Thesis Bella Alma Elpira

THESIS
STUDENTS’ ABILITY IN WRITING NARRATIVE TEXT AT NINTH

GRADE OF SMPN 43 MERANGINACADEMIC YEAR 2020/2021
BELLA ALMA ELPIRA
NPM: 17020311005
ENGLISH EDUCATION PROGRAM

LANGUAGE EDUCATION AND ART DEPARTEMENT
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN
YAYASAN PENDIDIKAN MERANGIN BANGKO
2021
THESIS
STUDENTS’ ABILITY IN WRITING NARRATIVE TEXT AT NINTH

GRADE OF SMPN 43 MERANGINACADEMIC YEAR 2020/2021
BELLA ALMA ELPIRA

NPM: 17020311005
(Submitted to fulfill a partial fullfillment of the Reguirement in getting strata one

(S1) Degree of Education)
ENGLISH EDUCATION PROGRAM

LANGUAGE EDUCATION AND ART DEPARTEMENT
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN
YAYASAN PENDIDIKAN MERANGIN BANGKO
2021
i
ii
iii
iv
ACKNOWLEDGMENT
First of all, By saying Alhamdulillah and gratitude for the presence of

ALLAH SWT who has blessing and mercy, shalawat and salam goes to propet
Muhammad SAW, who has bought the human beings from the dark world to the
bright one like present day, so that the researcher can complete a research entitled
“Students’ Ability In Writing Narrative Text At Ninth Grade of SMPN 43
Merangin Academic Year 2020/2021”.
On this occasion, the researcher would like to thank all those who have
provided moral and material supports, so this research thesis can be completed.
The researcher give thanks to:
A. Dr.Yesi Elfisa,S.Pd.I. M.Pd as the first advisor, who has educated and
provided guidance during correcting this proposal research and the chief of
STKIP YPM Bangko
B. Hj.Elmaida,S.Pd.M.Pd as a second advisor, which has been providing
guidance and motivations.
C. Murnianti,S.Pd. M.Hum as the leader of Language Education Program and
Art Department.
D. All of Lecturer of English Education STKIP YPM Bangko, which has
provided facilities and contribution.
E. All of the administrator and library staff of STKIP YPM Bangko.
Researcher realizes that this research proposal is still lacking. Therefore,
the researcher expect constructive criticism and suggestions from the readers in
order to correct any deficiencies in the preparation of this research proposal.
Finally, the researcher hopes that this research thesis will be of useful for
the students of English Department and as a references for other researcher.
v
Bangko, 22 September 2021
BELLA ALMA ELPIRA

NPM. 17020311005
vi
MOTTO
Education is the deadliest weapon in the world because with education
you can change the world
(Albert Einstein)
“For the sake of pens and what they write ”
(Q.S.AL-QOLAM(29):1)
vii
DEDICATION
“ I highly dedicate this undergraduate
to my support system
familylover and all whom i love “
viii
ABSTRACT
Elpira, Bella alma (2021):Students’ Ability In Writing Narrative Text Atinth

Grade Of SMP N 43Merangin. Thesis of English Education
Program of STKIP YPM Bangko. Advisor 1 Dr.Yesi Elfisa,
S.Pd.I.,M.Pd, advisor II Hj.Elmaida, S.Pd.,M.Pd
The purpose of this study was to describe the ability of students in writing
narrative texts in class IX students of SMP N 43 Merangin. The problem of this
research in class IXB students of SMP N 1 Merangin is caused by the relatively
low writing ability of students. This can be seen from the analysis of student
scores. The low score of students in writing is due to the lack of knowledge of
students about aspects that need to be considered in writing such as content,
organization, vocabulary, language use, mechanics. On this occasion the author
assesses students through the text, after knowing the abilities of students and
teachers can see which partsneedtobeimproved.
TheMethod was used a descriptive quantitative method. The population
in this study were grade IX students of SMP N 43 Merangin for the academic year
2020/2021. It consisted of 4 classes, the total population of the class was 120
students. The sample of this study was 30 students who were taken randomly from
4 classes. They are IX A, IXB, IXC, and IXD. The research instrument is a
student's ability test, quantitative analysis data analysis techniques.
Based on the result of the research , especially about narrative texts,
students of SMPN 43 Merangin collected data, research, it was found that the
highest total score was in the mechanic aspect, with a total score of 1060. It was
found that the results of this study revealed the scores obtained by students in the
mechanic aspect as many as 4 students or 40% who reached the KKM, the lowest
total score was obtained in the content aspect,with a total score of 951. From the
result of the study ,the lowest score was obtained by tudent in the content aspect
as many 3student or 17% who reached the KKM, has reached the KKM because
the KKM for English for SMP N 43 Merangin is 50. Because the average grade of
students is more than 75 so students' writing skills in narrative texts in class IX of
SMP N 43 Merangin for the 2020/2021 academic year Very low .
Keyword: Writing Ability, Narrative Text
ix
TABLES OF CONTENTS
COVER
LOGO PAGE
TITLE PAGE ................................................................................................. i
SURAT PERNYATAAN ............................................................................... ii
ADVISORS AGREEMENT .......................................................................... iii
EXAMINERS’ AGREEMENT ..................................................................... iv
ACKNOWLEDGMENT ............................................................................... v
MOTO ............................................................................................................. vii
DEDICATION ................................................................................................ viii
ABSTRACT .................................................................................................... ix
TABLES OF CONTENTS ............................................................................ x
LIST OF TABLES ......................................................................................... xii
LIST OF APPENDICES ............................................................................... xiii
CHAPTER I INTRODUCTION
A. Back groundof the Problem .................................................................... 1
B. Identification of the Problem .................................................................. 3
C. Limitation of the Problem ....................................................................... 4
D. Formulation of the Problem.................................................................... 4
E. Purpose of the Research .......................................................................... 4
F. Signitificance of the Research ................................................................. 4
CHAPTER II REVIEW OF THE RELATED LITERATURE
A. Review of the Related Theories ............................................................. 5
1. Writing ............................................................................................. 5
2. Narrative Text .................................................................................. 14
B. Relevant of the Research ........................................................................ 20
CHAPTER III RESEARCH METHOD
A. Research Design ..................................................................................... 22
B. Population and sample ............................................................................ 22
C. Technique of Collecting Data ................................................................. 24
D. Instrument of the Research .................................................................... 24
E. Technique of Analyzing Data ................................................................. 26
F. Research Schedule .................................................................................. 28
x
CHAPTER IV FINDINGS AND DISCUSSION
A. Research Findings ................................................................................ 29
B. Discussion ............................................................................................ 52
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ........................................................................................... 54
B. Suggestion ............................................................................................ 54
BIBLIOGRAPHY ......................................................................................... 55
xi
LIST OF TABLES
Table Page
Table.2.1 Micro and macro Writing skills ...................................................... 12

Table 2.2 The Example of Narrative text ........................................................ 19
Table 3.1.Population of ninth grade of SMP N 43Merangin ........................... 23
Table.3.2 Writing Scoring Rubric .................................................................... 25
Table.3.3.Standart Writing Narrative completeness standard .......................... 27
Table .3.4. Research schedule .......................................................................... 28
Tabel 4.1. Achievements Writing Narrative Teks ........................................... 29
Table 4.2. The Students Score in Content Indicator ........................................ 30
Table 4.3. The Students Score in Organization indicator ................................ 34
Table 4.4. The Students Score in Vocabulary Indicator .................................. 38
Table 4.5. The Students Score in Language Indicator .................................... 43
Table 4.6. The Students Score in Mechanics Indicator ................................... 47
xii
LIST OF APPENDICES
Appendix Page
Appendix 1 Syllabus ....................................................................................... 56
Appendix 2 Instrument of The Research ......................................................... 62
Appendix 3 Score List ...................................................................................... 63
Appendix 4 The Student score for Content ...................................................... 64
Appendix 5 The Student Score of Organization .............................................. 65
Appendix 6 The Student Score for Vocabulary ............................................... 66
Appendix 7 The Student Score for Language Use ........................................... 67
Appendix 8 The Student Score for Mechanics ................................................ 68
Appendix 9 The Letter of Research Permit...................................................... 69
Appendix 10 The Letter of School Research Permit Reply ............................. 70
Appendix 11Dokumtasi of The Research ........................................................ 71
Appendix 12 Dokumentation of The Guidance with English Teacher ............ 72
Appendix 13 Dokumentation of The Research Permit ................................... 74
xiii
CHAPTER I
INTRODUCTION
A. Background of the problem
Learning English is nothing new for high school students. English
isn't new to high school students, they are still having a lot of difficultiesin
learning English. . Writing is a complex skill, in writing, a student needs to
concentrate to think what wants he or she write.In English, there are four
skills that should be mastered, they are listening,speaking, reading, and
writing. Writing skill becomes very important in education because the
student should study continuously about writing. The students need to have
writing skill in their daily life to report something. They have to put words on
the paper, to express and deliver their messages or ideas to other persons
freely, deeply and systematically. They need to write, to conduct and
accomplish the assignments given by their teacher or lecturer. In short, the
writing skill plays an important role in the students’ life.
Writing is the most difficult skill of English, it is veryessential to be
learnt. To create a good writing the students should consider several
components of writing, such as content , rheotoric , vocabulary, grammatical
stucture, and writing mechanics, such as punctuation and capitalization.
According to Dalman (2014:3) wrote very important because writing is a
process of expressing ideas in form of written language in the goal, for
exampletell, want, or cool.
According to Hyland (2003: 14), stated that writing is a way of
sharing personal meanings and emphasize the power of the individual to
construct their own views on a topic. In addition, Harmer (2004: 3) stated
that, being able to write is an important skill for speakers or foreign
languages.
From the definition above, it can seemastery of English competency is
not only focused on reading skills but also must be balanced with writing
skills. Writing is really important tool for human being. It is used for written
communication. On other hand, writing that learners write is an ideas they
1
2
have experienced in their lives in the form of written language to other

people.
In SMP N 43 Merangin,Writing is very important for students in the
learning process, because writing is one of the language skills needed to
improve the quality of learning. Writing skills are one component of language
skills in addition to listening, speaking, and reading. By mastering writing
skills, students are expected to be able to express their ideas, thoughts, and
feelings after undergo the learning process in various types of writing, both
fiction and non-fiction . Based on the curriculum syllabus of k13 Junior High
School Grade IX, students can copy in neat handwriting several narrative
texts in the form of folklore, short and simple from various sources, using
spelling and punctuation correctly.
Based on the researcher observation in SMP N 43Merangin 21th July
2021 the students' achievement in writing is still low. Which is, the students
difficult to show about their ideas in writing, the students lacks logical
sequencing and development, the students difficult to remember of words, the
students difficult to understand about the material in writing, and also in
writing practice to make short story based on the ideas is very difficult for the
students.
In the learning process, writing is one of difficult subject. The students
always find difficulties in learning writing. The major difficulty is lack of
vocabulary. Besides that, they are difficult to visualize the ideas while
writing. They need a lot of time to think about the idea itself and hard to
visualize it thus it makes the learning process is not efficient.
In addition, the researcher interviewed with English students of ninth
grade of SMP N 43Merangin. The students said that,difficult and confuse
when they write English words, also had difficulty understanding and writing
vocabulary. The students had difficulty to finding the meaning of the
materials about narrative text and they are difficult to generate their ideas in
form English language. So, that is because students very low in writing ability
and difficult to writing narrative text.
3
Based on the interview on July27th July 2021 at SMPN 43Merangin

with the English teacher Mrs.Hamidah RaisS.Pd,said The students were
confused to identify general information, find specific information, recognize
textual meaning and recognize textual references in reading text. When
students were given questions by the teacher and they looked for the answers
in the text, the students were still confused how to answer the questions with
correct grammatical forms.
In the learning process, the teacher uses a one-way technique in
learning, meaning that the teacher only opens the class, explains the material,
provides an opportunity to ask questions for students who do not understand,
gives a quiz and then closes the lesson, and without providing anything new
or variations in learning that make students interest. This technique makes
students bored in class, there is nothing new that makes students interested in
learning to write English.
However, implementing a good writing activity and obtaining the
advantage of writing seem not as simple and easy as it is stated. One of these
kinds of writing phenomena can also be found in the teaching and learning of
reading in SMP N 43Merangin. The researcher's observation and interview in
SMP N 43Merangin with the grade IX English teacher and students point out
that the students' writing is still low. It is indicated from their difficulty in
understanding what the text is actually about.
According to Tarigan (2013:3) writing is a skilllanguage used
forcommunicate indirectly, noface to face with other people.
Based on the explanation above, the researcher wants to do a research
entitled “Students' Ability in writing Narrative Text at Ninth Grade at SMP
N 43Merangin Academic Year 2021 “.
B. Identification of the Problem
Based on the background of the problem, there are some problems that
considered to be solved. The identification of the problems as follows
1. The students difficult to show about their ideas in writing
2. Thestudents' achievement in writing is still low.
4
3. The students lacks logical sequencing and development

4. The students difficult to remember of words
C. Limitation of the Problem
Based on the identification of the problem, there are unlimited
numbers of problem. Therefore, the researcher would like to limit only on the
ability in writimg narrative text .
D. Formulation of the Problem
Based on the limitation of the problem above, the formulation of
theproblem is: “How is the students’ ability in writing narrative text at SMPN
43Merangin?”
E. Purpose of the Research
Based on the problems above, the purpose of this study is to obtain
information the ability to write narrative English for students SMP N
43Merangin.
F. Significance of the Research
The significances of this research will expected to expand the
researcher insight into clustering technique in teaching and learning process
of English. The significances of this research are:
1. For the students Grade Ninth SMP N 43Merangin, as the information to
help them to solve their problems in writing narrative text.
2. For the English teachers of Grade Ninth SMP N 43Merangin, it can be
used as a reference in terms of increasing the student’s ability Narrative
text,their problems in writing narrative text.
3. For the principal of Grade Ninth SMP N 43Merangin, to improve the
teachers‟ competence in teaching.
4. For other researchers as references to do further research in the same
subject in various topic in the different context.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Review Of Related Theories
1. Writing
a) Definition of Writing
Writing is the skill of a writer to communicate information to
areader or group of readers. Her or his skill is also realized by his or
herability to apply the rules of the language she or he is writing to
transferthe information she or he has in her or his mind to her or his
readers (s)effectively. According Spratt, Pulverness, and William
(2005:26) state that writing is a productive skill. They said that it
produces a language rather than receive it.
Writing is also an action a process of discovering and organizing
your ideas, putting them on a paper and reshaping and revising them
(Harmer, 2001: 79). It can be concluded that writing is a way of life.
From definition above, it can be said that writing is the activity
that has many processes, such as planning, drafting, reviewing,and
revising to create a good writing. By using writing, we can share our
ideas, feeling or anything that exist in our mind. It can be a good
writing if readers understand easily what the writer writes. So, a writer
has skill to write well and a writer know how to make cohesive and
suitable grammar to be a good writing.
b) The Step in Writing
According to pratama (2012:18-30), there are several genres of
writing:
• Narration
The genre of narrative is one of the most commonly read,
because narrative has been and continues to be such a popular genre,
there is a belief that it is a genre that writers pick up the stories
naturally. Narrative text is about what happening or what has
happened. Narration is usually written in cronological sequence. A
5
6
narrative text gives an account of one or more experiences. A

narration typically contains action, dialogue, elaborate details and
humor.
a. Description
The genre of describing is one of the fundamental
functions of any language system and one of the first skills
emergent language users learn to control. It is also one of the
most widely used genres across all of the larning areas.
Description enables the categorization or classification of an
almost infinite range of experiences ,obsrvation and interactions
into a system that orders them for immediateand interactions into
a system that orders them for immdiateand future reference, and
allows us to know the meither objectively, depending on the
learning area is intent of the writer.
b. Revising
Recounts are sequential texts that do little more that
sequence a series of events. Every story, no matter how simple,
needs an orientation. Indeed, it is impossible to tell a story unless
wesee that there are characters set up in a particular time and
place, although many postmodern narratives play with these
conventions.
c. Analytical exposition
Analytical exposition is one classified type as hortatory
exposition in text genre in which analytical exposition text try to
influence the reader by presenting some arguments to prove that
writer’s idea is important. Generic structures of analytical
exposition are: a) Thesis b) Arguments c) Conclusion
d. While according to johnson (2008), described them into five
steps, those are:
❖ Pre-writing
7
The goal of this step is to generate idea.

Listing,brainstorming, outlining,silent thinking, conversation
with aneigh bor,or power writing (describedbelow) areall ways
to generate ideas.
❖ Drafting
Drafting is the writer’s first attempt to capture ideas on
paper. Quantity here is value do verquality. If done correctly
,the draft is a rambling, disconnected accumulation of ideas,
mostof the writing activities in the classroom involve just these
firs two steps. Only those drafts that students feel are
interesting or of value should be taken to the next step.
❖ Revising
This is the heart of the writing process. Here a piece is
revised and reshaped many times. The draft stage is like
throwingalarge blob of clay on the potter’s wheel. Revising is
whereyoushapethe blob, adding parts, taking parts away,
adding parts,andcontinually molding and changing. Here you
look for flowandstructure.Youreread paragraphs and move
things around.
❖ Editing Thisis the stage where grammar, spelling, and
punctuation error sarecorrected.
❖ Publishing and Sharing
This is where students’ writing shared with anaudince.
Writing becomes real and alive at this point. Based on the
processes above, a writer need stotake long timeto finish his or
her written. There are many processes thata writer should do in
writing. Such as prewriting, outlining, revising, andsoon.
Awriter can’t write instantly. To create a good product of
writing, a writer needs long processes because writing is
certainly a process.
8
Any some process in writing. According to Richard

&Renandya in Retno (2016:1-3), writing is a process that
involves several steps. At least, there are three steps in the
writing process:
• Prewriting
Prewriting is the thinking, talking, reading, and writing
to do about our topic before we write a first draft.
Prewriting is a way of warming up our brain before we
write, just as we warm up our body before we exercise.
• Writing
After we have spent some time thinking about our
topic and doing the necessary prewriting, we are ready for
the next step in the writing process: writing our paragraph,
use the ideas we generated from prewriting as guide. As you
write, remember to:
➢ Begin with a topic sentence that states the main idea
➢ Include several sentences that states the main idea
➢ Stick to the topic
➢ Arrange the sentences so that the order of ideas make
sense
➢ Use the signal words to help the reader understand low
the ideas in your paragraph are connected.
• Revising
It is almost impossible to write a perfect paragraph
on the first try. The first try is called the first draft. After
you complete the first draft, you must look for ways to
improve it. This step is called revising. When students
revise, they review their text based on the feedback given in
the previous stage. They have re-examines what was written
to see how effectively they have communicated their
meanings to the reader.
9
Based on step in writing above, step in writing have three steps

it must be considered. Writing is a creative process. As a creative
process, writing must experience a process that consciously sees the
relationship with one another, so that it ends up with a clear goal. In a
writing step, one step with another must be related to each other, good
writing depends on the correct writing steps as well
c) The aspect of Writing
Writing is one language skill which must be taught to the
students.It is the same importance as the other language skills. It is an
indirectly wayof communication but it is very important in human life
in expressingthoughts and feelings in the form of writing especially for
the students.
According Brown (2001:221) Writing is not easy, so it is
neededmany exercises continuously. In writing there are some aspects
must beknown, they are namely;
1) micro aspect (spelling, punctuation, etc.),
The micro skills of writing several important aspects, they
areproducing graphemes and orthographic pattern of English,
producingwriting at an efficient rate of speed to suit the purpose,
producing anacceptable core of words and using appropriate word
order patterns, usingacceptable grammatical systems such as tense,
subject verb agreement andetc, expressing a particular meaning in
different grammatical form, usingcohesive devices in written
discourse and using the rhetorical forms andconventions of written
discourse.
2) macro aspect (content, organization).
Macro writing skills complete the communicative function of
written text according to form and purpose, convey links and
relationships between events and communicate relationships such as
main ideas, supporting ideas, new information, information
provided, generalizations, and examples, and finally develop a series
10
of writing strategies that includesuch as using pre-writing tools

accurately, writing fluently in first drafts,using paraphrases and
synonyms, asking for peer and instructor feedback, and using
feedback to revise and edit. Besides that, the effectiveness ofwriting
is also a macro writing skill in which there are Mechanical
components, choose the most accurate words to express students
thoughtsin writing is the key to being understood, correct sentences,
connection between how a word is spelt and how it is pronounced.
The aspects in writing are not only in the form of activities that
transfer thinking power into the form of writing, but also must be
done with the right arrangement. According to (Brown, 2004: 244-
245), mention five aspects in writing, namely: organization, content,
grammar, mechanics, and vocabulary. The five components above
are:
a. Organization
It consists of introduction, body, and conclusion. It’s about
how the writer makes a good relationship between the titles,
introductory paragraph, and the topic, the body of paragraph,
generalization, and conclusion. It’s about whether all of the
components above are support each other and composed orderly
by the writer or not.
b. Content
Content here is about logical development of ideas. The ideas
concrete and thoroughly developed or not, whether the essay
addressed the issue or not, is there any extraneous material
present or not in the text.
c. Grammar
It’s about all the rules language application used by the
writer. For example, nativelike fluency English grammar,
correctness of using relative clause, prepositions, modals, articles,
verb forms and tense sequencing, etc.
11
d. Mechanics
It’s about the punctuation, spelling, and all of the graphic
convention of the language. It’s about correctly using English
writing conventions; all needed capitals, paragraph intended,
using coma, full-stop, etc.
e. Vocabulary
It’s about style and quality of expression. How the writer use
precise vocabulary, parallel structures, word choosing, etc.
Based on statement above, researcher concludes that writing is
varied and there are several aspects in writing that have to be paid
attention in writing. By considering those aspects, students can
compose a perfect writing and understandable by the reader.
d) The Assessment of Writing
Teaching how to write effectively is one of the most important
life-long skills educators impart to their students. When teaching
writing, educators must be sure to select resources and support
materials that not only aid them in teaching how to write, but that will
also be the most effective in helping their students learn to write.
According to Duncan (2005: 2) “assessment is the primary
instrument you have to support the fact that teaching and learned by
strategic and intelligent people”. There are several ways to assess
writing. The most common method is to use some sort of rubric. Items
on the rubric range from state-mandated writing standards to individual
items specific to an assignment. Other forms of writing assessment use
checklists or rating scales.
According to Hughes (2003: 83) suggests that assessing writing
involves: 1) Writing tasks should be set that are properly representative
of the range of tasks we would expect students to be able to perform. 2)
The tasks should elicit writing that is truly representative of the
students’ writing ability. 3) The samples of writing can be appropriately
scored. Assessment in writing can be used for various suitable purpose,
12
both inside and outside of the classroom, such as: providing assistance
to students, providing grades, knowing the extent to which students in
writing skills, knowing students’ writing abilities through course
assistance and evaluating program.
In giving scoring of students writing should use rubric to score
the format, punctuation and mechanic, content, organization and
grammar. It could be shown descriptively with scoring rubric of Jacob
(1981: 90), scoring rubric is encourages an evaluation of student
proficiency that is complex, perhaps recording a high accomplishment
in content, but low in mechanicsa complexity that befits writers who
often show uneven writing skills in a second language. In this scoring
rubric, it seems to contrast with holistic scoring methods, which erase
this possible unevenness of writing accomplishments in reporting a
single score. In addition, he states that the limited number of traits
allows comparison of group rating behavior, perhaps contrasting the
way native and non-native people evaluate ESL essays. The scaling of
traits and substrate allows study of rater reliability along with the
development of training methods that produce high interest reliability.
According to Brown (2004: 220-221), in assessing writing, there
are two skills that you will assist the procedure of assessment, namely
micro and macro skills. Where, micro skills apply more appropriately to
imitative and intensive types of writing task, while the macro skills are
essential for the successful mastery of responsive and extensive writing.
Table.2.1 Micro and macro Writing skills
Micro Skills Macro Skills
a. Produces graphemes a. Use the rhetorical forms and
and orthographic conventionsofwrittendiscours
patterns of English b. Appropriatelyaccomplish the
b. Produce writing at an communicative functions of
efficient rate of speed written texts according to forms
to suit the purpose and purpose
13
c. Produce an acceptable c. Convey links and connections

core of words and use between events and
appropriate word order communicate such relations as
patterns main idea, supporting idea, new
d. Use acceptable information, given information,
grammatical systems generalization and
(e.g., tense, agreement, exemplification.
pluralization), patterns d. Distinguish between literal and
and rules. implied meanings when writing
e. Express a particular e. Correctly convey culturally
meaning in different specific references in the
grammatical forms. context of written text.
f. Use cohesive devices in f. Develop and use a battery of
written discourse writing strategies such as
accurately assessing the
audiences interpretation, using
prewriting devices, writing with
fluency in the first drafts, using
paraphrases and synonym,
soliciting peer and instructor
feedback and using feedback for
revising and editing.
(Sources: Brown, 2004: 221)
Based on the explanation above, the teacher can determine
writing teaching techniques that are in accordance with students'
abilities. Examples of activities that can be done in class based on
microskill and macroskill are: rewriting sentences or paragraphs,
writing paragraphs with correct words, proper grammar,and appropriate
cohesive devices, and write paragraphs through the process smoothly.
14
2. Narrative Text
a) Definition of Narrative Text
A narrative is some kind of retelling, often in words (though it is
possible to mime a story), of something that happened (a story). The
narrative is not the story itself but rather the telling of the story, which
is why it is often used in phras- es such as written narrative, oral
narrative, etc.As Weigle(2002) stated that writing has received bigger
attention in principle of communicative language teaching both in
second and foreign language.
Narrative text can be said to be a form of discourse whose main
target is trying to be described as clearly as possible to the reader an
event that has occurred Keraf, (2007: 136). When reading a narrative
text, the reader seems to see or experience the event himselfthe. A
narrative text is made to provide entertainment and fun related to
factual events or past personal experiences that tell about problems or
conflicts that flow into a crisis and finally find problems Djatmika,
(2017: 139). Narrative canconvey an event in a certain time series.
Therefore, the most important element in the narrative is the action or
action and time. This is so that the reader is able to distinguishbetween
narrative and descriptive text.
Narrative text is one of various genres of text. It belongs to non-
factual text that is written or listened to entertain the reader or listener.
Anderson and Anderson (2003:8) mentioned that “narrative is a piece of
text which tells a story and, in doing so, entertains or informs the reader
or listener.” Narratives deal with problematic events which lead to a
crisis or turning point of some kind, which in turn finds a resolution.
Anderson and Anderson (2003:8) state that there are five parts of
generic structure of narrative. They are:
1) an orientation (can be a paragraph, a picture or opening chapter) in
which the narrators tells the audience about who is in the story,
when the story is taking place and where the action is happening
15
2) a complication that sets off a chain of events that influences what

willhappen in the story
3) a sequence of events where the characters react to the complication
4) a resolution in which the characters finally sort out the
complication
5) a coda that provides a comment or moral based on what has been
learnedfrom the story (an optional step).
Based on the definition above, it can be said that writing is the
activity that has many processes, such as planning, drafting,
reviewing,and revising to create a good writing.
b) Types of Narrative Text
There are many types of narrative. Narrative can be imaginary
or factual.Anderson and Anderson (2003) classified types of narrative,
they are:
1) Fable
A fable is described through animals, plants, and inanimate
objects by giving them human attributes wherein they demonstrate a
moral lesson at the end. Example of fable is the Smartest Parrot, the
Story of Monkey and Crocodile,the Ants and the Grasshopper.
2) Fairy Tale
A fairy tale is a story that features fanciful and wondrous
characters such as goblins, wizards, elves, and even fairies. The term
“fairy” seems torefer more to the fantastic and magical setting within
a story. Examples ofFairy Tale are Snow White, Cinderella,
Thumbelina, etc.
3) Legend
A legend is a narrative text that focuses on a historically or
geographically specific figure, and describes his exploits. The
function oflegend is to present the story of human actions in such a
way that theyperceived by the audience to be true. The examples are
Malin Kundang,Danau Toba, Sangkuriang, etc.
16
4) Novel
A novel is a long and fictional narrative which describes
intimate human experiences and typically published as a book.
Examples of novelare Home, Divergent, Laskar Pelangi, etc.
5) Horror
A story in which the focus in on creating a feeling of fear. It
can feature supernatural elements such as ghosts, vampires, witches
or it canaddress more realistic psychological fears. The examples of
horror are theInsidious, Anabel, Red Room, etc.
Based on the definition above, narrative text does not only have
one type and has the goal of telling a story that has a series of connected
chronological events.
c) The Schematics of Narrative Text
The structure of narrative text based on Anderson and Anderson
(1998) are:
1) Orientation
Every story needs an orientation although how simple that
story. An orientation is an introduction of character, time and place
that will be told inthe story. It is impossible to tell a story without
knowing characters set up ina particular time and place.
2) Complication
In this part, crisis of the story arises. The story is pushed
along by a series of events which the reader aspects some problem to
arise. Thiscomplication will involve the main character and often
serve to(temporarily) toward them from reaching the goal.
3) Resolution
The complication that happened in the story will be resolved
for better or worse, but rarely the complication left completely
unresolved to leave thereader wondering how the end is.
Pardiyono (2007:97) states that narrative text has three
genericstructures. There are generic structure of narrative text:
17
a. Orientation
Introduction of the story which involves thecharacters,
setting and time of the story are established. Usuallyanswer who ?
when ? where ? and it is stated in the beginning ofthe story.
Usually the first paragraph is the orientation where readerfinds
time and place set up and also the participants as thebackground
of the story. The starting point of a narrative story tomake readers
understand what the stories talking about. Thusorientation means
to introduce the participants or characters of thetext time, sets of
the scene, creating the picture of the setting andatmosphere.
b. Complication
It explores the conflict in the story. It will show thecrisis,
rising crisist, and climax of the story. This structure ofnarrative
text is to tell the event involving the main character :either the
character goes against tradition or does something
quiteunexpected. Complication is the problem raise. It is divided
intomajor and minor complication.
c. Resolution
It shows the situation which the problems have
beenresolved. It must be our note that “resolved” means
accomplishedwhether succed or fail.it means the complication
may be resolvedfor better or worse / happily or unhappily.
Sometimes there arenumber of complications that have to be
resolved. These add andsustain interest and suspense for the
reader. Resolution is the finalseries of the events which happen in
the story of the text. Likecomplication, resolution also devided
into major and minorresolution In conclusion, generic structure of
narrative text can beconcluded into three parts, such as:
orientation, complication, andresolution. First, orientation is the
paragraph that is contain aboutthe introduction of the character
involved in the story. Second,complication is the paragraph that is
18
contain about the conflict thathappen among characters involved

in the story. Third, resolution isthe paragraph that tells us about
the solution of the problem thatinvolved that character in the
story.
Derewianka (1991),states that narrative text has three
genericstructures. There are generic structure of narrative text:
1) Purpose (Social Function)
The purpose of narratives is to entertain, to teach or inform,
to embody the writer’s reflections on experience, and to nourish
and extend the reader’s imagination.
2) Text Organization
Orientation : set the scene and introduces the participants
,Complication : problem arise , Resolution : the problem is
resolved for better or worst
3) Language Features
a. Specific, often individual participants with defined identities.
Major participants are human, or sometimes animals with
human characteristics
b. Mainly action verbs (material processes), but also many verbs
which refer to what human participants said, or felt, or thought
(verbal and mental processes).
c. Normally past tens Many linking words to do in time.
d. Dialogue often included, during which the tense may change
to the present or future.
e. Descriptive language chosen to enhance and develop the story
by creating images in the reader’s mind.
f. Can be written in the first person (I, we) or third person (he,
she, they)
19
Table 2.2 The Example of Narrative text
Snow white
Once upon a time there lived a little girl named Snow White. She lived
with
her Aunt and Uncle because her parents were dead. (Orientation)
One day she heard her Uncle and Aunt talking about leaving Snow White
in the castle because they both wanted to go to America and they didn’t have
enough money to take Snow White. Snow White did not want her Uncle and Aunt
to do this so she decided it would be best if she ran away. The next morning she
ran away from home when her Aunt and Uncle were having breakfast. She ran
away into the woods. (Complication)
Then she saw this little cottage. She knocked but no one answered so she
went inside and fell asleep. Meanwhile, the seven dwarfs were coming home from
work. They went inside. There they found snow white sleeping. Then Snow white
woke up. She saw the dwarfs. The dwarfs said, “what is your name?” Snow White
said. “My name is Snow White.”
One of the dwarfs, said, “If you wish, you may live here with us.” Snow
White said, “Oh could I? Thank you.” Then Snow White told the dwarfs the whole
story and finally Snow White and the 7 dwarfs lived happily ever after.
(Resolution)
Based on the statements above, narrative text is a text that tells

astory that happened in the past event, which used the
correlationbetween story as happened and tell a story based on structure
time, eg:short story, novel, legend and something that happenedin life.
Sonarrative text is a text focusing specific participant. Its social
functionis to tell stories or past events and entertain the
readers/listeners.
20
B. Relevant Research
There are several related studies regarding the analysis of
students'narrative writing skills. The first research is conducted by Fauziatul
(2014), “The Analysis Of Students Writing Ability In A Narrative Text at
Senior HighSchool 3 Bukit Tinggi “, with result of analyzed students test
were found thatthe percentage of students got the criteria of each component
of ELScomposition Profile in content, 21, 74 % with good to average criteria
was 5students, 78,26 % with fair to poor criteria was 18 students, there is no
studentsgot excellent to very good and very poor. Organization, 17,40 % with
excellentto very good was 4 students, 78,26 % with good to average was 18
students, 4,34 % with fair to poor was 1 student, and there was no student got
very poor.Vocabulary, 8, 71% with excellent to very good criteria was 2
students, 86, 95% with good to average was 20 students, and 4, 34 % with
fair to poor was 1student and there is no students got very poor. Language
use, 21, 74 % with goodto average was 5 students,78, 26 % with fair to poor
was 18 students, and therewas no students got excellent to very good and very
poor. The last one, Mechanic52, 17 % with fair to poor was 12 students, 47,
83% with very poor and there isno students got good to average and excellent
to very good.
Second is the research of Hudri (2015) This study aims at observing
thestudents’ ability in writing narrative text at the second year of MTs Nurul
JannahNW Ampenan in Academic Year 2015/2016. Of 40 students, 20
students werechosen as the sample. The method used in this study was
descriptive research.Writing Narrative in terms of content, organization,
diction and sentencestructure . Content, there are13 students or 65% are
catagorized inadequate 2student or 10% categorized fair and 5 students or
25% are catagorized intoinacceptable . organization, there are 12 students or
60% are categorized intoinadequate category, 1 student or 5% are categorized
into fair category and 7students are classified into inacceptable catagory.
diction, there are 8 students or40% are catagorized into inacceptable category.
Then, 7 students or 35% arecatagorized inadequate and 5 students or 25% are
21
classified into fair categoy.sentence structure, also found most of the students
are catagorized intoinadequate category 12 students or 60%. There are7
students or 35% categorizedinacceptable, and 1 students or 5% are classified
into faircatagory.The data werecollected through observation and writing test.
It was found that the ability ofthe students in writing narrative text was on fair
category. Based on the result,10 students (50%) got score 56 - 65 (fair), 5
students (25%) got score 0 - 45 (verypoor), 3 students (15%) got score 66 - 79
(good), and 2 students (10%) got score46 - 55 (poor). Almost of all students
are in between 56 - 65 (fair category).
Meanwhile, Having analyze the students’ ability in each of writing
aspects, itcan be said that they were in inadequate category because most of
them wereinadequate in content. In other words, it means that they have very
limited ofideas. The problems faced by the students were they made too
muchgrammatical and spelling errors, difficulties in using connectors, and
they havelimited vocabulary and unable to select the appropriate diction.
Both relevant studies above had different setting in place and period
of time, and different amount of sample and population with this research.
And the similarities with this research is writing of narrative text.
CHAPTER III
RESEARCH METHOD
A. Research Design
The approach in this research is a quantitative approach, because
Thisresearch is presented with numbers. This is in accordance with the
opinion(Arikunto 2006: 12) which suggests that quantitative research is Many
research approaches are required to reveal numbers, starting from data
collection,interpretation of the data, and appearance the result. Before going
further to anyexplanation about the research design, it’s necessary to know
that this researchwas conducted to uncover the research problems proposed in
which the data studied were the students’ writing in narrative text such kinds
of data areclassified into qualitative ones, this study is categorized into a case
study byusing quantitave descriptive approach. A mixed method combines
quantitativeand qualitative methods in the same study in order to get a full
understanding ofthe phenomenon under study. Thus a mixed research method
usually results inprofounder research due to its “methodological pluralism or
eclecticism”(Johnson & Onwuegbuzie, 2004 : 14).
This research used descriptive quantitative design. The purpose is
toanalysis the students ability in writing narrative text. Research analysis of
thedocument/content is research that doing systematically to the records
ordocuments as data sources. The Quantitative data will be used to determine
thescore of the students in comprehending narrative text on the Nine Grade
SMP N 43 Merangin .
B. Popultion and Sample
1. Population
The research decided to conduct this research at SMPN 43
Merangin. There are some definitions of population. According to
Arikunto (2010: 237) states that population is the entire research’s object.
It means that population is a source that taken for the research. It can be
people, things, animals, plants,indications, or incidents. Population is
whole of the subject research that can be consist of people,things, animals,
22
23
plants, indications, test value, or events as a source data that have a

characteristic in the research. In addition, Sugiyono (2011: 90) said that
population is a generalization of region that consists of object or subject
which has quality and characteristic that used by researcher for study and
gets the conclusion. Population has requirements that connect to the
problem of research. So, population is a source for the research which is
can be people, things, animals, plants, indications, or incidents. The
population of this research was the students at the ninth grade of SMPN
43Merangin which is consist of 30 students. The number of population can
be seen in the following table:
Table 3.1.Population of ninth grade of SMP N 43Merangin
Class Amount of students Male Fale
XI 30 19 11
Because thepopulation less than 100, so the researcher used all of

that in this research the researcher used total sampling in determine the
sample of this research. According to Arikunto (2010: 218), total sampling
is the determining the sample by take all of the population as the sample in
the research. Through total sampling, the researcher gives the same
opportunity to all of the population as the sample. Through this theory the
researcher used all of the students at the ninth grade of SMPN 43Merangin
as the sample in this research, which consisted of 30 student of class Nine
SMP N 43Merangin in Academic Year 2020/2021.
2. Sample
According to Arikunto (2013), says if the population is under 100,

the writer can take all of them as the sample, but if the population is more
than 100, the writer can take 10%-15% or 20%-25% as the sample.
Considering that the number of population was relatively large, then the 25
writer take 25% from total population. . The technique used in this
research was simple random sampling. According to Fraenkle, Allen, &
24
Hyun (2012), simple random sampling is every member of the population

has an equal and independent chance to be selected as a sample.
C. Data Collection Technique
Data collection method is the method that is used by the researcher
tocollect data, and instrument is the tool that is used to get the data
(Arikunto,2006:160). It means that the researcher needed instruments to
collect the data.Therefore, the researcher used documents collect the data in
this research.
According to Arikunto, (2006: 175) data collection techniques
aremethods used by researchers to obtain the required data. In using data
collectiontechniques, researchers need instrument a tool for data collection
work tobecome easier. Data collection techniques used in the study this is a
test.
According to Arikunto (2006: 150) a test is a series of questions
orexercises and other tools used to measure skills, intelligence knowledge.
Abilityor talent possessed by individual or group. Test instrument to measure
the abilityof learning achievement is in the form of English learning results in
writingnarrative in class Ninth SMP N 43Merangin.
D. Research Instrument
According Asrul (2014:49) In collecting data, the researcher gives
writing test of narrative text. Test is a set of standardized question
administrated and individual for the purpose measuring their attitude or
achievement. There are some instruments used in collecting the data in a
study. Every instrument should be design and conducted as relatively as
possible to the objecttive of the research, and the instrument for collecting the
data is designed in order to gain the result of the study.
The researcher will be given to this reseacrh, they are write an essay
or read narrative text. Writing assessment refers to an area of study that
contains theories and practices that guide the evaluation of a writers
performance or potential through a writing task. Analytic scoring provides
25
detailed feedback to help the student improve his or her writing, but it takes
considerably longer than does holistic scoring.
To know the students‟ score in writing narrative text, the reseacher
used scoring rubric.
Table.3.2 Writing Scoring Rubric
No Aspect Score Level/Criteria
1 CONTENT 30-27 EXCELLENT TO VERY GOOD :knowlaedgeable .
substantive . through development of thesis . relevant
to assigned topic
26-22 GOOD TO AVERAGE: some knowlaledge of subject .
adequate range . limited development of thesis , but
21-17 lacks detail
FAIR TO POOR: limited knowledge of subject . little
16-13 substance . inadequate development of topic
VERY POOR:does not show knowledge of subject .
non-subtantive.not pertinent.
OR not enough to evaluate.
2 ORGANIZATION 20-18 EXCELLENT TO VERY GOOD:fluent expression .
ideas clearly stated/suppoted . succinct . well-
organized.logical. sequencing. Cohensive
17-14 GOOD TO AVERAGE : SOMEWHAT CHOPPY .
lossely organized but main ideas stand out . limited
support . logical but incplete sequencing
13-10 FOR TO POOR:non-fluent . ideas confused or
disconnected . lacks logical sequencing and
9-7 development
VERY POOR:does not commucative . no organization
.OR not enough to evaluate
3 VOCABULARY 20-18 EXCELLENT TO VERY GOOD:sophisticated range.
Affective word idiom choice and usage . word form
mastery . appropriate register
17-14 GOOD TO AVERAGE:adequate range . frequent
errors of word / idiom form ,choice , usage but
13-10 meaning liot obscuret
FAIR TO POOR:limited range . frequent errors of
9-7 word/idiom form, choice , usagr . meaning confused or
obscured
VERY POOR:essential translation . little knowledge of
English vocabulary , idioms, word form ,OR not
26
enough to evaluate
4 LANGUAGE 25-22 EXCELLENT TO VERY GOOD:effective complex

USE constructions . few errors of agreement ,tense, number,
word order/function ,articles , pronouns,prposition but
meaning seldom obscuret
21-18 FAIR TO POOR:Major problems in simple /complex
construction. Frequent errors of nagation , agreement ,
tense , number,,word order/function ,articels ,
17-11 pronouns, prepositions and/ or fragment ,run-
0ns,deletions. Meaning confused or observed
10-5 VERY POOR : virtually no mastery of sentence
construction rules . dominated by errors . does not
communicatione . OR not enough to evaluate
5 MECHANICS 5 EXCELLENT TO VERY GOOD:demonstrate mastery
of conventions . few errors of spelling , punction ,
capitalization,paragraphing.
4 GOOD TO AVERAGE: occasional errors of spelling
errors of spelling , punctuation ,
capitalization,paragraph but meaning not obscured.
3 FAIR TO POOR:frequent errors of spelling,
punctuation, capitualizon, paragraph .poor handwriting
.meaning confused or obscured.
2 VERY POOR : no mastery of conventions . dominated
by errors of spelling, puncation,capitalization
,paragraph . handwriting illegible.OR not enough to
evaluate.
Source: Weigle(2002:116)
Based on the explanation above, the researcher concludes that in
assessing students' writing, they consider every point for each aspect or
category, students' writing by referring to the column of assessment rubric
criteria. The final score of students' writing is the sum of the points for
writing so that it can be seen how far students are able to express their own
ideas in writing.
E. Data Analysis Techniques
For the percentage of student scores in the data from the tests that
have been given to students and to find out what percentage of students are
27
correct in working on the questions. That the following steps were

implemented to analyze the data:
1. Assess the results of students' answers
2. Determine and analyze students' abilities using the completeness standard
at SMP N 43 Merangin (KKM) students are t 75.
Table.3.3.Standart Writing Narrative completeness standard
SCORE COMPLETE/INCOMPLETE
75-100 Complete
0-74 Incomplete
Source:SMP N 43 Merangin
Therefore, students who score between 75 - 100 are categorized as
passing or complete, then if the score range is between 0 - 74 they are
categorized as underachieving, or incomplete.
3. Determining the percentage the students ability by using the following
formula:
Percentage formula:
Where : Q = The percentage of the correct item

N = The number of who get high, moderate or low ability
K = The sum of Students
28
F. Research Shhedule
Table .3.4. Research schedule
No Month and Week
Activities June July Aug Sept oct Nov Dec
1 2 3 4 123 4 1 23 412 34 123412341234
1 Collection data √
2 Making Transcription Data √ √
3 Prepared thesis of proposal √
4 Seminar Of Proposal √
5 Pepair of proposal √
6 Test
7 Make a result description
8 Thesis Completing √
9 Thesis doubling √
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
A. DATA DESCRIPTION
This research was conducted at SMP N 43 Merangin class IX B on 04
– 09 September 2021. SMP N 43 Merangin is located in Sungai.Ulak
Bangko, Nalotantan District, Merangin Regency. The number of students in
class IX B as many as 30 students followed by only 18 people, 4 people dont
attend school, and 8 students got a score of 0, because one of the questions
did not follow the instructions and there was also an unknown reason so they
did not submit assignments.
Researchers conducted an analysis of the ability to write narrative
texts. Data analysis used minimum completeness criteria (KKM). This study
uses data on student scores.
The test was conducted to create a narrative text. The test consists of 2
themes, namely (1) about personal experience, (2) about fairy tales. And the
most voted questions were personal experiences, there were 12 people who
voted. The reason is because personal experiences are easier to remember to
tell their own experiences. while fairy tales are only 8 people because they are
too difficult to know, not just stories but animations or films that have been
very rarely seen and heard since childhood. The results of the analysis are as
follows:
1. The Students Score Writing Narrative Text
Tabel 4.1. Achievements Writing Narrative Teks
KKM Criteria Total Percentage
Students
75-100 Complete 3 17%
0-74 Incomplete 15 83%
18 100%
Based on the table above, the researcher found that the results of
theanalysis of the studentsoverall abilities showed that a total of 3 students
29
30
(17%) the criteria or complete. and 15 students (83%) the criteriawere

incomplete.
When seen in diagram form like below :
The Graph 1. Total Score Analisys of Writing Narrative
Like this is the result of the diagram if you look at it, there is a
score foreach student, the green one is marked complete and the blue one
is incomplete. There are 8 students who get a score above the KKM and 10
who not get the KKM.
2. The Students Score in Content
Table 4.2. The Students Score in Content Indicator
Students
75-100 Complete 3 17%
0-74 Incomplete 15 83%
18 100%
According to Rachmat kriyantono (2010:232) content is a method

for studying and analyzing communication in a systematic and objective
manner towards the visible message.From the table above, the students
31
ability in content shows that 3 students(17%) the criteria or complete. and

15 students (83%) thecriteria were incomplete.It is known that students
based on the content score consist of 1 student getting a score of 33, 3
student getting a score of 43, 4 students getting a score of 50 , 1 students
getting a score of 60, 2 students getting a score of 67 ,3 students getting of
73 and 2 students getting a score of 83.
The writing ability of students 1 (Af) the score obtained is 41 in the
content of the story there are 3 paragraphs (orientation, complication and
resolution). In the preparation of sentences (AF) it is not well organized or
the order is not logical. In English words (AF) words are quite good even
though there are some wrong words In the language used (AF) can
understand the right words to use. In the way of writing (AF) is quite good
there are some spelling errors in sentences such
The writing ability of students 2 (AH) the score obtained is 55 in
the content of the story there are 2 paragraphs (orientation and
complication ). In the preparation of sentences (AH) it is not well
organized or incomplete sequence. In English words (AH) the words are
quite bad because there is almost no mastery of sentences. In the way of
writing (AH) is not good there are often speling errors in sentence such
capital letters and punctuation marks.
The writing ability of students 3 (B) the score obtained is 46 in the
resolution). In the preparation of sentences (B) it is not well organized or
the order is not logical. In English words (B) words are quite good even
though there are some wrong words In the language used (B) can
understand the right words to use. In the way of writing (B) is quite good
there are some spelling errors in sentences such as capital letters and
punctuation marks.
The writing ability of students 4 (BA) the score obtained is 73 in
the content of the story there are 2 paragraphs (orientation, complication
and resolution). In the preparation of sentences (BA) it is not well
32
organized or the order is not logical. In English words (BA) words are
quite good even though there are some wrong words In the language used
(BA) can understand the right words to use. In the way of writing (BA) is
quite good there are some spelling errors in sentences such as capital
letters and punctuation marks.
The writing ability of students 5 (DA) the score obtained is 46 in
and resolution). In the preparation of sentences (DA) it is not well
organized or the order is not logical. In English words (DA) words are
(DA) can understand the right words to use. In the way of writing (DA) is
The writing ability of students 6 (FAH) the score obtained is 75 in
and resolution). In the preparation of sentences (FAH) it is not well
organized or the order is not logical. In English words (FAH) words are
(FAH) can understand the right words to use. In the way of writing (FAH)
is not good there are some spelling errors in sentences such as capital
The writing ability of students 7 (HARI) the score obtained is 80 in
and resolution). In the preparation of sentences (HARI) it is not well
organized or the order is not logical. In English words (HARI) words are
(HARI) can understand the right words to use. In the way of writing
(HARI) is quite good there are some spelling errors in sentences such as
The writing ability of students 8 (IR) the score obtained is 85 in the
33
resolution). In the preparation of sentences (IR) it is not well organized or

the order is not logical. In English words (IR) words are quite good even
though there are some wrong words In the language used (IR) can
understand the right words to use. In the way of writing (IR) is quite good
punctuation marks.
The writing ability of students 9 (KN) the score obtained is33 in the
resolution). In the preparation of sentences (KN) it is not well organized or
the order is not logical. In English words (KN) words are quite good even
though there are some wrong words In the language used (KN) can
understand the right words to use. In the way of writing (KN) is quite good
punctuation marks.
The writing ability of students 10 (MAM) the score obtained is 32
in the content of the story there are 3 paragraphs (orientation, complication
and resolution). In the preparation of sentences (MAM) it is not well
organized or the order is not logical. In English words (MAM) words are
(MAM) can understand the right words to use. In the way of writing
(MAM) is quite good there are some spelling errors in sentences such as
The writing ability of students 11 (MC) the score obtained is 22 in
and resolution). In the preparation of sentences (MC) it is well organized
or the order is not logical. In English words (MC) words are quite very
good even though there are some wrong words In the language used (MC)
can understand the right words to use. In the way of writing (MC) is quite
good there are some spelling errors in sentences such as capital letters and
punctuation marks.
34
The writing ability of students 12 (MH) the score obtained is 77 in

and resolution). In the preparation of sentences (MH) it is not well
organized or the order is not logical. In English words (MH) words are
(MH) can understand the right words to use. In the way of writing (MH) is
The writing ability of students 13 (PA) the score obtained is 74 in
and resolution). In the preparation of sentences (PA) it is not well
organized or the order is not logical. In English words (PA) words are not
good even though there are some wrong words In the language used (PA)
can understand the right words to use. In the way of writing (PA) is quite
punctuation marks.
The writing ability of students 14 (PW) the score obtained is 38 n
and resolution). In the preparation of sentences (PW) is not well organized
or incomplete sequence. In English words (PW) the words are quite bad
because there is almost no mastery of sentences. The writing method (PW)
is not good because there are often spelling errors in sentences such as
3. The Students Score in Organization
Table 4.3. The Students Score in Organization indicator
Students
75-100 Complete 4 40%
0-74 Incpmplete 14 60%
18 100%
35
Based on the table above, from analysis the students ability in

organizationshows that 4 students (40%) the criteria or complete. and 14
students(60%) the criteria were incomplete.It is known that students based
on the organization score consist of 1 student getting a score of 25, 2
student getting a score of 45,7 students getting a score of 50, 1 tudents
getting a score of 602 students getting a score of 65 and 2 student getting a
score of 70.
punctuation marks.
36

37

punctuation marks.
The writing ability of students 9 (KN) the score obtained is 61 in
and resolution). In the preparation of sentences (KN) it is not well
organized or the order is not logical. In English words (KN) words are
(KN) can understand the right words to use. In the way of writing (KN) is
38
punctuation marks.
The writing ability of students 12 (MH) the score obtained is 71 n
punctuation marks.
The writing ability of students 14 (PW) the score obtained is 88 in
4. The Students Score in Vocabulary
Table 4.4. The Students Score in Vocabulary Indicator
Students
75-100 Complete 2 11%
18 100%
39
According toValette (1977) argues that vocabulary is a word or

group of words that has a certain meaning. From the explanation above, it
can be concluded that vocabulary is words that have a meaning that is
owned by humans to be used in language and communication.
Based on the table above, the results of the student vocabulary
abilityanalysis show that 2 students (11%)the criteria or complete. and
16students (89%) the criteria were incompleteIt is known that students
based on the vocabulary score consist of 2 student getting a score of 25, 4
student getting a score of 25, 2 students getting a score of 50 , 4 students
getting a score of 65, 2 students getting a score of 70 and 1 students getting
a score of 75
40
punctuation marks.
41
punctuation marks.
42
punctuation marks.
punctuation marks.
43
5. The Students Score in Language

Table 4.5. The Students Score in Language Indicator
Students
75-100 Complete 2 11%
18 100%
According to Lyons John (1981: 6) Language is a symbol system
almost entirely based on pure or arbitrary convention.
From the table above, the students ability in Language shows that 2
students (11%) the criteria or complete. and 16 students (89%) the criteria
were incomplete.It is known that students based on the language usescore
consist of 1 student getting a score of 36,2 student getting a score of 20, 5
students getting a score of 40 , 3 students getting a score of 44, 1 students
getting a score of 60.
44
punctuation marks.
45

punctuation marks.
46

punctuation marks.
punctuation marks.
47
6. The Students Score in Mechanics

Table 4.6. The Students Score in Mechanics Indicator
Students
75-100 Complete 0 0%
18 100%
From the table above, the students ability in Mechanics shows that
0 students (0%) the criteria or complete. and 18 students (100%) the
criteria were incomplete.It is known that students based on the mechanic
score consist of 1 student getting a score of 40 and 17 student getting a
score of 60.
48
punctuation marks.
49
punctuation marks.
50
punctuation marks.
punctuation marks.
The writing ability of students 15 (SH) the score obtained is 72 in
and resolution). In the preparation of sentences (SH) it is not well
51
organized or the order is not logical. In English words (SH) words are not
good even though there are some wrong words In the language used (SH)
can understand the right words to use. In the way of writing (SH) is not
punctuation marks.
The writing ability of students 16 (SW) the score obtained is 74 in
and resolution). In the preparation of sentences (SW) it is well organized
or the order is not logical. In English words (SW) words are not good even
though there are some wrong words In the language used (SW) can
understand the right words to use. In the way of writing (SW) is not good
punctuation marks.
The writing ability of students 17 (SA) the score obtained is 76 in
and resolution). In the preparation of sentences (SA) it is not well
organized or the order is not logical. In English words (SA) words are
(SA) can understand the right words to use. In the way of writing (SA) is
The writing ability of students 18 (W) the score obtained is 69 in
and resolution). In the preparation of sentences (W) it is not well organized
or the order is not logical. In English words (W) words are not good even
though there are some wrong words In the language used (W) can
understand the right words to use. In the way of writing (W) is not good
punctuation marks.
52
B. Discusion
The purpose of this study was to find out and describe students'
writing skills in narrative texts in the ninth grade of SMP N 43 Merangin in
the 2020/2021 school year. The student's text about the test was read and
analyzed by the researcher. Based on the analysis of students' writing skills in
narrative texts in class IXB SMP N 43 Merangin. There are five aspects of
writing that are analyzed in this study such as: content, organization,
vocabulary, language use and mechanics. And from the data obtained after
the test was given to class IXB students of SMP N 43 Merangin.
The finding of this research was of students' writing ability in
narrative texts of class IXB students of SMPN 43 Merangin for the
2020/2021 academic year . was categoried as complete .in this relevant with
fauziatul (2014) .They found the averange score of the class IXB students
ability in narrative text was categorized as good level .The students still face
difficulties inwritinganarrative text. This research was aimed at describing the
ability of the grade IX in writing narrative text dealing with generic structure,
applying language feature of narrative text, vocabulary, and mechanics.
Thelowest analysis results are in the Mechanic aspect.Thedifference is that
the highest aspect of my research in the Language usesection, while in the
voabulary section .
The finding of this research was of students' writing ability in
narrative texts of class IXB students of SMPN 43 Merangin for the
2020/2021 academic year . was categoried as complete .in this relevant with
Hudri (2015) . He found the averange score students ability in narrative text
was on fair category .The students still face difficulties inwritinganarrative
text. This research was aimed at describing the ability of the grade IX in
writing narrative text dealing with generic structure, applying language
feature of narrative text, vocabulary, and mechanics. Another difference is
that ofHudri (2015), where none of the aspects are successful, all aspects and
overallvalues are under the KKM.
53
Having analyze the students’ ability in each of writing aspects, it is

known that students 'understanding of all aspects of the material,
organization,classification is good, but it can be said that they were in
inadequate category because most of them were inadequate in content. In
other words, it means that they have very limited of ideas. The problems
faced by the students were they made too much grammatical and spelling
errors, difficulties in using connectors, and they have limited vocabulary and
unable to select the appropriate diction.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the findings and there are still students who are not good at
writing using English in narrative text material. There are some students who
have low scores in terms of language and content. And the writing ability of
class IXB students of SMP N 43 Merangin in Narrative text is good and there
are also some students who are not good at writing in Narrative text.
Based on the average score of students is 70, it can be concluded that
the students of SMPN 43 Merangin class IXB have reached the KKM
because the KKM for English for SMP N 43Merangin is 75. Because the
average score of students is more than 50, the students' writing ability in
Narrative Text in class IXB SMP N 43 Merangin is very low.
B. Sugestion
Research at the end of the study found, suggesting:
1. For students at SMP N 43Merangin.
Low performing students lack knowledge of narrative
language.The medium achievers have better understanding and high
achievershave good grasp of narrative language. Students need to pay
attentionto learning, especially in writing narrative text, because it is
veryimportant for students to put what they are thinking about.
2. For teacher.
English teachers need to guide students in learning through
variouswaysand techniques to avoid boredom because some students think
thatEnglish is difficult to learn. So that students can understand
thematerialnarrative text.
3. For the researcher
This thesis is the final project to complete the S1 lecture program
atSTKIP YPM. researchers know this writing is still a lot of mistakes.
Socriticism and suggestions are needed.
54
BIBLIOGRAPHY
Arikunto,S.(2006).Metode Penelitian Kualitatif. Jakarta: Bumi Aksara
Tarigan,H.G.(2013).Menulis Sebagai Suatu Keterampilan Berbahasa. Bandung:Angkasa.
Asrul, (2014), Evaluasi Pembelajaran, Citapustaka Media, Bandung.
Anderson, L.W. (2003). Classroom Assessment: Enhancing The Quality of Teacher
Decision Making. New Jersey: Lawrence Erlbaum Associates.
Dalman. 2014. Keterampilan Menulis. Jakarta: PT Raja Grafindo Persada.
Djatmika.(2017). Mengenal Teks&Cara Pembelajarannya. Yogyakarta: Pustaka Pelajar.
Brown, Douglas (2001) Language Assesment Principles and classroom pactice, Longman
Harmer, Jeremy. (2004). How to Teach. England : Pearson Education.
Brown, Douglas. (2004). Language Assessment:Principles and Classroom Practices.
Hyland, K. (2003). Second Language Writing, New York: Cambridge University Press.
Joyce, H &Feez S. (2000).Writing skills: Narrative and non-fiction text types.
Keraf, G. (2007). Narasi dan Argumentasi: Komposisi Lanjutan II. Jakarta: Gramedia.
Merriam, “Population”. (2020)
Spratt, Pulverness, and William (2005:26) Spratt, M, Pulvernes, A and Williams,M. 2005.
The Teaching Knowledge Test Course. Cambridge: Cambridge University Press.
Weigle, Sara Cushing. (2002) Assessing Writing, Cambridge: Cambridge University Press.
Anderson, Mark and Anderson, Kathy.(1998). Text Types in English2.South Yarra:
Macmillan Education Australia PIY LTD.
55
56
57
58
59
60
61
62
APPENDIX 2
Name :
Class :
School : SMP N 43 Merangin
Introduction
1. Srart with “Basmallah”

2. Write your name on a piece of paper
3. Time 45 Minute
4. The narrative text made must contain three narrative text structures
(orientation, complication, resolution)
Question
1. write a narrative text based on the topic you know !

63
APPENDIX 3
Criteria Of Writing
No. NAME Class Total
C O V L M
1 AF IX B 15 10 13 20 3 61
2 AH IX B 18 14 10 16 3 55
3 AM IX B - - - - - -
4 ASJ IX B A A A A A A
5 B IX B 15 9 9 10 3 46
6 BA IX B 22 10 7 11 3 73
7 CCS IX B S S S S S S
8 DA IX B 15 9 9 10 3 46
9 FAH IX B 24 13 13 22 3 75
10 GS IX B - - - - - -
11 HARI IX B 15 10 9 11 3 33
12 IR IX B 10 5 10 5 3 32
13 IW IX B A A A A A A
14 JK IX B - - - - - -
15 KN IX B 15 5 5 5 3 22
16 MAM IX B 20 15 17 17 3 77
17 M.M IX B - - - - - -
18 M.Z IX B - - - - - -
19 MC IX B 15 10 9 11 3 38
20 MH IX B 13 10 9 10 3 45
21 NS IX B - - - - - -
22 NFG IX B S S S S S S
23 PA IX B 13 10 11 15 53
24 PW IX B 27 20 18 20 3 88
25 SA IX B - - - - - -
26 SNR IX B - - - - - -
27 SH IX B 20 18 13 18 3 72
28 SW IX B 25 17 12 17 3 74
29 SA IX B 25 12 14 22 3 76
30 W IX B 20 14 14 18 3 69
Total 897
Average 49,83
Note :
C : Content O : Organization V : Vocabulary
L : Language M : Mechanish
64
APPENDIX 4
The Students Score for Content
Aspect Content
No. Student Name 30-27 26-22 21-17 16-13 Total Score
1 AF 15 15 50
2 AH 18 18 60
3 B 15 15 50
4 BA 22 22 73
5 DA 15 15 50
6 FAH 13 13 43
7 HARI 11 11 41
8 IR 29 20 67
9 KN 13 13 43
10 MAM 15 15 43
11 MC 13 13 43
12 MH 22 22 73
13 PA 22 22 73
14 PW 20 20 67
15 SH 20 20 67
16 SW 25 25 83
17 SA 25 25 83
18 W 20 20 67
Total 951
Average 31,70
65
APPENDIX 5
The Students Score for Organization
Aspect Oganization
No. Student Name 20-18 17-14 13_10 09_7 Total Score
1 AF 10 10 50
2 AH 14 14 70
3 B 9 9 45
4 BA 10 10 50
5 DA 9 9 45
6 FAH 13 13 65
7 HARI 10 10 50
8 IR 15 15 75
9 KN 5 5 25
10 MAM 15 15 75
11 MC 10 19 50
12 MH 10 10 50
13 PA 10 10 50
14 PW 15 15 85
15 SH 15 15 50
16 SW 17 17 85
17 SA 12 12 60
18 W 14 14 70
Total 1050
Average 50,33
66
APPENDIX 6
The Student Score for Vocabulary
Aspect Vocabulary
1 AF 13 13 65
2 AH 10 10 50
3 B 9 9 45
4 BA 7 7 35
5 DA 9 9 45
6 FAH 13 13 65
7 HARI 5 5 25
8 IR 10 17 50
9 KN 17 10 50
10 MAM 9 9 45
11 MC 9 9 40
12 MH 13 13 65
13 PA 15 15 75
14 PW 15 15 75
15 SH 13 13 65
16 SW 12 12 60
17 SA 14 14 70
18 W 14 14 70
Total 985
Average 54,72
67
APPENDIX 7
The Student Score for Language Use
Aspect Language Use

1 AF 11 11 44
2 AH 10 10 40
3 B 10 10 40
4 BA 11 11 44
5 DA 10 10 40
6 FAH 10 10 40
7 HARI 5 5 20
8 IR 5 5 20
9 KN 17 17 68
10 MAM 11 11 44
11 MC 10 10 40
12 MH 15 15 60
13 PA 9 9 36
14 PW 20 20 80
15 SH 18 18 72
16 SW 17 17 68
17 SA 22 22 88
18 W 18 18 72
Total 876
Average 46,86
68
APPENDIX 8
The Student Score for Mechanics
Aspect Mechanics
No. Student Name 5 4 3 2 Total Score
1 AF 3 3 60
2 AH 3 3 60
3 B 3 3 60
4 BA 3 3 60
5 DA 3 5 60
6 FAH 3 3 60
7 HARI 3 4 60
8 IR 3 3 60
9 KN 3 3 60
10 MAM 3 3 60
11 MC 3 3 60
12 MH 3 3 60
13 PA 2 2 40
14 PW 3 3 60
15 SH 3 3 60
16 SW 3 3 60
17 SA 3 3 60
18 W 3 3 60
Total 1060
Average 58,88
69
APPENDIX 9
The Letter of The Research Permit

70
APPENDIX 10
The Letter of The School Research Permit Replay

71
APPENDIX 11
DOKUMENTASI OF THE RESEARCH

72
DOKUMENTATION TEST DATA COLLECTION

73
APPENDIX 12
DOKUMENTATION OF THE GUIDANCE WITH ENGLISH TEACHER

74
APPENDIX 13
DOKUMENTATION OF THE RESEARCH PERMIT

75
CURRICULUM VITAE
Name. : Bella Alma Elpira
Place & Date of Birth. : Kuningan , 27 Desember 1997
Gender. : Female
Religion. : Islam
Addres. : Sei.ulak
Material Status : Single
Nationality. : Indonesia
Phone Number. : 081377647548
Email. : bellalma007@gmail.com
EDUCATION BACKGROUND
❖ 2017 – 2021. : STKIP YPM Bangko

❖ 2013 – 2016. : SMA N 6 Merangin
❖ 2010 – 2013. : SMP N 1 Cigugur
❖ 2004 – 2010. : SDN N 1 Sukamulya

Thesis Bella Alma Elpira

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Thesis Bella Alma Elpira

Uploaded by

Copyright:

Available Formats

THESIS

STUDENTS’ ABILITY IN WRITING NARRATIVE TEXT AT NINTH

BELLA ALMA ELPIRA

ENGLISH EDUCATION PROGRAM

STUDENTS’ ABILITY IN WRITING NARRATIVE TEXT AT NINTH

BELLA ALMA ELPIRA

(Submitted to fulfill a partial fullfillment of the Reguirement in getting strata one

ENGLISH EDUCATION PROGRAM

First of all, By saying Alhamdulillah and gratitude for the presence of

BELLA ALMA ELPIRA

you can change the world

“For the sake of pens and what they write ”

“ I highly dedicate this undergraduate

familylover and all whom i love “

Elpira, Bella alma (2021):Students’ Ability In Writing Narrative Text Atinth

Keyword: Writing Ability, Narrative Text

Table.2.1 Micro and macro Writing skills ...................................................... 12

have experienced in their lives in the form of written language to other

Based on the interview on July27th July 2021 at SMPN 43Merangin

3. The students lacks logical sequencing and development

narrative text gives an account of one or more experiences. A

The goal of this step is to generate idea.

Any some process in writing. According to Richard

Based on step in writing above, step in writing have three steps

of writing strategies that includesuch as using pre-writing tools

c. Produce an acceptable c. Convey links and connections

2) a complication that sets off a chain of events that influences what

contain about the conflict thathappen among characters involved

Table 2.2 The Example of Narrative text

Based on the statements above, narrative text is a text that tells

plants, indications, test value, or events as a source data that have a

Because thepopulation less than 100, so the researcher used all of

According to Arikunto (2013), says if the population is under 100,

Hyun (2012), simple random sampling is every member of the population

4 LANGUAGE 25-22 EXCELLENT TO VERY GOOD:effective complex

correct in working on the questions. That the following steps were

Where : Q = The percentage of the correct item

1 2 3 4 123 4 1 23 412 34 123412341234

2 Making Transcription Data √ √

3 Prepared thesis of proposal √

7 Make a result description

(17%) the criteria or complete. and 15 students (83%) the criteriawere

According to Rachmat kriyantono (2010:232) content is a method

ability in content shows that 3 students(17%) the criteria or complete. and

resolution). In the preparation of sentences (IR) it is not well organized or

The writing ability of students 12 (MH) the score obtained is 77 in

Based on the table above, from analysis the students ability in

and resolution). In the preparation of sentences (BA) it is not well

The writing ability of students 8 (IR) the score obtained is 85 in the

According toValette (1977) argues that vocabulary is a word or

5. The Students Score in Language

and resolution). In the preparation of sentences (HARI) it is not well

The writing ability of students 11 (MC) the score obtained is 90 in

6. The Students Score in Mechanics

Having analyze the students’ ability in each of writing aspects, it is

Arikunto,S.(2006).Metode Penelitian Kualitatif. Jakarta: Bumi Aksara

Tarigan,H.G.(2013).Menulis Sebagai Suatu Keterampilan Berbahasa. Bandung:Angkasa.

Asrul, (2014), Evaluasi Pembelajaran, Citapustaka Media, Bandung.

Anderson, L.W. (2003). Classroom Assessment: Enhancing The Quality of Teacher

Decision Making. New Jersey: Lawrence Erlbaum Associates.

Dalman. 2014. Keterampilan Menulis. Jakarta: PT Raja Grafindo Persada.

Djatmika.(2017). Mengenal Teks&Cara Pembelajarannya. Yogyakarta: Pustaka Pelajar.

Harmer, Jeremy. (2004). How to Teach. England : Pearson Education.

Brown, Douglas. (2004). Language Assessment:Principles and Classroom Practices.