1

CHAPTER I

INTRODUCTION

1.1 Background

English is a language that is used in many countries.some countries use it as

their national language, while some countries use it as second language, and some

countries that use it as a foreign language.In indonesia, english is used in

international meeting, it also used as one of the subject in school,etc.As the subject

, English has four language.Indonesia is acountry that treach English as a foreig

language. In Indonesia, English is used in internasional meeting, it also used as

one of the subject in school, etc. As the subject, English has four language skill

namely listening, speaking,reading,and writing.

Writing is one of language skill in English such as speaking,reading,listening

and reading which are important for student is learnig English. Writing becomes

very because studying writing, the other skill will be covered such us

listening,speaking,reading,and reading. Writing is a tool for expressing student’s

ideal. Through writing, the students can find out new ideas,

concepts,facts,experinces and anttitudes. They can also improve their vocabulary

in reading and speaking skill.The importance of English especially in writing is

expressing the meaning of the text as stated in kurikulum tingkat satuan pendidiksn

(KTSP) (2016) for Junior High School.

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 2

“mengungkapkan makna dan langkah retorika dalam esei pendek sederhana

dengan menggunakan ragam bahasa tulis secara akurat,lancar dan berterima dengan

lingkungan sekitar berbentuk recount dan narrative.”

At preliminary research, the writer found some problem . The first problem

is some students have low ability in writing especially in narrative text. They did not

understand about generic structure and language features of narrtive.They used present

tense in narrative. Moreover,they get bored and not interested when they study English

especially in writing.Therefore, the teacher should teach interesting material to make

them interested to study. The teacher seldom gives them exercise in writing. The write

also interviewed the English teacher of the shool about the ability of the students in

writing. She said that writing is one of diffult English subject to be taught to the student

because they have lack vocabulary. The teacher should crate certain material so that

the student can study the material easily. Besides, kind of texts are also important in

teaching English in order to make the teaching writing successful.

Based on the problem above, the writer will consider using narrative text in writing.

The kind of narrative text that the writer will use is fairy tale. By using narrative text,

the student will be more interested and easy to study because narrative text tells us

about an interesting
 3

story that can make students enjoyablein writing. Thus,the writer chooses title

“Improving narrative writing of the eighth grade students of SMPN Palu through

tales”.

1.2 Problem Statement

Based on the background above, there are some problems found. The students

are not interested and feeling bored in writing. They need interesting materials to

make the enjoying the class. The teacher seldom gives them writing exercise.

Having this condition, the writer formulates problem statement as follows:

Can the use of fairy tales improve the narrative writing of eighth grade students of

SMPN 2 Palu?

1.3 Research Objective

Objective of the research relates to problem statement above. The objective is

to find out whether the use of fairy tales can improve narrative writing of eighth

grade students at SMPN 2 Palu or not.

1.4 Significance of the research

Hopefully, this research will be helpful and useful for the teacher, the students,

and the writer.For the teacher, it will give more knowledge about narrative text

.fairy tales can be used as interesting material to be taught to the students in teaching

writing. Moreove ,the teacher can use them to guide and give model to the students

in using vocabulary.
 4

For the students, this research will give information about narrative text. They

will more understand in constructing narrative text,besides, some exercise which

are given will be useful for the students’ knowledge such as text structures, tenses,

and punctuation.

From this research, the writer get experience.It is also expected to add insight

and knowledge in English especially in writing.

1.5 Scope of the research

This research is focused on the use of fairy tales to improve narrative writing

of eighth grade students at SMPN 2 Palu.

1.6 Operational Definition of key terms

The definition of the key term is as follows:

 Narrative is a report of connected events, actual or imaginary, presented in a

sequence of written or spoken words to the listener or the readers.

 Writing is the activity of creating pieces of written work,such as stories, poems,

or articles.

 Fairy tale is a traditional story written for children which usually involves

imaginary creatures an magic.

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CHAPTER II

THEORITICAL FRAMEWORK

2.1 Previous Study

There is some research who has conducted research about writing skill. Zainudin

Nur Wachid (2012), the title of his research is “Teaching Narrative Text through Fairy

Tale in Improving Writing of the Eleventh Grade Student of SMA Negeri 2 Palu.”It is

a classroom action research. Based on the result of cycle 1 and cycle 2,he found that

the teaching narrative text thorough a fayritale technique can improve students’ skills

in writing.It seen from the students’ activeness in writing increased in each cycle.

Secondly, Olga El Hage Obeid (2013), the of her research is “Using Fairy Tales

to improve Students’Writing skill: a case study”. The results obtained from the analysis

of the written samples,the pre-test and post- test, were positive and every student

progressed in various areas. Students enjoyed using fairy tales and their English class

and even favored them over their assigned story book. Fairy tales and their

accompanying activities were able to help learners improve their writing skills and use

rich vocabulary while writing. The varied activities met each of the learners’multiple

learning styles and developed a more positive approach to the idea of writing. The study

showed that fairy tales can improve the skill of writing and vocabulary knowledge.

15
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2.2 definition of writing

Writing is a medium of human communication that represents language through

the inscription or recording of signs and symbols.Pollar (2008:49) defines that writing

is a productive skill and,as such, the way we treat it in class has some similarities with

the teaching and learning of speaking. Writing is also a way to communicate between

writer and reader.

Writing does not occur without any rule and meaning. Harris (1969:69) states that

the writing process highly sophisticated skill combining a number of some diverse

elements,only some of which are strictly. According to Coulmas, writing not only

offers ways of reclaiming th

e past, but is a critical skill for shaping the future. Writing is really a form of thinking

using the written word.Through writing someone can share their knowledge, conveying

idea, feeling and intention to other people.

2.3 Types Of Writing Performance

There are some types of writing performances. There are four categories of written

performance. They are:

a. Imitative

First category of written performance is imitative writing. According to

Brown (2004:220), To produce written language, the learner must attain skills
 7

in the fundamental, basic tasks of writing letters,words,punctation,and very

brief sentence. This category includes the ability to spell correctly and to

perceive phoneme grapheme correspondences in the English spelling system.

It is a level at which learners as trying to master the mechanics of writing. At

this stage, form is the primary if not exclusive focus,while context and

meaning are of secondary concern.

b. Intensive (controlled)

The second category of written perfomance is intensive. According to Brown

(2004:220) Beyond the fundamental of imitative writing are skills in

producing appropriate vocabulary within a context, collocations and

idioms,and correct grammatical features up to the length of a sentence.

Meaning and context are of some importance in determining correctness and

appropriateness,but most assement tasks are more concerned with a focus on

form, and are rather strictly controlled by the test design.

c. Responsive

The other category of written performance is responsive writing. According

to Brown (2004:220) Assesment tasks require learners to perform at a limited

discourse level, connecting sentences into a paragraph and creating a logically

connected sequence of two or three paragraphs. Tasks respond to pedagogical

directives,lists of criteria, outlines, and other guidelines. Genres of writing

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include brief narratives and descriptions, short reports, lab reports, summaries,

brief responses to reading, and interpretations of charts or graphs. Under

specified condition, the writer begins to exercise some freedom of choice

among alternative form of expression of ideas. The writer has mastered the

fundamental of sentence level grammar and is more focused on the discourse

convestions that will achieve the objectives of the written text. Form focused

attetion is mostly at the discourse level, with a strong emphasis on context and

meaning.

d. Extensive

The other category of written performance is extensive writing. According to

Brown (2004:220) Extensive writing implies successful management of all

the processes and strategies of writing for all purposes, up to the length of an

essay, a term paper,a major research project report, or even a thesis. Writers

focus on achieving a purpose, organizing and developing ideas logically,

using details to support or illustrate ideas, demonstrating syntantic and lexical

variety, and in many cases, enggaging in the process of multiple drafts to

achieve a final product. Focus on grammatical form is limited to occasional

editing of proofreading of a draft.

2.3 General Concept of Narrative

Narative is one of texts that students in junior high school must be learned.The first

narrative is telling a story either written or spoken.Bruner(1991:6) defines that a

 9

narrative is an acoun of events occur ring over time.The second narrative text has

characteristics .According to profesional Development Services for Teacher (PDST),

Narrative texts are organized according to setting, even leading to a problem and

solution.

24 Types Of Narrative Text

There some types of narrative text such as traditional tale, fairy tale, folk tale, tall

tale, myth, legend, and fable. According to Department for Education and skills,

Traditional tales are those that belonged to the oral tradition of story telling and were

handeed down by word of mouth through successive generations and across different

cultures.

The first type of narrative text is fairy tale.Accorrding to Bruti,fairy tales are a well

established, typical text, with distinctive thematic and formal features. Examples

include stories about Clever Jack Anase, the story of malin kundang. The second types

of narrative text. According to Routman, tall tale is story with a definition setting in

fairly modern times that exaggerate or are based on the traits of a person who may have

actually existed. The third type of narrative is legend. According to Routman, legends

are stories, sometimes of a national ot folk hero, which have basis in fact but also

include imaginative material. The last type of narrative is fable. Fable is a story that is

kind of narrative text. Routman defines that fable is narration demostrating a usefull

truth, especially in which animals speak as humans. The elements such as fable are
 10

legendary, fables are supernatural tales. Morals or lessons are revealed and stated at the

end.

2.5 Teaching Writing at Juniaor High School

Writing is an important skill for learnerts of English as a foreign

language.Harmer (1998:79) states that writing is a basic language skill, just as

important as speaking, listening, and reading. In junior high school, writing is taught

to students. The students have to be able to write a word, sentence, paragraph or text.

They are expected to produce knowledge base on their ability.

Teaching writing is not easy to the students. Heaton (1988:135) states that

writing skills are complex and sometimes difficult to teach, requiring mastery not only

of grammatical and rhetorical devices but also of conceptual and judgemental elements.

The teachers must be able to make interesting teaching so that, the students are

interested to learn English especially in writing.

In KTSP, there are four texts to be learned in junior high school namely

descriptive text, procedure text, narrative text, recount text and report text. Besides that,

the students are taught about generic structure of the texts and grammar. The students

also need to know some of writing’s special conventions (punctuation, paragraph,

construction, capitalization, etc.)

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2.6 Improving Narrative Writing through Fairy Tales

Teaching narrative writing is not so different from teaching writing of other

genres. Gross (2008:11) states that the use of narrative writing allows students to write

about things that pertain to their own interests and experiences. Ideas for narrative

writing can come directly from students’understanding and enjoyment of stories and

the personal connections they make whit them.

Fairy tale is one of narrative type.according to Bruti, fairy tales are a well

established, typical text, with distinctive thematic and formal features. Fairy tales can

be defined as narratives that contain improbable events,scenes, and characters and that

often convey a whimsical,satirical, or moralistic theme.

Fairy tales also provide a fertile environment for teachers to present both narrative

structure and key elements such as plot, setting, charaters, the organization of event,

and the overall message of the story. Thus, fairy tales offer readers a richness of theme

and language that is perfectly suited to students of English as a foreign language (EFL)

and English as a second language (ESL).

The teacher can teach narrative writing through fairy tales to the students by some

activities. According to Massi and Benvenuto,there are some writing activities that

teachers can ask the students to do with fairy tale. These activities are hoped to engage

the students in writing about stimulatingn and challenging topics.

 12

CHAPTER III

RESEARCH METHOD

3.1 Research Design

In the research, the researcher will use experimental research. The kind of

experimental that writer will use is pre-experimental. Ary, Jacobs, Sorensen, Razavieh

(2010:304) state that pre-experimental provides little or no control of extraneous

variables.

There is a design of pre-experimental. According to Ary, et al (2010:304), the pre-

experimental design is:

YI X Y2

Where: Y1 :Pre-test

Y2 :post-test

X :Treatment

3.2 population and sample population

3.2.1 population

The larger group about which the generalization is made is called a population.

Memillan (1996:85) defines that population is a group of elements or cases, whether

individuals, object, or events, that conform to spec ific criteria and to which we intend

112
 13

to generalize the results of the research. The population of this research is eight grade

studendts at SMPN 2 Palu. There are two classes of eight grade in this school. There

are 29 students in class VIII A and 27 students in class VIII B. The totalof population

is 56 students.

There is no consideration of ability when they were put in class A and B.

3.2.2 Sample

The small group observed is called a sample. Memilan (1996:85) defines that

sample is a group of elements, or a single element, from which data are obtained. The

writer will take one class as asample randomly. The chair person of each class will take

one paper. One paper will contain word SAMPLE and the other one is blank. The chair

person who gets the word SAMPLE will be the sample. The research will use total

sampling in the sample class.

3.3 Research Variable

In the research, there is a term namely variable. Ary, et al (2010:37) defines that

a variable is a constuct or a charateristics that can take on different values or scores.

There are two kinds of variables in this research; dependent and independent variable.

Dependent variable of this research is students’ narrative writing skill of the eighth

grade students of SMPN 2 Palu. Independent variable is the use of fairy tales.
 14

3.4 Technique Of Data Collection

In this research, the writer will use two intruments to collect the data. The instruments

are observation and test.

3.4.1 observation

The first intruments is observation. In journal of centers for Disease Control (CDC),

Observation is a way of gathering data by watching behavior, events, or nothing

physical characteristics in their natural setting. To support this research. The writer will

use observation to complete data. Observation is conducted durin the research to see

the students’ behavior, how the teacher teaches the students, and to know difficulty of

the students in learning English. Observation form is adapted from Intan Karolina in

her skripsi.

3.4.2 Test

The second intruments is test. Tests are valuable meansuring intruments for

research. Ary, et al (2010:201) defines that a test is a setof stimuli presented to an

individual in order to elicit responses on the basis of which a numerical score can be

assigned. This research will use pre-test and post-test. A meansurement of the learning

received during the class as a result of comparing what the student knew before in a

pre-test and after the class experience in a post –test.

 15

The pre-test will be conducted before the implementation of treatment. The post-

test will be conducted after the implementation of treatment. The post- test is

implomented to know the development of the students’ ability after learning through

fairy tale.

The writer will give assay test to the students in pre in and post test. The writer will

use scoring rubric based on kurikulum Tingkat Satuan Pendidikan (KTSP 2006

Table 3.1

Scoring Rubric of Essay Test

Aspect of Scoring Score

No
1 Content and grammatical accuarate 3

2 The content accuarate and the grammaticat less accuarate 2

3 The content and grammatical 1

4 No answers 0

(KTSP;2006)

3.5 Treatment/ Teaching Activities

After conduct the-test, the writer will conduct treatment. The writer will do
some treatments to the students. The treatment will be conducted in six meeting
describes as follows;
 16

Tabel 3.2

Teaching Activities

Activity
Meeting Topics
Teacher Student
st
1 Generic 1. Greeting andasking 1. Students listen
structure about students’s carefully.
condition, checking the 2. Students pay
student’s attedance. attention to the
2. Teacher asks some teacher.
questions to the students 3. Student write on the
that related to the topic whiteboard about
3. Teacher intoduces the generic structure
material of narrative text
4. Teacher explains the
student about the
generic structures of
narrtive text
5. Teacher gives example
about generic structures.
6. Teacher gives the
students a story and
asking them to identif Sr
and write on the
whiteboard about the
generic structure namely
orientation,
complication, and
resolution of the story.
7. Teacher gives exercise
to the students.
8. Teacher asks the
students’ difficulty
about the material.
9. Teacher concludes the
material.
10. Closing
2th Simple past 1. Greeting and asking 1. Students listen
tense about student’s carefully.
condition, checking the 2. Students pay
student’s attendance. attention to the
teacher.
 17

2. Teacher asks some 3. Students make

questions to the students examples about
that related to the topic. simple past tense.
3. Teacher introduces 4. Students do
material. exercise.
4. Teacher explains the 5. Students pray
students simple past together.
tense.
5. Teacher asks the
students to identify the
simple past tense
6. Teacher asks the
students to make
examples about simple
past tense.
7. Teacher gives exercise
to the students.
8. Teacher ask the
student’s difficulty
about the material
9. Teacher concludes the
material.
10. Closing
3th Punctuation 1. Greeting and asking 1. Students listen
and about student’s carefully.
Capitalization condition, checking the 2. Students pay
student’s attendance. attention to the
2. Teacher asks the teacher.
students about the 3. Students ask the
material last meeting. teacher if they do
3. Teacher introduces not know.
material. 4. Students do
4. Teacher explains the exercise.
material 5. Students pray
5. Teacher asks the together.
students to give question
if they do not know.
6. Teacher gives exercise
to the students.
7. Teacher asks the
students’ difficulty
about the material.
 18

8. Teacher concludes the

material.
9. Closing
4th 1. Greeting and asking 1. Students listen
about student’s carefully.
condition, checking the 2. Students pay
student’s attendance. attention to the
2. Teacher asks the teacher. Students
students about the ask the teacher if
material last meeting. they do not know.
3. Teacher introduces 3. Students do
material. exercise.
4. Teacher explains the 4. Students pray
material about pronoun. together.
5. Teacher asks the
students to give question
if they do not know.
6. Teacher gives exercise
to the students.
7. Teacher asks the
students’ difficulty
about the material.
8. Teacher concludes the
material.
9. Closing
5th Direct and 1. Greeting and asking 1. Students listen
Indirect about student’s carefully.
speech condition, checking the 2. Students pay
student’s attendance. attention to the
2. Teacher asks the teacher.
students about the 3. Students ask the
material last meeting. teacher if they do
3. Teacher introduces not know.
material. 4. Students do
4. Teacher explains the exercise.
material. 5. Students pray
5. Teacher asks the together.
students to give question
if they do not know.
6. Teacher gives exercise
to the students.
 19

7. Teacher asks the

students’ difficulty
about the material.
8. Teacher concludes the
material.
9. Closing
6th Intrinsic 1. Greeting and asking 1. Students listen
elements about student’s carefully.
condition, checking the 2. Students pay
student’s attendance, attention to the
2. Teacher asks the teacher.
students about the 3. Students ask the
material last meeting. teacher if they do
3. Teacher introduces not know.
material. 4. Students do
4. Teacher explains the exercise.
material about intrinsic 5. Students pray
elements. together.
5. Teacher asks the
students to analyze
intrinsic elements of
story.
6. Teacher gives exercise
to the students.
7. Teacher asks the
students’ difficulty
about the material.
8. Teacher concludes the
material.
9. Closing

3.6 Technique of Data Analysis

The test consists of pre test and post test. To get individual scora, the writer

will use formula:

𝑆𝑐𝑜𝑟𝑒
Standard score = 𝑀𝑎𝑥𝑖𝑚𝑎𝑙 𝑠𝑐𝑜𝑟𝑒x 100

Then, the writer will calculate the mean score of the individual score of the students

by using a formula proposed by Ary, et al (2010: 108):

 20

∑𝑥
X= 𝑁

Where: X = mean

∑ = sum of

x = raw score

N = number of cases

To get mean of difference, the writer will use formula by Sudijono (1987:

305):

∑𝐷
MD = 𝑁

Where: MD = mean difference between pre test and post test

∑ 𝐷 = summary of difference where D can be gotten D = X- Y

N = number of cases

After get mean of difference (MD), the writer will use formula of Standard

deviation between pre test and post test by Sudijono (1987: 306):

2
∑ 𝐷2 (∑ 𝐷)
SDD = √ −
𝑁 (𝑁)

Where: SDD = Standard deviation

N = Number of cases

Then, the writer, use formula standard error of mean of difference by Sudijono

(1987: 307):
𝑆𝐷𝐷
SEMD =
√𝑁−1
 21

To get to,the writer will use Sudijono’s formula (1987: 307):

𝑀𝐷𝐷
to = 𝑆𝐸
𝑀𝐷

3.7 Testing Hypothesis

If tcounted value is higher than t,Ie value, hypothesis is accepted. It means that

fairy tale can improve the students’ narrative writing. On the contrary, if the teounted

value is lower than value, the hypothesis is rejected. It means that fairy tale cannot

improve the students’ narrative writing.

3.8 Research Schedule

The Writer plans the research schedule as follows:

Table 3.3
Research Schedule
Maret

Agus
April

No Activities
Nov

Mar
Mei

Des
Okt
Sep

Feb
Jun

Jan
Jul

1 Preparation

2 Writing Proposal

3 Seminar Proposal

4 Doing Treatment

5 Analyzing data

6 Skripsi

Examination

Note = Delayed because of an urgent thing

 22

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Harris, D.P. 1969. Testing Language as a Second Language. New York: McGraw-Hill
Book Company.

Coulmas, F. Writing Systems: An Introduction to their Linguistic Analysis. Cambridge:

Cambridge University Press.

Brown, H. D. 2004. Language Assessment Principles and Classroom Management

Practices. New York: Pearson Education Inc.

Departement for Education and Skills. 2001. The National Literacy Strategy: Aspects
of Narrative. www.standards.dfes.gov.ulc/literacy.

Bruti S. 1999. Approaching Writing Skills through Fairy Tales.

http://iteslj.org/Techniciues/Bruti-FairvTales.html. Accessed on January, 22d
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Routman, R 2005. Writing Essentials. Portsmouth, New Hampshire: Heinemann.

Bruner, J. 1991. The Narrative Construction of Reality. Critical Inquiry 18 —(Autumn

1991) by The University of Chicago. 0093-1896/91/1801-0002.

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Harmer,J.1998. How to Teach English. England: Longman.

Heaton, J.B. 1988. Writing English Language Tests. New York: Longman Inc.

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Massi, M P. and Benvenuto, A M. 2001. Using Fairy Tales to Develop Reading and
Writing Skills. The CATESOL Journal 13.1. 161 — 172.
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Ary, D, Jacobs, L.C, Sorensen C, and Razavieh, A. 2010. Introduction to Research in

Education. United States: Wadsworth.

Mc Millan, J.H. 1996. Educational Research Fundamentals for Consumer. New York:
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