers to a series of complication leads to the clima).
c. The clima) is the critical moment when problemG conflics demand something to
be done about them.
d. 2elling action is the moment away from the highest pea( of e)citemen.
e. The reolution consists of the result or outcome.
(=eo" #,,3: #)
?n the other hand" &nderson ( 1++4: 5) states that the steps for constructing a
narratie are:
a. ?rientationG e)position
The readers are introduced to the main characters and possibly some
minor characters. 0ome indication is generally gien of where the action is
located and when it is ta(ing place.
b. <omplicationG rising action
The complication is pushed along by a serious of eents" during which we
usually e)pect some sort of complication or problem to arise. -t 1ust would not be
so interesting if something une)pcted did not happen. This complication will
inole tha main charcters and oen seres to (temporally) toward them from
reaching their goal.
c. 0equence of eent! <lima)
This is where the narrator tells how the character reacts to the comlication.
-t includes their feeling and what they do. The eent can be told in chronological
order (the order in which they happen) or with flashbac(. The audiens is gien the
narrators poiunt of iew.
d. 'esolutionG falling action
-n this part" the implication may be resoled for better or worse" but it is
rarely left completely unresoled (although this is of course possible in certain
tyoes of narratie which leaes us wondering NFow did it endM!)
e. 'eorientation
-t is an optional closure of eent.
*.4., T)"es of Narrati#e Te/ts
There many different types of narratie te)ts" among others:
a. Fumor f. *ystery
b. 'omance g. 2antasy
c. <rime h. 0cience 2iction
d. 'eal Eife 2iction i. 8iary =oels
e. Theoritical fiction 1. &denture
(=eo" #,,3: 35)
There can be a combination of narraties within each of this different types.
0ometimes" the term genre is used for the type of narratie. & genre is some (ind of a
category (=eo" #,,$: 5). The notion of genre is to help you generate story ideas.
Fere are some e)amples of the different type (or genre) of narratie showing
typical features:
*.4.,.1 H%!or
& humorous narratie is one of that aims to ma(e audience laugh as a part of
telling story. Fere is typical structure:
a. ?rientation : the narrator tells the funny characters names in unusual
setting.
b. <omplication : in this part" something crazy happen.
c. 0equence of eent : there are many imaginatie ideas here funny things
said by characters and e)traordinary things happening
to ordinary people.
d. 'esolution : &lls well that end well.
(=eo" #,,3: 35)
*.4.,.* Ro!ane
The romance narratie typically tells of two loers who oercome difficulties
to end up together. Fere are the usual fetures:
a. ?rientation : it contains hun( male and female who is loo(ing for
loe" e)otic setting" sun set" beaches" and moonlight.
b. <omplication : boy meets girl.
c. sequence of eent : it contains the deelopment relationship" 1ealously" loe"
hurt" pian" warm" sharing" and oercoming problems.
d. 'esolution : boy gets girl" marry and lie happy eer aafter.
(=eo" #,,3: 3+)
*.4.,., Historia$ Feat%re
Fere are the feature of a typical historical fiction te)t:
a. ?rientation : a setting in the past and description of a period in history.
b. <omplication : good meets eil
c. 0equence of eent : action related to a period in history" characters lies
affected by the eents of history" description of lie at the
time.
d. 'esolution : characters surie the chaos of the time (for e)ample" the
war ends).
(=eo" #,,3: 3+)
*.4.,.4 The Diar) No#e$
This type of narratie has the te)t presented li(e diary entries. Fere are the
features of a typical diary- noel:
a. ?rientation : main character is the narrator. Time setting is gien
by diary entries.
b. <omplication : gien one of diary entries. -t can be related to
romance" adenture" humor" mystery" or other type.
c. 0equence of eent : diary entries tell of feelings" hopes" and happening.
d. reorientation : the narrator tells what happens to sole the
complication.
(=eo" #,,3: 6,)
*.4.,.4 Fantas)
Aelow are the features of a typical fantasy narratie:
a. ?rientation : setting may be in another dimension with goals"
witches" wizard" and so son. Fero who may has
magical power.
b. <omplication : eil forces affect the goodies.
c. 0equence of eent : use of magic. &ction includes eles" dragons ans
mystical beasts" heroism.
d. 'esolution : :od defeats eil forces.
(=eo" #,,3: 6,)
*.4.,.2 Siene Fition
0cience fiction narraties ese the setting inoling science and technology.
Fere are the typical features of the te)t type:
a. ?rientation : a feature setting and a world with technology.
b. <omplication : an eil force threatens the world.
c. 0equence of eent : imaginatie description. &ction inoles technology"
science" and super inention.
d. 'esolution : good defeats eil.
e. <oda : ta(e care that science is used for good" not eil.
(=eo" #,,3: 61)
*.2 The Charaters of Senior High Shoo$ St%dents
-n general" senior high school students are the children at the age between
fifteen up to nineteen years old in which they will be an adult. The following are
some general characteristics as the children of that group according to thulus Fidayat
(1++4: 1,):
a. the senior high school students still need another help in learning.
b. They prefer to practise something interesting than studying the lesson.
c. They often do or imitate negatie thing from what they (now or they watch.
d. They prefer to state their ideas than to obey the adice from another people.
e. *ost of senior high school students are creatie.
&nderson" *ar(. 1++4. Text Type in English 2. &ustralia: *ac(millan.
Fidayat" Tulus. 1++4. Psikologi Remaja. /urwa(arta: Iniersitas 0ebelas *aret.
=eo" 9rnest. #,,3. Narratie !or "# $eel. %alaysia: Eongman.