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THE EFFECT OF STORY CIRCLE TECHNIQUE ON
STUDENTS' WRITING ABILITY OF NARRATIVE TEXT
(A Quasi-Experimental Study at the Tenth Grade of SMA Nurul
Falaah in Academic year 2019/2020)
A “Skripsi”
Presented to the Faculty of Educational Sciences in Partial Fulfillment of the
Requirements for the Degree of Strata 1 (Bachelor of Art) in English Education
By:
Luthfia Ikhwani
(11150140000039)
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH ISLAMIC STATE UNIVERSITY
JAKARTA
2020
ENDORSEMENT SHEET
The examination committee of the Faculty of Educational Sciences certifies that the
skripsi (Scientific Paper) entitled “The Effect of Story Circle Technique on
Students’ Writing Ability of Narrative Text (A Quasi-Experimental Study at the
Tenth Grade of SMA Nurul Falaah in Academic Year 2019/2020)”, by Luthfia
Ikhwani, student’s registration number 11150140000039 was examined at
examination session of the Faculty of Educational Sciences, Syarif Hidayatullah
Islamic State University by the Committee on February 4th 2020. The skripsi has
been accepted and declared to have fulfilled one of the requirements for the degree
of “S.Pd” (S-1) in English Education.
Jakarta, February 4th 2020
EXAMINATION COMMITTEE
Date Signature
CHAIRMAN : Didin Nuruddin Hidayat, Ph.D
NIP. 19800730 200912 1 001
SECRETARY : Zaharil An’asy, M.Hum
NIP. 19761007 200710 1 002
EXAMINER I : Dr. Fahriany, M.Pd
NIP. 19700611 199101 2 001
EXAMINER I : Desi Nahartini, M.Ed
NIP. 19761007 200710 1 002
1
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ABSTRACT Luthfia Ikhwani (11150140000039). The Effect of Story Circle Technique on
Students' Writing Ability of Narrative Text (A Quasi-Experimental Study at the
Tenth Grade of SMA Nurul Falaah in Academic Year 2019/2020). A skripsi of
Department of English Education, Faculty of Educational Sciences, Syarif
Hidayatullah Islamic State University Jakarta, 2020.
Advisor I : Dr. Farida Hamid, M.Pd
Advisor II: Atik Yuliyani, M.A. TESOL
The objective of this research is to obtain the empirical evidence on the effect of
story circle technique on students' writing ability of narrative text at tenth-grade
students of SMA Nurul Falaah in academic year 2029/2020. This research used a
quantitative method, and the research design was quasi-experimental. The
population of this research is all tenth-grade students of SMA Nurul Falaah. The
total sample is 72 students which is selected through purposive sampling technique.
The sample is divided into two groups, X MIPA 1 as the experimental class and X
MIPA 2 as the controlled class, and each class consist of 36 students. The
instrument which is used in this research was a written test. The results of this
research shows that the post-test mean score of the experimental class is higher than
the post-test mean score of the controlled class (74.06 > 68.36). Moreover, the
statistic hypothesis test shows that the ρ-value of the post-test is lower than the
significance level (0.001 < 0.05) and the tvalue is higher that the ttable (3.627 >
1.666691). It indicates that the alternative hypothesis (Ha) is accepted and the null
hypothesis (H0) is rejected. Furthermore, the effect size of this research is 0.857.
Thus, it proved that the story circle technique is effective at a moderate level to
improve students’ writing ability of narrative text at the tenth grade of SMA Nurul
Falaah in academic year 2019/2020.
Keywords: Story Circle Technique, Students' Writing Ability, Narrative Text
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ABSTRAK Luthfia Ikhwani (11150140000039). The Effect of Story Circle Technique on
Students' Writing Ability of Narrative Text (A Quasi-Experimental Study at the
Tenth Grade of SMA Nurul Falaah in Academic Year 2019/2020). Skripsi
Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas
Islam Negri Syarif Hidayatullah Jakarta, 2020.
Dosen Pembimbing I : Dr. Farida Hamid, M.Pd
Dosen Pembimbing II: Atik Yuliyani, M.A. TESOL
Tujuan dari penelitian ini adalah untuk mendapatkan bukti empiris tentang
pengaruh teknik story circle terhadap kemampuan menulis teks naratif pada siswa
kelas X di SMA Nurul Falaah tahun akademik 2019-2020. Penelitian ini
menggunakan metode kuantitatif, dan desain penelitian yang digunakan adalah
desain quasy-experimental. Populasi penelitian ini adalah seluruh siswa kelas XI
SMA Nurul Faalah. Jumlah seluruh sampel adalah 72 siswa yang dipilih melalui
teknik purposive sampling. Sampel dibagi menjadi dua kelompok, X MIPA 1
sebagai kelas eksperimen dan X MIPA 2 sebagai kelas kontrol, dan masing-masing
kelas terdapat 36 siswa. Instrumen yang digunakan dalam penelitian ini adalah tes
tertulis. Hasil penelitian menunjukkan bahwa skor rata-rata post-test dari kelas
eksperimen lebih tinggi daripada skor rata-rata post-test dari kelas kontrol (74,06>
68,36). Selain itu, uji hipotesis statistik menunjukkan bahwa nilai-ρ dari post-test
lebih rendah dari tingkat signifikansi (0,001 <0,05) dan tvalue lebih tinggi dari ttable
(3.627 > 1.666691). Ini menunjukan bahwa hipotesis alternatif (Ha) diterima dan
hipotesis nol (H0) ditolak. Selanjutnya, Besar efek dari penelitian ini adalah 0,857.
Dengan demikian, hal itu membuktikan bahwa teknik story circle efektif pada
tingkat sedang untuk meningkatkan kemampuan menulis naratif teks siswa di kelas
10 SMA Nurul Falah pada tahun akademik 2019/2020.
Keywords: Story Circle Technique, Students' Writing Ability, Narrative Text.
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ACKNOWLEDGEMENT
الله الرحمن الرحيمبسم
In the name of Allah, the Beneficent, the Merciful
All praise be to Allah, the Lord of the worlds, the King of the day after, and
the Creator of everything in the universe, who has given the writer His gracious
mercy, blessing, guidance, and strength to accomplish her skripsi. Peace and
salutation may Allah addressed to the Prophet Muhammad, Peace be upon him, his
family, his companions, and his disciples.
This research entitled " The Effect of Story Circle Technique on Students’
Writing Ability of NarrativeText (A Quasi-experimental study at Tenth Grade
Students of SMA Nurul Falaah in Academic Year 2019/2020)" is presented to the
Department of English Education, Faculty of Educational Sciences, Syarif
Hidayatullah Islamic State University Jakarta in partial fulfillment the requirements
for the degree of "S.Pd" in English education. There are many challenges and
obstacles which was passed by the writer during completing this research. This
research is a long process, and the writer cannot passed this process without the
help, support and motivation from the lecturers, family, teachers, friends and
institution. Herewith, the writer is pleasure to acknowledge the help, support and
motivation for them who have helped the writer in completing this research.
Firstly, the writer would like to express her deepest gratitude to her beloved
parents, Mr. Mulyadi and Mrs. Ruqoyah who always give countless supports,
advice, loves, prays, and encouragement throughout the study to get the best result.
In addition, the writer would like to express her greatest honor and plenty of
gratitude to the advisors, Mrs. Dr. Farida Hamid, M. Pd., and Mrs. Atik Yuliyani,
M.A. TESOL., for their time, valuable advice, suggestion, powerful feedbacks,
comments, support and their patience in guiding the writer to complete this
research.
Furthermore, the writer also would like to express her sincere thanks and
appreciation to:
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1. Dr. Sururin, M.Ag., the Dean of Faculty of Educational Sciences.
2. Didin Nuruddin Hidayat, Ph.D., the Head of Department of English Education.
3. Zaharil Anasy, M.Hum., the Secretary of English Education Department.
4. All lecturers of English Education Department for the knowledge, motivation,
advice, and supports during the study.
5. Dori Hidayat, S.Pd.I., the Headmaster of SMA Nurul Falaah, who had given
permission to conduct the research.
6. Irna wardhini, S.S and Sadenih, A.Md, as my teacher advisors and all teachers
and staff of SMA Nurul Falaah for their guidance, advice, and supports during
this research.
7. All students of X MIPA 1 and X MIPA 2 who are willing to contribute their
effort as the participant of the research.
8. All of her dearest friends of Department of English Education 2015, especially
for A class who have given the motivations and supports during this research.
9. To everyone, whose name cannot be mentioned, thank you for helping and
giving big contribution for the writer during doing the research.
Finally, the writer realizes that this paper is far from perfect, but the writer hope
this research will be useful not only for the writer but also to the readers and further
researchers. Therefore, the writer is very welcome to accept the constructive
thought, suggestion, and criticism to enhance this paper.
Jakarta, January 1st, 2020
The writer
Luthfia Ikhwani
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TABLE OF CONTENT
ENDORSEMENT SHEET
APPROVAL SHEET
SURAT PERNYATAAN KARYA SENDIRI
ABSTRACT ............................................................................................................ i
ABSTRAK ............................................................................................................. ii
ACKNOWLEDGEMENT ................................................................................... iii
TABLE OF CONTENT ........................................................................................ v
LIST OF TABLES .............................................................................................. vii
LIST OF APPENDICES.................................................................................... viii
CHAPTER I: INTRODUCTION ........................................................................ 1
A. Background of Study.................................................................................... 1
B. Problem Identification .................................................................................. 5
C. Limitation of the Problem ............................................................................ 5
D. Research Question ........................................................................................ 5
E. Objective of the Research ............................................................................ 6
F. Significance of the Research ........................................................................ 6
CHAPTER II: THEORITICAL FRAMEWORK ............................................. 7
A. Writing ......................................................................................................... 7
1. General Concept of Writing ..................................................................... 7
2. The Purpose of Writing ............................................................................ 8
3. Process of Writing .................................................................................... 9
4. Elements of Writing ............................................................................... 11
B. Narrative ..................................................................................................... 12
1. Definition of Narrative ........................................................................... 12
2. Types of Narrative Text.......................................................................... 13
3. The Purpose of Narrative Text ............................................................... 15
4. The Generic Structure of Narrative Text ................................................ 16
5. Language Features of Narrative Text ..................................................... 17
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6. The Example of Narrative Text .............................................................. 18
C. Story Circle Technique .............................................................................. 20
1. Definition of Story Circle Technique ..................................................... 20
2. The Procedure of Story Circle Technique .............................................. 21
3. Story Circle Technique in Teaching Writing ......................................... 23
4. The Advantages of Story Circle Technique ........................................... 25
5. The Disadvantages of Story Circle Technique ....................................... 27
D. Previous Study ........................................................................................... 28
E. Thinking Framework .................................................................................. 30
F. Research Hypothesis .................................................................................. 31
CHAPTER III: RESEARCH METHODOLOGY ........................................... 32
A. Research Method and Design..................................................................... 32
B. The Place and Time .................................................................................... 33
C. Population and Sample ............................................................................... 33
D. Instrument .................................................................................................. 34
E. Technique of Collecting Data .................................................................... 38
F. Technique of Data Analysis ....................................................................... 39
G. Statistical Hypothesis ................................................................................. 42
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION...................... 43
A. Research Findings ...................................................................................... 43
1. Description of the data............................................................................ 43
2. Data Analysis.......................................................................................... 49
B. Discussion .................................................................................................. 55
CHAPTER V: CONCLUSSION AND SUGGESTION................................... 59
A. Conclusion.................................................................................................. 59
B. Suggestion .................................................................................................. 59
REFERENCES .................................................................................................... 61
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LIST OF TABLES
Tabel 3.1 Quasi-experimental Design…………………………………………... 33
Table 3.2 Analytical Scoring Rubric……………………………………………. 35
Table 4.1 Percentage of Pre-test and Post-test Score of Experimental and Control
class……………………………………………………………………………... 43
Table 4.2 Students’ Scores of Experimental Class…………………………….... 45
Table 4.3 Students Scores’ of Control Class……………………………………. 47
Table 4.4 Normality Test of Pre-Test and Post-test…………………………........ 50
Tabel 4.5 Homogeneity Test of Pre-Test and Post-Test………………………… 51
Table 4.6 T-test Result of Post-test……………………………………………... 52
Table 4.7 T-test Result of Gained Score………………………………………… 53
Table 4.8 The Effect Size Result………………………………………………... 54
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LIST OF APPENDICES
APPENDIX 1 Instrument of The Research ........................................................... 66
APPENDIX 2 The Analysis of Content Validity ................................................... 70
APPENDIX 3 Pre-Test and Post-Test of Experimental Class ............................... 71
APPENDIX 4 Pre-Test and Post-Test of Controlled Class ................................... 73
APPENDIX 5 Syllabus .......................................................................................... 75
APPENDIX 6 RPP of Experimental Class ............................................................ 77
APPENDIX 7 RPP of Control Class .................................................................... 105
APPENDIX 8 Students‟ Worksheet .................................................................... 120
APPENDIX 9 Documentation ............................................................................. 126
APPENDIX 10 Surat Pengesahan Proposal Skripsi ............................................ 129
APPENDIX 11 Surat Bimbingan Skripsi ............................................................ 130
APPENDIX 12 Surat Izin Penelitian ................................................................... 132
APPENDIX 13 Surat Keterangan Penelitian ...................................................... 133
APPENDIX 14 Reference Examination Paper………………………………… 134
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CHAPTER I
INTRODUCTION
A. Background of Study
The purpose of writing for students of second language is to convey
thoughts, ideas, facts and information into meaningful written forms. It requires
the ability to generate ideas and develop them well into written form. Solsky
(2017) believes that when writing, students must create ideas and organize them
into meaningful phrases, clauses and sentences that readers can understand. In
short, writing is a cognitive process that combines generating ideas proficiency
and the ability to arrange sentences correctly so that readers can understand.
Therefore, writing requires an endeavor to express ideas, which are well
organized into written form. Thus, writing is an important skill for students to
learn and master.
There are several reasons why writing is a substantial English skill that
should be learned by the students: First, students must have good foreign
language writing skills to accomplish their education and employment
requirements. These are some of the reasons Durga and Rao (2018) point out the
importance of writing: writing technical documents, researching papers and
presenting facts or information; finding and getting jobs; making presentations
and reports; improving communication skills. Therefore, writing is a necessary
for English as a second language learners in order to achieve their educational
goals and prepare for their future.
Secondly, in terms of education, writing is a kind of measurement which is
aimed to test students' understanding of what they have learned. In line with
Harmer (2004), he pointed out that in educational context, most examinations
(whether foreign language skills testing or others) usually depend on students’
writing performance to determine their knowledge, which is also very important.
Writing is the most used to test students’ proficiency, through writing, teachers
can know how far students' knowledge of the topics they are learning. In short,
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writing is a reflection of what students have learned. Therefore, success in
writing indicates success in learning a second language. This is why writing has
become the most challenging area of learning English.
Furthermore, based on Standar Kompetensi dan Kompetensi Dasar
SMA/Ma, the main purpose of English subject are: Improve oral and written
communication skills to achieve the level of information literacy, and realize the
importance of English for improving the competitiveness of the world
community and enhancing students' knowledge of the language and culture
correlation (BSNP, 2006). The statement explained that the English subject aims
to improve students' oral or written communication skills so that they can
compete in a global society and understand the close connection between
language and culture. Therefore, writing is an essential skill to achieve the goal
of English teaching in junior or senior high school. According to the regulations
of the Ministry of Education in 2013, the government attaches great importance
to the writing ability of junior high school (SMP) and high school (SMA)
students. Based on the standard ability of the English lesson for the tenth grade
class, students are required to express their meaning in daily life in short and
functional writing in written form, and in narrative form, simple narrative and
procedure (BSNP, 2006). On the other hand, students in grade X are required to
write simple recount, narratives and procedural essays related to daily life
As discussed before, the tenth grade students of senior high school are
expected to be able to write in various writing types. One of the type is narrative.
Usually, the narrative is formed based on the author’s imagination, but the
narrative text may be based on real events or experiences. Napitupulu and Kisno
(2014) stated that narrative tells stories or events in oral or written form. It can
be deduced that narrative tells a fiction (imaginary work) or occasion based on
real life. The social function of narrative is to amuse readers by telling interesting
stories. The three narrative functions mentioned by Sari and Sabri (2017) are: to
entertain, to teach history and to understand world phenomena.
The students of senior high school of course familiar with kinds of
narrative, they were taught about narrative text since they were in Junior High
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School. Somehow, the indicators of learning narrative text in senior high school
are higher and more specific. These are some indicators that senior high school
students must achieve after learning the narrative. For example, students are
expected to recognize the characteristics of the story, describe its social function,
text structure and language features, get detail information from the text, and
make a good narrative text. Although senior high school students have already
learned about narrative text in junior high school, several students still find it
difficult to write good narrative text.
The problems faced by students during writing narrative text exercise can
be influenced by several factors. Taken from teaching experience of the writer
at SMA Nurul Falaah. The first problem is in the pre-writing phase, students
have difficulty to generate the idea. The second, students find writing narrative
in English is a challenge because they lack of vocabulary, therefore they face
difficulty in translating their ideas into English. Third, students lack grammar
knowledge, which makes it difficult for students to organize words in a correct
way. Fourth, students encounter difficulties in conceiving their ideas into written
form which appropriate with the narrative general structure. It proved by
Huznatun, Sribagus and Syahrial (2016) who mentioned common matter of
writing narrative text are: students have difficulty in start writing, students have
adversity to translate their notions into English and students have adversity to
determine appropriate vocabulary, students feel confused about the narrative text
structure and lack grammatical knowledge. In addition, conventional techniques
also make students feel bored and not keen on learning to write. They assume
that writing is a monotone activity in the class. Students just sit on their chair,
try to find ideas and start writing, and focus on writing with correct vocabulary,
sentences and tenses. Moreover, students are not accustomed writing English
essay frequently. To solve the problems, teachers should provide opportunities
for students to increase their writing ability, and think creatively in establishing
a teaching technique that can make the English teaching and learning process
becomes a pleasant activity in the classroom. Teachers can use several methods
or techniques in teaching narrative writing.
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In this research, the writer provide a teaching technique which might help
students in developing and increasing writing abilities. The technique is called
by story circles. Story circle is a technique developed by John O'Neill and others.
Students can sit down in a circle and take turns writing on selected topics (Buras,
Randels, & Salaam, 2010). In applying this technique, students are asked to write
a narrative text by contributing their own ideas to one another. This technique
will be used in a group.
There are three phase of this technique, pre-activity, whilst activity, and
post activity. On pre-activity teacher stimulate students’ background knowledge
about narrative, on whilst activity students work together in group to write a
narrative text through story circle technique, and on post-activity, each group
switch their work to another group, and another group will give a feedback or
comments. According to Nash (2014) students learn best when they teach
someone else. The teacher let them to revise their work along with the work with
others. It gives students opportunity to practice giving feedback, asking
clarifying questions of others work. Through this technique, students are
expected to be able to make a good narrative text.
Story Circle Technique will create a collaborative and cooperative
learning. Because, students do their work in group. Graham and Perin (2007)
stated that “Collaborative writing involves making teaching arrangements where
students can plan, draft, revise and edit their own essays together. It has shown
a powerful impact on improving the quality of student writing”. In the
implementation of story circle technique, students write stories together, many
hands collaborate in the process, no one has to bear individual burdens for
finishing the story. In line with Roberts, Blanch and Gurjar (2017) who stated
that the can provide a positive venue for exploring, supporting, enlightening and
maintaining each other. Therefore, every student has the opportunity to write and
help each other in the writing process. Harmer (2007) believes that this type of
group writing is pleasant and useful for improving writing fluency. However, it
can cultivate students' writing habits in the classroom.
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Therefore, using story circle may be suitable in improving students’
writing narrative ability. And it has been found that the technique is appropriate
for senior high school students. The writer will also try to conduct story circle
technique in senior high school, hoping that students can improve their narrative
writing abilities. Based on that representation above, the writer want to conduct
a study entitled “The Effect of Story Circle Technique on Students’ Writing
Ability of Narrative Text”.
B. Problem Identification
As stated in the background of study, students’ writing skills are still low,
especially in writing narrative text. Several problems can be identified as
follows:
1) Students have difficulties in generating ideas
2) Students have difficulties to develop their idea into a written text correctly
3) Students are confused with the organization text structure
4) Students get low participation and motivation in learning writing narrative
text
5) Students are not accustomed to write English essays frequently
C. Limitation of the Problem
This research is intended to overcome students’ problem and students’ lack
of habituation in writing narrative text at the tenth grade of SMA Nurul Falaah
in academic year 2019/2020.
D. Research Question
The research question is: “Is there any effect of using story circle technique
on students’ writing ability of narrative text on tenth grade at SMA Nurul Falaah
in academic year 2019/2020?”
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E. Objective of the Research
The objective of this research is to find out the empirical evidence on the
effect of story circle technique on students’ writing ability of narrative text on
tenth grade at SMA Nurul Falaah in academic year 2019/2020.
F. Significance of the Research
This research is hopefully used to:
1. The English teacher
This research will be useful for the English teacher as the reference to
enrich his/her knowledge in teaching writing narrative text with the
effective technique.
2. The students
The students can be motivated to learn writing narrative text, and as the
result, they are able toward their writing ability on narrative text.
3. The school, this research helps the school provide the eligible students
because they will be more competence in using their foreign language,
especially English.
4. The writer
Through this research, the writer finally discover the effect of story circle
technique on students’ writing ability of narrative text
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CHAPTER II
THEORITICAL FRAMEWORK
A. Writing
1. General Concept of Writing
Writing for senior high school students is applied to increase students’
creativity so that students can convey ideas and informations to others properly.
In general, writing is a productive skill, when the writer express the idea, it
means that the writer transforms a language into written words. Basically, many
experts explained the exact meaning of writing. Thereafter, the writer should
propose several definitions written by experts. First, according to Nunan (2015),
writing is a conceptual process of creating thoughts and thinking on how to
convey them to a written form effectively. In short, generating ideas and
arranging sentences involved thinking ability, where the writer should think
what ideas should be written and think how to express them into a written text
effectively.
Second, Jozsef (2001) revealed that writing is the most complex skills,
including conceptual design, knowledge understanding and expression of
subject experience. In the writing process, the writer should design the idea into
a written text and connect it with prior knowledge or experience. Prior
knowledge, such as: topic-related information and knowledge in understanding
grammar, sentence structure or word selection. By writing, the writer can deliver
messages and share information with readers for specific purposes.
In addition, Yagelski (2015) argued that writing is a kind of meaningful
expression and communication, and it is a way of participating in a continuous
conversation about ideas, events and problems that occur in human life. It can
be conclude that writing is one of thinking ability, communication medium and
self-expression, and an interactive process of building concept which includes
providing, finding, and cultivating information.
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In fact, writing is one of activity which has to done by the English as
second language learners. In writing process the teacher can see how far
students’ vocabulary building and sentence structure comprehension. More over
students should write coherently and cohesively in a paragraph or text. It
indicates that writing is a complex cognitive process. Therefore, teachers can see
students' cognitive aspects of learning English through writing activities.
According to Harmer (2007), writing teaching has two focuses, one is the
writing product, and the other is the writing process, which is called product
approach and process approach. The purpose of the process approach is to obtain
the core of various skills used by most writers through pre-writing, editing,
redrafting and final version of the work. Then, the process approach will focus
on the student's process when planning, drafting, editing, and writing the final
version. On the other hand, the product approach can be implicit in the
communication game where students demand quick writing. This method
focuses on the result of writing. However, the writing process is at least as
important as the product.
From several explanations about writing definition above, it can not be
denied that writing is a complex cognitive process because it requires the ability
to generate ideas and effectively develop them into written text. The author
should write down the information clearly by organizing the sentences
appropriately with the result that the audience or readers can understand the
author’s message.
2. The Purpose of Writing
Before starting to write, the writer should have and determine a clear
writing purpose. Harmer (2004) claimed that the writing purpose will affect the
type of text, the language used, and the materials the author chooses to include.
By knowing the purpose of writing, it can help the writer to present the
information effectively.
Basically, the general purpose of writing is to convey information and
ideas. According to Jazwiak (2012), writing has three specific purposes: to
inform, entertain and persuade.
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a. To Inform
The purpose of writing to inform is to provide the information on specific
subjects. In order to increase knowledge and understanding of the issue, the
reader should obtain support from facts and credible evidence through
statements to provide clear and accurate information.
b. To Entertain
When a writer writes to entertain the reader, the writer not only provides
information and simple facts, but also makes the ideas as creative and vivid
as possible so that the reader is interested in the writer's writing. On the
contrary, the writer can capture the imagination and emotion of the reader
through the text. Entertainment includes humor, drama, tragedy, and
inspirational ideas.
c. To Persuade
Writing to persuade states an opinion or goal to influence readers’ opinion
about specific subjects. In order to achieve the goal of the writer
successfully, the writer must show clear thinking and provide good
evidence.
3. Process of Writing
Writing is the activity of conveying information and expressing ideas. This
activity requires a process to generate ideas, choose the purpose of writing,
determine who is the audience, choose appropriate words, organize the sentence
with correct grammatical, and connect one sentence to others sentences become
paragraph coherently and cohesively. In short, in writing activities, writers
should take some steps.
According to Langan (2010), writing process involves following steps:
prewriting, writing first draft, revising, and editing.
a. Prewriting
For the writer, getting started to write is the hardest part. The writer
should consider an interesting topic and have valuable ideas to tell readers
about the information. According to Langan, there are several techniques of
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pre-writing that can help writers develop topics and obtain useful words:
free writing (exploring ideas by writing what you think, without worrying
about the correct mechanism, eliminating errors, arranging information, or
Find the exact word), ask questions (generate ideas by asking potential
questions about the topic), list (collect ideas and details related to the topic),
clustering (drawing or drawing, which is how to think about each on paper
The ideas and details are interrelated), the draft outline (a strategy to help
writers achieve a unified, supported, and well-organized paper).
b. Writing a First Draft
In this stage, the writer should prepare to insert the additional
information and details that did not emerge in the pre-writing process. Don't
feel anxiety to make mistakes in grammar, punctuation or spelling. The
writer does not need to spend more time to correct words or sentences that
should be deleted. Instead, the writer’s objective is to state the essay clearly
and provide many specific details for the content of the paper.
c. Revising
Revising means to rewrite a paragraph or essay based on what has
already been written to make it stronger. There are some quick instructions
to help the writer make revisions easier. First, keep the first draft for a period
of time. Reading the draft aloud and trying to listen to the sound of the
writing will help the author find errors in meaning or writing style. Finally,
write other thoughts and changes above the lines or in the blank spaces. The
revision process is divided into two stages: revised content (revised the
content of the paper) and revised sentence (revised a single sentence in a
paragraph).
d. Editing
Editing is the final stage of the writing process. Check and correct
grammar, punctuation, usage and spelling errors in the text. Note that
eliminating errors in sentence technique can enhance average essays and
help maintain a high standard on good essays.
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4. Elements of Writing
According to Cali and Bowen (2003), there are five elements of writing:
focus, organization, support and elaboration, style, and convention.
a. Focus
Focus is the topic or theme developed by the writer during the writing
activity. The writer should propose a topic clearly. If the reader is interested
and not confused, then the author may be effective in providing important
points.
b. Organization
Organization is the development, connection and completion of ideas. The
writer must create a well-organized composition for the reader. The writing
should provide effective form from the beginning, middle (body) to the end.
Each paragraph should be related to each other to make it coherent.
c. Support and Elaboration
Support and elaboration is the expansion and the improvement of the
topic/subjects. Support and elaboration provides some details about the topic
or subject, in order to make it become stronger. The details must be linked to
the topic of the writer's argument, and it must be accurate and straightforward.
The writer should provide these ideas with enough strength and explicitness to
make qualified support. The successful use of concrete and specific details can
enhance the validity of the argument. Authors should avoid the deficiencies of
the same argument, such as undeveloped information, redundancy, and
repetitive paraphrasing.
d. Style
Style is the language control and can accept the intent, audience and context
of the writing task. The style determines the use of words and the fluency of
sentences. The ability to use purposeful language improves the effectiveness of
composition by using words, phrases, and explanations that are sufficiently
appealing to the audience. Fluency requires the use of various sentence styles
to establish effective relationships between creativity, triggers, and statements
suitable for writing tasks.
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e. Conventions
Conventions include the accuracy of sentence formation, the use of
vocabulary or grammar, and techniques. The writer must specify grammatical
conventions suitable for the writing task. If there are any errors, the
interpretation of the ideas conveyed will distract the reader.
B. Narrative
1. Definition of Narrative
One of the text types that should be learned by the tenth grade students is
narrative. According to Hyland (2009), a narrative is a text that tells a story.
Narratives are usually formed as works of imagination, but they can also be
based on real events. Generally, narrative tells about fiction or imaginary story,
but it is still related to daily life so that readers can expect or imagine that the
story actually happened in real life. In agreement with Antonacci and
O’Cllaghan (2011), one of the factors that make readers understand the text
easily is their ability to connect stories to experiences. If the text is familiar with
the reader’s experience, or any event the reader has seen, heard, or read, it can
enable the reader to understand the internal structure of the narrative text.
Readers can use their previous knowledge about story structure to understand
and predict every moment written in the narrative text.
In addition, Napitupulu and Kisno (2014) claim that the narrative text is
closely related to the narrative text. Basically, the recount text also retells events
or experiences in the past. But however narrative text is different with recount
text, because there are several kinds of narrative based on imaginary story and
not always based on the real story. Even though the story is based on the real
events or experiences, but the writer of narrative text of course adds the story
with some events that never happened in the original story or some other
additions to make the story more interesting.
From some definition of narrative text above, the writer conclude that
narrative text is a kind of text which tells an imaginative story or a story based
on the real events (real story) or experiences.
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2. Types of Narrative Text
As explained before, narrative is a text which tells story or real events,
however there are many variations or the subgenres of narrative text. In this
study, the writer presents some experts who explained types of narrative. The
first is Whitfield (2009) who stated that narratives have two main categories, the
first is traditional narratives, which includes fairytales, folktales, fables, myths
and legends. And the second one is modern fiction, which includes fantasy,
mystery and science fiction. Furthermore, Barone (2011) argued that, the fiction
category includes traditional literature (folktales, myths, fables, and legends),
fantasy (the imaginary story), poetry, historical fiction, realistic fiction, and so
on. Even though Barone explained those are as the category of fiction book, but
it has the correlation between narrative product (fiction book) and kinds of
narrative. In addition, Reynolds (2015) mentioned and explained the types of
narrative in detail.
a. Drama
Drama is tales that are written in verse or prose. It is usually written for
theatre show. In drama, through dialogue and action, conflicts and feelings
are conveyed.
b. Fable
Fable is one of narrative text, which tells about animals that can speak and
act like human being. A fable demonstrates a useful truth.The example of
fable are: the hare and the tortoise, the ant and the dove, the mouse and the
lion, and so on.
c. Fairytales
Fairytales is a story about fairies and magic, it usually tells for the children.
And the common characters of fairytales are: fairies, prince and princess,
goblins, angels, trolls, dwarves, giants or gnomes, spells or enchantments in
generalThe example of fairytales is Cinderella.
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d. Fantasy
Fantasy is a story or fiction which tells an oddity or another world setting or
characters.
e. Fiction in Verse
Fiction in verse is a story or a narrative text which is presented in a verse
form. Fiction verse full length novel with plot, subplot, theme, major and
minor character.
f. Folklore
Folklore is the songs, stories, myth and proverbs of a people which is
inherited from ancestors to their descendants. In accordance with Rakhmi
explanation that folklore is one of traditional narrative. Many of the stories
served an original purpose of passing on traditional knowledge or sharing
cultural believes. Folktale also describes tradition, culture and behavior
(rituals) of a region. The characters of folktale usually represent the opposite
character of good and evil, hero and villain, strong and weak, or wise and
foolish.
g. Historical Fiction
Historical fiction is a story with fictional characters and events in which the
plot and setting is located in the past or in historical setting.
h. Horror
Horror is a story where events evoke feelings of fear both in character and
the reader.
i. Humor
Humor is a fiction which full of fun, fancy and excitement, the purpose of
humor is to entertain the reader, but it can be contained in all genres of
narrative.
j. Legend
Legend is a story from past time that may be a true story or not true. It is a
narrative of human actions which is told from generation to generation that
take place within human history.
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k. Mystery
Mystery is a fiction which deals with the solution of a crime or a story that
reveal secrets.
l. Myth
Myth is a story originated in ancient times, it tells about the early history of
people or natural event, such as how the world or animals came to exist,
myth also explain gods.
m. Poetry
Verse and rhythmic writing with parables which creates emotional response.
n. Realistic Fiction
Realistic fiction is a story based on the true life or events that actually
happen.
o. Science Fiction
Science is a story based on impact or imagined future scientific. Frequently
set in the future or on other planets.
p. Short Story
Is a short fiction that does not support sub-plot.
q. Tall Tale
Is a funny story with excessive exaggeration, a self-bragging hero who does
the impossible with an imbalance.
The writer should know kinds of narrative, because it can influence the
writing style. And it is important for the writer to choose the theme or the kind
of narrative that will be written in Pre-Writing phase.
3. The Purpose of Narrative Text
The purpose of narrative text is to amuse the reader. Basically, people can
relax by reading and enjoy the story. In addition, the writer took some books to
explain the purpose of narrative text. Firstly, according to Kastanis and Flores
(2016), the common purpose of narration is to entertain the readers by gaining
and maintaining the interest. As a matter of fact, most people like to read story.
Because by reading stories, people can relax their minds. Therefore, commonly
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in the narrative text, there are many hooks that can attract readers' interest in
continuing to read the story. Secondly, Rakhmi (2012) pointed out that the social
function or purpose of narrative text is to tell stories or past events and attract
readers. As discussed before, narrative text is a text which tells stories or events
that occurred in the past, the stories may a product of imagination work or based
on the real events. In order to make the story attractive to readers, generally, the
writer of the narrative text makes the story lively, so that the reader can imagine
the plot of the story, and it can arouse the reader's interest. When readers are
interested in reading the story, show that the story entertains the reader. On the
other hand, Pardiyono (2013) explained that the aim of narrative text is to trigger
emotions and provide a moral value to the reader. Besides to amuse the reader,
the purpose of narrative text is to trigger the emotions and provide moral value.
Generally, narrative text not only tells the story to entertain the reader, but it also
provide the moral value of life in order the readers’ can take summary and learn
from the story.
From some explanations about the purpose of narrative text, the writer
conclude that the general purpose of narrative text is to entertain the reader and
provide moral value for them by telling interesting stories or events. Therefore,
the writer of narrative should write an interesting story which provide the moral
value to gain readers’ interest and make the readers can learn from the story in
order to achieve the goals of narrative text.
4. The Generic Structure of Narrative Text
According to Keir (2009), the generic structure of narrative text are
orientation, complication, resolution, re-orientation. And the explanations are
detailed below:
a. Orientation
Orientation is the beginning of the story, it includes the setting of the events,
basic information about who, what, where, and when (who is the character
of the story, what the story is about, where the story takes place, and when
it happened).
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b. Complication
Initiating the sequence of events that cause problems and creating tension
and providing an evaluation of complication events.
c. Resolution
The resolution tells how the problem is resolved in some way.
d. Coda or reorientation (optional)
In this part, usually the writer provides personal comment or moral value.
In line with Siahaan and Shinoda (2008) who proposed the orientation,
complication, resolution, and reorientation are generic structure of narrative text.
Orientation is aimed to introduce the setting and the participants or characters.
Complication tells when story begin arising the crisis or when the character deals
with a problem. Resolution: resolving crisis, for better or for worse.
Reorientation (optional) is the closing of the story it can include the moral value
of the story.
5. Language Features of Narrative Text
According to Collis (2010), the language features of narrative are:
a. Told in the first person (I and we) or third person (she, he, it, they)
b. Usually told in past tense
c. Using nouns for people and things, using action verbs, thoughts and
feelings
d. Using adverb, using connection to sequence events and idea.
Knapp and Watkins (2005) also explained several grammatical features of
narrative text:
a. Using action verbs, for example: one day a woman and her son went to the
forest. They saw a magic tree.
b. Using temporal conjunctions, such as: the, after. Example in a paragraph:
Then we arrived at our uncle’s home. After lunch, we went to the "Sydney
Morning Herald" to see how they make paper. After that, we took the train
back to Marrickville
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c. Using past tense, unless quoting direct speech, Example: she was a poor
gilr, she lived with her step mother and her step sisters in the enchanted
forest. Her name was Laura,”Laura, you not allowed to go to the party, you
should wash our dirty clothes” said Bella, her step sister.
d. Using action sequence, commonly using action verb (bold), while in
reflection, mental verbs (italicized) are also used. Example: Bell was
ringing, students were running to the canteen.
Maria had no idea what should she do next. She had been thinking about her
sister, wondering what was in her mind.
e. Narrative frequently use metaphor action verbs to generate illustration
effectively. Example: it was an awful argument. Words flying everywhere.
f. Generally, Playing with sentence structure is one of the narrative feature.
The sentences usually consist of one word or short phrase used to make a
strong emphasis. For example: darkness, silence. As the terrible night in the
enchantred forest.
6. The Example of Narrative Text
According to the syllabus, the type of narrative text learned in the tenth
grade of high school is legend or folklore. Therefore, the author provides the
example of narrative text, which was adopted from Widiati, Rahmah and
Furaidah (2017) in English books of tenth grade of high school. The example of
narrative text is choosen from a famous Indonesian legend, entitled “Malin
Kundang”.
The Legend of Malin Kundang
Once upon a time, in West Sumatra, there was a woman and her son
named Malin Kundang lived at a small shelter near to the beach. Malin
Kundang and his mother lived in poverty since his father passed away when
he was a baby. Malin Kundang was a strong boy and a hard worker. He
usually went to the sea for fishing. After getting some fishes, he went home
and gave it to his mother, or sell it to the market. After several years, Malin
Orientation
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Kundang grew up became a diligent man. He sailing everyday to catch
fishes in the sea.
One day, when Malin Kundang was sailing, he saw a pirate ship
attacking a trader ship. Malin Kundang bravely helped the tradesman fight
the pirates. To thank him, the tradesman asked for Malin Kundang to sail
with him. Malin Kundang agreed, he delighted of tradesman’s offer.
Hopefully he could reach the better life. Then, he left his mother alone at
the shelter.
Several years later, Malin Kundang became rich. He had a big ship
with many crew engaged in the loading and unloading of trade goods. He
also married a beautiful girl. One day, Malin kundang landed his ship on the
coast near by a small village. The villagers realized that was Malin
Kundang, a native man from that village. The news spread quickly across
the town. “Malin Kundang had became rich, now he was here”. An old
woman, Malin Kundang’s mother, ran to the beach to greet the new a
successful man. She wanted to hug him to release the sadness of loneliness
long time ago. When his mother came near to him, Malin Kundang, who
stood up with his beautiful wife and crews, denied that she was his mother.
She begged Malin Kundang to see her and admitted that she was his mother.
But he kept denying and yelled at her “enough, old woman! I never had a
mother like you, a dirty and ugly woman!” After that, he ordered his crews
to set sail to leave the old woman who cried and full of anger.
Finally, after feeling angry, she yelled to malin Kundang “I would
curse you, if you did not want to admit me as your mother”. Malin kundang
just set sail with a smile. Suddenly, a thunderstorm swept the sea and tossed
around his big boat. He was thrown on a small island. For him, it is too late
to avoid the curse. Then, little by little his body turned became stone.
This story has no reorientation or coda as conclusion of the story and
provide moral value. But, the moral value is implied in it. As discussed in the
generic structure of narrative text above, reorientation is optional.
Complication
Resolution
Complication
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C. Story Circle Technique
1. Definition of Story Circle Technique
According to Buras, Randels and Salaam (2010), story circle technique is
a technique developed by John O’Neal and others in the Free Southern Theater.
Where, students take turns to write a story about selected topic while they sit in
a circle sat. The process of story circle is one of community building. Basically,
story circle technique is a technique which is used in groups. In which, students
sit together in a circle and take turn to combine their own ideas into a story. In
line with Vopat (2009) who concluded that story circle is where small groups of
four to six students gather systematically in making drafts, choosing general
writing subjects, practicing to give positive feedback and helping each other
becomes better writer. In other words, story circle technique is a one of teaching
writing technique in which the teacher divide students into several groups, each
groups consist of four to six students, and each groups should write a story in
chain, after that they should practice giving positive feedbacks and help each
other to finish their writing well.
Additionally, Sari and Sabri (2017) stated that story circle or some people
known as the writing circle technique, is one of writing technique, which
engaging groups of students to write in a circle by handing over their paper to
another students on a chain after writing two sentences. This technique make
students adjust their ideas which has been stated by their friend before.
Another experts, Harmer (2007) explained that in the story circle activity,
students join together to write stories. The story circle is as writing activity which
students follow the teacher command to write one sentence on a piece of paper,
after that the teachers ask them to pass it to the person near by them to write the
next sentence. The final stage of this activity is when the piece of paper goes
back to the first writer, and then students are encouraged to read the story they
just finished. The focus of this activity is to build writing habit and cooperative
writing.
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Based on above explanation, the writer conclude that story circle
technique is a technique in which students sit in a circle to write a story about a
selected topic by passing the paper to the next students after writing one sentence
and adding the next sentence of the story which has written by another student
before. Story circle activities enable students to logically integrate their ideas
with the ideas written by another student, and regard to the sentences unity in
order to write coherent paragraphs or texts. This activity can train students to
generate ideas. Story circle technology can provide collaborative writing.
Supiani (2017) stated that in collaborative writing, students work together to
write papers. Each student participates in writing stories and collaborates in
various steps of the writing process, such as integrating ideas, collecting and
organizing ideas, drafting, revising, and then edit the paper. This kind of
teamwork helps students learn and run the writing process effectively. In short,
during story circle activity, students write their paper cooperatively from the
prewriting phase to the last phase of the writing process that is editing.
2. The Procedure of Story Circle Technique
The procedure of using story circle technique that implied in this study is
adapted from Sari’s and sabri’s study. There are three steps of using story circle
technique which is proposed by Sari and Sabri (2017), and the explanation of the
steps is presented as follows:
a. Pre-activity
The purpose of this activity is to help students retrieve the basic knowledge
about narrative text. Before the activity, the teacher stimulates students' prior
knowledge by giving several questions, example: do you like to read stories? Or
what is your favorite story. After that, students are divided into several groups,
each group consist of five to ten students. Each group gathers around a large
table. The purpose of this step is to form groups of students to discuss and apply
story circle techniques when writing narrative texts. Next, the teacher tells a
story to the students. While teacher read the story for the first time, students are
required to catch the main idea of the story. When the teacher reads the story for
the second time, students are supposed to take notes the key words to help them
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remember the plot of the story. Then, the teacher asked some questions to the
students and asked them to find the its answers through group discussions. For
instance: What is the appropriate title for the story? Who is the main character
of the story? Where does the story occured? What happened to the main
character? How does the story end? These questions are asked to allow students
to analyze previously told story. Consequently, the teacher can identify whether
students understanding about the story. After that, the teacher teaches and
explains the students about the material of narrative text.
b. Whilst Activity
And in whilst activity the teacher asked the students to write a story with
the same topic in the new version. Before that, the teacher will explain the
concept of story circle technique. Students will discuss in groups and complete
the story through story circle technique. According to Harmer’s story circle
activity, the teacher dictates the first sentence and each group should continue
the story, while Paramitasari added a step, before the writing activity, the teacher
should read a story out loud twice, and then each Students write two lines of
paper by themselves. Next the teacher ask students to follow the teacher’s
instruction in story circle activity. Students are not allowed to write the different
topic or new story, but they are required to write a new version of the story that
they heard from the teacher in pre-activity. The first student writes the story by
writing two lines, after that the first student passes the paper to the next student,
and this step will be repeated to other students until the story go to the end. When
the essay returned to the first students, each group wrote the resolution of the
story. The teacher asked the students in each group to read the stories they wrote
and compare their stories with the original story. Then, teachers and students
discuss the difficulties they face in writing activities.
c. Post-Activity
In the post-activity, teacher ask students to check and fix the error in their
stories. After finished text, the teacher collects students’ writing and choose the
best one. Finally the teacher give a gifts to the groups that have the best writing.
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3. Story Circle Technique in Teaching Writing
Harmer (2007) explained the general instruction for teaching using story
circle technique as following: students are divided in groups of five and sitting
in a circle. Each student write a sentence on a piece of paper. They are asked to
write the next sentence of the story. All students in a group have to write the
following sentence. When all students have written, the teacher tells them to turn
the paper to the students on their left. This procedure continues until the pieces
of paper return to the first writer.
Furthermore, Walch (2019) explained that the concept of story circles is
that students add ideas to each other by continuing to write stories between
students. The teacher tells the students to write narrative text using characters,
themes and plots. All members of the group starts to write when the prompt is
given and continue until the signal is given to switch the paper. At the signal,
each student gives the paper to the next student on the right, and they will
continue writing until all members of the group have the opportunity to write.
When the paper goes back to the first writer, the teacher instructs the students to
write a good ending story.
In addition, Vopat (2009) proposes that the writing circle includes the
following steps: a group of students choose a topic for their writing, and students
write on the topic in any type of genre. Next, the students began to write a story
in a circle. After that, the students shared their writing with another group, and
the other group responded to their writing. Students consider about writing circle
session they just completed and writing their reflections in the notebook.
Students regularly review their drafts and make revisions. Each student
participates in a circle or a group for collaborative revision, editing and
publishing. Vopat's concept of story circle provides less explanation of activities
in story circle technique. However, this concept adds and explains more
information about the post activity, where each group shares or switches its
drafts to other groups, while other groups comment or give feedback on their
writing. The next step is for each group to revise the draft in the form of
collaborative revision and edit some errors to make their writing better. After
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writing stories through story circle technology, the concept can also provide
students with reflection.
In this study, to reach the learning objectives of narrative writing through
story circle technique, the writer modifiers the teaching instruction as follows:
a. The teacher asks students some question that related to the topic that will be
presented on the story circle technique to recall students’ prior knowledge.
The question may as follows: do you like a story? What is your favorite
story?
b. The teacher divided students to several groups, each group consist of six
students. Next, the teacher read a story, and the students are asked to listen
the story carefully and take notes, write some keywords of the story, and
remember the structure of the story from the introduction to the end.
c. The teacher asks students some question about the story such as: what is the
tittle of the story? Who are characters in the story? Where the story take
place? What happened to the character? And how the end of the story? These
questions may help students to analyze the story.
d. The teacher asks students some question: What is the text type of the story?
What is the genre of the story? Do you still remember narrative text? What
is narrative text? What are the generic structure and language future of
narrative text? What is the social function of narrative text? These question
should stimulate students’ prior knowledge which has been studied in the
junior high school.
e. The teacher explain the narrative text briefly.
f. The teacher show the text of Sangkuriang’s story and hang it on the
whiteboard. The teacher asks some students who want to participate to
underline the language features of narrative text such as: past tense,
connection word, adverb, temporal sequence and etcetera. And indicate the
generic structure of the story, where is the orientation, complication,
resolution and reorientation.
g. The teacher takes the texts which in the whiteboard and save it.
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h. The teacher asks students to write the same topic through story circle
technique. Before beginning the activity the teacher gives the instruction
about story circle technique. The students may use their take notes which
was noted in the pre-activity to write the topic.
i. The students follow the instructions from the teacher. The first student
writes two lines, and after that passes the paper to the student in the left side.
This step will be repeated until the paper go back to the first students. After
that, those students in each group write the resolution of the story. In this
activity the teacher should control each group.
j. The teacher asks students to switch their draft to another group. Another
group will give a comment or the feedback of their writing.
k. The teacher asks each group to give back the paper to original group
l. The original revise and edit the errors of their writing which was commented
and got the feedback from another group, in order to make their writing
better for the final version. And they may compare their writing with the
original story.
m. The teacher asks students to present their final draft in front of the class in a
chain story telling.
n. The teacher asks students about the difficulty that they faced during story
circle technique, the students give the reflection about story circle technique.
o. The teacher give some feedbacks for students’ project and students’ activity
during writing. And the teacher choose the best one of their writing and give
reward for the group who has the best writing.
4. The Advantages of Story Circle Technique
There are several advantages of story circle technique which are proposed
by some expert. The first, Hammer (2007) stated that the results of story circle
technique are usually interesting. Because every student has collaborated in this
process. This group writing activity allows students to enjoy and helps improve
students’ writing fluency. So, the story circle technique provide collaborative
writing in which each student participates in the writing process. This technique
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builds students writing habit and then, they are able to develop their writing
fluency.
Second, Sari and Sabri (2017) infered that story circles can helps students
in expressing their ideas in a simple way, because they only need to adapt their
ideas to their friends’ ideas which have already written. The story circle increases
the skills of storytelling and the understanding of narrative structure. For all
students, this technique is more interesting, exciting and interesting. For
teachers, this technique is useful for building positive relationships between
students, because it requires the entire student to work together to complete their
writing tasks. In short, story circle technique provide the easiest way to generate
ideas because they only add and adapt previous ideas. Story circle technique is
also very useful for improving students' narrative skills and understanding of
narrative text structure, because after the activity, they must analyze the first
draft of others, and should revise their first draft after receiving comments or
feedback from others. This technique can also help teachers build relationships
between students.
In addition, Gunnery (2007) explained that the story circle can address the
curriculum goals. Several goals that are developed through story circle technique
is outlined as follows: generating writing ideas; build self-confidence in writing
(for some students, lack of self-confidence usually makes students stick to
writing). At the same time, students will face self-doubt. Through peer group
activities, students can get rid of doubts; reflect on the purpose of writing and
writing style, because every student is fully involved in writing; develop revision
skills, students should help each other to improve their draft writing; develop
understanding of grammar, punctuation and spelling . When discussing drafts
through writing circle activities, students will learn the correctness of customs
and grammar usage.
Based on several description about the advantages of story circle above, it
shows story circle builds collaborative learning. Supiani (2017) described the
essence of collaborative writing as the process of writing written language in
pairs or groups, in which all members work together to contribute to the writing
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process to produce better texts, and also create social interaction between
students in the group to achieve the goal. In short, when students write through
story circle technique, they not only write together, but also interact with their
peers. Echoing the characteristics of Kurikulum 2013, the goal of Kurikulum
2013 is to maintain a balance between spiritual and social attitudes and
knowledge, and apply it to various situations in schools and society
(Permendikbud, 2018). It means that story circle technique is appropriate with
the characteristic of Kurikulum 2013, because students interact each other during
the writing process. Through the story circle technique, students can learn from
their peers, can discuss how to improve the first draft into better writing, can
share knowledge about narrative text structure and language functions with each
other, and have the opportunity to provide feedback or comment on the work of
others. As a result, the story circle technique has a positive impact on the
establishment of student relationships and their social interactions during the
learning process, and it shows the balance between students’ knowledge and
their social attitudes.
5. The Disadvantages of Story Circle Technique
Aside from several advantages that have discussed before, story circle
technique also has several disadvantages. Fransiska (2019) clarified the
disadvantages of using story circle technique in teaching narrative text as
follows: Firstly, students are unfamiliar with this technique. This might make
students feel uncomfortable with the writing process. Teachers should be extra
careful to ensure that students feel uncomfortable. And the teacher are suggested
to encourage students to participate in writing through story circle technique.
Teachers should encourage students to engage comfortably in writing their ideas
and give students the opportunity to write without fear and anxiety about making
errors or mistakes. Secondly, the class would be noisy because students working
in a group, and the teacher needs more energy to handle and monitor the class.
Therefore, when teachers decide to use story circle technique as a teaching
technique for writing narratives, teachers should consider the advantages and
28
disadvantages of story circle technology in order to find ways to overcome some
problems that emerged in teaching learning process.
D. Previous Study
The writer would like to present some previous studies which are relevant
to this study in order to measure whether story circle technique has a significant
effect on students' writing ability of narrative texts or not. In addition, there are
three previous studies which are represented:
The first study was conducted by Fini Widya Fransiska (2019) entitled “The
Effectiveness of Using Story Circle in Teaching Writing” an experimental
research at eighth graders of SMPN 1 Pringsewu in academi year 2014/2015.
The research methodology of this study is experimental, in which involving
experiments and control groups. The research population was the eighth grade
students of SMPN 1 Pringsewu in academic year 2014/2015. There are 6 classes
(VIII.1-VIII.6), there are 32-34 students in each class. The sample of this
research is VIII.4 (experiment group) and VIII. 3 (control group). Both groups
were given the pre-test, after that the students of experiment class were given the
treatment, at last both classes were given the post test. To collect the data, the
researchers took a written test and analyzed the data by t-test. The results of the
study showed that there is a significant difference in writing ability between
students who were taught using story circle technique and students who did not.
After treatment, the mean is 71.50, the standard deviation is 9, 975, df is 62, and
the significant value is 0.045 lower than 0.05. If the significance is lower than
0.05, it means that the hypothesis is accepted. Therefore, it can be concluded that
the use of story circle technique in teaching writing can improve students' writing
ability. Story circle is a technique that can inspire students to learn English,
especially writing.
The second previous study was conducted by Abdul Azis Rifaat (2019)
entitled “Story Circle Technique to Help Non-English Major Students in Writing
Narrative Text”. The research methodology of this study is a pre-experimental
through one group of pre-test and post-test. The population and sample of the
study are all the third semester students of STIK Siti Khadijah Palembang
29
Nursing Science S1 Program in academic year 2018/2019. The total sample are
35 students. The sample was chosen through total sampling technique, in which
the population is as the sample. The test carried out twice: pre-test and post-test.
After the pre-test, the treatment is performed, and the post-test is performed after
the treatment. The test results were analyzed by SPSS (Statistical Software
Package for Social Sciences) using t test. The results show that there are
significant differences in writing performance before and after applying story
circle technique. It can be concluded that the story circle technique can improve
the writing performance of S1 nursing course of STIK Siti Khadijah Palembang
in the third semester in academic year 2018-2019.
The third previous study was conducted by Imelda Ayu Widyaswara
(2019) entitled “The Influence of Using Story Circle Toward Students’ Narrative
Text Writing Ability at The First Semester of Ninth Grade at MTs Negeri 2
Bandar Lampung in the Academic Year 2019-2020”. This research is based prior
observation, which shows that students’ writing scores in narrative text are still
lower than the minimum mastery level (KKM) in MTsN 2 Bandar Lampung.
This study is aimed to investigate whether the use of story circles technique has
a significant effect on students' writing skills of the narrative text at the ninth
grade of MTs Negri 2 Bandar Lampung in the Academic Year 2019/2020. The
research methodology of this study is a quasi-experimental design. The
population for this study is the ninth grade students Mts Negri 2 Bandar
Lampung. The sample of this study is divided into two classes, the experimental
class is composed of 40 students, and the control class is composed of 39
students. For collecting data, the researchers used pre-test and post-test. After
obtaining the data from the pre-test and post-test, the researchers analyzed the
data through SPSS using a simple t test and found that Sig = 0.03. This means
that Ha is accepted because sig <0.05. The results show that the story circle has
a significant effect on students’ writing narrative text at the first semester of the
ninth grade in MTs Negri 2 Bandar Lampung in the academic year 2019/2020.
Refering to all previous study, the story circle technique is an effective
technique suitable for all ages (from junior high school students to college
30
students). All previous studies have concluded that the story circle technique is
an appropriate technique to improve students’ writing skills by requiring
students to have a good understanding of the lesson through classroom exercise.
On the other hand, this study distinguishes from all previous studies. First, one
of previous study used a pre-experimental study without a controlled class.
Meanwhile, other used quasi-experimental as the writer conducted. Second, two
researchers used story circle techniques to teach writing for junior high school
students, and one researcher used story circle techniques to teach writing for S1
program students. Whereas, the writer used story circle technique to teach
writing narrative text for senior high school students. The difference between
this study and previous studies can be seen from the technique sampling. The
first researcher used cluster random sampling to obtain samples from the
population, and the second researcher used total sampling with population as the
sample. Unlike the writer who used purposive sampling where based on the
information from the teacher to get the data. Even though, story circle technique
becomes a meaningful technique for all researchers to make students actively
participate in the teaching and writing process.
E. Thinking Framework
Writing is one of language skill that is necessary for student to master,
especially writing English. By writing, the teacher can see how far students’
understanding about a text, grammar usage, and sentence structure. Because in
writing, students expresses their ideas and organizes them into the good written
text, so that the reader can comprehend what the writer means. During writing
process students should concern to the content of their writing, vocabulary
choices, grammar, sentence structure, and convention to make a meaningful and
good writing. It demonstrates that writing is the most complex language ability
that has to be learned by students since junior high school for initiating the
process of effective writing. Teaching writing is required to develop students '
ability to arrange sentences, choose appropriate vocabulary, and use correct
grammar. As an outcome, the writer should compose good writing effectively,
31
with cohesion, coherence and unity, so that the readers can understand about the
text and get new information or message from what they read.
However, students have some difficulties in learning writing narrative text
such as: students are worry to make mistakes in writing, students have some
difficulties in generating the ideas, students are confused to develop appropriate
written text, students feel bored and unenthusiastic with the conventional
technique of teaching writing, and students find that writing is a monotonous
activity in the classroom. To overcome these problems, the teacher should
encourage students to join the teaching and learning process actively. In another
side, the teacher should apply an interesting teaching technique in order to make
students can enjoy the writing process.
Story circle technique as a way to help students’ difficulties in generating
ideas and to help them in developing their writing abilities. As stated in previous
study above, the story circle technique can be a proper technique that should be
applied to overcome students’ problems in writing narrative text. Story circle
technique can help students to generate the ideas in a simple way. Besides it,
each students are involved to participate in the writing process, moreover they
can learn from their peers by sharing their knowledge each other during group
working. Therefore, this technique also train students’ to interact each other in a
meaningful context. It shows that story circle technique has positive impact on
students’ socialization and students’ enthusiastic in learning process.
F. Research Hypothesis
Based on the theories and thinking framework above, the writer stated that
the formula hypothesis as follows: there is a significant effect of using story
circle technique on students’ writing ability of narrative text.
32
CHAPTER III
RESEARCH METHODOLOGY
A. Research Method and Design
The writer applied quantitative method through quasi-experimental design
in this research. Bungin (2010) stated that the aim of experimental design is to
explain something that will happen between certain variables through
controlling efforts of those variables or the correlation between them, in order to
find the correlation, the effect, or the difference one or more variable. The writer
tried to apply a teaching technique called by story circle technique in writing
narrative teaching to find out the magnitude of the effect which is generated by
story circle technique on students’ writing abilities.
A quasi-experimental is used to identify the cause and effect of
independent variable to dependent variable. In line with the purpose of this
research, it is aimed to find the cause and effect between the story circle
technique and writing ability. According to Sugiyono (2018), an independent
variable is a variable that affects or changes a dependent variable, and a
dependent variable is an output, criterion or outcome variable affected by the
independent variable. In this study, Story Circle Technique is as the independent
variable, and students’ writing ability in narrative text is as the dependent
variable. There for the writer decide to use the quasi-experimental design to
know the effect of story circle technique on students’ writing ability of narrative
text.
The writer took two groups (controlled and experimental class) to conduct
the study. Both groups were given the pre-test before the treatment to know their
writing ability, and the post-test were given after the treatment to know the effect
of story circle technique on students’ writing ability after treatment or
intervention. Creswell (2012) formulated the quasi experimental design on a
table as follows:
33
Table 3.1
Quasi-experimental Design
Pre and post-test Design Time
Based on the experimental method to get the factual data of the research is
by comparing the test score at the experimental class (who were taught by Story
Circle Technique) and control class (who were taught without Story Circle
Technique) to investigate the significant difference between the score of each
group.
B. The Place and Time
This study was conducted at SMA Nurul Falaah which is located at Jl.
Pahlawan No.6, Kp. Bulak Saga, Rt.03 Rw.06, Cibadung, Kec. Gunung Sindur
Bogor. This research was held for a month in the first semester starting from 7
to 26 October 2019 in academic year 2019-2020.
C. Population and Sample
According to Margono (2010), the population is whole of the data which
become the concern of the researcher in one specific scope and time. The
population of this research is the tenth grade class students of SMA Nurul Falaah
Gunung Sindur Bogor in academic year 2019/2020 consist of 144 students and
choose Controlled Group Pre-test
No treatment (lectures
and students will do
exercises)
Post-test
Select Experimental Group Pre-test
Experimental treatment
(applying Story Circle
Technique in teaching
and learning narrative
writing)
Post-test
34
it was divided into 2 major namely MIPA and IPS where each major has two
classes.
According to Margono (2010), the sample is the part of the population, and
it is used as a research object in certain way. The writer took two class as the
object or the sample of the research from research population, because to conduct
quasi-experimental research, the writer needs two groups as participants to
compare the results of both groups. To determine which classes would become
the research samples, the writer selected purposive sampling method. Fraenkel
et al (2015) Point out that purposive sampling method is used based on previous
information about the population and the specific purpose of the research.
Therefore, before using purposive sampling method, the researcher should
discover the information about the population and determine the purpose of the
research so that the sample of the research is relevant to the research. Hence, the
writer selected these two categories as research samples based on several criteria;
they have similar characteristics and abilities in English subject, the number of
students in each class is equal, they are in the same grade, rely on the information
and suggestion of the English teacher, both classes are suitable for the specific
purpose of this research. Therefore, the writer believed that the sample will be
representative based on the information. Thus, the writer took two classes as
samples for this study. They are X MIPA 1 as an experimental class who were
taught by using story circle technique, and X MIPA 2 as a controlled class who
were taught without using story circle technique. There are 36 students in each
class.
D. Instrument
According to Creswell (2012), Instrument is a tool which used to help the
researcher for measuring, observing or collecting the data. In other words, the
writer need the research instrument as a measurement tool which is designed to
obtain the data from the object of the research.
The instrument of the research used to obtain data of this research was the
writing test, which used pre-test and post-test. This test is used to find out
students' English writing ability in narrative text. The writing test used in the
35
experiment class and the control class is similar. In the pre-test, students are
required to write a narrative text about Malin Kundang within 60 minutes,
consist of 150 words to 200 words. For the post-test, students were required to
write a good narrative essay by choosing one topic about the legend, write
narrative text at least three paragraphs to five paragraphs in maximum of 250
words during 60 minutes. The instruments for both tests are attached in the
appendix.
The instruments which was made by the writer were appropriate with the
syllabus. The writer used content validity to evaluate the instrument. According
to Sugiyono (2018), content validity is conducted by comparing the research
instrument with the teaching materials. In addition, the author uses analytical
scoring rubric to assess students’ writing ability of narrative text. Students
should pay attention to the following considerations: organization, content,
vocabulary, language use and mechanics. The writer the analytical scoring rubric
adopted from Jacobs et al. in Sara Chusing Weigle (2002), and the table of
analytical scoring rubric is presented as follows:
Table 3.2
Analytical Scoring Rubric
Scoring Element Level Criteria Description
CONTENT (C)
30-27
Excellent
to very
good
Informative, substantive,
thorough thesis improvement,
related to the designated topic.
26-22 Good to
average
Several subject knowledge is
broad, and the development of
the paper is limited, mostly
related to the subject, but lack
details.
21-17 Fair to
poor
Subject knowledge is limited,
substantive is insufficient, and
36
subject development is
insufficient.
16-13 Very poor
Does not display subject
knowledge, non-substantial
knowledge, irrelevant
knowledge,
ORGANIZATION(O)
20-18
Excellent
to very
good
Fluent expression, clear
presentation/supporting ideas,
concise, well organized, logical
ordering, cohesion.
17-14 Good to
average
It is a bit messy and loosely
organized, but the main ideas are
prominent, support is limited,
and the order is reasonable but
incomplete.
13-10 Fair to
poor
Lack of fluency, confusion or
disconnection of ideas, lack of
logical order and development.
9-7 Very poor
No communication, no
organization, or insufficient
evaluation.
VOCABULARY(V)
20-18
Excellent
to very
good
The scope is complex, effective
word/idiom selection usage,
proficient word form, proper
registration.
17-14 Good to
average
Appropriate placement,
occasional word/idiom form,
37
choice, usage error, but the
meaning will not be confused.
13-10 Fair to
poor
Limited scope, common
mistakes in word/idiom forms,
choices, usage, confusion or
ambiguity.
9-7 Very poor
Esentially interpretation, with
little or insufficient
understanding of English
vocabulary, idioms and word
forms.
LANGUAGE USE
OR GRAMMAR (G)
25-22
Excellent
to very
good
Effective complex structure,
almost no convention errors,
tenses, numbers, word
order/function, articles,
pronouns and prepositions
21-18 Good to
average
Effective but simple structure,
minor problems in complex
structures, several agreement
errors, tenses, numbers, word
order/function, articles,
pronouns, prepositions, but few
errors in meaning.
17-11 Fair to
poor
Major problems in
simple/complex structures,
common mistakes or negations,
agreement, tense, numbers, word
order/function, articles,
pronouns, prepositions and/or
38
fragments, additions, deletions,
confusion or ambiguity.
10-5 Very poor
Few problems with proficiency
in sentence structure rules,
errors, inability to communicate
or insufficient assessment skills.
MECHANICS(M)
5
Excellent
to very
good
Demonstrate proficiency in
conventions, with few spelling,
punctuation, capitalization, and
paragraph errors.
4 Good to
average
Spelling, punctuation,
capitalization, and paragraph
errors will occasionally occur,
but the meaning will not be
obscured.
3 Fair to
poor
Frequent spelling, punctuation,
capitalization, and paragraph
errors indicate confusion or
ambiguity.
2 Very poor
Inability to master conventions,
and focus on spelling,
punctuation, capitalization,
paragraphs, illegible errors in
handwriting, or insufficient
assessment.
Total score: C+O+V+G+M
E. Technique of Collecting Data
In obtaining the data, both groups would be given the pretest before the
study to determine that they were equal in their performance in the pre-test.
39
Students are required to write a narrative text about Malin Kundang during 60
minutes, consisting of 150 to 200 words. The writer evaluates students’ narrative
writing ability through pre-test. The test is scored by using analytical scoring
rubric and it is collected as pre-test data.
After providing the pre-test, the writer gives the experimental class
treatment using the story circle technique.The teacher explained the instruction
how to apply story circle technique in teaching and learning writing narrative
text. And the students were asked to work in a group to write a narrative text
by story circle technique in whilst activity. And in the post-activity students
switched their work to another group, and another group gave feedbacks or
comments on the students’ work. After that, each group should revise their
works into a final draft. From treatment, students were encouraged to find the
errors of their friends' work, or to be able to take feedback from another group.
Treatment was already given four times.
And after applying treatment in experimental class, the writer would
give the post-test for both class. For the post-test,students required to write a
good narrative text about one legend that they were chosen into 200-250 words
during 60 minutes. This test was conducted to observe the effect of story circle
technique on students’ writing ability of narrative text. And to determine the
significant difference between students’ writing ability of the controlled class
and experimental class.
F. Technique of Data Analysis
1. Normality Test
The normality test of the data is used to find out the data distribution form
(sample) used in the research (Susetyo, 2010). The normality test is conducted
to know whether the data from the two classes are normally distributed. The
Kolmogorov-Smirnov and Saphiro-Wilk tables were used for normality test. In
order the data have a normal distribution, the sig score in the Kolmogorov-
Smirnov and Saphiro-Wilk tables should be higher than 0.05. In this study, the
40
writer utilized IBM SPSS Statistic 22 to analyze the normality. And here are
the steps to calculate the normality test by using SPSS statistic 22 which is
presented by Kadir (2016):
a. Open file “metakognisi”
b. In the main menu of SPSS (v.22), choose analyze, and choose sub menu
Descriptive statistic, next click explore.
c. Fill metacognition variable in the dependent list with the score of pre-test
and post-test.
d. in the Boxplots, klik None, next click Normality plots with test, and after
that click continue and OK.
H0: Distribution population is normal, if the probability > 0,05, H0 is
accepted.
Ha: Distribution population is not normal, if the probability ≤ 0,05, H0 is
rejected.
2. Homogeneity Test
The homogeneity test of this research was also calculated by using IBM
SPSS Statistic 2. Through the homogeneity test, the researcher can determine
whether the data from the two categories are equal or homogeneous. The
homogeneity test was performed using Levene's table. The score in the Levene
table should be higher than 0.05 to obtain homogeneous distribution data. The
writer conducted the normality and homogeneity tests in pre-test and post-test.
Kadir (2016) presented some steps to calculate the homogeneity test through
IBM SPSS Statistics 22, and the steps are as follows:
a. Fill the data of this research in Data View.
b. Open the main menu Analyze and click Compare Means.
c. Click One-Way ANOVA
d. Fill in the Dependent List with the score of pre-test and post-test and then
fill in the Factors List with the sample groups. Click Options
e. Chose Homogeneity of variance test, next, click Continue and Ok.
41
3. T-test
After the writer obtained that the data distribution was normal and
homogenous, the writer analyzed the pre-test and post-test of the experimental
class and the controlled class by t-test. The t-test is used to find the significant
difference between the average score of experimental class who were taught
using story circle techniques and the mean score of control class who were
taught without story circle techniques. And it is also used to test the research
hypothesis, that is, whether h0 and ha are accepted or rejected. Before
conducting a t-test, researchers should take the following steps: formulate
research hypotheses, calculate "t" observations or t0, determine "t-table" based
on the degree of independence, and compare t0 and ttable with two standards:
if t-value ≤ t-table then h0 is accepted, if t-value > t-table then h0 is rejected.
And the writer conducted IBM SPSS v.22 to calculate the t-test. The steps to
calculate t-test which presented by Kadir (2016) are as follows:
a. Open SPSS with double click icon SPSS, in Variable View, click value to
label different groups by filling value: 1 and Label: Experimental, value:
2 and Label: control
b. Click Analyze, chose sub menu compare means, next click independent
sample T test.
c. Fill in the test variable with score of post-test, then insert the name of
group (control and experimental) in Grouping Variable, next click
Define Group and write number 1 in group 1 and number 2 in group 2,
next continue to back to the previous menu, and next click OK.
4. Effect Size
The effect size is a standard measure of the distinction between the
experimental class and the controlled class. According to Gravetter and
Wallnau (2013), the purpose of effect size is to provide a measure of the
absolute size of the treatment effect, regardless of the size of the sample used.
Basically, the t-test provides statistically significant results, and in the same
way, the effect size produces statistics, but it determines the strength of the
effect. Ellis (2010) stated that the size of the effect may be the result of the
42
treatment, which is used to compare groups (treated and untreated), or can
describe the degree of association between two related variables. The writer
used Cohen’s d effect size formula which is formulated by Gravetter and
Wallnau (2013) as follows:
d = mean difference = µtreatment - µno treatment
standard deviation 𝝈
𝝈 = Std Deviation 1 + Std Deviation 2
2
And here are the percentage of variance explained, r2 (d) based on Cohen’s d
which presented by Mujis (2004):
d = 0 – 0.20 weak effect
d= 0.21 – 0.50 modest effect
d = 0.51 – 1.00 moderate effect
d = > 1.00 strong effect
G. Statistical Hypothesis
1. Ha (alternative hypothesis): There is significant effect of using story circle
technique on students’ writing ability of narrative text.
(ρ-value < sig α = 0.05 and tvalue > ttable).
2. H0 (null hypothesis): There is no significant effect of using story circle
technique on students’ writing ability of narrative text.
(ρ-value > sig α = 0.05 and tvalue < ttable).
43
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
A. Research Findings
1. Description of the data
In this chapter, the writer provides the results of this research through
descriptive statistics. This chapter shows a general description of the students'
score in the experimental class and the control class. In addition, the data
representation details are as follows:
a. The Score of Pre-test and Post-test
This section presents the scores of pre-test and post-test from both
experimental and controlled class. These scores are obtained from the pre-test
and post-test scores of the experimental class and the control class through a
written test of narrative text. The pre-test and post-test scores of the two classes
are described in the form of percentages in the table, and the following data are
explained as follows:
Table 4.1
Precentage of Pre-test and Post-test Scores of Experimental and
Controlled Class
F= Frequency
Score
Band
Experimental Class Controlled Class
Pre-Test Post-Test Pre-Test Post-Test
F % F % F % F %
41-50 4 11% 0 0% 3 8% 0 0%
51-60 14 39% 2 6% 15 42% 4 11%
61-70 15 42% 9 25% 16 44% 19 53%
71-80 3 8% 18 50% 2 6% 13 36%
81-90 0 0% 7 19% 0 0% 0 0%
91-100 0 0% 0 0% 0 0% 0 0%
Ʃ 36 100% 36 100% 36 100% 36 100%
44
From table 4.1, the results showed that the minimum score of the
experimental class and the control class was 41-50. In the experimental class,
4 students scored 41-50, accounting for 11%. At the same time, 3 students or
8% in the control class get a score of 41-50. Then, 14 experimental class
students got 51-60 scores, accounting for 39%. In addition, in the controlled
class, 15 students or 42% of the students scored 51-60 points. The students who
get 61-70 points from the pre-test of the experimental class are 15 students,
accounting for 42%. In contrast, 16 students (44%) in the control group scored
61-70 points. It means that most of students from both classes get the score 61-
70 in pre-test. Moreover there are only few students who get score 71-80 in the
pre-test. In the experimental class there are 3 students or 8% who get the score
71-80 and there are 2 students or 6% who get the score 71-80 in the controlled
class. In the pre-test there are some students who get the score under 50 and
there is no student who gets the score more than 80, it indicates that students’
writing ability of narrative text is extremely low.
After giving the pre-test to both experimental and controlled class, the
researcher gave the treatment by using story circle technique in writing
narrative text for the experimental class. Their scores were obtained as shown
in the table 4.1 above. From the table 4.1. It can be seen from Table 4.1 that
the test scores of the experimental class have improved. It shows that there is
no student of experimental class who get the score under 50. Moreover 50% of
them or 18 students get scores between 71-80. And there are only 2 students or
6% who get the score 51-60. Also, there are 9 students or 25% who get the
score 61-70. Furthermore, there are 7 students or 19% who get the score more
than 80. Meanwhile, the post test scores of controlled class which was not given
the treatment were also improved but not significant enough. As shown in the
table 4.1 above, there is no student who gets the score under 50, but there are
4 students or 11% who get scores 51-60. Most of students in the controlled
class get the score between 61-70 that there are 19 students or 53%. Then, there
are 13 students or 36% who get scores 71-80. However there is no student who
get score more than 80 in the controlled class.
45
From the data explanation above, the students’ scores in both classes have
improved from the pre-test to the post-test. However, the scores of
experimental class who were treated by using story circle technique shows a
significant improvement from the pre-test scores to the post test scores.
b. The Data of Experimental Class
The experimental class of this study was X MIPA 1 of SMA Nurul Faalah
Which consisted of 36 students. This class was given the treatment in writing
narrative text by using story circle technique. The score of pre-test and post-
test from this class is presented in the table bellows:
Table 4.2
Students’ Score of Experimental Class
Students’
Number
Experimental Class Gained Score
Pre-test Post-test
STD1 59 71 12
STD2 50 68 18
STD3 49 63 14
STD4 67 75 8
STD5 54 69 15
STD6 61 75 14
STD7 56 70 14
STD8 63 79 16
STD9 64 76 12
STD10 54 76 22
STD11 51 65 14
STD12 57 71 14
STD13 70 85 15
STD14 69 83 14
STD15 56 71 15
STD16 59 69 10
STD17 46 60 14
STD18 63 77 14
STD19 64 79 15
STD20 66 77 11
STD21 60 74 14
STD22 47 60 13
STD23 56 73 17
STD24 53 67 14
STD25 68 82 14
46
STD26 62 76 14
STD27 72 85 13
STD28 63 71 8
STD29 58 67 9
STD30 74 86 12
STD31 72 84 12
STD32 58 71 13
STD33 65 79 14
STD34 69 82 13
STD35 56 70 14
STD36 68 80 12
TOTAL 2179 2666 487
MEAN 60.53 74.06 13.53
Maximum score 74 86 22
Minimum score 46 60 8
Table 4.2 presents students’ pre-test and post-test scores of experimental
class. In the pre-test, the lowest score was 46 and the highest score was 74. The
pre-test average score of this class is 60.53. In addition, in the pre-test, no
student scored more than KKM or 75, which means that students of
experimental class does not have good narrative writing skills.
Then, after using the story circle technique in teaching writing narrative
text to treat the experimental class, the lowest score of this class was 60 points,
and the highest score is 86 points. The class mean score was 74.06. In addition,
table 4.2 shows the gained scores of each student. The lowest score was 8 and
the highest score was 22. Then, the average score was 13.53. The scores
presented in Table 4.2 show that there is a significant difference between the
scores of students pre-test and post-test. In addition, 16 students get the score
higher than KKM or 75, which shows that the students' scores pre-test to the
post-test have improved.
c. The data of Controlled Class
The controlled class of this study was X MIPA 2 of SMA Nurul Falaah
which consisted of 36 students. This class was taught by using regular teaching
without any treatments in learning writing narrative text. The score of pre-test
and post-test from this class is presented as follows:
47
Table 4.3
Students’ Scores of Controlled Class
Students’
Number
Controlled Class Gained Score
Pre-test Post-test
STD1 51 56 5
STD2 70 77 7
STD3 74 79 5
STD4 49 59 10
STD5 60 70 10
STD6 54 65 11
STD7 48 59 11
STD8 67 74 7
STD9 57 68 11
STD10 63 76 13
STD11 58 68 10
STD12 67 71 4
STD13 69 75 6
STD14 53 62 9
STD15 61 66 5
STD16 69 78 9
STD17 52 64 12
STD18 55 66 11
STD19 53 57 4
STD20 57 67 10
STD21 55 65 10
STD22 61 61 0
STD23 50 63 13
STD24 62 74 12
STD25 59 68 9
STD26 65 70 5
STD27 65 69 4
STD28 56 67 11
STD29 59 61 2
STD30 69 80 11
STD31 67 76 9
STD32 58 64 6
STD33 66 69 3
STD34 73 72 -1
STD35 62 72 10
STD36 69 73 4
TOTAL 2183 2461 278
MEAN 60.64 68.36 7.72
48
Table 4.3 above informs students’ scores of pre-test and post-of the
controlled class. In the pre-test, the lowest score was 48, and the pre-test lowest
score of the control group is higher than the lowest score of the experimental
class. The highest score was 74, which was similar to the pre-test highest score
of the experimental class. The mean pre-test score for this class was 60.64. It
is higher than the average pre-test score of the experimental class. In addition,
in the pre-test, no student scored more than KKM or 75 points, which means
that the students of controlled class did not have the ability to write narrative
text.
The teacher uses conventional teaching methods in teaching this class.
Finally, the students conducted a post-test. After the test, the lowest score was
56 and the highest score was 80. The pre-test mean score of this class was
68.36. These scores were lower than the post-test scores of the experimental
class. In addition, Table 4.2 shows the scores obtained by each student. The
lowest score was -1 and the highest score was 13. Then, the mean score was
7.72. The gained score in the table 4.3 above shows that there were a difference
between students’ scores of pre-test and post-test. In addition, Table 4.3 shows
that 7 students got score higher than KKM or 75 points. Although the score has
improved, it is not as significant as the score of the experimental class. Both
the post-test scores and the gained scores for this class are lower than the score
of the experimental class. It shows that there is a significant distinction between
the results of experimental class who were taught by story circle technique and
the results of controlled class who were taught by conventional teaching
Maximum score 74 80 13
Minimum score 48 56 -1
49
technique. The writer attempts to recapitulate and compare the score of pre-
test, post-test and gained score of both experimental and controlled class in the
following figure.
Figure 4.4
The Differences between the Mean Score of Pre-Test, Post-Test and
Gained Score of both Experimental and Controlled Class
Figure 4.4 shows that in the pre-test, the mean scores of the experimental
class and the control class are almost equal, but the control class is slightly
higher than the experimental class. Meanwhile, the post-test and gained scores
of the experimental class are higher than the scores of controlled class. It shows
that from pre-test to the post-test, the students' performance in the experimental
class has improved significantly. Therefore, the story circle technique
effectively improves students' narrative writing ability.
2. Data Analysis
In this part, the writer applied t-test to analyze the results of pre-test and post-
test of experiment and controlled class statistically. Before calculating the
hypothesis test (t test), the writer should calculate the normality test and the
homogeneity test to measure the normal distribution and homogeneity of the study
60,53
74,06
13,53
60,64
68,36
7,72
0
10
20
30
40
50
60
70
80
Pre-Test Post-Test Gained Score
Experimental Class Controlled Class
50
sample variance. After that, the t-test and the effect size are calculated to quantify
the strength of the effectiveness of using the story circle technique. To analyze the
data, the author used SPSS.
a. Normality Test
The writer decided to select Kolmogorov-Smirnov in calculating the
normality test, because the total number of samples in this study is higher than
(>) 50. The sample of the study consists of 36 students of each class, so the
total sample was 72 students. The significance (α) of the normality test is 0.05.
To test the data, the author uses SPSS 24. The following table presented the
results of the normality test:
Table 4.4
Table of Normality Test of Pre-test and Post-test
GROUP Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
PRETEST
EXPERIMENTAL 0.076 36 .200* 0.979 36 0.713
CONTROL 0.093 36 .200* 0.970 36 0.428
POSTTEST
EXPERIMENTAL 0.114 36 .200* 0.973 36 0.508
CONTROL 0.063 36 .200* 0.982 36 0.802
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
According to Table 4.4, it can be seen that the pre-test significance results
of the experimental class and the controlled class are 0.200. Both results are
higher than the significance (α) 0.05. In short, the pre-test data from both
classes are normally distributed.
Meanwhile, in the experimental class and the controlled class, the
significance of the results of the post-test was 0.200. The result shows that the
data of the post-test are higher than the significance (5-007) = 0.05. It can be
inferred that the post-test data of both classes are normally distributed.
51
b. Homogeneity Test
The writer applied Levene statistic test with the significance (α) = 0.05 to
calculate the homogeneity test. The results of homogeneity test of the pre-test
and post-test are presented in the table as follows:
Table 4.5
Table of Homogeneity Test of Pre-test and Post-test
Test of Homogeneity of Variances
Levene Statistic df1 df2 Sig.
PRETEST 0.034 1 70 0.854
POSTTEST 0.412 1 70 0.523
According to the interpretation of the table 4.5 above, it shows that the
significance result of the homogeneity test in the pre-test is 0.854, which higher
than the significance (α) (0.854>0.05). It shows that the test result data of the
experimental class and the controlled class are homogenous.
Furthermore, the significance result of the homogeneity test in the post-
test is 0.523, which is higher than the significance (α) (0.523>0.05). It indicates
that the data of post-test result from both experimental and controlled class are
homogenous.
c. The Hypothesis Test
After testing the data by using normality and homogeneity test, and it
shows that the results were distributed normally and homogeneous, then the
writer conducted further investigation to test the research hypothesis using t-
test. The purpose of hypothesis testing is to find out the effectiveness of story
circle technique on students’ writing ability of narrative text at SMA Nurul
Falaah. The writer used the mean score of the post-test and the mean score of
the gained score from both experimental class and the controlled class to
calculate the t-test. The significance value (α) of the t test is 5% or 0.05. The
test results are shown in the following table:
52
Table 4.6
T-test Result of Post-test
Group Statistics
GROUP N Mean Std. Deviation Std. Error Mean
POSTTEST
EXPERIMENTAL 36 74.06 6.957 1.159
CONTROL 36 68.36 6.352 1.059
From the table 4.7 it can be seen that the mean score of post-test in the
experimental is 74.06, while the mean score of controlled class is 68.36. And
the table of independent sample test above shows that the tvalue is 3.627 and the
p-value or significance (2-tailed) value is 0.001. Then, the writer compared ttable
and tvalue to observe whether story circle technique has a significant effect on
students' writing ability of narrative text. To determine the ttable with the
significance level of 0.05, the writer used the sample of the study minus 2.
There are 72 students as the sample of the research, then 72-2=70. Therefore,
the degree of freedom (df) is 70 and the significance is 0.05. The df value is 70,
and the ttable with a significance value of 0.05 is 1.66691, then it is compared
with the tvalue.
Independent Samples Test
Levene's Test for Equality of
Variances t-test for Equality of Means
F Sig. T Df Sig. (2-
tailed)
Mean Difference
Std. Error Difference
95% Confidence
Interval of the Difference
Lower Upper
POSTTEST
Equal variances assumed
0.412 0.523 3.627 70 0.001 5.694 1.570 2.563 8.826
Equal variances
not assumed
3.627 69.429 0.001 5.694 1.570 2.563 8.826
53
The comparison shows that tvalue 3.627 > ttable 1.666691 and the p-value or
the significance (2-tailed) value is lower than the significance 0.05
(0.001<0.05). Hence, it can be concluded that the alternative hypothesis (ha) is
accepted and null hypothesis (h0) is rejected, because the tvalue is higher that the
ttable and the p-value is lower than the significance 0.05. It means that there is a
significant effect of using story circle technique on students’ writing ability of
narrative text.
In addition, the author also calculated the mean score of the gained score
from the experimental class and the control class by analyzing the t-test. The
test results are listed in Table 4.7, which are described in detail as follows:
Table 4.7
T-test Result of Gained Score
Group Statistics
GROUP N Mean Std. Deviation Std. Error Mean
GAINEDSCORE EXPERIMENTAL 36 13.53 2.591 0.432
CONTROL 36 7.72 3.693 0.615
Independent Samples Test
Levene's Test for Equality of
Variances t-test for Equality of Means
F Sig. T
Df
Sig. (2-
tailed) Mean
Difference Std. Error Difference
95% Confidence
Interval of the Difference
Lower Upper
GAINEDSCORE Equal variances assumed
11.348 0.001 7.722 70 0.000 5.806 0.752 4.306 7.305
Equal variances not assumed
7.722 62.741 0.000 5.806 0.752 4.303 7.308
From the table 4.7 it can be seen that the mean score of gained score in the
experimental is 13.53, while the mean score of controlled class is 7.72. And the
54
table of independent sample test above shows that the tvalue is 7.722 and the p-
value or significance (2-tailed) value is 0.000. Then, the writer compared ttable
and tvalue to investigate whether story circle technique has a significant effect
on students' writing ability of narrative text. To determine ttable with a
significance level of 0.05, the writer used the sample of the study minus 2.
There are 72 students as the sample of the research, then 72-2=70. Therefore,
the degree of freedom (df) is 70 and the significance is 0.05. The df value is 70,
and the ttable with a significance value of 0.05 is 1.66691, then it is compared
with the tvalue.
The comparison showed that the tvalue was 7.722> ttable 1.666691, and the
p value or significance (2 tails) value was lower than significance 0.05 (0.000
<0.05). Hence, it can be concluded that the alternative hypothesis (ha) is
accepted and null hypothesis (h0) is rejected, because the tvalue is higher that the
ttable and the p-value is lower than the significance 0.05. On other words, there
is a significant effect of using story circle technique on students’ writing ability
of narrative text.
d. Effect Size
The effect size is the final calculation after all data analysis (such as
normality test, homogeneity test and hypothesis test) is calculated. The purpose
of the effect size is to find out the significance level of the effect in the study.
In order to calculate the effect size, the writer used Cohen's d calculation. The
calculation results and Cohen d formula are as follows:
Table 4.8
The Result of Effect Size
Statistic of Post Test Experimental Class Controlled Class
Mean 74.06 68.36
Standard Deviation 6.857 6.352
Effect Size 0.857
55
Cohen’s d Formula:
d = mean difference = µtreatment - µno treatment
standard deviation 𝝈
𝝈 = Std Deviation 1 + Std Deviation 2
2
The effect size was calculated manually by using Cohen’s d formula
above, and the calculation can be seen as follows:
𝝈 = 6.857+6.352
2= 6.605
𝒅 = 74.06−68.36
6.605= 0.857
From the table 4.8, it can be seen that the result of the effect size calculation
is 0.857, according to the Cohen d criterion described in the previous chapter,
the effect size result of this study is 0.857, which is included in the moderate
effect category. Moderate effects are between 0.51 and 1.00. From this result,
it can be concluded that the use of story circle technique has a moderate effect
on students' writing ability of narrative text.
B. Discussion
The results of this quasi-experimental study show that story circle technique
effectively improve students' writing ability of narrative text at the tenth grade of
SMA Nurul Falaah in academic year 2019-2020. The study also confirmed that the
level of significant effect is at the moderate level. Therefore, the processed data
provides answers of the research questions raised at the beginning of this study.
Facts have proved that there is significant effect of using story circle technique on
students' writing ability of narrative text on tenth grade of SMA Nurul Falaah in
academic year 2019/2020. In addition, the research results are consistent with the
previous studies, proving that story circle technique can effectively improve
56
students' writing ability of narrative text. The following paragraphs explain the
results.
In descriptive statistics, the writer obtained the general accesion of two sample
classes from the pre-test and post-test data, where each class consists of 36
students. First, pre-test scores obtained from the narrative writing test of students
in the experimental class and the controlled class before treatment. The mean pre-
test score of the experimental class was 60.53, while the mean pre-test score of the
control group was 60.64. The difference between the mean score of the
experimental and control classes was 0.11, and the mean score of the control class
was higher than the experimental class. In addition, Table 4.1 also shows that the
pre-test scores of these two classes are dominated by scores between 61 and 70,
and some students have scores below 50. This means that the students in both
classes did not perform well in the pre-test.
Hereafter, the writer used story circle technique to give a treatment for
experimental class in the teaching narrative writing. After giving the treatment to
the experimental class, the writer conducted a post-test on the experimental class
and the control class to find out the differences in their development in writing
narrative texts. Then, the mean post-test score of the experimental class was 74.06,
and it has been significantly improved. The mean post-test score of the control
group was 68.36. From the mean post-test score, it can be seen that the mean post-
test scores of the two classes has improved. But, the mean score of controlled class
was not significantly improved. Because the mean scores of the controlled class
only increased 7. 72 point from 60.64 to 68.36. Meanwhile, the mean score of the
experimental class was significantly improved from 60.53 to 74.06, it indicates that
the mean score of the experimental class had increased 13.53 point.
Furthermore, the data was analyzed by using independent sample t-test through
IBM SPSS, and the statistical results proved the significant effect of story circle
technique. This technique was applied in the treatment process of the experimental
class. It can be seen from the t-test result that the p value (2-tailed significance) is
lower than the significance (α) (0.001 <0.05). Moreover, tvalue is higher that the ttable,
57
that is 3.627 > 1.666691. It clarified that the null hypothesis (h0) is rejected and the
alternative hypothesis (ha) is accepted. Therefore, it can be concluded that the story
circle technique has a significant effect on students' writing ability of narrative text.
In addition, the effect size has been calculated using the Cohen d formula to show
a significance level. The result of the effect size is 0.857, it indicates that the story
circle technique has moderate effect on this research.
Besides, story circle technique can build students’ motivation and develop their
knowledge about narrative text through this cooperative learning technique. And
through story circle technique students can improve their exploration. This findings
is in line with the previous study by Fransiska (2019) who stated that story circle
technique is a useful technique for motivating students and helping them to
enhance their exploration and develop their knowledge in writing narrative text
through cooperative learning. Furthermore, story circle technique is also effective
to build students’ relationship with their peers, because this techniques involves
the students to work together in the writing process from writing the first draft,
revising, editing the final draft. And it also can train students to give the feedbacks
and comments for their peers. So from those activity students’ can learn from their
peers and make them more active in the classroom. Therefore, this findings proved
the statement from Sari and Sabri (2017), they stated that story circle technique is
also effective to build students’ relationship among the students, because it engages
all students to work cooperatively to accomplish their tasks. In short, story circle
technique has a positive impact to build students’ relationship and their social
interaction in the learning process, it shows the balance between students’
knowledge and their social quotient. And it is in line with the characteristic of
Kurikulum 2013 which was designed to develop a balance between spiritual and
social attitudes, knowledge, and apply them in various situations in the school and
society.
Therefore, it can be concluded that the story circle technique is effective in
improving students' writing ability of narrative text, and it is integrated with the
goals of the 2013 curriculum, encouraging students to participate in learning
58
process, productive and cooperative learning through interaction, cooperation and
collaboration.
59
CHAPTER V
CONCLUSSION AND SUGGESTION
A. Conclusion
This study used quasi-experimental design in obtaining the empirical evidence
of the effect of story circle technique on students’ writing ability of narrative text
at the tenth grade of SMA Nurul Falaah. The data were analyzed by using SPSS to
obtain the descriptive statistics, hypothesis results, and prove the theories and
previous studies that were discussed in the previous chapter.
From the experimental data, the mean score of the experiment increased by
13.53 points. Therefore, there is a significant improvement from the mean score of
the pre-test to the mean score of the post-test. In addition, the t-test result of the
post-test showed that the p-value (significant 2 tails) was lower than the significance
level (0.001 <0.05), and the tvalue of the post-test was higher than the significance
level (3.627> 1.666691). This means that the null hypothesis of the study (h0) is
rejected and the alternative hypothesis (ha) is accepted.
Furthermore, the findings also confirms that the effect size of the result is 0.857,
it indicates that the effect is categorized into the moderate effect. In short, there is
a significant effect of using story circle technique on students' writing ability of
narrative text at the tenth grade of SMA Nurul Falaah in academic year 2019/2020.
Moreover, the findings proved that the using of story circle technique can achieve
the goals of 2013 curriculum, which enables students becomes active, productive,
and innovative learners through interactive, cooperative and collaborative learning.
Therefore, it can be concluded that story circle technique is effective to improve
students' writing ability of narrative text.
B. Suggestion
This study proves that using story circle technique is effective to improve
students’ writing ability of narrative text. Therefore, the writer provides several
60
suggestions for teachers, students and further researchers. The writer Hope, these
suggestions are useful for them. And the suggestions are presented as follows:
1. For Teachers
To the teachers who use story circle technique in the teaching and learning
activities, it is important to give the clear instruction about how to do the
story circle technique. It is useful for students in order they can engage the
activities well. Furthermore, the teachers are suggested to control each
group to ensure that every student is participating in the writing process, and
in order to keep the class conducive. And in the pre-activity, the teacher
should read the story clearly in order to make the students are easy to take
notes.
2. For Students
The students are suggested to be responsible in their group working and
more active to participate in the writing process. In addition, students should
use the time effectively in writing narrative text through story circle
technique.
3. For Further Researchers
The researchers should understand well about story circle technique, they
can explore it from various sources. And the researchers are suggested to
practice what they already know and learn about teaching, in order they can
manage the class effectively and can reach the objectives of the research
well. Furthermore, the researchers are recommended to add the information
about the effect of story circle technique on students’ motivation in writing
narrative text by the questioner as the secondary data.
61
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66
APPENDIX 1
INSTRUMENT OF THE RESEARCH (TEST)
(The instrument was used for pre-test and post-test)
A. GENERAL DESCRIPTION
The test is used to recognize students’ writing ability in narrative text. The
narrative text material is provided to Grade X of Senior High School in the first
semester.But, actually students of Senior High School have already know the
general component of narrative text such as: definition, social function, the
generic structure, language features of narrative text, and they ever practice
writing short narrative texts, because they have learnt it when they were in Junior
High school. And now, in the Senior High School they study about the narrative
text in other genre, it is folklore. The aim of the test is to determine whether
students master the writing of a good narrative text by considering its content,
organization, vocabulary, grammar and mechanics.
B. THE QUESTION
For the pre-test, students were asked to write a narrative essay about Malin
Kundang consist of one hundred and fifty words to two hundred words in 60
minutes. And for the post-test students were asked to write a good narrative essay
with choosing one topic about a legend consist of two hundred to two hundred
and fifty words in 60 minutes.
C. THE ITEMS OF THE WRITING TEST
Experimental and Control Group
The test will be performed for the experimental class and the control class
and will be conducted twice. The first writing test is pre-test and the last one is
post-test. The writing test instrument for the experimental and control class is
similar.
67
STUDENTS’ WORKSHEET
(PRE-TEST)
Name :______________________ Class :_____________________
Time allotment : 60 minutes
Instructions : Write a narrative text about Malin Kundang at least one hundred
and fifty words to two hundred words.
___________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
68
TEST INSTRUMENT
(POST-TEST)
Class: X
Subject: English
Test: Narrative Text
Time allotment: 60 minutes
Instruction:
1. Write your name and your class on your worksheet
2. Choose one legend that you have known, and write it into a good narrative text
at least 200 words to 250 words.
3. Tips for writing narrative text
a. The text is organized appropriate with the generic structure of narrative
text (orientation, conflict, resolution, re-orientation).
b. Use past tense (there was a little boy, lived a woman and her son)
c. Use adverb of time (once upon a time, one day)
d. Use temporal conjunction (after that, suddenly, then, when, finally)
4. Your written narrative text will be scored based on these considerations:
organization, content, vocabulary, language use, and mechanics.
69
STUDENTS WORKSHEET
(POST-TEST)
Name: ____________________________
Class: ____________________________
___________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
70
APPENDIX 2
THE ANALYSIS OF CONTENT VALIDITY
WRITING TEST: When giving a test, it must be represented in five elements:
operations, types of text, address of the texts, topics, dialect and length of texts.1
Test: Narrative Text (1) Type of text
Time allotment: 60 minutes
Theme: Legend (2) Topics
Instruction:
1. Write your name and your class on your worksheet
2. Choose one legend that you have known, and write it into a good narrative text
at least 200 words to 250 words.
3. Tips for writing narrative text
a. The text is organized appropriate with the generic structure of narrative
text (orientation, conflict, resolution, re-orientation).
b. Use past tense (there was a little boy, lived a woman and her son)
c. Use adverb of time (once upon a time, one day)
d. Use temporal conjunction (after that, suddenly, then, when, finally)
4. Your written narrative text will be scored based on these considerations:
organization, content, vocabulary, language use, and mechanics.
(3) Operations
(4) Addresses of texts: the address here is teacher or the researcher of the course
(5) Dialect
(5) Length of text
1 Arthur Hughes, Testing for Language Teachers (2nd Ed), (Cambridge: Cambridge University Press,
2003), p.84-85
71
APPENDIX 3
Pre-Test and Post-Test Scores of Experimental Class
Pre-Test Post-Test
Students'
ID C O V G M
Students'
ID C O V G M
1 20 13 11 13 2 1 22 17 14 15 3
2 18 10 10 10 2 2 21 14 13 17 3
3 18 10 10 9 2 3 20 12 13 15 3
4 21 15 11 17 3 4 22 15 14 20 4
5 19 13 10 10 2 5 21 13 15 17 3
6 20 14 11 14 2 6 22 15 15 20 3
7 17 13 10 14 2 7 21 16 15 15 3
8 20 15 11 15 2 8 23 17 15 20 4
9 21 15 10 15 3 9 23 17 15 18 3
10 18 11 12 11 2 10 22 17 15 19 3
11 17 10 11 11 2 11 21 13 13 15 3
12 20 13 10 12 2 12 21 16 14 17 3
13 21 15 14 17 3 13 26 17 17 21 4
14 21 15 13 17 3 14 24 17 17 21 4
15 19 12 12 11 2 15 21 15 14 18 3
16 20 13 12 12 2 16 21 14 14 17 3
17 15 10 10 9 2 17 21 11 12 13 3
18 20 14 12 15 2 18 24 15 15 20 3
19 20 14 12 16 2 19 25 16 16 18 4
20 21 15 12 16 2 20 23 15 14 21 4
21 20 11 13 14 2 21 22 13 17 18 4
22 17 10 9 9 2 22 20 12 13 12 3
23 20 13 9 12 2 23 22 16 14 18 3
24 17 13 10 11 2 24 21 13 13 17 3
25 22 14 13 17 2 25 23 17 17 21 4
26 21 12 11 16 2 26 22 17 14 20 3
27 23 15 14 17 3 27 25 17 17 22 4
28 20 13 14 14 2 28 22 14 15 17 3
29 17 13 13 13 2 29 23 13 13 15 3
30 23 15 15 18 3 30 26 17 17 22 4
31 22 15 15 17 3 31 25 17 17 21 4
32 18 13 13 12 2 32 22 14 14 18 3
33 19 15 15 14 2 33 23 17 16 19 4
72
34 20 15 16 16 2 34 24 17 17 21 3
35 18 12 12 12 2 35 22 13 14 18 3
36 20 16 15 15 2 36 23 17 16 21 3
73
APPENDIX 4
Pre-Test and Post-Test Scores of Controlled Class
Pre-Test Post-Test
Students'
ID C O V G M
Students'
ID C O V G M
1 17 10 9 13 2 1 18 13 10 12 3
2 22 15 15 15 3 2 24 17 14 18 4
3 23 18 15 15 3 3 25 17 16 18 3
4 17 10 10 10 2 4 17 12 13 14 3
5 21 13 11 13 2 5 22 15 13 17 3
6 21 12 9 10 2 6 22 13 13 14 3
7 17 10 9 10 2 7 17 13 13 13 3
8 21 15 13 15 3 8 22 16 14 18 4
9 20 13 10 12 2 9 21 14 13 17 3
10 20 15 12 13 3 10 24 16 14 18 4
11 17 14 11 14 2 11 20 15 13 17 3
12 20 13 14 17 3 12 23 15 13 17 3
13 19 16 15 16 3 13 24 17 14 16 4
14 18 12 11 10 2 14 20 13 12 15 2
15 20 14 10 15 2 15 21 14 13 15 3
16 22 15 14 15 3 16 23 18 15 18 4
17 17 12 10 11 2 17 21 13 13 15 2
18 20 13 9 11 2 18 22 14 13 15 2
19 17 10 13 11 2 19 19 12 11 13 2
20 20 13 10 12 2 20 21 15 13 15 3
21 18 13 10 12 2 21 21 13 12 16 3
22 19 13 13 14 2 22 19 13 13 14 2
23 15 10 11 12 2 23 21 13 12 14 3
24 20 15 10 15 2 24 24 15 14 17 4
25 20 12 10 15 2 25 22 14 13 17 2
26 19 14 14 16 2 26 22 14 14 17 3
27 18 15 15 15 2 27 21 15 14 17 2
28 17 13 13 11 2 28 21 13 13 17 3
29 18 13 13 13 2 29 18 13 14 14 2
30 22 16 13 15 3 30 24 17 16 19 4
31 21 15 13 15 3 31 23 17 15 18 3
32 17 12 13 13 3 32 18 15 13 15 3
33 19 15 14 15 3 33 21 13 14 17 4
74
34 23 17 13 17 3 34 23 16 12 17 4
35 18 13 13 15 3 35 23 15 14 17 3
36 20 15 15 16 3 36 22 16 14 17 4
75
APPENDIX 5
SYLLABUS
76
77
APPENDIX 6
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Experiment Class
Nama Sekolah : SMA Nurul Falaah
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : X / Ganjil
Materi : Teks Naratif
Alokasi Waktu : 8 x 45 Menit (4 kali Pertemuan)
A. Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya
2. mengembangkan perilaku (jujur, disiplin, tanggung jawab, peduli, santun,
ramah lingkungan, gotong royong, kerjasama, cinta damai, responsif dan
proaktif) dan menunjukan sikap sebagai bagian dari solusi atas berbagai
permasalahan bangsa dalam berinteraksi secara efektif dengan lingkungan
sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa
dalam pergaulan dunia.
3. Memahami dan menerapkan pengalaman faktual, konseptual, prosedural
dalam ilmu pengetahuan, teknologi, seni, budaya dan humaniora dengan
wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait
fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada
bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
4. Mengolah, menalar dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
78
B. Kompetensi Dasar dan Indikator
Kompetensi Dasar Indikator
3.8 Membedakan fungsi sosial,
struktur teks, dan unsur
kebahasaan beberapa teks
naratif lisan dan tulis
dengan memberi dan
meminta informasi terkait
legenda rakyat, sederhana,
sesuai dengan konteks
penggunaannya.
3.8.1 Menjelaskan karakteristik, fungsi
sosial, struktur teks dan unsur
kebahasaan teks naratif.
3.8.2 Mengkategorikan fungsi sosial,
struktur teks dan unsur kebahasaan
beberapa teks naratif.
3.8.3 Menentukan simple past tense,
adverb of time dan time
conjunction yang tepat dalam
penulisan teks naratif.
3.8.4 Menyusun teks naratif pendek
dengan tema yang sudah
ditentukan.
3.8.5 Menganalisis kesalahan struktur
teks dan unsur kebahasaan pada
teks naratif.
4.8 Menangkap makna secara
kontekstual terkait fungsi
sosial, struktur teks, dan
unsur kebahasaan teks
naratif, lisan dan tulis
sederhana terkait legenda
rakyat.
4.8.1 Mengumpulkan informasi tentang
fungsi sosial, struktur teks, unsur
kebahasaan serta unsur intrinsik
dan ekstrinsik cerita pada
beberapa teks naratif.
4.8.2 Mengidentifikasikan struktur teks
dan unsur kebahasaan pada teks
naratif.
4.8.3 Membuat teks narrative pendek
dengan tema yang sudah di
tentukan.
79
4.8.4 Mengoprasikan Simple Past
Tense, adverb of time dan time
conjunction dengan tepat dalam
penulisan narrative text.
4.8.5 Mengoreksi kesalahan struktur
teks dan unsur kebahasaan pada
teks naratif.
C. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat:
1. Mengidentifikasi karakteristik teks naratif
2. Menjelaskan fungsi sosial, struktur teks dan unsur kebahasaan teks
naratif dengan tepat.
3. Mengumpulkan informasi detail terkait unsur intrinsik dan ekstrinsik
pada naratif teks.
4. Menjelaskan pola kalimat dalam bentuk Simple Past Tense yang tepat
sesuai dengan konteks penggunaannya dalam narrative text.
5. Memahami penggunaan adverb of time dan time conjunction pada teks
naratif.
6. Menulis teks naratif pendek dengan memperhatikan struktur teks dan
unsur kebahasaan secara tepat.
D. Materi Pembelajaran
1. Definition of Narrative Text
Narrative text is a text which tells story or events based on
experience.
2. Social Function of Narrative Text
The purpose of narrative text is to entertain or amuse and teach the
reader about life values.
3. Generic Structure of Narrative Text
80
1) Orientatition tells about the characters involved in the story, where
and when the events happen.
2) Complication/crisis is a series of problems that arise and are
experienced by the characters.
3) Resolution tells about how the characters solve the problems.
4) Coda/Moral Value tells about the changes of the characters’
deed/feeling and the moral value that can be learned
4. Language Features of Narrative Text
1) Using Simple Past Tense
Simple Present Tense is a verb base form used to indicate
that the event is happened in the past.
Pattern:
(+) Subject + Verb II + Object
(-) Subject + did + not + Verb 1 + Object
(?) Did + Subject + Verb 1 + object?
Example:
Long time ago in Priangan Land, lived a little family. The
member of that family were a father in form of dog which was
called Tumang, a mother (her name was Dayang Sumbi), and their
son named Sangkuriang.
2) Using adverb of time: (once upon a time, one day, etc)
3) Using time conjunction (when, then, suddenly, etc)
4) The character is specific not general (Malin Kundang, sangkuriang,
Toba)
5) Using action verb but also using mental verb (went, ate, walked,
thought)
5. Example and Structures of Narrative Text
The Legend of Gunung Tangkuban Prahu
Orientation
Long time ago in Priangan Land, lived a little
family. The member of that family were a father
in form of dog which was called Tumang, a
81
mother (her name was Dayang Sumbi), and their
son named Sangkuriang.
Complication
One day, Dayang Sumbi wanted to eat deer’s
heart. So she asked Sangkuriang to hunt with
Tumang to the forest. But, after hunting all day
long, they did not find any deer. Sangkuariang
was desparate. Sangkuriang did not want to
disappoint his mother, then he got an idea to kill
Tumang, took it’s heart and gave it to Dayang
Sumbi.
Soon, Dayang Sumbi knew it was Tumang’s
liver. So, she was very angry and she could not
control her emotion. Dayang Sumbi hit her son’s
head and it made Sangkuriang’s head got
wounded. And Sangkuriang went away from his
house.
Many years passed, Sangkuriang grew up as
a strong boy as a strong man. He had wandered
to many places. Finally, he arrived at a village,
and met a beautiful woman. He felt in love with
her. When Sangkuriang and that woman were
discussing their wedding plan, the woman saw a
scar on Sangkuriang’s head. It matched to her
son’s scar. She was shock it was Sangkuriang,
her son who had left her several years ago.
This situation made them could not marry.
Dayang Sumbi told Sangkuriang that he was her
son, but he did not believe it. He still hoped to
marry her. Then, Dayang Sumbi found a way, she
asked Sangkuriang to make a lake and a big boat
in one night, Dayang Sumbi said it would be used
82
for celebrating their wedding day. And
Sangkuriang agreed Dayang Sumbi’s request.
Sangkuriang tried to make them, he helped by the
spirits and genies. In the mid night the lake and
the boat were almost complete. Dayang Sumbi
was very worried, she thought that she had to stop
it.
Resolution
Suddenly, Dayang Sumbi got an idea, she lit
up the eastern horizon with flashes of light. Kit
made the cock crowed. Then, the spirits and
genies thought that the day was already dawn.
So, they had to go. They left Sangkuriang alone.
Sangkuriang could not finish the boat. So, he
failed to finish Dayang Sumbi’s request and of
course he could not marry her.
Reorientation/Coda
Finally, Sangkuriang kicked the boat because
he was very angry. And the boat felt over and
made it upside down. Then, the boat turned out
to be mount Tangkuban Perahu because from a
distant it looks like a boat upside down.
Tangkuban Perahu means boat upside down.
E. Pendekatan, Model dan Metode
1. Pendekatan : Ilmiah (Scientific Approach)
Penerapan metode ilmiah:
a. Mengamati
b. Mempertanyakan
c. Mengeksplorasi
d. Mengasosiasi
e. Mengkomunikasikan
83
2. Model Pembelajaran : Lecturing, group discussion
3. Teknik Pembelajaran : Story Circle Technique
F. Media dan Alat/Bahan
1. Media : LCD Projektor, laptop, display dan handout narrative text
2. Alat/Bahan : Spidol, papan tulis, spidol berwarna.
G. Sumber Belajar
Buku teks wajib bahasa Inggris yang berjudul “Bahasa Inggris
SMA/MA/SMK/MAK” yang disusun oleh Utami Widiati, Zuliati
Rohmah dan Furaidah, penerbit: Kementrian Pendidikan dan
Kebudayaan, 2017 di Jakarta
Buku teks Bahasa Inggris berjudul “Talk Active” yang disusun oleh
Lanny Kurniawan dan Kenneth W. Ament, penerbit: Yudhistira,
2016 di Jakarta
84
H. Kegiatan Pembelajaran
1. Pertemuan Pertama
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan 1. Berdoa
2. Mengecek kehadiran siswa
3. Guru masuk ke kelas dan menyapa
menggunakan bahasa inggris agar
English Environment dapat langsung
tercipta di pertemuan pertama. Guru
dapat mempergunakan kalimat
Good morning students
How are you? Are you ready for
English class today?
4. Menstimulasi siswa secara lisan dengan
menanyakan pertanyaan terkait materi:
Do you like reading, hearing or
writing story?
What is your favorite story?
5. Guru mengumpulkan banyak respon
siswa dan menghubungkan jawaban siswa
dengan materi yang akan dipelajari yaitu
narative text.
6. Guru menyampaikan tujuan pembelajaran
secara lisan.
10 menit
Kegiatan Inti
Mengamati
1. Guru membagi siswa kedalam
beberapa kelompok, masing-masing
kelompok terdiri dari 6 orang.
2. Guru membacakan sebuah cerita
legenda. (Malin Kundang)
70 menit
85
3. Siswa diminta untuk mendengarkan
cerita dengan seksama, mengingat
urutan cerita, dan mencatat poin-poin
atau informasi penting dari cerita
tersebut.
4. Guru meminta siswa untuk
menyebutkan judul, karakter, latar
tempat dan waktu, konflik dan
penyelesaian dalam cerita tersebut.
5. Guru bertanya kepada siswa tentang:
What is the text type of the story?
What is the genre of the story?
Do you still remember narrative
text?
What is narrative text?
What are the generic structure and
language future of narrative text?
What is the social function of
narrative text?
Pertanyaan ini menstimulasi siswa
untuk mengingat kembali materi
tentang narrative text yang telah di
pelajari ketika mereka masih di bangku
Sekolah Menengah Pertama (SMP).
6. Siswa menjawab pertanyaan, dan guru
merespon jawaban siswa dengan
memberikan apresiasi seperti: good
job, excellent, exactly dan lain-lain.
7. Guru menjelaskan pengertian, fungsi
sosial, struktur teks dan unsur
kebahasaan narrative text.
8. Siswa memperhatikan penjelasan guru
tentang pengertian, fungsi sosial,
86
struktur teks dan unsur kebahasaan
narrative text.
Menanya:
9. Siswa diberi kesempatan untuk
bertanya terkait pelajaran yang belum
dimengerti.
Mengeksplorasi:
10. Guru menunjukan contoh naratif teks
legenda Malin Kundang yang telah
ditulis dikarton dan menempelkannya
di papan tulis.
11. Guru meminta partisipasi siswa dari
tiap kelompok untuk mengidentifikasi
struktur naratif teks seperti: orientation,
complication, resolution dan
reorientation pada cerita tersebut
dengan memberikan tanda kurung
disamping teks. Dan menggaris bawahi
past tense yang ada pada teks tersebut
dengan spidol berwarna.
12. Siswa berpartisipasi dengan aktif
dalam kegiatan tersebut.
13. Guru memberikan apresiasi dan
feedback atas partisipasi siswa.
14. Guru menyimpan kembali contoh
naratif teks yang telah ditempel dan di
analisa tersebut.
15. Guru mengenalkan story circle
technique untuk memfasilitasi
siswa dalam memahami, membuat
dan menganalisa narrative text.
87
16. Guru menjelaskan cara melakukan
story circle technique dalam
proses pembelajaran.
17. Guru meminta siswa untuk menulis
narrative text dengan topik yang sama
dengan menggunakan story circle
technique, siswa diperbolehkan untuk
melihat kembali hasil take note mereka
pada awal kegiatan dan diperbolehkan
untuk memodifikasi cerita mereka
sendiri.
18. Siswa mengikuti intruksi dari guru
untuk menulis narrative teks dengan
story circle Technique. pada masing-
masing kelompok, siswa pertama
menulis dua baris cerita. Setelah
menulis, siswa pertama memberikan
kertas tersebut ke teman disebelah
kirinya, lalu siswa kedua mulai menulis
2 baris cerita dan mengoper kembali
kertas tersebut ke teman disebelah
kirinya. Kegiatan ini berlanjut terus
sampai kertas tersebut sampai kepada
siswa yang terakhir. Setelah itu setiap
kelompok harus menyelesaikan cerita
mereka masing-masing. Pada kegiatan
ini guru mengawasi dan memastikan
bahwa setiap kelompok bekerja dengan
baik.
88
Mengasosiasi
19. Guru meminta setiap kelompok untuk
menukar hasil kerja mereka dengan
kelompok lain.
20. Setiap kelompok memberikan komen
dan feedbacks pada hasil kerja
kelompok yang lain (pada pertemuan
kali ini setiap kelompok mengoreksi
salah satu unsur kebahasaan narrative
text, yaitu past tense dan mengoreksi
kesalahan pada word choice, tanda
baca, atau memberi komen terhadap
konten cerita). Setelah itu, hasil kerja
kelompok yang telah diberikan komen
dan feedbacks dikembalikan kepada
kelompok asal (kelompok pemilik hasil
kerja tersebut).
21. Masing-masing kelompok berdiskusi
untuk mengoreksi kesalahan dan
merevisi hasil kerja mereka yang telah
diberikan komen dan feedbacks dari
kelompok lain. Setiap kelompok boleh
membandingkan hasil kerja mereka
dengan teks asli dari guru.
Mengkomunikasikan
22. Setiap kelompok mempresentasikan
cerita mereka secara berantai di depan
kelas, kelompok lain mendengarkan
dengan baik.
23. Guru memberikan feedback pada
masing-masing hasil kerja kelompok
89
siswa dan partisipasi siswa di dalam
proses menulis teks naratif dengan
menggunakan story circle technique.
24. Guru memberikan apresiasi atau hadiah
kepada kelompok yang menulis cerita
dengan baik dan benar juga yang paling
aktif berpartisipasi.
Penutup 1. Guru meyampaikan rencana
pembelajaran pada pertemuan
berikutnya, yaitu melanjutkan membuat
narrative text dengan menggunakan
story circle technique
2. Siswa diminta membuat kesimpulan
pembelajaran pada pertemuan ini
3. Guru menutup pertemuan
dengan mengucapkan hamdalah dan memberi salam.
10 menit
2. Pertemuan Kedua
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan 1. Berdoa
2. Mengecek kehadiran siswa 3. Guru masuk ke kelas dan langsung
menyapa menggunakan bahasa inggris agar English Environment dapat langsung
tercipta di pertemuan pertama. Guru dapat mempergunakan kalimat
Good morning students
How are you? Are you ready for
English class today?
4. Menstimulasi siswa secara lisan dengan
menanyakan pertanyaan terkait terkait
pembelajaran sebelumnya:
Do you still remember, what you‟ve
learned last meeting?
10 menit
90
What is it?
5. Guru mengumpulkan banyak respon
siswa dan menghubungkan jawaban
siswa dengan menyampaikan
pembelajaran selanjutnya.
Kegiatan Inti
Mengamati
1. Guru membagi siswa kedalam
beberapa kelompok, masing-masing
kelompok terdiri dari 6 orang.
2. Guru meminta siswa untuk
menganalisa generic structure dan
language features of narrative text
(past tense dan adverb of time) dari
cerita yang telah mereka buat pada
pertemuan sebelumnya.
3. Guru memberikan feedback dan
mereview kembali pengertian, fungsi
sosial, struktur teks dan unsur
kebahasaan narrative text.
4. Siswa memperhatikan penjelasan guru
tentang pengertian, fungsi sosial,
struktur teks dan unsur kebahasaan
teks naratif.
5. Guru membacakan sebuah cerita
legenda. (Sangkuriang)
6. Siswa diminta untuk mendengarkan
cerita dengan seksama, mengingat
urutan cerita, dan mencatat poin-poin
atau informasi penting dari cerita
tersebut.
70 menit
91
7. Guru meminta siswa untuk
menyebutkan judul, karakter, latar
tempat dan waktu, konflik dan
penyelesaian dalam cerita tersebut.
Menanya:
8. Siswa diberi kesempatan untuk
bertanya terkait pelajaran yang belum
dimengerti.
Mengeksplorasi:
9. Guru meminta siswa untuk menulis
narrative text dengan topik yang sama
dengan menggunakan story circle
technique, siswa diperbolehkan untuk
melihat kembali hasil take note mereka
pada awal kegiatan dan diperbolehkan
untuk memodifikasi cerita mereka
sendiri.
10. Siswa mengikuti intruksi dari guru
untuk menulis narrative teks dengan
story circle Technique. pada masing-
masing kelompok, siswa pertama
menulis dua baris cerita. Setelah
menulis, siswa pertama memberikan
kertas tersebut ke teman disebelah
kirinya, lalu siswa kedua mulai menulis
2 baris cerita dan mengoper kembali
kertas tersebut ke teman disebelah
kirinya. Kegiatan ini berlanjut terus
sampai kertas tersebut sampai kepada
siswa yang terakhir. Setelah itu setiap
kelompok harus menyelesaikan cerita
92
mereka masing-masing. Pada kegiatan
ini guru mengawasi dan memastikan
bahwa setiap kelompok bekerja dengan
baik.
Mengasosiasi
11. Guru meminta setiap kelompok untuk
menukar hasil kerja mereka dengan
kelompok lain.
12. Setiap kelompok memberikan komen
dan feedbacks pada hasil kerja
kelompok yang lain. (pada pertemuan
kali ini setiap kelompok mengoreksi
unsur kebahasaan narrative text, yaitu
past tense dan adverb of time, dan
mengoreksi kesalahan pada word
choice, tanda baca, atau memberi
komen terhadap konten cerita). Setelah
itu, hasil kerja kelompok yang telah
diberikan komen dan feedbacks
dikembalikan kepada kelompok asal
(kelompok pemilik hasil kerja
tersebut).
13. Masing-masing kelompok berdiskusi
untuk mengoreksi kesalahan dan
merevisi hasil kerja mereka yang telah
diberikan komen dan feedbacks dari
kelompok lain. Setiap kelompok boleh
membandingkan hasil kerja mereka
dengan teks asli dari guru.
93
Mengkomunikasikan
14. Setiap kelompok mempresentasikan
cerita mereka secara berantai di depan
kelas, kelompok lain mendengarkan
dengan baik.
15. Guru meminta siswa
membandingkan hasil kerja
sebelumnya dengan hasil kerja pada
hari tersebut.
16. Guru memberikan feedback pada
masing-masing hasil kerja kelompok
siswa dan partisipasi siswa di dalam
proses menulis teks naratif dengan
menggunakan story circle technique.
17. Guru memberikan apresiasi atau
hadiah kepada kelompok yang menulis
cerita dengan baik dan benar juga yang
paling aktif berpartisipasi.
Penutup 1. Guru meyampaikan rencana
pembelajaran pada pertemuan
berikutnya, yaitu melanjutkan membuat
narrative text dengan menggunakan
story circle technique.
2. Guru menugaskan siswa untuk membuat
narrative text secara individu dengan
memberikan penjelasan struktur dari teks
tersebut.
3. Siswa diminta membuat kesimpulan
pembelajaran pada pertemuan ini.
4. Guru menutup pertemuan
10 menit
94
dengan mengucapkan hamdalah dan
memberi salam.
3. Pertemuan ketiga
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan 1. Berdoa
2. Mengecek kehadiran siswa 3. Guru masuk ke kelas dan langsung
menyapa menggunakan bahasa inggris agar English Environment dapat langsung
tercipta di pertemuan pertama. Guru dapat mempergunakan kalimat
Good morning students
How are you? Are you ready for
English class today?
4. Menstimulasi siswa secara lisan dengan
menanyakan pertanyaan terkait
pembelajaran sebelumnya:
Do you still remember, what is
narrative text?
What are the generic structures of narrative text?
What are the language features of
narrative text?
5. Guru mengumpulkan banyak respon
siswa dan menghubungkan jawaban
siswa dengan menyampaikan
pembelajaran selanjutnya.
10 menit
Kegiatan Inti
Mengamati
1. Guru membagi siswa ke dalam
beberapa kelompok, masing-masing
kelompok terdiri dari 6 orang.
2. Guru meminta siswa untuk
menganalisa generic structure dan
70 menit
95
language features of narrative text
(past tense, adverb of time dan
conjunction) dari cerita yang telah
mereka buat pada pertemuan
sebelumnya.
3. Guru memberikan feedback dan
mereview kembali pengertian, fungsi
sosial, struktur teks dan unsur
kebahasaan narrative text.
4. Siswa memperhatikan penjelasan
guru tentang pengertian, fungsi sosial,
struktur teks dan unsur kebahasaan
narrative text.
5. Guru membacakan sebuah cerita
legenda Danau Toba.
6. Siswa diminta untuk mendengarkan
cerita dengan seksama, mengingat
urutan cerita, dan mencatat poin-poin
atau informasi penting dari cerita
tersebut.
7. Guru meminta siswa untuk
menyebutkan judul, karakter, latar
tempat dan waktu, konflik dan
penyelesaian dalam cerita tersebut.
Menanya:
8. Siswa diberi kesempatan untuk
bertanya terkait pelajaran yang
belum dimengerti.
Mengeksplorasi:
9. Guru meminta siswa untuk menulis
naratif teks dengan topik yang sama
96
dengan menggunakan story circle
technique, siswa diperbolehkan untuk
melihat kembali hasil take note
mereka pada awal kegiatan dan
diperbolehkan untuk memodifikasi
cerita mereka sendiri.
10. Siswa mengikuti intruksi dari guru
untuk menulis narrative teks dengan
story circle Technique. Pada masing-
masing kelompok, siswa pertama
menulis dua baris cerita. Setelah
menulis, siswa pertama memberikan
kertas tersebut ke teman disebelah
kirinya, lalu siswa kedua mulai
menulis 2 baris cerita dan mengoper
kembali kertas tersebut ke teman
disebelah kirinya. Kegiatan ini
berlanjut terus sampai kertas tersebut
sampai kepada siswa yang terakhir.
Setelah itu setiap kelompok harus
menyelesaikan cerita mereka masing-
masing. Pada kegiatan ini guru
mengawasi dan memastikan bahwa
setiap kelompok bekerja dengan baik.
Mengasosiasi
11. Guru meminta setiap kelompok untuk
menukar hasil kerja mereka dengan
kelompok lain.
12. Setiap kelompok memberikan komen
dan feedbacks pada hasil kerja
kelompok yang lain. pada pertemuan
97
kali ini setiap kelompok mengoreksi
unsur kebahasaan narrative text, yaitu
past tense, adverb of time dan
conjunction, dan mengoreksi
kesalahan pada word choice, tanda
baca, atau memberi komen terhadap
konten cerita). Setelah itu, hasil kerja
kelompok yang telah diberikan komen
dan feedbacks dikembalikan kepada
kelompok asal (kelompok pemilik
hasil kerja tersebut).
13. Masing-masing kelompok berdiskusi
untuk mengoreksi kesalahan dan
merevisi hasil kerja mereka yang telah
diberikan komen dan feedbacks dari
kelompok lain. Setiap kelompok
boleh membandingkan hasil kerja
mereka dengan teks asli dari guru.
Mengkomunikasikan
14. Setiap kelompok mempresentasikan
cerita mereka secara berantai di depan
kelas, kelompok lain mendengarkan
dengan baik.
15. Guru meminta siswa
membandingkan hasil kerja
sebelumnya dengan hasil kerja
pada hari tersebut.
16. Guru memberikan feedback pada
masing-masing hasil kerja kelompok
siswa dan partisipasi siswa di dalam
98
proses menulis teks naratif dengan
menggunakan story circle technique.
17. Guru memberikan apresiasi atau
hadiah kepada kelompok yang
menulis cerita dengan baik dan benar
juga yang paling aktif berpartisipasi.
Penutup 1. Guru meyampaikan rencana
pembelajaran pada pertemuan
berikutnya, yaitu melanjutkan
membuat narrative text dengan
menggunakan story circle technique.
2. Guru menugaskan siswa untuk
membuat narrative text secara
individu dengan memberikan
penjelasan struktur dari teks tersebut.
3. Siswa diminta membuat kesimpulan
pembelajaran pada pertemuan ini.
4. Guru menutup pertemuan dengan
mengucapkan hamdalah dan memberi
salam.
10 Menit
4. Pertemuan keempat
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan 1. Berdoa
2. Mengecek kehadiran siswa 3. Guru masuk ke kelas dan langsung
menyapa menggunakan bahasa inggris agar English Environment dapat
langsung tercipta di pertemuan pertama. Guru dapat mempergunakan kalimat
Good morning students
10 menit
99
How are you? Are you ready for
English class today?
4. Menstimulasi siswa secara lisan
dengan menanyakan pertanyaan
terkait pembelajaran sebelumnya:
Do you still remember, what is
narrative text?
What are the generic structures of narrative text?
What are the language features of
narrative text?
5. Guru mengumpulkan banyak respon
siswa dan menghubungkan jawaban
siswa dengan menyampaikan
pembelajaran selanjutnya.
Kegiatan Inti
Mengamati
1. Guru membagi siswa ke dalam
beberapa kelompok, masing-masing
kelompok terdiri dari 6 orang.
2. Guru meminta siswa untuk
menganalisa generic structure dan
language features of narrative text
dari cerita yang telah mereka buat
pada pertemuan sebelumnya.
3. Guru mereview kembali pengertian,
fungsi sosial, struktur teks dan unsur
kebahasaan narrative text.
4. Siswa memperhatikan penjelasan
guru tentang pengertian, fungsi sosial,
struktur teks dan unsur kebahasaan
narrative text.
5. Guru membacakan sebuah cerita
legenda Candi Prambanan.
70 menit
100
6. Siswa diminta untuk mendengarkan
cerita dengan seksama, mengingat
urutan cerita, dan mencatat poin-poin
atau informasi penting dari cerita
tersebut.
7. Guru meminta siswa untuk
menyebutkan judul, karakter, latar
tempat dan waktu, konflik dan
penyelesaian dalam cerita tersebut.
Menanya:
8. Siswa diberi kesempatan untuk
bertanya terkait pelajaran yang
belum dimengerti.
Mengeksplorasi:
9. Guru meminta siswa untuk menulis
naratif teks dengan topik yang sama
dengan menggunakan story circle
technique, siswa diperbolehkan untuk
melihat kembali hasil take note
mereka pada awal kegiatan dan
diperbolehkan untuk memodifikasi
cerita mereka sendiri.
10. Siswa mengikuti intruksi dari guru
untuk menulis narrative teks dengan
story circle Technique. Pada masing-
masing kelompok, siswa pertama
menulis dua baris cerita. Setelah
menulis, siswa pertama memberikan
kertas tersebut ke teman disebelah
kirinya, lalu siswa kedua mulai
menulis 2 baris cerita dan mengoper
101
kembali kertas tersebut ke teman
disebelah kirinya. Kegiatan ini
berlanjut terus sampai kertas tersebut
sampai kepada siswa yang terakhir.
Setelah itu setiap kelompok harus
menyelesaikan cerita mereka masing-
masing. Pada kegiatan ini guru
mengawasi dan memastikan bahwa
setiap kelompok bekerja dengan baik.
Mengasosiasi
11. Guru meminta setiap kelompok untuk
menukar hasil kerja mereka dengan
kelompok lain.
12. Setiap kelompok memberikan komen
dan feedbacks pada hasil kerja
kelompok yang lain. Setelah itu, hasil
kerja kelompok yang telah diberikan
komen dan feedbacks dikembalikan
kepada kelompok asal (kelompok
pemilik hasil kerja tersebut).
13. Masing-masing kelompok berdiskusi
untuk mengoreksi kesalahan dan
merevisi hasil kerja mereka yang telah
diberikan komen dan feedbacks dari
kelompok lain. Setiap kelompok
boleh membandingkan hasil kerja
mereka dengan teks asli dari guru.
Mengkomunikasikan
14. Setiap kelompok mempresentasikan
cerita mereka secara berantai di depan
102
kelas, kelompok lain mendengarkan
dengan baik.
15. Guru meminta siswa
membandingkan hasil kerja
sebelumnya dengan hasil kerja
pada hari tersebut.
16. Guru memberikan feedback pada
masing-masing hasil kerja kelompok
siswa dan partisipasi siswa di dalam
proses menulis teks naratif dengan
menggunakan story circle technique.
17. Guru memberikan apresiasi atau
hadiah kepada kelompok yang
menulis cerita dengan baik dan benar
juga yang paling aktif berpartisipasi.
Penutup 1. Guru meminta setiap kelompok untuk
membandingkan hasil kerja mereka
pada tugas pertama hingga yang
terakhir, adakah perbaikan
pemahaman.
2. Guru meyampaikan rencana
pembelajaran pada pertemuan
berikutnya
3. Guru menugaskan siswa untuk
membuat narrative text secara
individu dengan memberikan
penjelasan struktur dari teks tersebut.
4. Siswa diminta membuat
kesimpulan pembelajaran pada
pertemuan ini.
5. Guru menutup pertemuan dengan mengucapkan hamdalah dan memberi
salam.
10 menit
103
I. Penilaian
1. Indikator, teknik dan bentuk
Indikator Teknik Bentuk
Mengidentifikasi fungsi sosial, struktur teks
dan unsur kebahasaan dalam narrative text.
Mengidentifikasi kata keterangan waktu
(adverb of time) yang digunakan dalam
narrative text.
mengidentifikasi kata penghubung
(conjunction) yang digunakan dalam narrative
text.
Menjelaskan pola kalimat dalam bentuk Simple
Past Tense yang tepat sesuai dengan
konteks penggunaannya dalam narrative text
Memahami makna pada narrative text.
Menyusun narrative text tentang legenda
dengan tepat.
Tes Tertulis Essay
2. Instrumen Penilaian
a. Lembar kerja siswa (Terlampir) b. Lembar penilaian sikap (Terlampir)
c. Instrumen penilaian kelompok
Kelompok Aspek Penilaian
Jumlah
skor Nilai Ket.
Gagasan Kerjasama Keaktifan Bahasa
1
2
3
4
5
6
104
3. Pedomana Penilaian
a. Pedoman penilaian individu
Score: Content + Organization + Vocabulary + Language Use + Mechanics
Proficiency Description Score
Content 30 – 13
Organization 20 – 7
Vocabulary 20 – 7
Language Use 25 – 5
Mechanics 5 – 1
b. Pedoman penilaian kelompok
Keterangan Skor:
Baik sekali 4
Baik 3
Cukup 2
Kurang 1
Kriteria nilai
A 80-100
B 70-29
C 60-69
D < 60
Nilai = Skor perolehan
Skor Maksimal
Bogor, 5 Oktober 2019
Mengetahui,
Guru Mata Pelajaran Praktikan
Irna Wardhini, S.S Luthfia Ikhwani
X 100
105
APPENDIX 7
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Controlled Class
Nama Sekolah : SMA Nurul Falaah
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : X / Ganjil
Materi : Teks Naratif
Alokasi Waktu : 8 x 45 Menit (4 kali Pertemuan)
A. Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya
2. mengembangkan perilaku (jujur, disiplin, tanggung jawab, peduli, santun,
ramah lingkungan, gotong royong, kerjasama, cinta damai, responsif dan
proaktif) dan menunjukan sikap sebagai bagian dari solusi atas berbagai
permasalahan bangsa dalam berinteraksi secara efektif dengan lingkungan
sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam
pergaulan dunia.
3. Memahami dan menerapkan pengalaman faktual, konseptual, prosedural dalam
ilmu pengetahuan, teknologi, seni, budaya dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait fenomena dan
kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang
spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
4. Mengolah, menalar dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan
mampu menggunakan metoda sesuai kaidah keilmuan.
106
B. Kompetensi Dasar dan Indikator
Kompetensi Dasar Indikator
3.8 Membedakan fungsi sosial,
struktur teks, dan unsur
kebahasaan beberapa teks
naratif lisan dan tulis dengan
memberi dan meminta
informasi terkait legenda
rakyat, sederhana, sesuai
dengan konteks
penggunaannya.
3.8.1 Menjelaskan karakteristik, fungsi
sosial, struktur teks dan unsur
kebahasaan teks naratif.
3.8.2 Mengkategorikan fungsi sosial,
struktur teks dan unsur
kebahasaan beberapa teks naratif.
3.8.3 Menentukan simple past tense,
adverb of time dan time
conjunction yang tepat dalam
penulisan teks naratif.
3.8.4 Menyusun teks naratif pendek
dengan tema yang sudah
ditentukan.
4.8 Menangkap makna secara
kontekstual terkait fungsi
sosial, struktur teks, dan
unsur kebahasaan teks
naratif, lisan dan tulis
sederhana terkait legenda
rakyat.
4.8.1 Mengumpulkan informasi tentang
fungsi sosial, struktur teks, unsur
kebahasaan serta konten cerita
pada beberapa teks naratif.
4.8.2 Mengidentifikasikan struktur teks
dan unsur kebahasaan pada teks
naratif.
4.8.3 Membuat teks narrative pendek
dengan tema yang sudah di
tentukan.
4.8.4 Mengoprasikan Simple Past
Tense, adverb of time dan time
conjunction dengan tepat dalam
penulisan narrative text.
107
C. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat:
1. Mengidentifikasi karakteristik teks naratif
2. Menjelaskan fungsi sosial, struktur teks dan unsur kebahasaan teks
naratif dengan tepat.
3. Mengumpulkan informasi detail terkait unsur intrinsik dan ekstrinsik
pada naratif teks.
4. Menjelaskan pola kalimat dalam bentuk Simple Past Tense yang tepat
sesuai dengan konteks penggunaannya dalam narrative text.
5. Memahami penggunaan adverb of time dan time conjunction pada teks
naratif.
6. Menulis teks naratif pendek dengan memperhatikan struktur teks dan
unsur kebahasaan secara tepat.
D. Materi Pembelajaran
1. Definition of Narrative Text
Narrative text is a text which tells story or events based on
experience.
2. Social Function of Narrative Text
The purpose of narrative text is to entertain or amuse and teach the
reader about life values.
3. Generic Structure of Narrative Text
1) Orientatition tells about the characters involved in the story, where
and when the events happen.
2) Complication/crisis is a series of problems that arise and are
experienced by the characters.
3) Resolution tells about how the characters solve the problems.
4) Coda/Moral Value tells about the changes of the characters’
deed/feeling and the moral value that can be learned
4. Language Features of Narrative Text
1) Using Simple Past Tense
108
Simple Present Tense is a verb base form used to indicate that the
event is happened in the past.
Pattern:
(+) Subject + Verb II + Object
(-) Subject + did + not + Verb 1 + Object
(?) Did + Subject + Verb 1 + object?
Example:
Long time ago in Priangan Land, lived a little family. The
member of that family were a father in form of dog which was
called Tumang, a mother (her name was Dayang Sumbi), and their
son named Sangkuriang.
2) Using adverb of time: (once upon a time, one day, etc)
3) Using time conjunction (when, then, suddenly, etc)
4) The character is specific not general (Malin Kundang, sangkuriang,
Toba)
5) Using action verb but also using mental verb (went, ate, walked,
thought)
5. Example and Structures of Narrative Text
The Legend of Gunung Tangkuban Prahu
Orientation
Long time ago in Priangan Land, lived a little
family. The member of that family were a father
in form of dog which was called Tumang, a
mother (her name was Dayang Sumbi), and their
son named Sangkuriang.
Complication
One day, Dayang Sumbi wanted to eat deer’s
heart. So she asked Sangkuriang to hunt with
Tumang to the forest. But, after hunting all day
long, they did not find any deer. Sangkuariang
was desparate. Sangkuriang did not want to
disappoint his mother, then he got an idea to kill
109
Tumang, took it’s heart and gave it to Dayang
Sumbi.
Soon, Dayang Sumbi knew it was Tumang’s
liver. So, she was very angry and she could not
control her emotion. Dayang Sumbi hit her son’s
head and it made Sangkuriang’s head got
wounded. And Sangkuriang went away from his
house.
Many years passed, Sangkuriang grew up as
a strong boy as a strong man. He had wandered
to many places. Finally, he arrived at a village,
and met a beautiful woman. He felt in love with
her. When Sangkuriang and that woman were
discussing their wedding plan, the woman saw a
scar on Sangkuriang’s head. It matched to her
son’s scar. She was shock it was Sangkuriang,
her son who had left her several years ago.
This situation made them could not marry.
Dayang Sumbi told Sangkuriang that he was her
son, but he did not believe it. He still hoped to
marry her. Then, Dayang Sumbi found a way, she
asked Sangkuriang to make a lake and a big boat
in one night, Dayang Sumbi said it would be used
for celebrating their wedding day. And
Sangkuriang agreed Dayang Sumbi’s request.
Sangkuriang tried to make them, he helped by the
spirits and genies. In the mid night the lake and
the boat were almost complete. Dayang Sumbi
was very worried, she thought that she had to stop
it.
110
Resolution
Suddenly, Dayang Sumbi got an idea, she lit
up the eastern horizon with flashes of light. Kit
made the cock crowed. Then, the spirits and
genies thought that the day was already dawn.
So, they had to go. They left Sangkuriang alone.
Sangkuriang could not finish the boat. So, he
failed to finish Dayang Sumbi’s request and of
course he could not marry her.
Reorientation/Coda
Finally, Sangkuriang kicked the boat because
he was very angry. And the boat felt over and
made it upside down. Then, the boat turned out
to be mount Tangkuban Perahu because from a
distant it looks like a boat upside down.
Tangkuban Perahu means boat upside down.
E. Pendekatan, Model dan Metode
1. Pendekatan : Ilmiah (Scientific Approach)
Penerapan metode ilmiah :
f. Mengamati
g. Mempertanyakan
h. Mengeksplorasi
i. Mengasosiasi
j. Mengkomunikasikan
2. Model Pembelajaran : Lecturing, problem solving
3. Metode Pembelajaran : Tanya jawab, task based learning (TBL)
F. Media dan Alat/Bahan
1. Media : LCD Projektor and Laptop
2. Alat/Bahan : Spidol, papan tulis.
111
G. Sumber Belajar
Buku Teks wajib bahasa Inggris yang berjudul “Bahasa Inggris
SMA/MA/SMK/MAK”yang disusun oleh Utami Widiati, Zuliati
Rohmah dan Furaidah, penerbit: Kementrian Pendidikan dan
Kebudayaan, 2017 di Jakarta
Buku teks Bahasa Inggris berjudul “Talk Active” yang disusun oleh
Lanny Kurniawan dan Kenneth W. Ament, penerbit: Yudhistira,
2016 di Jakarta.
H. Kegiatan Pembelajaran
1. Pertemuan Pertama
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan 1. Berdoa
2. Mengecek kehadiran siswa
3. Guru masuk ke kelas dan langsung
menyapa menggunakan bahasa inggris
agar English Environment dapat
langsung tercipta di pertemuan pertama.
Guru dapat mempergunakan kalimat
Good morning students
How are you? Are you ready for
English class today?
4. Menstimulasi siswa secara lisan dengan
menampilkan gambar seseorang dan
pertanyaan terkait materi:
Do you like story?
What is your favorite story
5. Guru mengumpulkan banyak respon
siswa dan menghubungkan jawaban
siswa dengan menyampaikan indikator
pembelajaran menggunakan PPT
10 Menit
112
Kegiatan Inti Mengamati
1. Guru menjelaskan pengertian,
fungsi sosial, dan jenis-jenis
narrative text.
2. Guru menjelaskan generic structure
narrative text.
3. Guru menjelaksan unsur kebahasaan (language features) yang
digunakan dari narrative text.
4. Guru memberikan contoh narrative
text
5. Siswa memperhatikan fungsi
sosial jenis-jenis, struktur teks,
maupun unsur kebahasaan
narrative text.
Menanya
6. Siswa diberi kesempatan untuk
bertanya terkait pelajaran yang
belum di mengerti.
Mengeksplorasi
7. Guru meminta siswa untuk
membuat teks naratif singkat
singkat tentang Malin Kundang
Mengasosiasi
8. Setiap siswa memberikan hasil
kerja mereka kepada teman
sebelahnya untuk di periksa
bersama-sama.
9. Siswa memperoleh balikan
(feedbacks) atas hasil kerja mereka
dari guru.
70 Menit
Penutup 1. Guru meyampaikan rencana
pembelajaran pada pertemuan berikutnya
2. Siswa diminta membuat
kesimpulan pembelajaran pada
pertemuan ini
3. Guru menutup pertemuandengan mengucapkan hamdalah dan
memberi salam.
10 menit
113
2. Pertemuan kedua
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan 1. Berdoa 2. Mengecek kehadiran siswa 3. Guru masuk ke kelas dan langsung
menyapa menggunakan bahasa inggris agar English Environment dapat langsung tercipta di pertemuan pertama. Guru dapat mempergunakan kalimat
Good morning students
How are you? Are you ready for
English class today?
4. Menstimulasi siswa secara lisan dengan menampilkan gambar seseorang dan pertanyaan terkait pembelajaran sebelumnya:
Do you still remember, what
you‟ve learned last meeting?
What is it?
5. Guru mengumpulkan banyak respon
siswa dan menghubungkan jawaban
siswa dengan menyampaikan
pembelajaran selanjutnya menggunakan
PPT.
10 Menit
Kegiatan Inti Mengamati
1. Guru mereview materi
sebelumnya yaitu menjelaskan
pengertian, fungsi sosial, dan
jenis-jenis narrative text
2. Guru menjelaskan generic
structure narrative text.
3. Guru menjelaskan unsur
kebahasaan (language features)
yang digunakan dalam narrative text.
4. Guru memberikan contoh
70 menit
114
narrative text.
Mengeksplorasi
5. Siswa diminta untuk mengerjakan
latihan di LKS
Mengasosiasi
6. Setiap siswa memberikan hasil
kerja mereka kepada teman
sebelahnya untuk di periksa
bersama-sama.
7. Siswa memperoleh balikan
(feedbacks) dari guru.
Penutup 1. Guru meyampaikan rencana
pembelajaran pada pertemuan
berikutnya
2. Siswa diminta membuat
kesimpulan pembelajaran pada
pertemuan ini
3. Guru menutup pertemuan
dengan mengucapkan hamdalah dan
memberi
salam.
10 menit
3. Pertemuan ketiga
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan 1. Berdoa
2. Mengecek kehadiran siswa
3. Guru masuk ke kelas dan langsung
menyapa menggunakan bahasa inggris
agar English Environment dapat
langsung tercipta di pertemuan pertama.
Guru dapat mempergunakan kalimat
Good morning students
How are you? Are you ready for
English class today?
4. Menstimulasi siswa secara lisan dengan
10
menit
115
memberikan pertanyaan terkait
pembelajaran sebelumnya:
Do you still remember,
what is narrative text?
5. Guru memberikan contoh narrative text
dan siswa di minta untuk menjawab
pertanyaan:
What kind of this narrative text?
From the text, where is the
orientation, complication, resolution
and reorientation part?
6. Guru mengumpulkan banyak respon
siswa dan menghubungkan jawaban
siswa dengan menyampaikan
pembelajaran selanjutnya menggunakan
PPT
Kegiatan Inti Mengamati
1. Guru menjelaskan pengertian, fungsi sosial, dan jenis-jenis dari
narrative text.
2. Guru menjelaskan generic strcture
narrative text (language features) yang
digunakan dalam narrative text.
3. Guru memberikan contoh narrative
text.
4. Siswa memperhatikan fungsi
sosial jenis-jenis, struktur teks,
maupun unsur kebahasaan dari narrative text.
Menanya
5. Siswa diberi kesempatan untuk
bertanya terkait pelajaran yang belum
di mengerti.
Mengeksplorasi
6. Guru meminta siswa untuk membuat
teks naratif singkat tentang salah
satu legenda yang ada di Indonesia.
60 menit
116
Mengasosiasi
7. Setiap pasang diminta untuk
menganalisa teks naratif yang telah di
buat.
8. Setelah itu, setiap siswa memberikan
hasil kerja mereka kepada teman
yang lain untuk di periksa bersama-
sama
9. Siswa memperoleh balikan
(feedback) dari guru atas hasil kerja
mereka.
Penutup 1. Guru meyampaikan rencana
pembelajaran pada pertemuan
berikutnya
2. Siswa diminta membuat
kesimpulan pembelajaran pada
pertemuan ini
3. Guru menutup pertemuan
dengan
mengucapkan hamdalah dan memberi salam.
10 menit
4. Pertemuan Keempat
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan 1. Berdoa
2. Mengecek kehadiran siswa
Guru masuk ke kelas dan langsung
menyapa menggunakan Bahasa Inggris
agar English Environment dapat
langsung tercipta di pertemuan pertama.
Guru dapat mempergunakan kalimat
Good morning students
How are you? Are you ready for
English class today?
3. Menstimulasi siswa secara lisan dengan
10 menit
117
memberikan pertanyaan terkait
pembelajaran sebelumnya:
Do you still remember, what is
narrative text?
4. Guru memberikan contoh narrative text
dan siswa di minta untuk menjawab
pertanyaan:
What kind of this narrative text?
From the text, where is orientation,
complication, resolution and
reorientation?
5. Guru mengumpulkan banyak respon
siswa dan menghubungkan jawaban
siswa dengan menyampaikan
pembelajaran selanjutnya menggunakan
PPT
Kegiatan Inti Mengamati
1. Guru menjelaskan pengertian, fungsi
sosial dan jenis-jenis dari narrative
text
2. Guru menjelaskan generic strcture
narrative text.
3. Guru menjelaksan unsur kebahasaan (language features) yang digunakan
dalam narrative text.
4. Guru memberikan contoh narrative
text.
5. Siswa memperhatikan fungsi sosial,
jenis-jenis, struktur teks, maupun
unsur kebahasaan dari narrative text.
Menanya
6. Siswa diberi kesempatan untuk
bertanya terkait pelajaran yang
belum di mengerti.
Mengeksplorasi
7. Guru meminta siswa untuk
menjawab pertanyaan yang terdapat
pada buku paket Bahasa Inggris
Mengasosiasi
70 menit
118
8. Siswa memberikan hasil kerja
mereka kepada teman yang lain
untuk di periksa bersama-sama
9. Siswa memperoleh balikan
(feedback) dari guru.
Penutup 1. Guru meyampaikan rencana
pembelajaran pada pertemuan
berikutnya
2. Siswa diminta membuat
kesimpulan pembelajaran pada
pertemuan ini
3. Guru menutup pertemuan dengan
mengucapkan
hamdalah dan memberi salam.
10 enit
I. Penilaian
1. Indikator, teknik dan bentuk
Indikator Teknik Bentuk
Mengidentifikasi fungsi sosial, struktur teks
dan unsur kebahasaan dalam narrative text.
Mengidentifikasi kata keterangan waktu
(adverb of time) yang digunakan dalam
narrative text.
mengidentifikasi kata penghubung
(conjunction) yang digunakan dalam narrative
text.
Menjelaskan pola kalimat dalam bentuk Simple
Past Tense yang tepat sesuai dengan
konteks penggunaannya dalam narrative text
Memahami makna pada narrative text.
Menyusun narrative text tentang legenda
dengan tepat.
Tes Tertulis Essay
119
2. Instrumen Penilaian
a. Lembar kerja siswa (Terlampir) b. Lembar penilaian sikap (Terlampir)
3. Pedomana Penilaian
Score: Content + Organization + Vocabulary + Language Use + Mechanics
Proficiency Description Score
Content 30 – 13
Organization 20 – 7
Vocabulary 20 – 7
Language Use 25 – 5
Mechanics 5 – 1
Bogor, 5 Oktober 2019
Mengetahui,
Guru Mata Pelajaran Praktikan
Irna Wardhini, S.S Luthfia Ikhwani
120
APPENDIX 8
STUDENTS’ WORKSHEET
121
122
123
124
125
126
APPENDIX 9
DOCUMENTATION
127
128
129
APPENDIX 10
SURAT PENGESAHAN PROPOSAL SKRIPSI
130
APPENDIX 11
SURAT BIMBINGAN SKRIPSI
131
132
APPENDIX 12
SURAT IZIN PENELITIAN
133
APPENDIX 13
SURAT KETERANGAN PENELITIAN
134
APPENDIX 14
REFERENCES EXAMINATION PAPER
135
136
137
138
139
140
141