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# 1.

## 5 Population and Sample Research

1.5.1 Population Research
The population of this study is the first class of students SMPN 1 Sub Seunagan Nagan Raya district.
The number of total population is 190 students. The details of this population can be seen below.
TABLE 1
POPULATION DETAILS
No. Class Number of students
1. I.1 26
2. I.2 41
3. I.3 42
4. I.4 41
5. I.5 40
Total 190
1.5.2 Research Sample
The subject is quite a lot of research, therefore, conducted the study sample. Determination of study
sample is based on pedapat Arikunto (1998:120) "If the subject is less than 100, better take all, so this
research is the study population. Furthermore, if the number of the subject lot can be taken 10-15% or
20-25% or more depending on the ability of researchers, narrow land area of observation, and the risk
of researchers. "
Based on the above opinion, this sample is determined as much as 25% of the total population of 190
students, is 48 respondents. Samples were taken randomly on five parallel classes. Thus, each class is
taken 25% as the study sample. The details of these samples can be seen below.
TABLE 2
SAMPLE DETAILS
No. Class Number of students
1. I.1 6
2. I.2 11
3. I.3 11
4. I.4 10
5. I.5 10
Number 48
1.6 Method and Technique Research
1.6.1 Research Methods
This research uses descriptive quantitative method of analyzing an essay intends to describe the ability
to develop a narrative text based on interviews by the students of class I SMPN 1 Sub Seunagan
objectively Nagan Raya district. This is done to solve the problems faced by students in writing,
especially writing narrative essay bardasarkan interview text.
1.6.2 Research Technique
1.6.2.1 Data Collection Techniques
The object of this study was written by students. Students were given the task of writing narrative essay
based on the text of an interview with the allotted time (90 minutes). The instrument used is the text of
the interview. Text interviews were developed into the narrative essay. Text interview that has been
transformed into narrative essay given a rating based on those aspects that have been determined.
Aspects of the assessment is divided into two types, namely aspects of substance and linguistic aspects.
The details of this aspect are as follows.
TABLE 3
ASPECTS OF SUBSTANCE
No. Aspects of assessment
Maximum Score Score student
1. 30 chronological order
2. suitability of the content of the narrative with text interview 30
Number 60

TABLE 4
Language aspect
No. Aspects of assessment
Maximum Score Score student
1. spelling 10
2. diction 10
3. effective 10 sentences
4. paragraph 10
Number 40
1.6.2.2 Data Processing Techniques
In accordance with a method that has been done, the data processing procedure is done through a
number of stages, namely
1) examine students' essays on aspects of assessment that has been determined;
2) provide scores on the aspects being examined in accordance with the provisions pengskoran has
been determined. later, the score obtained by each student is calculated as the value of students' abilities
in question;
3) recapitalize assessment data obtained by the students for every aspect of the study; and
4) summing the values obtained by students in every aspect studied, then find the value of the average.
1.6.2.3 Data Analysis Techniques
This study analyzed the data using simple statistical techniques. It aims to find
1) the average level of dominance that defined every aspect;
2) the average level of mastery of all aspects of the study, to look for an overall average value of the
studied aspects, using the formula put forward by Umar (2005:100-101) as follows.

Having obtained the average value, the next step is to determine the classification scale assessment
using the National Education Ministry (2004:57), namely, as follows.
TABLE 5
QUALIFICATIONS VALUE
No. Qualifying Score
1. 85-100 excellent
2. good 70-84
3. pretty 55-69
4. approximately 40-54
5. was less 39
3.2 Processing and analyzing data
The research data was processed by using statistical techniques. The data processing capability in the
form of raw value first class student SMPN1 Nagan Raya District Seunagan District in developing a
narrative essay based on the text of an interview conducted by preparing the frequency distribution
table and calculate the average value (mean). Data processing is performed as follows.
3.2.1 Constructing Frequency Distribution Tables
Based on the data value of students' skills class I SMPN 1 Sub Seunagan Nagan Raya district develop
narrative essay based on text interviews, when seen in the distribution of the percentage of students
classified as MONE (2004) is as follows.

TABLE 8
FREQUENCY DISTRIBUTIONS BASED ON ABILITY TO DEVELOP NARRATIVE TEXT essay
INTERVIEW BY CLASS I SUB SEUNAGAN SMPN 1
Nagan Raya Regency

## No. Value Frequency Percent

Quantitative Qualitative
1. very good 85-100 0 0%
2. both 70-84 6 12.5%
3. pretty 55-69 10 20, 8%
4. approximately 40-55 7 14.6%
5 is less 39 25 52.1%
Total 48 (100%) 100%
3.2.2 Determining the Average Value (Mean)
The average value of the first class of student ability SMPN 1 Sub Seunagan Nagan Raya district
develop narrative essay based on the text of the interview is as follows.

Thus, the ability of the average first grader SMPN 1 Sub Seunagan Nagan Raya district develop
narrative essay based on the text of the interview was 45.39 and rounded to 45. If the average value is
incorporated into the classification of developing narrative essay based on the text of the interview, the
average value (mean) the poor category. In other words, they have not been able to develop a narrative
essay based on the text of the interview.
The picture above is their ability in general. The picture special abilities or based on certain aspects of
the assessment is as follows.
3.3 Overview of Specially Ability Students
The ability of students to class I SMPN 1 Sub Seunagan Nagan Raya district develop a narrative essay
based on the text of the interview can be analyzed in particular. In particular, it is classified on the
ability susbtansi aspects and linguistic aspects. Susbtansi aspect consists of the ability and the ability to
customize the set chronological narrative content with text interview. While the linguistic aspects
include the ability to use spelling, diction, effective sentences and paragraphs. To determine the average
percentage on every aspect of the assessment, every aspect of the average value should be shared with a
maximum score then multiplied by one hundred.
Develop Capabilities 3.3.1 Chronology
The ability of students to class I SMPN 1 Sub Seunagan Nagan Raya district using the chronological
arrangement of the narrative essay based on the text of the interview is a major aspect in the assessment
of student essays. This ability is assessed through a sequence of ideas that are developed by using the
chronological order or sequence of time. The relationship which states that time is marked by the use of
conjunctions, such as time, when, when, when, tenggah, medium, each time, before, after, after, after,
since, since, while, during, while, during, each, every times, so, and till.
The score for this aspect is 30. They obtained the maximum score is 26 and a minimum score of 4.
Based on table 7, the average value of the first class of student ability SMPN 1 Sub Seunagan Nagan
Raya district in developing a narrative essay based on texts on aspects of preparing a chronological
interview is as follows.

The average score aspect of ability to use the chronological arrangement is 12.91 and rounded to 13.
This score is seen not meet expectations because the expected maximum score on this aspect is 30. To
know the score or the average value obtained by the students of class I SMPN 1 Sub Seunagan Nagan
Raya district on the ability of a chronological set is included in which categories, the average value of
the diklasifikasian based on the classification of the Education Ministry. Therefore, this average value
(13) dealt with the maximum score (30) and then multiplied by one hundred (100). Thus, the average
value is 43.
Based on the classification of the Ministry of Education, a score of 43 included in the categories less.
Thus, it can be concluded that their ability to arrange chronologically classified in categories less.

## 3.3.2 Customizing Content Capabilities Narrative with Text Interviews

In addition to preparing a chronological ability, the ability to customize the content of the narrative
with text interview is also an aspect of assessment in terms of subsatansi. This assessment is also
expressed in the form of a score. They obtained the maximum score is 27 and minimum score of 5.
Based on table 7, note that the total score value on this aspect is 756. To determine the average value on
this aspect, the average total score was divided by the number of students.

Thus, the average score of this aspect is 16. This score has not met expectations because the expected
maximum score on this aspect is 30. To know the score or the average value obtained by the students of
class I SMPN 1 Sub Seunagan Nagan Raya district on the ability to adjust the content of the narrative
with text interview is included in which categories, the average value of the diklasifikasian based on
the classification of the Education Ministry. Therefore, this average value (16) dealt with the maximum
score (30) and then multiplied by one hundred (100). Thus, the average value is 53.
Based on the classification of the Ministry of Education, a score of 53 included in the categories less.
Thus, it can be concluded that their ability to adjust the content of the narrative with text interviews
pertained in the poor category.
3.3.3 Using the Language Ability
Data analysis was performed with the identification of errors using the language. Once identified, these
language errors are classified into specific groups so that mistakes will be seen speaking is often done
by students. The ability to use language in a student essay analyzed include the ability to use spelling,
diction, effective sentences and paragraphs. The data processing procedures and an overview of these
errors is as follows.
3.3.3.1 Using Spelling Ability
The ability to use Spell expressed in terms of score. The score for this aspect is 10. They obtained the
maximum score is 8 and a minimum score of 4. The average value of the first class of student ability
SMPN 1 Sub Seunagan Nagan Raya district uses the spelling in developing a narrative essay based on
the text of the interview is as follows.
Thus, an average score of 5.31 and this aspect is rounded to 5. This score is seen not meet expectations
because the expected maximum score on this aspect is 10. To know the score or the average value
obtained by the students of class I SMPN 1 Sub Seunagan Nagan Raya district on the ability to use
spelling included in which categories, the average value are classified based on the classification of the
Education Ministry. Therefore, this average value (5) distributed with a maximum score (10) and then
multiplied by one hundred (100). Thus, the average value is 50.
Based on the classification of the Ministry of Education, a score of 50 included in the categories less.
Thus, it can be concluded that their ability to use Spell correctly classified in the poor category.
The use of spelling errors found in student essays are quite varied. Uses the spelling inaccuracy include
(1) the use of letters, (2) writing letters, (3) writing the word, and (4) the use of punctuation. The
mistake is often made them is the use of punctuation. The following will be presented several examples
of the use of spelling errors such.
(1) Sometimes - sometimes they also help their parents.
(2) Mr constantly working.
(3) Sometimes buyers ** Mr. Karim quite a lot.
(4) ... the child's father called adi and meatballs seller.
(5) At that time, Mr. Karim did not have a job.
(6) He Inquire about Mr. Karim Sell meatballs.
(7) "Son of Mr how many people and schools where?"
(8) .... for keuntunganpun getting bigger.
(9) "Father of fun in an interview."

Based on the examples above, it is evident that the use of spelling mistakes that the students are very
diverse. Errors in sentence (1) is a hyphen followed by a space in the form of occasional repetition.
Dingunakan hyphens for word re-stringing. In the guidelines spelling, word must be re-written with a
hyphen is bundled. Error sentence (2) there tidaka hyphens in reduplicated form continuously. In
addition, the use of two numbers or shapes (**) in the form of reduplication sentence (3) is also not
justified.
Adi said, the father of the sentence (4), and pack karim on sentence (5) is the name of the person and
said penujuk kinship. Forms are written with initial capital letters because the elements of the person's
name and the word penujuk kinship as father, mother, sister, brother, sister, uncle used in reference
accost and written with a capital letter is used as the first letter. In addition, the sentence (6) Asking and
Selling words should not be written in capital letters premises.
Because in, into, often we find a series, it would violate the rules of spelling. The word in the form in
which the sentence (7) should be written separately from the words that go with it because it is a
preposition (preposition). Usually forms in a preposition is functioning state and a direction or place in
Any particle in the sentence (8) is written separately from the preceding word. Then, forms are
interviewed in sentence (9) is an affixation. Affixes in-which serves as a prefix to form a passive verb
to be written a series of words that follow. Therefore, writing betuk is not separated from its basic form.
Sentence (10) is a sentence question (introgatif). Supposedly, what form! not written with an
exclamation mark (!), but with a question mark (?). In addition to these errors, punctuation, even
writing in the same sentence should also not be separated with the word that follows it as it should be
written in the form of a series with the word that follows it. So, the sentence is true only if amended, as
follows.
(1a) Sometimes they are also helping their parents.
(3a) Sometimes buyers Pak Karim quite a lot.
(4a) ... the child named Adi and Mr sellers meatballs.
(5a) At that time Mr. Karim did not have a job.
(7a) "Son of Mr how many people and schools where?"
(8a) .... for even bigger profits.
(9a) "Mr happy to be interviewed."
3.3.3.2 Capability Using diction
The ability to use diction is one subaspek assessment on aspects of language use in student essays. The
maximum score they obtained the minimum score is 8 and 2. Total score entirely on this aspect is 220.
To determine the average value, the total score was divided by the number of samples, as follows.

Thus, an average score of the ability to use diction is 4.58 and rounded to 5. This score is seen not meet
expectations because the expected maximum score on this aspect is 10. To know the score or the
average value obtained by the students of class I SMPN 1 Sub Seunagan Nagan Raya district on the
ability to use diction fall into which category, the average value are classified based on the
classification of the Education Ministry. Therefore, this average value (5) dealt with the maximum
score (10) and then multiplied by one hundred (100). Thus, the average value is 50.
Based on the classification of the Ministry of Education, a score of 50 included in the categories less.
Thus, it can be concluded that their ability to use classified in the category of less diction.
Based on the description above, this study gives a clear picture that the students do a lot of mistakes in
the choice of words (diction). The mistake that they do like penggunaa superlative, which has some
similarities penggunaa word meaning or function in multiple (poliesemi), and the use of the multiple
meanings kesalingan (resoprikal).
Some word usage errors quite often do is use words that are similar to the regression. Here are some
examples of mistakes made by students in choosing words (diction).

## 1) The form superlative

(1) The child's name Mr Karim is very good ....
(2) Son of Mr. Karim including children who are very padai once.
Sentence (1) wrong because the sentence is a form of superlative. Superlative form is a form that
contains the meaning of 'most' in a comparison. Forms can be generated with an adjective plus the
word very, very, most, all, or affix ter_ which mean 'most'. If these two words in a sentence dingunakan
well, there was a superlative overload. So, the sentence is true only if amended, as follows.
(1a) The child's name Mr Karim's wonderful ....
(1.b) The child's name Pak Karim pretty good ....
(2a) Son of Mr. Karim including children who padai once.
(2a) Son of Mr. Karim including children who are very padai.
(2) Penggunaa words that have similar meaning or function
multiple (poliesemi)
(2) Then Adi bertaya later, where Mr. Karim buy the ingredients needed to make these meatballs.
(4) The child immediately started mewawancaranya.
(5) They spoke after the beginning of noon.
(6) Mr. Karim selling meatballs just to maintain his family life.
(7) Many people buy meatballs in place of Mr Karim.
Error sentence (2), (3), (4), (5) (6), and (7) is that there is a redundancy, ie words or phrases that are
redundant / multiple meanings. This form is when one element is removed, its meaning remains intact.
New sentences are true if amended, as follows.
(3a) Then, Adi bertaya, "Where is Mr. Karim purchase materials
required to make these meatballs. "
required to make these meatballs. "
(5a) The boy was started mewawancaranya.
(5b) The boy was immediately mewawancaranya.
(6a) They speak from noon ...
(6b) They speak from noon ...
(7a), Mr. Karim selling meatballs just to maintain
family life.
(7b), Mr. Karim selling meatballs to sustain life
family only.
(8a) Many people buy the meatballs in place for Mr Karim.
(8b) People buy meatballs in place for Mr Karim.
3) Use a double meaning kesalingan (reciprocal)
(8) Mr. Karim and his mutual-help aids.
Errors in sentence (8) is the use of language that carries meaning bebalasan. This form is generated
using another word with the word re-beribuhan. However, if there is a form that means 'berbalasan' is
by way of repetition of words together with the use of words to each other so that there resiproka shape,
as mentioned in the sentence (8). So, the sentence is true only if amended, as follows.
(8a), Mr. Karim and his son helping with each other.
(8b), Mr. Karim and his son-mambantu aids.
In addition, the use of the word say in sentences (9) and at the sentence (10) the following is also
incorrect.
(9) The first thing he said was making small talk.

## (10) Mr. stalls open at 09.00 and father close at 19.00

night.
Supposedly, the word is 'say' is replaced with the word 'do'. The word clock which means that shows
span of time or object and the sentence (10), should also be replaced with the word meaning at show
time. Thus, the improvement of the sentences are as follows.
(9a) The first thing he did was make small talk.
(10a) Mr. shop is open from 09.00 to 19.00 hours.
Based on research data and samples of the error, kemampun precise choice of words they use, such as
carefully distinguish denotation from connotation, distinguish carefully the words that almost
bersinonmi, and distinguish between common words and special words are lacking. In fact, the
precision of word choice (diction) determine the ability of a word to generate the right ideas.
3.3.3.3 Capability Using Effective Sentences
Similarly, the ability to use the spelling and diction, ability to use effective sentence is also one aspect
of assessment in terms of language use in a student essay. They obtained the maximum score on this
aspect is a minimum score of 7 and 2. The average value of the ability to use effective sentence is as
follows.
Average score was 3.79 and rounded to 4. This score is seen not meet expectations because the
expected maximum score on this aspect is 10. To know the score or the average value obtained by the
first class of students SMPN 1 Sub Seunagan Nagan Raya district on the ability to use effective
sentence included in which categories, the average value are classified based on the classification of the
Education Ministry. Therefore, the average value (4) distributed with a maximum score (10) and then
multiplied by one hundred (100). Thus, the average value is 40.
Based on the classification of the Ministry of Education, a score of 40 included in the categories less.
Thus, it can be concluded that their ability to use effective sentence belonging to the category of less.
The sentences that the students generally are not effective sentence. The sentence does not meet the
requirements of effective sentences such as the elements of the sentence is not clear, the parts of the
sentence are not parallel, the sentences many are beheaded, the same parts are often used, and some
sentences are not arranged according to the rules of the language. As for the mistakes that often
dilakukakan be incomplete sentence functions which include the absence of subject, predicate is
unclear, convoluted sentences, pemengalan sentences, removal of conjunctions, and the use of twostorey conjunctions in compound sentences. Because of this, sentences are laid out they contain more
than one unit of information or incomplete information. Therefore, they arranged sentences often cause
confusion and imprecision of meaning. Here is a sample sentence and its ineffectiveness in the repairs.
1) Separation of the compound sentence
(1) At that time you do not have jobs. Because the factory where Mr.
worked went bankrupt.
(2) They keep the school. Although you have to work hard.
The sentence above is incorrect because ketarangan element in the sentence is marked with the word
because and even split into separate parts. In other words, the sentence was beheaded. Sentence that
was beheaded was still hanging mempuyai relationship with other sentences. Memepunyai sentence
hanging relationship is called a clause, while sentence digantunginya called the main clause. If the
sentence begins Tungga conjunction, the sentence would be a clause that has no main clause. The
sentence becomes true if the elements of information that does not stand alone because it is not a new
sentence.
(1a) The time that you do not have jobs because the factory where Mr.
worked went bankrupt.
(1b) Since the factory where Dad worked went bankrupt, then you do not
have a job.

(2a) They keep the school even though you have to work hard.
(2a) While You've got to work hard, they are still school.
2) Removal conjunctions
(3) Hearing from Mr. Karim, Adi feel sorry for Mr.
Karim.
The sentence above is incorrect because the conjunctive clause markers, such as when, after, and that
should be stated clearly in front of the clause. So, the justification of the sentence is as follows.
(3a) After hearing an answer from Mr. Karim, Adi feel sorry for
Mr. Karim.
3) The element of the sentence is not clear
(5) The second one named Nina elementary school in grade 3.
(6) Mr. selling meatballs that.
(7) Children were the first father named Rudi who was sitting in class 1 junior and a second child just
sitting in class 3 SD.
(8) Mr. Kerim will process the meatballs with istrinnya.
Elements of the above sentence is not clear Sentence (5) there is no subject and predicate. In fact the
two elements must be present in a sentence. Sentence (6) is a sentence that has not been predicated.
Sentence (7) is a sentence that has not been predicated as well. This occurred as a result of information
subject streak, then the information was given more information so that the author forgot that sentence
that he has made it incomplete, not predicated, eg before the predicate is specified word or phrase and
so the predicate is lost. Thus, the omission of words in sentences (7) to produce correct sentence or a
sentence containing a subject and predicate. The subject of this sentence is the first child's father, the
predicate named, Rudi complement, and who was sitting in class 1 junior and her new second grade 3
elementary school is a complementary modifiers. Thus, sentence improvement is as follows.
Sentence (8) does not have a title because the word preposition will be preceded. Vague predicate
function when diadahului preposition. The preposition should (will) not dinggunakan. So, the
alternative sentence improvement is as follows.
(5a) The second child named Nina elementary school in third grade.
(5b) Nina elementary school in third grade was the second child.
(6a) Mr. meatballs that seller.
(7a) Son Father's name was Rudi who was sitting in class 1 junior and child
The second new elementary school sitting in class III.
(8a), Mr. Karim process meatballs with his wife.

## (8a) Meatball was processed by Mr. Karim and his wife.

4) Use of two-storey conjunctions in compound sentences
(9) Although Mr. Karim wants her child but was not successful
easily pay for their education.
Use of word pairs in sentences (9) though ... but ... the sentence would lead to confusion of mind. The
word even though states 'Alahan', while the word but said 'resistance'. Merging these two conjunctions
were in the same sentence surely raises the mind that is not logical. Repair sentence is as follows.
(9a), Mr. Karim wants her child but was not successful
easily pay for their education.
(9b) Although Mr. Karim wants his son succeed, it is not
easily pay for their education.
4) Rule penalara
(10) Since the plant began to go bankrupt father fathers hard to get
jobs.
The sentence above is not standard. The first mistake, liaison phrase should have used a comma (,) to
separate the subordinate clause preceded the main clause subordinate clauses. The second mistake,
because the word should be replaced with the following. In addition, the sentence is also not
reasonable. This happens because the repeated words gentlemen. Impossible Fathers hard to get
pekerjan because Mr. Karim bankrupt factories. So, the alternative sentence improvement is as follows.
(10a) After the factory went bankrupt Dad began, Mr. hard to get
jobs.
(10a) Mr. hard to get a job after Mr factory went bankrupt.
(5) convoluted sentence
(11) Mr. Karim berenjual meatballs with a wife and two children, two children were already schools,
one junior high school in which the two schools at the elementary school.
Because some of the ideas presented are combined into one sentence, the sentence above elusive. In
fact, if sorted into sections which are in line with the main thoughts expressed, the sentence is easy to
understand. So, perbaiakan against sentence are as follows.
(11a), Mr. Karim berenjual meatballs with a wife and two children. Both children had been to school.
Children in junior high school first and second child in elementary school.
Composing Paragraphs 3.3.3.4 Capability
Besides the ability to use spelling, diction, and effective sentences, paragraphs develop capability is
also one part of the assessment of linguistic aspects. The score for this aspect is 10. They obtained the
maximum score is 5 and a minimum score of 2. Based on table 7, the average value of the first class of
student ability SMPN 1 Sub Seunagan Nagan Raya district in this aspect are as follows.

The average score on this aspect is 3.16 and rounded to 3. This score is seen not meet expectations
because the expected maximum score on this aspect is 10. To know the score or the average value

obtained by the students of class I SMPN 1 Sub Seunagan Nagan Raya district on the ability of
preparing a paragraph included in which categories, the average value of the diklasifikasian based on
the classification of the Education Ministry. Therefore, this average value (3) dealt with the maximum
score (10) and then multiplied by one hundred (100). Thus, the average value is 30.
Based on the classification of the Ministry of Education, score 30, including the very poor categories.
Thus, it can be concluded that their ability in composing a paragraph belonging to the category of very
poor.
Bardasarkan description above, the average value obtained by the students on aspects of the use
paragaraf represents the lowest value. The mistake that often occurs is the lack of unity of ideas in
paragraphs. In addition, there is also a student essay that consists of more than one paragraph, but these
paragraphs have not yet meet the sayarat-sayarat good paragraphs. In other words, a paragraph that
there is no unity or wholeness of ideas, arrangement cohesion (coherence), and the completeness or
thoroughness of ideas. As examples of misuse paragraph is as follows.
Example 1
(1) Mr. Karim had to open his business even more, to mebiayai their children's education. (2) Adi give
advice "You do not worry, now help us a lot of education. (3) Those who are clever will be awarded a
scholarship, instead there are schooled out of State. (4) ** Sometimes buyers Karim pack quite a lot,
that is the love and sometimes ** pak karim feel lonely, that her grief. (5) Well thank you sir, yes, son.
Example (2)
(1) Mr. karim now do not worry anymore. (2) The reason for aid to education now have increased and
are often given a scholarship, even there are also shipped overseas. (3) dislike Mr. Karim if buyers
crowded.
Example 3
At one time there was a meatball who was in search of an interview the kariawan. He asked his father.
Parangraf (1) above do not have a unity of ideas. These paragraphs are not the main gagasa, but four
main gagasa or topic. Topics include (1) "Mr. Karim had to open an even greater effort", the sentence
(2) and (3) discuss the Adi's advice to Mr. Karim ", the sentence (4) about the joys and sorrows talking
about a pack of Karim." In addition , sentence (5) Well thank you sir, yes, my son is also a new idea.
Pragraf ideas can be developed into several new paragraph, as follows.
Repairs (1a)
Adi gives advice to Mr. Karim. Mr. Karim had to open a bigger effort to mebiayai their children's
education. In addition, he also suggested that Mr. Karim did not worry about education costs now
because the cost to our education very much. Some smart people who schooled abroad.
Repairs (1b)
deserted, he was also quiet. This has been his usual natural.
Repairs (1c)
The Adi interviewed Mr. Karim nearly an hour. Finally, he ended the interview by thanking kapada Mr.
Karim. Mr. Karim also said the Adi greeting happy.
Paragraph (2) consists of two main ideas. Sentence (1) "Mr. karim now not worry anymore." And (2)
"The reason for the educational assistance is now increasing and are often given a scholarship, even
there are also shipped overseas." Discuss the suggestion to Mr. Karim. Then, the sentence (3) "dislike
Mr. Karim if buyers crowded." Talking about the pleasure of Mr Karim.
Repairs (2a)

Mr. Karim now do not worry anymore. We've increased education aid or scholarships are often given.
Some smart people who schooled abroad.
Although composed of more than one sentence, paragraph (3) not yet complete or incomplete. The
main thoughts in the paragraph has not been adequately developed. More paragraphs outline. In this
sentence there is no explanatory sentence that tells about what the interviewer asked and who the seller
or the meatballs were the interviewers.
Repairs (3a)
One day, there was a meatball sellers interviewed by an interviewer. Seller meatball was named Adi
and interviewer named Mr. Karim. He asked his father was. Petanyaannya journey begins by asking the
seller meatballs.
Dikembangaka general paragraph that students do not have the requirements of a good paragraph, such
as lack of unity, cohesion or union, the adequacy of the development, wet nursing yang pattern.
Based on the description above, it is clear that they have not been able to develop a narrative essay
based on the text of the interview as expected. The inability of this looks at aspects of substance and
linguistic aspects. The most dominant aspect substasi visible is the ability to compile a chronological
aspect. While the aspect of language, students are generally not able to use the correct spelling, use
proper diction, arranging sentences effectively, and organize paragraphs properly. Use elements of
spelling, punctuation is generally found in student essays errors. The use of diction is still not quite
right. Use of the phrase is most sentences are not effective. In addition, the paragraph that is used is the
paragraph that has no requirement of good paragraphs.
Thus, it can be concluded that the inability of students in this school in developing a narrative essay
based on the text of the interview lies in two aspects.