DEVELOPING STUDENTS UNDERSTANDING OF THE SIMPLE PAST TENSE BY USING NARRATIVE TEXT

Transcription

1 DEVELOPING STUDENTS UNDERSTANDING OF THE SIMPLE PAST TENSE BY USING NARRATIVE TEXT (A Classroom Action Research at Second Grade of MTs. Al-Falah, Jakarta) A Skripsi Submitted to the Faculty of Tarbiyah and Teachers Training in Partial of Fulfillment of the Requirement for the Degree of Strata 1 (S.Pd) in English Language Education By: HENI HARYANI NIM: DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2011

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4 ABSTRACT Heni Haryani Developing Students Understanding of the Simple Past Tense By Using Narrative Text (A Classroom Action Research at MTs. Al-Falah, Jakarta). Skripsi, Department of English Education Faculty of Tarbiya and Teachers Training Syarif Hidayatullah State Islamic University Jakarta. Advisor: Drs. Nasrun Mahmud, M.Pd Key Words: The Simple Past Tense, Narrative Text. This research is conducted to know whether using narrative text an effective way to develop students understanding in learning Simple Past Tense at second grade of MTs. Al-Falah Jakarta, and took 34 students as respondent. While Simple Past Tense is one of the English language rules that students should be understood. One of the difficulties which are faced by the students in learning regular and irregular verbs and lack of remembering of the past form. To know about regular and irregular verbs well, teacher must continue looking for more effective and interesting technique in teaching especially teaching Simple Past Tense, the researcher used text in narrative form because language feature of narrative text used Simple Past Tense. This research used Classroom Action Research (CAR) method in developing students understanding of the Simple Past Tense. The researcher used the Kurt Lewins model that consists of four phases, planning, acting, observing and reflecting. Then, in collecting and analyzing the data, the writer used observation, interview, and questioner, pretest and posttest. The result of this research showed that using narrative text in learning Simple Past Tense at VIII-1 grade of MTs. Al-Falah Jakarta could motivate the students to develop their understanding on Simple Past Tense. The students responses showed that they were enthusiastic to learn and the activities were interesting. Moreover, the students achievements in pretest and posttest showed a significant improvement. Initially, the students average score in pretest was , there were only 14.70% of the whole students who could pass the KKM. Afterwards, the students average score in posttest I was 69.26, there were only 61.76% of the whole students who could pass the KKM. Finally, the students average score in post test II was 75.15, there were 85.29% of the whole students who could pass the KKM, and there were only 16.67% of students who could not pass the KKM. From this result, the researcher concluded that teaching the Simple Past Tense by using narrative text at second grade of MTs. Al-Falah, Jakarta has significant improvement. ii

5 ABSTRAK Heni Haryani Developing Students Understanding of the Simple Past Tense By Using Narrative Text (A Classroom Action Research at MTs. Al-Falah, Jakarta).Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta. Pembimbing: Drs. Nasrun Mahmud, M.Pd Kata Kunci: The Simple Past Tense, Narrative Text. Penelitian ini dilakukan untuk mengetahui apakah menggunakan teks narrative adalah sebuah cara yang efektif untuk mengembangkan pemahaman siswa dalam pembelajaran Simple Past Tense di kelas VIII MTs. Al-Falah Jakarta, dan mengambil 34 siswa sebagai responden. Simple Past Tense adalah salah satu tata bahasa Inggris yang harus dipahami siswa. Salah satu kesulitan yang banyak dihadapi oleh siswa dalam pemahaman kata kerja beraturan dan tidak beraturan serta kurangnya memahami bentuk kata kerja lampau. Untuk mengetahui bentuk kata kerja beraturan dan tidak beraturan, seorang guru harus mencari teknik yang lebih efektif dan menarik dalam mengajar terutama mengajar Simple Past Tense, peneliti menggunakan teks dalam bentuk narrative karena fitur bahasa teks narrative yang digunakan adalah Simple Past Tense. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (CAR) dalam mengembangkan pemahaman siswa pada Simple Past Tense dengan menggunakan Teks narrative. Peneliti menggunakan model Kurt Lewin yang terdiri dari empat tahap, perencanaan, bertindak, mengamati dan refleksi. Kemudian, dalam mengumpulkan dan menganalisa data, peneliti menggunakan observasi, wawancara, dan kuesioner, pretest dan posttest. Hasil penelitian ini menunjukkan bahwa menggunakan teks narrative dalam pembelajaran Simple Past Tense di kelas VIII-1 MTs. Al-Falah Jakarta dapat memotivasi siswa untuk mengembangkan pemahaman mereka pada bentuk Simple Past Tense. Respons siswa menunjukkan bahwa mereka antusias untuk belajar dan dengan kegiatan yang menarik. Selain itu, pencapaian siswa dalam pretest dan posttest menunjukkan peningkatan yang signifikan. Awalnya, skor rata-rata siswa dalam pretest adalah , hanya ada 14.70% dari seluruh siswa yang bisa lulus KKM tersebut. Setelah itu, nilai rata-rata siswa pada postes I 69.26, hanya ada 61.76% dari seluruh siswa yang bisa lulus KKM tersebut. Akhirnya, skor rata-rata siswa dalam post test II adalah 75.15, ada 85.29% dari seluruh siswa yang bisa lulus KKM, dan hanya ada 16.67% siswa yang tidak lulus KKM tersebut. Dari hasil ini, peneliti menyimpulkan bahwa pengajaran Simple Past Tense dengan menggunakan teks narrative di kelas VIII-1 MTs. Al-Falah, Jakarta telah mengalami peningkatan yang signifikan. iii

6 ACKNOWLEDGEMENT In the Name of Allah, The Beneficent, The Merciful All Praise be to Allah, Lord of the Worlds, who gives the writer guidance and strength, so that she could finish this skripsi. Peace and blessing be upon our prophet Muhammad SAW, his family, his companions and his followers. This skripsi is presented to the English Education Department of the faculty of Tarbiya and Teachers Training Syarif Hidayatullah State Islamic University Jakarta as a partial fulfillment of the requirement for strata 1 (S1). On this occasion, the writer would like to express her thanks and gratitude to her beloved family, her great parents, H. Nawi (Alm.) and Hj. Masanih, for all their supports, motivations and valuable prayers to finish her study. They inspired her to keep working hard and not to give up easily. They are her inspiration to be strong to overcome every obstacle that she found when she was working on this paper. Her special thanks go to Drs. Nasrun Mahmud, M.Pd, the advisor, for all his guidance and advice. Without all of his assistance she cannot complete this paper. She offers her gratitude to all of people who have contributed to her study among others: 1. All of the lectures of English Education Department. 2. Drs. Syauki, M.Pd, the chief of English Education Department. 3. Neneng Sunengsih, S.Pd, the secretary of English Education Department. 4. Prof. Dr. Dede Rosyada, M.A., the Dean of the Faculty of Tarbiya and Teachers Training UIN Syarif Hidayatullah Jakarta. 5. Yusri, S.Pd.I, the headmaster of MTs. Al-Falah Jakarta, for permitting the writer in doing the research. 6. Mrs. Ma rifah S.Pd as the English Teacher of MTs. Al-Falah Jakarta. 7. All teachers and staff at MTs. Al-Falah Jakarta. iv

7 8. Ramadha Taufik Quzzakiyi, S.T her beloved boyfriend, for helping in any occasion, his supports, motivation and encouragement to finish her study. Allah always loves us. 9. I.Isrotun Nofifah, Irfan Fahmi, Muhammad Bagus Nawawi, for their great deal of help, cooperation and motivation to the writer. 10. All of her friends at Syarif Hidayatullah State Islamic University, especially English Education Department Students 2006 B Class Never Dies, for nice brotherhood and sisterhood. The writer realizes there are still some mistakes in this skripsi, and it is not proper to be said perfect. Therefore, the writer expects some suggestions and critics for this skripsi. At last, the writer hopes that this skripsi will be useful for all. Jakarta, May 2011 The Writer v

8 TABLE OF CONTENT ENDORSEMENT SHEET... i ABSTRACT... ii ACKNOWLEDGEMENT... iv TABLE OF CONTENTS... vi LIST OF APPENDICES... ix LIST OF TABLES... x LIST OF FIGURES... xi CHAPTER I : INTRODUCTION A. Background of the Study... 1 B. Limitation and formulation of the Problem... 3 C. Objective of the Study... 4 D. Significance of the Study... 4 E. Organization of Study... 5 CHAPTER II : THEORETICAL FRAMEWORK A. Simple Past Tense Definition of the Simple Past Tense Form of the Simple Past Tense Use of the Simple Past Tense B. Narrative Text Definition of Narrative Text and Its Purpose Schematic Structure of Narrative Text Grammatical Features of Narrative Text CHAPTER III: PROFILE OF MTS. AL-FALAH JAKARTA A. Profile of MTs. Al-Falah Jakarta in Brief B. Historical Background of MTs. Al-Falah Jakarta C. Vision of MTs. Al-Falah Jakarta D. Mission of MTs. Al-Falah Jakarta vi

9 E. Objectives of MTs. Al-Falah Jakarta F. Academic Facilities G. Non-Academic Facilities CHAPTER IV: RESEARCH METHODOLOGY AND FINDINGS A. Research Methodology Time and Place of the Research Subject and Object of the Research a. Subject of the research b. Object of the research The Writers Role on the Study The Method of Research The Technique of Collecting Data Technique of Data Analysis Design of Classroom Action Research The Classroom Action Research Procedures The Trustworthiness of Study Criteria of the Action Success B. Research Findings Description of Data before Implementing the Action..35 a. Data of Pre Observation b. Data of Pre Interview c. Data of Pre-Test d. Data of Pre Questionnaire The Implementation of Classroom Action Research Cycle I a. Planning b. Acting c. Observing d. Reflecting Cycle II a. Planning vii

10 b. Acting c. Observing d. Reflecting Data Analyzing The Result of Post Interview The Result of Post Observation The Result of Post Questionnaire The Result of Post-Test Interpretation of the Data CHAPTER V: CONCLUSION AND SUGGESTION A. Conclusion B. Suggestion BIBLIOGRAPHY APPENDICES viii

11 LIST OF APPENDICES 1. Teacher s Interview Before CAR Teacher s Interview After CAR Sheet of Pre-Observation Sheet of Post-Observation Questionnaire of Students Response Before CAR Questionnaire of Students Response After CAR Field Notes Lesson Plan of Cycle I Lesson Plan of Cycle II The Blueprint of the Pretest, Posttest1, and Posttest The Instrument of Pretest The Instrument of Posttest The Instrument of Posttest Key of Pre-Test Key of Post-Test I Key of Post-Test II The Item Analysis Graphic of the Results ix

12 LIST OF TABLES Table 2.1 Regular Verb... 8 Table 2.2 Irregular Verb... 9 Table 4.1 The Classification of Discriminating Power Table 4.2 Item Facility Scale Table 4.3 Comparison Scores of Pre-Test, Post-Test 1 and Post-test x

13 LIST OF FIGURES Figure 4.1 Kurt Lewin Model (Clasrrom Action Research) xi

14 CHAPTER I INTRODUCTION This chapter presents and discusses background of the study, the limitation and formulation of the problem, the objective of study, the significance of study and the organization of study. A. Background of the Study Nowadays, English is one of the important languages in the world, because it is widely used and studied all over the world. Many books of science, technology, art and other published issued are written in English. It facilitates our relationships with others and helps us understand world events and the art and sciences. In other words, English is an international language. 1 In educational world especially in Indonesian school, English is a compulsory subject in the national curriculum. It is taught from Elementary school up to the university level. It means that English has important role so that it is taught in the schools. To master English, someone has to master its skills: listening, speaking, reading and writing. The students also have to master grammar, one of the language sub skills. Grammar is simply a study of the rules that govern a 1 Jean Berko Gleason and Nan Bernstein Ratner, Psycholinguistics, Second edition, (Harcourt: Brace College Publisher: 1998), p. 2 1

15 2 language. The study of grammar can greatly enhance understanding and fluency. As Penny Ur said, there is no doubt that knowledge of grammatical rules is essential for the mastery of a language, the learners cannot use words unless you know how they should be put together. 2 Many people would agree that in the English language some of the most troublesome yet fascinating problems are concentrated in the area of tense. While Simple Past Tense is one of the English language tenses that should be understood by the students. One of the difficulties which faced by the students in learning regular and irregular verb lack of remembering of the past tense and past participle change of whether that is regular or irregular verb. To know about regular and irregular verb well, teacher must continue looking for more effective and interesting technique in teaching especially teaching grammar. It is done to make students feel more interested in learning grammar, because learning grammar tends to make students feel bored because it is full of formulation that students are supposed to master it. So that, there should be an interesting way of learning grammar. The Simple Past Tense which the students of the second grade of MTs. Al- Falah Jakarta have to learn, is as a part of grammar rules sometimes also makes them confused because when they are demanded to speak based on the tense, they have to be aware about the time and the verb forms, unlike Indonesian language patterns where the time and the verb forms are regardless. Text then can help considerably by ensuring that language is used in appropriate context, no matter how fantastic this context may seem, and the kind of text that can be used in Simple Past Tense is narrative text. It is one of the texts studied by students in this era as school curriculum. It is also offered as aesthetic reading because one reads it not only for enjoyment and pleasure but also for getting knowledge by introducing to new people, exploring other culture and expanding the world. 3 2 Penny Ur, Grammar Practice Activities: A Practical Guide for Teachers, (Cambridge: Cambridge University Press, 2004), p. 4 3 Fraida Dubin and Elite Olshtain, Reading by All Means, (New York: Adison Wesley Publishing Company, 1990), p. 477

16 3 The story line which is the backbone of any narrative typically consist of a chronological sequence of events each represented by verbs in the Simple Past Tense, either with regular and irregular verbs and the use of connectors. 4 Related with the cases above, the students can come to an assumption that learning English needs the knowledge of its grammatical rules that they learn to communicate well. And the teachers have to choose the best technique they will use in teaching English. Consequently, to make teaching and learning process run well especially in teaching the Simple Past Tense, the teacher has big responsibility to do it as well as possible. The teachers should have the ability to combine some techniques in teaching activities. The writer chooses the narrative text in this research because text is a unit of meaning which coherent and appropriate for its context and the writer chooses text in narrative form because language feature of narratives text used Simple Past Tense. With narrative text, students can study the Simple Past Tense happily and they not only can write in English but also can speak with correct grammar to convey meaning accurately. Based on the explanation above, the writer would like to conduct a research under the title: Developing Students Understanding of the Simple Past Tense by Using Narrative Text (A Classroom Action Research at Second Grade of MTs. Al- Falah Jakarta) 4 Graham Lock. Functional English Grammar: An Introduction for Second Language Teachers, (Cambridge: Cambridge University Press, 1996), p. 154

17 4 B. The Limitation and Formulation of the Problem In this skripsi the writer will discuss the students problem in learning Simple Past Tense. In this paper, the writer would like to limit the problem in developing students understanding of the Simple Past Tense by using narrative text. Based on the background above, the writer would like to formulate the problem as follows: Is using narrative text as media effective to develop students understanding in learning Simple Past Tense at grade VIII-1 of MTs. Al-Falah Jakarta? C. The Objective of Study The objective of study is that the writer wants to know whether using narrative text is effective in teaching the Simple Past Tense. D. The Significance of Study This research is expected to give contribution for the related English education practicing, such as: 1. The writer, as the partial fulfillment of the requirements of Bachelor of Arts in English Language Education. 2. English teacher, to improve their skill in teaching narrative text especially Simple Past Tense as one of the language features of the text. 3. Other researchers, as a comparison and the starting point to make more comprehensive research at school.

18 5 E. The Organization of Study This paper is divided into five chapters: Chapter I provides introduction which consists of background of the study, this is the main part of fives chapter as in this chapter the writer shows her acceptable reason why she runs her paper, then it also provides the limitation and formulation of the problem, the objective of study, the significance of study, and the last is the organization of study. Chapter II covers theoretical framework which consists of definition and the form of Simple Past Tense, the use of Simple Past Tense, definition and purpose of narrative text, schematic structure and grammatical features of narrative text. Chapter III the writer explains detail descriptive Profile of MTs Al-Falah Jakarta that including about historical background, vision and mission, objectives, academic and non-academic facilities. Chapter IV is research methodology and finding. In research methodology, the writer explains time and place of research, subject and object of the research, role of the researcher in Classroom Action Research, technique of collecting data, technique of data analysis, design of Classroom Action Research, the Classroom Action Research procedures, the trustworthiness of study, and the criteria of the action success. In research finding, consists of data description, the implementation of Classroom Action Research and the result of data analyzing. Chapter V is conclusion; Conclusion provided explanation above and the last is suggestion. It concern with in order to evaluate some must evaluated points regarding with this skripsi.

19 CHAPTER II THEORETICAL FRAMEWORK This chapter presents and discusses about the theoretical framework which is consist of what the Simple Past Tense is, the form of the Simple Past Tense, the use of the Simple Past Tense, definition of narrative text and its purpose, schematic structure of narrative, and grammatical features of narrative. A. Simple Past Tense 1. Definition of the Simple Past Tense Azar, in her book Understanding and Using English Grammar said, The Past Tense indicates that an activity or situation began and ended at a particular time in the past. 1 It means that past tense refers to an activity that occurs in definite time in the past. It is in line with Frank who said that The Simple Past Tense represents definite time, whether a time word is given or not. 2 So, Simple Past Tense talks about an action or situation that happened in the past whether there is the time signal or not. 1 Betty Schrampfer Azar, Understanding and Using English Grammar, (New Jersey: Prentice- Hall, Inc, 1989), p Marcella Frank, Modern English: A Practical and Reference Guide, (New Jersey: Prentice- Hall, Inc, 1972), p. 73 6

20 7 In addition Geoffrey leech stated in his book Meaning and the English Verb (Third Edition) said: The Simple Past Tense shows the happening takes place before the present moment. This means that the present moment is excluded.. With the past tense, the difference between state and event is less important than it is with The Present Tense. In fact, as The Past Tense normally applies only to completed happenings, everything it refers to is in a sense an event, an episode seen as a complete entity 3 According to A. J. Thomson and A. V. Martinet, The Simple Past Tense in regular verbs is formed by adding -ed to the infinitive, verbs ending in -e add -d only, the negative of regular and irregular verbs is formed with did not (didn t) and the infinitive, the interrogative of regular and irregular verbs is formed with did + subject + infinitive. 4 It can be said that the Simple Past Tense is formed by adding d/-ed for regular verbs and for irregular verbs there is no rule on it and must be learned and mastered by the students. Meanwhile, Swan in his book Practical English Usage defines, The Simple Past Tense is the one most often used to talk about the past. It can be refer to short, quickly finished actions and events, to longer actions and situations, and to repeated happenings. 5 The Simple Past is used to express the idea that an action started and finished at specific time in the past. Sometimes, the speaker may not actually mention the specific time, but they do have one specific time in mind. From the several statements above, we can take the conclusion that the Simple Past Tense used to express a definite event in the past. Simple Past Tense also used if the event happened completely in the past and time period has finished. 3 Geoffrey Leech, Meaning and the English Verb (Third Edition), (Great Britain: Pearson Education Ltd., 2004), p A. J. Thomson and A. V. Martinet, A Practical English Grammar, (New York: Oxford University Press, 1986), p Michael Swan, Practical English Usage, (New York: Oxford University Press, 1980), p. 469

21 8 2. Form of the Simple Past Tense The type of verb that simple past tense used is verb type 2 (past form). There are two types of verbs: Regular and Irregular Verbs. For examples: V1 Want Copy Watch Play Table 2.1 Regular Verb V2 Wanted Copied Watched Played Jespersen in his book Essentials of English Grammar said, The Preterit is formed in various ways; as its form is in most verbs either identical with, or closely similar to the second participle, it will be convenient here to treat the two together Otto Jespersen, Essentials of English Grammar, (London: George Allen & Unwin, 1979), p.

22 9 In irregular verb, it is better to know all forms of it very well. For examples: Table 2.2 Irregular Verb V1 V2 Go Went Write Wrote Bring Brought Take Took The formula in Simple Past Tense contains three parts: affirmative, negative, and interrogative. Based on the statement above the writer can formulate it as follows: a. Affirmative 1). The verb other than be: S + Verb 2 + O + Adverb of time Examples: My uncle went to Palembang two days ago. It happened very quickly. I posted the letter yesterday. 2). The verb be: S + Was/Were + Substantive (Adverbial of Phrase) + Examples: Those cakes were nice last week My father was a manager last year I was very sad last night

23 10 b. Negative 1). The verb other than be: S + Did + Not + Verb 1 + Adverb of time Examples: The car didn t stop. I didn t buy many books in Gramedia last month. They didn t cook last night. 2). The verb be: S + Was/Were + Not + Substantive (Adverbial of Phrase) + Examples: Opik was not in campus yesterday. I was not glad this morning. The doctor and the nurses were not in the operation room. c. Interrogative 1). The positive form of verb other than be: Did + S + Verb 1 +? Examples: Did she study hard last semester? Did you spend your vacation in Bali? 2). The negative form of verb other than be: Didn t + S + Verb 1 +? Examples: Didn t you spend your vacation in Bali? Didn t you study hard last semester? 3). The positive form of verb than be: Was/Were + S + Not + Substantive (Adverbial of Phrase) +? Examples: Were they at the pet shop?

24 11 Were you absent yesterday? Was she farewell party last night? 4). The negative form of verb be: Wasn t/weren t + S + Not + Substantive (Adverbial of Phrase) +? Examples: Weren t they at home? Wasn t Merry sick? 3. Use of the Simple Past Tense The usage of Simple Past Tense is follows: a. Completed Action in the Past Use the Simple Past Tense to express the idea that an action started and finished at a specific time in the past. Sometimes, the speaker may not actually mention the specific time, but they do have one specific time in mind. For examples: I saw a movie yesterday Last year, I didn t travel to Bali He didn t wash his car b. Series of Completed Actions in the Past

25 12 We use the Simple Past Tense to list a series of completed actions in the past. These actions happened 1 st, 2 nd, 3 rd, 4 th, and so on. For examples: I finished work, walked to the beach, and found a nice place to swim. He arrived to the airport at 8:00, checked into the hotel at 9:00, and met the other at 10:00. c. Duration in Past The Simple Past Tense can be used with a duration, which starts and stops in the past. Duration is a longer action often indicated by expressions such as: for two years, all day, all year, etc. For examples: They sat at the beach all day. We talked on the phone for thirty minutes. d. Habits in the Past The Simple Past Tense can also be used to describe a habit that stopped in the past. It can have the same meaning as used to. To make it clear that we are talking about a habit, we often add expressions such as: always, often, usually, never, when I was a child, etc.

26 13 For examples: They never went to school, they always skipped class. She worked at the movie theater after school. e. Past Facts or Generalizations The Simple Past can also be used to describe past facts or generalizations, which are no longer true. As in USE 4 above, this use of the Simple Past is quite similar to the expression used to. 7 For examples: He was in the office yesterday. We spent in Kuningan last month. From several statements above, we can get the conclusion that the Simple Past Tense should be noted that use of the Past Tense located situation in the past, without saying anything about whether that situation continuous to the present and future. We also use the Simple Past Tense when the time is clear and giving older information. One of the most common uses of the Simple Past Tense is to convey any event or action which is done in the past. at pm. 7 Retrieved from November 24, 2010

27 14 B. NARRATIVE TEXT Based on generic structure and language feature dominantly used, texts are divided into several types. They are narrative, news story, anecdote, recount and spoof, procedure, explanation, report, exposition, discussion, description, review, news item, and commentary. These variations are known as genre. This genre is introduced in both of Junior High School and Senior High School. One of the texts that is taught in Junior High School level is narrative text. It is a kind of story genre. 1. Definition of Narrative Text and Its Purpose Before turning into narrative text, someone should know what text is. People live in a world of words. When these words are put together to communicate a meaning, a piece of text is created. When people speak or write to communicate a message, they are constructing a text. When they read, listen to or view a place of text, they are interpreting its meaning. Creating a text requires to make choices about the words is used and how to put them together. If people make the right choices then they can communicate with others. Their choice of words will depend on their purpose and their surroundings or the context. 8 There are two main categories of texts; literary and factual. Within these are various text types. Each type has a common and usual way of using language. Factual texts include advertisements, internet websites, current affairs shows, debates, recipes, reports and instruction. They present information ideas and aim to show, tell or persuade the audience. The main text types in this category are recount, response, explanation, discussion, information report, exposition and procedure. 9 Literary texts include aboriginal dreaming stories, movie scripts, limericks, fairy 8 Mark Anderson and Kathy Anderson, Text Types in English 2, (Sydney, Australia: MacMillan, 1997), p. 1 9 Mark Anderson and Kathy Anderson, Text Types 2, p. 2

28 15 tales, plays, novels, song lyrics, mimes and soap operas. They are constructed to appeal to their emotions and imagination. Literary texts can make people laugh or cry, think about their life of consider their beliefs. There are three main text types in this category: narrative, poetic and dramatic. Media texts such as films, videos, television shows and CDs can also fall in this category. 10 A narrative is a story that is created in a constructive format (as a work of speech, poetry, prose and picture) that describes a sequence fictional or non-fictional events. The word "story" may be used as a synonym of "narrative", but can also be used to refer to the sequence of events described in a narrative. A narrative can also be told by a character within a larger narrative. 11 According to Chatman, S. and B. Attebery (1993) narrative is the telling of a story or communication of a chain of events, fictive or real. Aspects of narrative include how the story is told, the context in which it is presented and the construction of the story. 12 From several statements it concluded a narrative is a text that tells a story and in doing so, entertains the audience. The purpose of a narrative, other than providing entertainment, can be to make the audience think about an issue, teach them a lesson, or excite their emotions. Narratives can be presented as written or spoken texts. Written narratives often take the form of novels. The story is usually told by a narrator. If the narrator is one of the characters in the story, the story is said to be told in the first person. If a person outside the story is the narrator, then the story is being told in the third person. 13 pm. 15 p Mark Anderson and Kathy Anderson, Text Types 2, p Retrieved from November 26, 2010 at Chatman, S. and B. Atterbery, Reading Narrative Fiction, (New York: McMillan, 1993), p. 13 Mark and Kathy Anderson, Text Types in English 3, (Sydney, Australia: MacMillan, 1998),

29 16 Examples of narrative texts include: Myths Fairytales Aboriginal dreaming stories Science fiction Historical fiction Romance novel The purpose of narrative text is to present a view of the world that entertains or informs the reader or listener. 14 From the description above, it can be said that narrative text has many meanings. Narrative text has been learned since Junior High School until now. Actually, narrative text is same with the story. It is only different in term. When we were child, we have been read Cinderella story, it is kind of narrative text. It consists of fiction story. 2. Schematic Structure of Narrative a. Orientation In this paragraph the narrator tells the audience who is in the story, when it is happening, where it is happening and what is going on. b. Complication This is the part of the story where the narrator tells about something that will begin in a chain of events. These events will affect one or more of the characters. The complication is the trigger. 14 Mark and Kathy Anderson, Text Types 2, p. 6

30 17 c. Sequence of event This is where the narrator tells how the characters react to the complication. It includes their feelings and what they do. The events can be told in chronological order (the order in which they happen) or with flashback. The audience is given the narrator s point of view. d. Resolution In this part of the narrative the complication is sorted out or problem is solved. e. Coda The narrator includes a coda if there is a moral or message to be learned from the story. 15 Resolution. The most common schematic structure is: Orientation-Complication- 15 Mark and Kathy Anderson, Text Types 3, p. 4

31 18 Sleeping Beauty Orientation Complication Resolution Once upon a time, there was a king and queen. They really wanted to have a baby. When the king finally gave birth to a daughter, they were very happy. They made a party in the castle to celebrate it. Six good fairies came to the party. They gave the baby presents of intelligence, happiness, goodness, health and wealth. Before the sixth good fairies could give their present, a wicked fairy burst into the party. The fairy was so angry because the king and the queen did not invite her to the party. She cursed the baby, on her sixteenth birthday, the princess will prick her finger on a needle from a spinning wheel and die! The sixth fairy used her magic to soften the curse. She said, the princess will not die, but she will fall into a hole for a hundred years. The king and queen banned all spinning wheels from the kingdom and hoped that the curse would never come true.

32 19 3. Grammatical Features of Narrative Narratives usually include the following grammatical features: 1. Nouns that identify the specific characters and places in the story 2. Adjectives that provide accurate description of the characters and settings 3. Verb that show the actions that occur in the story 4. Time words that connect event, telling when they occurred. 16 From the explanation above, it can be concluded that narrative text is the text that tell a story and when the story only contains the beginning or just the middle or just in the end, it cannot be a good story because there must be the beginning, the middle and the end of the story. It is to make the story is good and easy to be understood. 16 Mark and Kathy Anderson, Text Types 3, p. 3

33 CHAPTER III PROFILE OF MTs. AL-FALAH JAKARTA This chapter presents and discusses profile of MTs. Al-Falah Jakarta in brief, historical background, vision and mission, objectives and academic and non-academic facilities. A. Profile of MTs. Al-Falah Jakarta in Brief 1. Name of the school : MTs. Al-Falah Jakarta 2. Year of Establishment : Address : Jl. Masjid An-Nur Grogol Utara Kebayoran Lama Jakarta Selatan 4. Status : Accredited A 5. Phone/Fax number : (021) /(021) No. of Statistic School : Websites : Http/ 20

34 21 B. Historical Background of MTs. Al-Falah Jakarta MTs. Al-Falah Jakarta was established on 22 May It is located in Jl. Masjid An-Nur Grogol Utara Kebayoran Lama Jakarta Selatan. The establishment of MTs. Al-Falah Jakarta revealed the story of struggle and journey of humankind, at which time Islamic School since its foundation in 1965 became the basic development of Islamic religious sciences. However, its existence becomes very important, in line with the demands of the time. On the basis of the motivation and the demands of various parties, then established in Expectations and ideals of the founding of MTs. Al-Falah Jakarta continued to be actualized as a direct response to the developments, challenges and demands of the time, by performing a series of changes, improvements and planning a systematic and integrated through redefining the vision and mission. To that end, MTs. Al-Falah Jakarta has done and partnership collaboration with other committee competent in that fields. C. Vision of MTs. Al-Falah Jakarta Vision of MTs. Al-Falah Jakarta: 1. Having a firm belief and practice the Islamic religion correctly and consistently in accordance with the Qur'an and Sunnah. 2. To be able to think and act spontaneously and critical in solving the problem. 3. Having the skills, non-academic skills appropriate to their talents and interest. 4. Having a firm belief and practice the teachings of Islam correctly and consistently.

35 22 D. Mission MTs. Al-Falah Jakarta Based on indicators of vision MTs MTs Al-Falah Jakarta, the mission of MTs Al-Falah learning Jakarta in are: Improving the quality of human resources, creative, innovative, responsible, and berakhlakul karimah. Developing students' potentials in order to compete in achievement. Improving learning to cultivate the ability to think and act spontaneously in solving the problem. E. Objectives of MTs. Al-Falah Jakarta Improving the quality of Average Value of the UN in accordance KKM ideal quantity of at least 70% and 100% of graduates. Improving the practice and appreciation of Islamic faith in everyday situation. Improving the provision of information and services to students, parents, well community and proportionally based on IT in education so that people feel comfortable. F. Academic Facilities All academic facilities of MTs. Al-Falah Jakarta are based on the school curriculum program started by the government. Even so, as good school, MTs. Al-Falah Jakarta gives more facilities to all students, such as: Moral Education, Research Methodology, Computers and Motivation Training Program. Remedial and enrichment are given to students who need, and it is done in planning. Another activity that supports the learning program in MTs. Al-Falah Jakarta is the study tour activity which has to be followed by all students of second grade.

36 23 Graduation is a routine activity done every year to respect and congratulate students who have succeeded in finishing their studies in MTs. Al-Falah Jakarta. G. Non-Academic Facilities Meanwhile non-academic facilities or extracurricular can be chosen by students. One of them is sport, like football and basket ball. Many sport events are being organized and facilitated by MTs. Al-Falah Jakarta, whether internal activities that involve other schools. MTs. Al-Falah Jakarta has created program such as motivation building programs to develop the students potential, interest and prestige to gain future success. The motivation building programs consist of PASKIBRA and PRAMUKA.

37 CHAPTER IV RESEARCH METHODOLOGY AND RESEARCH FINDINGS This chapter deals with research methodology and research findings. Research methodology consists of time and place of research, subject and object of research, the writer s role on the study, technique of collecting data, technique of data analysis, design of Classroom Action Research, the Classroom Action Research procedures, the trustworthiness of the study, and criteria of the action success. Research Findings consists of data description, the implementation of Classroom Action Research and the result of data analyzing. A. RESEARCH METHODOLOGY 1. Time and Place of the Research The writer held the research at grade VIII of MTs. Al-Falah, which is located on Jl. Masjid An-Nur Grogol Utara Kebayoran Lama Jakarta Selatan. The writer did the Classroom Action Research started from July 2010 up to November

38 25 2. Subject and Object of the Research a. Subject The Subject of this study is students at grade VIII-1 class of MTs. Al- Falah Jakarta in academic year 2010/2011. The number of students consists of 34 (thirty-four). It is chosen based upon unstructured interview result with the English teacher at that class proving that they have the lowest achievement in learning Simple Past Tense among the other eight classes. b. Object The object of the research is using narrative text an effective way to develop students understanding of the Simple Past Tense. 3. The Writer s Role on the Study In this role, the writer is as not only the observer whilst the action but also makes a lesson plan and the assessment or test before Classroom Action Research (CAR) pretest and after Classroom Action Research (CAR) posttest in each final cycle. The English teachers role as observer who observes teaching-learning situation, student and teachers performance during teaching-learning process. Afterwards, the writer also collects and analyzes data with English teacher. 4. The Method of Research The writer in this research used Classroom Action Research (CAR) method which is derived from the root an action research, because it occurs in the classroom frame, it is called CAR. John W. Santrock stated CAR is a research that used to solve a specific classroom or school problem, improve teaching and other educational strategies or make a decision at a specific level ), p John W. Santrock, Educational Psychology, Second edition (New York: McGraw,

39 26 5. The Technique of Collecting Data In completing the data, the writer used qualitative data and quantitative data, qualitative data consists of observation, interview and field note, quantitative data consists of pretest and posttest. 2 a. Observation In this research, the writer used field note, sheet of pre-observation of teaching learning. Field note is done during implementing CAR. Sheet of pre-observation of teaching learning is done before implementing CAR, it is purposeful to know English teachers performance, and sheet of post observation of teaching learning is done during implementing CAR. b. Interview Interview is held with the teacher and students in order to know the real condition in applying the technique narrative text and how far the technique can motivate the students in improving students understanding of the Simple Past Tense. The writer interviewed the English teacher and students. This interview conducted before and after the implementation of Classroom Action Research. c. Test The test used in this study is pretest, posttest I and posttest II. Pretest is done before implementing CAR. It is done to make sure whether the data of observation in line with the result pretest or not. Meanwhile, the posttest is implemented after using narrative text technique. In this study, the test is done in form of multiple choices. The test is held on every second action of each cycle. d. Questionnaire The writer conducted questioner to 34 students. Questionnaire is done before implementing CAR; it is purposeful to know students difficulty in English learning. Questionnaire is done after implementing Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), p. 127-

40 27 CAR; it is purposeful to know students response about narrative text in learning Simple Past Tense. 6. Technique of Data Analysis The writer uses the observation of teaching-learning activity and the interview before and after CAR in the analyzing of qualitative data. In the other hand, the analysis quantitative data used is numerical data. In analyzing the numerical data, the writer used this formula: 3 X = x n _ X : mean x : individual score n : number of students Then, the writer tried to get the class percentages which passed the KKM (70) of English lesson at MTs. Al-Falah Jakarta. It is the formula: 4 P = F X 100% N P : the class percentage F : total percentage score N: number of students 2008), p Sudjana, Metoda Statistik, (Bandung: PT. Tarsito, 2002), p Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,

41 28 To identifying improvement of students score from pretest up to posttest score in cycle I and cycle II, by using the formula: 5 P = y1 y y X 100% P : percentage of students improvement y : pre-test result y1 : post-test 1 P = y2 y y X 100% P : percentage of students improvement y : pre-test result y2 : post-test 2 7. Design of Classroom Action Research According to Niff, CAR encourages teacher to be reflective of his own practice in order enhance the quality of education for himself and his pupils. 6 It means that CAR is one of researches that requires teacher to practice and give him or her new opportunities to reflect on and asses their teaching. In this design classroom action research (CAR), the writer used Kurt Lewins design, this concept consists of planning, acting, observing, and 5 David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa: Department of Physics and Astronomy, 2008), p.3. 6 Jean Mc Niff, Action Research: Principles and Practice, (New York: MacMillan Education Ltd., 2002), p. 1.

42 29 reflecting 7. The relationship among those concepts formed one cycle. Basically, amount of cycle depends on with the issue or issues happened in teaching and learning activities and also the achievement. The writer describes the scheme of action research designed by Kurt Lewins design. Planning Reflecting Cycle I Acting Observing Planning Reflecting Cycle II Acting Observing Figure 4.1 Kurt Lewins Action Research Design 7 Kunandar, Langkah Mudah Penelitian Tindakan Kelas Sebagai Pengembangan Profesi Guru, (Jakarta:PT Raja Grafindo Persada, 2008), p. 42

43 30 8. The Classroom Action Research Procedures Based on the design above, the researcher decides to use two cycles in her action research, each cycle consists of four phases. Those are planning, acting, observing, and reflecting. The research will be probably found a new problem or the previous unfinished problems yet. Therefore, it is necessary to continued to the second cycle in line with the same concept of the first cycle. Here are the explanations of its phases. CYCLE I 1. Planning In this phase, the writer as English teacher makes lesson plan based on the issue in classroom, chooses the topic based on syllabus, reviewing related literature, the writer also makes the evaluation to know students achievement at the end of cycle, and then prepares the instrument to notice all activities in the classroom. In this cycle, the writer decides to choose two meetings. 2. Acting In the acting phase, the writer implies the planning that is made by her. The writer gives material based on the lesson plan that has been made. Later, the writers begin the research process more deeply based on her lesson plan. The teacher presents the topic that will be learned by using narrative text, explained the material and gave students exercises. Then, at the end of this phase, the writer gives a pretest to students. 3. Observing During the writer conducts the activity in the classroom, the teacher as an observer, observes and records all of activities using the field note and structured observation sheet. It may be about the teacher s performance, the students activity, the students participation, the students attention, the

44 31 students response, and the class situation. In addition, the observer also collects the data from the posttest given to the students. 4. Reflecting Reflecting phase is designed to reflect researcher action in teaching learning process, it is based on data that have been collected. After collecting data, the writer has to analyze data and reflect with English teacher by using result of the observation. The teacher and English teacher will discuss and analyze the data of teaching-learning process and also identify less of teaching Simple Past Tense by using narrative text and how to improve it at classroom. However, if there is found problems it should move to the next cycle regarding re-planning, re-acting, and re-observing. Consequently, the writer and the teacher should work out uncompleted problems that have been solved yet. CYCLE II 1. Planning In cycle one, the writer identifies and analyzes the issue then finds the problems based on issue that are appeared in the classroom. So, in this phase the teacher will revise and modify lesson plan and reselect narrative text material that will be taught selectively. 2. Acting In this phase, the writer taught the lesson based on lesson plan has been modified. The writer explained the Simple Past Tense pattern and some examples and then gives narrative text and the students have to analyze the schematic structure, language feature that consist of Simple Past Tense. After that, the writer gives the students exercises related about Simple Past Tense. Then the writer asked to read the text carefully, and asked the students about schematic structure of narrative text from that passage. The question has done in pairs.

45 32 3. Observing In this phase, after the teacher does the acting in cycle II, she observes and notices all of activities that occur in the classroom. The writer also notices the class situation using the field note and structured observation sheet. 4. Reflecting Reflecting phase is designed to reflect the writer s action in cycle II, it is based on data that have been collected. The writer has to analyze data and reflect with English teacher by using result of the observation. The writer also analyzes observation data, interview data, pretest and posttest based on criteria success. If the result of cycle II has reached the main goal, thus the writer should stop her research. In the other hand, if the result of cycle has not reached the main goal, thus the writer has to direct to the next cycle until the main goal is reached. 9. The Trustworthiness of study In analyzing the test items, there are two ways that will be used to know the trustworthiness of the data, and it is explained as follows: 1. Discriminating Power The discriminating power of a test item is an index that shows its ability to differentiate between pupils who achieved well (the upper group) and those who have achieved poorly (the lower group). It is supported by the theory of Norman E. Gronlund in his book, Constructing Achievement Test, he stated that discriminating power is the comparison between the number of students in the upper group and lower group who answered the item correctly. 8 To find out the discriminating power index, it will be used the following formula: 9 8 Norman E. Gronlund. Constructing Achievement Test, (New Jersey: Prentince-Hall, Inc. 1982), p Norman E. Gronlund. Constructing...