THE EFFECTIVENESS OF USING CHAIN STORY TO IMPROVE

STUDENTS' ABILITY IN WRITING NARRATIVE TEXT

Written to complete the project of

"Seminar on Thesis Writing"

Lecture :

Dr. Susanto, S.S., M.Pd.

By :

DWI RAHMAWATI

NIM : 17203163100

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING

STATE ISLAMIC INSTITUTE OF TULUNGAGUNG

April 2019
 Chapter 1

Introduction

In this chapter present the introduction of the research. It covers the background of the
study, the formulation of research question, the purpose of the study, the formulation of
hypothesis, the significance of study, and definition of key term.

1.1 Background of study

It is widely known that English is one of the language, which is used to communicate by
people. With communication, we can convey everything we feel, think and know to others.

In this modern era, English is very important because English is an international

language, even in everyday life we use English. many countries in the world use English as a
second language, while in Indonesia English is still a foreign language that must be studied
from elementary school until university.

In language learning we will always find 4 language skills that we must learn, including
speaking, listening, reading, and writing. From those skills, the important one is writing.
Writing is very important because through writing the students can develop their ideas into a
good paragraph. Besides that, through writing the students can organize the sentences to be a
good text.

1.2 Formulation of Research Question

Based on the background of the study, the problem of the research is formulated as
follows: "How can Chain Story Game improve students' ability in narrative text".

1.3 Purpose of the study

The objective of the research is to improve students' ability in writing narrative text
through Chain Story Game.

1.4 Formulation of Hypothesis

Hypothesis is a writer prediction of the research findings, statement of the research

expectations about the relation among the variables in the research topic. In the term of
research, it means that the hypothesis does not indicate the correlation among variables, the
hypothesis cannot be tested. In addition, according to the problems in this study, the
hypothesis that will be tested can be formulated as:

a. Null Hypothesis (Ho): means the use of chain story game is not effective to improve
students' ability in narrative text.
b. Alternative Hypothesis (Ha): means the use of chain story game is effective to
improve students' ability in narrative text.

1.5 Significance of the Study

By this study, the writer hopes that it will give significance for:

a) Teachers
This study expected to be a useful input for the English teachers to improve the
students' writing ability in narrative text.
b) Students
The result of this study is expected to be a useful input for the students to encourage
them to improve the students' writing ability in narrative text.
c) Future Researchers
For the future researchers, they can learn the study and get the inspiration to find the
similarity topic and how to get the problem solving.

1.6 Definition of Key Terms

1. Chain Story Game
Chain Story game is a game or activity in a class that involve the whole of
students to share their idea by writing with fun. After share the idea, the students will
construct the idea to be a good paragraph.
2. Teaching writing
Writing is one of the language skills that must be mastered by the students.
Teaching writing is focused on the process and the product. It is about how to make the
students have ability to organize the sentences into good paragraph.
3. Narrative text
Narrative is a text focusing on specific participants. Its social function is to tell
stories or past events and entertain the readers.
 Chapter II

Review of Related Literature

In this chapter the writer is going to explain about the previous study and theories that
related with the topic for this study, they are writing, narrative text, and chain story game.
Then, the explanation as the following:

2.1 Writing

2.1.1 Definition of Writing

Coulmas (2002: 1) stated that writing has been with us for several
thousand years, and nowadays is more important than ever. Writing not only
offers ways of reclaiming the past, but is a critical skill for shaping the future.
Writing has commonly been viewed as a support skill, used to reinforce the
acquisition of grammar, as in the grammar-translation method, or to support the
memorization of language structures, as in the audio-lingual method. Until
recently, even the communicative approaches, with their emphasis on oral
proficiency, have tended to de-emphasize writing. But ideas from writing-to-
learn, writing across the curriculum, and writing for academic purposes
movements in composition and English as a Second Language (ESL) have all
had an impact on thinking about the place of writing in second language
education.
Writing is a very demanding and complex task. Even a seemingly simple
text can require considerable effort and expertise. Ron (1987: 10) states writing
is discovery process, it involves discovering ideals, discovering how to organize
them and discovering what that you want to put ever to your reader.

2.1.2 The Purpose of Writing

a) Entertain 
This means that, for the most part, we are writing for the sake of
writing. The only goal is to give our audience something to enjoy. Perhaps it is
in the form of an anecdotal story about our day or experience at the beach.
Maybe we are being funny and talking about how hard it is to take multiple
 kids to the pool, or maybe we are just telling the story of one of our children’s
birth. The goal of this type of writing is to create vivid stories.
b) Inform 
A piece of writing that informs offers exactly what you are thinking:
information. It may come in the form of a how to post, a list post, a guide to
something. The goal here is to simply provide your readers with help for
completing a task or becoming better at something.
c) Persuade 
The goal of a Persuade piece is to get the audience to think a certain way,
agree with you, do something. This purpose has a closely related cousin the
argument. In fact, these two types of writing are so close they are often
confused.

2.2 Narrative Text

2.2.1 Definition of Narrative Text

According to Anderson, the definition of Narrative text is “Narrative text

type tells a story using spoken or written language. It can be communicated
using radio, television, books, newspaper, or computer files, picture, facial
expression, and camera angles can also be used to help communicate meaning.
Narratives are usually told by story teller.
Drajati (2009) states that narrative text that tells about a sequence of
event. There are two kinds of narrative, short story and autobiography/ recount.
Meyers (2005) defines that narration is telling a story which tell about an event.
It should be detailed and clear with events arranged in the order in which they
happened or in some other effective way.
Pardiyono (1993:5) had opinion that a narrative was one the forms of
developing writing, for example characters told the history of something based
on the development of writing from time to time.
From statement above, it can be concluded that narrative text is a text
which tells a story of an event an event and usually arranged in a chronological
order, in the order in which they occurred in time.
2.2.2 Kind of Narrative Text

According to L. Spencer, in A Step-by-Step Guide to Narrative Writing.

Rosen, 2005, In writing a narrative, an author has a chance to make his or her
mark on the world by relating a story that only he or she can tell. Whether it
comes from a personal experience or is one that the writer has imagined, the
point of a narrative is to bring one’s subject to life. By using sensory details, the
five W and H (who, what, where, when, why, and how), and basic story
structure, any subject can be made exciting. Common forms of narrative text
which are studied in high school are:

a. Legend
What is legend? A legend is a narrative of human actions that are
perceived both by teller and listeners to take place within human
history. Typically, a legend is a short, traditional and historicized
narrative performed in a conversational mode. Some define legend as
folktale. The example of legend in narrative text are
 The legend of Surabaya
 The legend of Tangkuban Perahu
 The story of Toba lake
b. Fable
Fable is a short allegorical narrative making a moral point,
traditionally by means of animal characters who speak and act like
human beings. The example of fable in narrative text are:
 Mousedeer and crocodile
 The Ants and the Grasshopper
 The smartest parrot
 The story of monkey and crocodile
c. Fairy Tale
Fairy tale is an English language term for a type of short
narrative corresponding to the French phrase “conte de fée”. A fairy
tale typically features such folkloric characters as fairies, goblins,
 elves, trolls, dwarves, giants or gnomes, and usually magic or
enchantments. The example of fairy tale in narrative text are:
 Cinderella
 Snow white
 Pinocchio
d. Myth
myth is a traditional or legendary story, usually concerning
some being or hero or event, with or without a determinable basis of
fact or a natural explanation, especially one that is concerned with
deities or demigods and explains some practice, rite, or phenomenon
of nature.
 Dewi Sri
 Batara Kala
e. Science Fiction
According to Basil Davenport. 1955, Science fiction is fiction
based upon some imagined development of science, or upon the
extrapolation of a tendency in society. Science fiction is that class of
prose narrative treating of a situation that could not arise in the
world we know. Some examples of science fiction are:
 To the Moon from the Earth by Jules Verne
 Starship Trooper by Robert Heinlein
 A Space Odyssey by Arthur C. Clarke

2.2.3 Generic Structure of Narrative Text

 Orientation : It is about the opening paragraph where the characters of the
story are introduced
 Complication : Where the problems in the story developed.
 Resolution : Where the problems in the story is solved.

2.3 Chain Story Game

2.3.1 Definition of Chain Story Game

 Hadfield (1990: 78) states that a game is an activity with rules, a goal,
and element of fun. The emphasis in the games is on successful
communication rather than on correctness of language. Of course, not all kinds
of games can be played in learning language.
Budden (in Nasyafi, 2011: 11) stated that chain story game is a game or
activity that involves the whole class. Many of games recycle vocabulary and
involve an element of fun. It is hoped that with using Chain Story Game,
students can share their idea. After some ideas are collected, they try to
organize them into a good paragraph.

Klippel (1996: 367) stated chain games have been popular in foreign
language classes for quite a while. A well-known example is the "I went
shopping..." game, which makes pupils repeat and extend an ever growing
sentence. The basic rule for chain games is very simple: every player adds
another link of the "chain" in his turn. These links may consist of letters,
words, or sentences and the result can be extremely long winded mostly in the
case of chain stories or quite funny.
2.4 Previous Study
 Chapter III
Research Method
In this chapter , the writer is going to discuss about the research design, population,
variable of the study, method in collecting data, method of data analysis, validity and
reliability, and then hypothesis testing.

3.1 Research Design