CHAPTER IV

FINDING AND INTERPRETATIONS

This chapter discusses the finding and interpretations. The findings are data the obtained before
and after the treatment. The interpretations were done on the basis of the findings and literature review.
The interpretation were used to answer the third questions are: (1) was there any significant difference
between the students reading comprehension achievement taught question and answer relationship
strategy and who was conventional method? (!) was there any significant difference between the
students appreciation in literary taught question and answer relationship strategy and who conventional
method? (") what were the eleventh grade students perceptions on implementation of #$%s strategy
in the classroom?
4.1 Findings
This part describes and analy&es the results of the test that are administered before and after the
e'periment. There are three findings( (1) the students scores in pre)test (!) the students scores in post)
test and (") the result of the matched t)test calculation between the students scores in the pre)test and
the post)test in e'perimental class and control class.
4.1.1. The Data of reading o!"rehension ahie#e!ent of e$e#enth grade st%dent of S&AN 1'
Pa$e!(ang in aade!i )ear *++1,-*+14
1. The Res%$t of the Pre.test and Post.test in the E/"eri!enta$ C$ass
The pretest was conducted on Tuesday *ay 1+th !,1" for e'perimental class. -t was held in the
first meeting. There were ., students of 11 -/0 . as the e'perimental class 1oined the test. The purpose
of this test was to 2now the initial condition of the students achievement in reading narrative te't. -n
this test the students were as2ed to answer !, questions based on the reading passages. The time for
students doing the pre)test was +, minutes. The post)test was conducted on 0aturday0 &arh 1st *+14
for e'perimental class. There were ., students of e'perimental class this test. The post)test in this study
had a purpose to measure the students reading achievement after getting treatments. The students did
the posttest through reading test. The process of post)test was similar with the pretest the students of
e'perimental class were given !, questions of essay. The test spent about +, minutes. 3rom the result
the students average scores were analy&ed.
$fter holding the test to measure the reading comprehension achievement the researcher found
that the obtain average value (mean) for pretest e'perimental class was 44.54 with the highest score
was 6, and the lowest score was ., and the standard deviation was 11.46 while the obtain average
value (mean) for post)test e'perimental class is 54 with the highest score is +, and the lowest score is
7, and the standard deviation was 5.41. The distribution of the students scores in the pre)test clearly in
the appendi'.
3rom "+ students who followed the pre)test . students (1,8) were in good category 1"
students ("!.48) were in average category !" students (45.48) were in poor category while in post)
test ! students (48) were in very good category !4 students (7!.48) were in good category 1"
students (448) were in average category. The detailed information about the distribution of the
students score in the pre)test and post)test could be seen clearly in the table ..1
Ta($e 4.1
The 0core 9istribution of the /re)test and /ost)test in :'perimental ;roup
PRE.
TEST
PRE.
TEST
POST.
TEST
Inter#a$ Categor) Fre1%en)
Perentag
e
Fre1%en
) Perentage
'2.1++
Ver)
Good , ,.,,8 ! 5.00%
31.'4 Good . 10.00% !4 62.50%
42.3+ A#erage 1" 32.50% 1" 55.00%
4+.44 Poor !" 57.50% , 0.00%
< 4+ Ver) Poor , 0.00% , 0.00%
Tota$ 4+ 1++.++5 4+ 1++.++5
&ini!%! Sore 4+ 2+
&a/i!%! Sore '+ 6+
&ean 44.241+*42 34
Chart 1
=omparison between the %esult of the /re)test and /ost)test in the :'perimental ;roup
Very Good
Good
Average
Poor
Very Poor
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
PRE-TEST Percentage
POST-TEST Percentage
!. The St%dents Sore in the Pre.test and Post.test in Contro$ C$ass
$fter the pretest was conducted on Thursday >ovember !1th !,1" for control class. -t was
held in the first meeting. There were ". students of 11 -/$ . as the e'perimental class 1oined the test.
The purpose of this test was to 2now the initial condition of the students achievement in reading
narrative te't. -n this test the students were as2ed to answer !, questions based on the reading
passages. The time for students doing the pre)test was +, minutes. The posttest was conducted on
?ednesday 4rd !,1. for control class. There were "7 students of control class this test. The posttest in
this study had a purpose to measure the students reading achievement after getting treatments. The
students did the posttest through reading test. The process of post)test was similar with the pretest the
students of e'perimental and control groups were given !, questions of essay. The test spent about +,
minutes. 3rom the result the students average scores were analy&ed.
$fter holding the test to measure the reading comprehension achievement the researcher found
that the obtain average value (mean) for pretest control class was 46."" with the highest score was 64
and the lowest score was .4 and standard deviation was +.1, while the obtain average value (mean) for
post)test control class was 7..5! with the highest score was 64 and the lowest score is 4, and the
standard deviation was 5.1!.
3rom "7 students who followed the pre)test " students (6.""8) were in good category 17
students (.4.518) were in average category 17 students (.4.518) were in poor category while in post)
test " students (6.""8) were in good category "1 students (67.118) were in average category and !
students (4.478) were in poor category. The detailed information about the distribution of the students
score in the pre)test and post)test could be seen clearly in the table
Ta($e 4.*
The Sore Distri(%tion of the Pre.test and Post.test in Contro$ Gro%"

/%:)
/@0T
/@0T)
T:0T
Fre1%en)
Perentag
e Fre1%en)
Perentag
e
'2.1++
Ver)
Good , , , ,
31.'4 Good " 8.57% " 8.33%
42.3+ A#erage 17 45.71% "1 86.11%
4+.44 Poor 17 45.71% ! 5.56%
< 4+ Ver) Poor , 0.00% , 0.00%
Tota$ ,4 1++.++5 ,2 100.00%
&ini!%! Sore 44 4+
&a/i!%! Sore '4 '4
&ean 4'.4*6411' 24.*641132
Chart *
Co!"arison (et7een the Res%$t of the Pre.test and Post.test in the Contro$ Gro%"
Very Good
Good
Average
Poor
Very Poor
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.
0.!
1
PRE-POST Percentage
POST-TEST Percentage
,. Co!"arison (et7een the Res%$t of the Post.test in the E/"eri!enta$ and Contro$ Gro%"

Ta($e 4.,
The Sore Distri(%tion of the Post.test in E/"eri!enta$ and Contro$ Gro%"
0core
-nterval
=ategory
:'perimental =ontrol
3requency /ercentage 3requency /ercentage
67)1,, Aery ;ood ! 48 , ,
51)64 ;ood !4 7!.48 " 6.""8
47)5, $verage 1" "!.48 "1 67.118
.,)44 /oor , ,8 ! 4.478
<., Aery /oor , ,8 , ,8
Total ., 1,,8 "7 1,,8
Fig%re ,
Co!"arison (et7een the Res%$t of the Post.test in the E/"eri!enta$ and Contro$ Gro%"
4. The Data Ana$)sis of t.test
4.1. The Pre.test and Post.test Sores of the E/"eri!enta$ Gro%"
Very Good
Good
Average
Poor
Very Poor
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
POST-TEST Percentage
e"#er$%enta& c&a''
POST-TEST Percentage
contro& c&a''
Ta($e 4.,
NO. Nama 81 82
D 9D:
*
1 A ( P 7, 54 14 !!4
2 A R S 55 6, !4 7!4
3 A ) P 40 5, ", +,,
4 A * + 40 74 !4 7!4
5 A , 55 54 !, .,,
6 A S , 45 5, !4 7!4
7 - - G 55 6, !4 7!4
- E.P. 60 54 14 !!4
! - P 0 +, 1, 1,,
10 E S 45 7, 14 !!4
11 . / P 60 64 !4 7!4
12 G P 40 54 "4 1!!4
13 G . 65 6, 14 !!4
14 G S 40 54 "4 1!!4
15 G P 55 5, 14 !!4
16 ( ( 50 6, ", +,,
17 0P S 45 6, "4 1!!4
1 1 . 45 54 ", +,,
1! 2 3 G ... 45 5, !4 7!4
20 2 .P. S 60 64 !4 7!4
21 / S 70 5, , ,
22 / 55 5, 14 !!4
23 /. A .S. 50 54 !4 7!4
24 /. G P 45 7, 14 !!4
25 /. R T S 50 5, !, .,,
26 / 4 .S. 40 7, !, .,,
27 * / 55 6, !4 7!4
2 R 4 55 5, 14 !!4
2! R P 60 6, !, .,,
30 R 0 45 54 ", +,,
31 R R A 50 7, 1, 1,,
32 R A 65 6, 14 !!4
33 R / 0 54 )4 !4
34 S .R. 60 64 !4 7!4
35 T S A. 0 54 )4 !4
36 , T * 60 54 14 !!4
37 , * ( 65 6, 14 !!4
3 4 , 65 6, 14 !!4
3! 4 , 0 +, 1, 1,,
40 5 ) 60 54 14 !!4

TOTAl
223
0 ,+++ 33+ 16.,,
St%dents; Sore of Pre Test and Post Test in E/"eri!ent Gro%"
To get the average score from the pretest of e'perimental group the writer used the formula as follow:
m'1

X
1
N
B!!",C., B 44.54 9Pre Test:
m'! B
X
2
N
=

",,,C., B 549Post Test:

3rom the data above the
SD
1
of the students in e'perimental group was calculated by using the
following formula:
SD
1
=

D
2
( 1/ N) ( D)
N1
2

BD16.,, )(1C.,)(55,) 2
.,)1
BD16.,,)(,.,!4)(4+!+,,)
"+
BD16.,,)1.6!!.4
"+
BD"455.4
"+
BD+1.5",6
B+.4557!
B+.7
3rom the calculated of
SD
1
-t was found the standard deviation of students e'perimental group
was +.7 so from the data above. The mean of standard error (
SEM
1
) was calculated by using the
following formula:
SEM
1
=
SD

N
1
1
-n which:
(
SEM
1
) : The mean of standard error of the student e'perimental group.
SD
1
: 0tandard 9eviation of 0tudents e'perimental group.
N
1
: 0tudents number.
:ach item in the formula was applied as shown below:
SD
1
=

+.7
N
1
B .,
SEM
1
=
SD

N
1
1
B+.7
D.,)1
B6+.7
D"+
B 6."6
7.!4
B 1.4
3rom the calculated data (
SEM
1
) it was found the mean of standard error of the student e'perimental
group was 1.4
4.*. The Pre Test and Post Test Sore of Contro$ Gro%"
The complete result of the test in control group could be seen in table below:
Ta($e 4.4
St%dents; Sore of Pre Test and Post Test in Contro$ Gro%"
NO. Na!a <1 <2 9 9!
1 A 0 2 60 65 4 !4
2 6 1 55 60 4 !4
3 - 50 60 1, 1,,
4 - * 45 60 14 !!4
5 - * 55 70 14 !!4
6 - A A 0 0 , ,
7 . . 45 60 14 !!4
. A 5 5 , ,
! ( /.T. S 55 70 14 !!4
10 ( P T 50 60 1, 1,,
11 1 S 60 65 4 !4
12 / *.0.S 55 70 14 !!4
13 / 4 S 50 70 !, .,,
14 /.R. * 60 65 4 !4
15 /. ( / 50 65 14 !!4
16 /. , + 45 50 4 !4
17 / 5 55 65 1, 1,,
1 * E T 60 70 1, 1,,
1! * E P 60 75 14 !!4
20 * 2 65 70 4 !4
21 O P 55 60 4 !4
22 R S 55 65 1, 1,,
23 R O P 70 70 , ,
24 R P 7 55 60 4 !4
25 S 75 60 )14 !!4
26 S / 60 65 4 !4
27 S T ( 60 60 , ,
2 S / 55 60 4 !4
!+ T / 7, 74 4 !4
", T - E 44 7, 4 !4
"1 T 3 9 7, 74 4 !4
"! A / 74 5, 4 !4
"" ? $ 7, 7, , ,
". F % 74 74 , ,
"4 G H 4, 4, , ,
"7 = P > 2+ 2+ , ,
Total 2100
2330
23
0 3050
To get the average score from the pretest and posttest in control group the writer used the formula as
follow(
*y1B

Y
1
N
B !1,,C"7 B 46."" 9Pre Test:
*y! B
Y
2
N
=

!"",C"7 B 7..5! 9Post Test:

3rom the calculated data above the
SD
2
of the students as control group was calculated by
using the following formula(
SD
2
=

D
2
( 1/ N) ( D)
N1
2
(Gatch I 3arhady 1+6!:117)
BD",4, )(1C".)(!",) 2
"7)1
B D",4,)(,.,!6)(4!+,,)
"4
B D",4, )1.61.!
"4
BD1476.6
"4
BD...6!
B 7.7+
B7.5
3rom the calculated of
SD
2
it was found the standard deviation of students in control group
was 2.3 so from the data above it was found the mean of standard error
(
SEM
2
)
by using the
following formula(
SEM
2
=
SD

N
2
1
-n which:
(
SEM
2
) : The mean of standard error of the students in control group
SD
2
: 0tandard 9eviation of 0tudents in control group
N
2
: 0tudents number
:ach item in formula was applied as shown below(
SD
2
B 7.5
N
2
B ,2
SEM
2
=
SD

N
2
1
B 7.5
D"7)1
B7.5
D"4
B 7.5
4.+1
B 1.1"
B 1.1
3rom the calculated data
(
SEM
2
)
it was found the mean of standard error of the students
control group was 1.1
Eased on the calculation of average score the average score of e'perimental class was higher
than control class. The average scores of students in the e'perimental class in pre)test was 44.54 and
post test was 54 while the average scores of the students in control class in pre)test was 46.6" and
post)test was 7..5!. based on standard deviation of e'perimental class was higher than control class.
The standard deviation of students in e'perimental class was +.7 while The standard deviation of
students in control class was 7.5. The mean of standard error of the students in e'perimental class was
1.4 while the mean of standard error of the students control group was 1.1.
,., Data Ana$)sis of &athed t.test For!%$a (et7een St%dents E/"eri!enta$ Gro%" and
St%dents Contro$ Gro%".
To find out whether or not there was a significant difference in reading achievement of the
seventh grade students of 0*$> 16 /alembang who were taught through question answer
relationship strategy and without the writer used matched t)test formula in analy&ing the data. The
analysis the data was based on the differences between the students score in pre test and post test.
Ta($e 1+
St%dents; Sore of Pre Test and Post Test in E/"eri!ent Gro%"

E8PERI&ENTA?
C?ASS
Contro$
C$ass
N
O.
Nam
a
81 82
D 9D:
*
NO
.
Na!a <1 <2
9 92
1 A ( P 7, 54 14 !!4 A 0 2 60 65 4 !4
2 A R S 55 6, !4 7!4 6 1 55 65 1, 1,,
3 A ) P 40 5, ", +,, - 50 60 1, 1,,
4 A * + 40 74 !4 7!4 - * 45 60 14 !!4
5 A , 55 54 !, .,, - * 55 70 14 !!4
6
A S
,
45 5,
!4 7!4

- A A 0
0
, ,
7
- -
G
55 6,
!4 7!4
. . 45 65
!, .,,
- E.P. 60 54 14 !!4 . A 5 5 , ,
! - P 0 +,
1, 1,,

( /.T.
S
55 75
!, .,,
10 E S 45 7, 14 !!4 ( P T 50 60 1, 1,,
11 . / P 60 64 !4 7!4 1 S 60 70 1, 1,,
12 G P 40 54
"4 1!!4

/
*.0.S
55 70
14 !!4
13 G . 65 6, 14 !!4 / 4 S 50 70 !, .,,
14 G S 40 54 "4 1!!4 /.R. * 60 65 4 !4
15 G P 55 5, 14 !!4 /. ( / 50 65 14 !!4
16 ( ( 50 6,
", +,,

/. ,
+
45 50
4 !4
17 0P S 45 6, "4 1!!4 / 5 55 60 4 !4
1 1 . 45 54 ", +,, * E T 60 70 1, 1,,
1!
2 3 G
...
45 5,
!4 7!4
* E P 60 75
14 !!4
20
2 .P.
S
60 64
!4 7!4
* 2 65 70
4 !4
21 / S 70 5, , , O P 55 65 1, 1,,
22 / 55 5, 14 !!4 R S 55 60 4 !4
23
/.
A .S.
50 54
!4 7!4
R O P 70 75
4 !4
24
/. G
P
45 7,
14 !!4
R P 7 55 70
14 !!4
25
/. R
T S
50 5,
!, .,,
S 75 60
)14 !!4
26
/
4 .S.
40 7,
!, .,,
S / 60 65
4 !4
27 * / 55 6, !4 7!4 S T ( 60 60 , ,
2 R 4 55 5, 14 !!4 S / 55 60 4 !4
2! R P 60 6, !, .,, T / 7, 74 4 !4
30 R 0 45 54 ", +,, T - E 44 74 1, 1,,
3
1
R R A 50 7,
1, 1,,
T 3 9 7, 74
4 !4
3
2
R A 65 6,
14 !!4
A / 74 74
, ,
3
3
R / 0 54
)4 !4
? $ 7, 7,
, ,
3
4
S .R. 60 64
!4 7!4
F % 74 74
, ,
3
5
T S A. 0 54
)4 !4
G H
4,
44
4 !4
3
6
, T
*
60 54
14 !!4
= P > 2+
2+ , ,
3
7
, *
(
65 6,
14 !!4
Total
210
0
236
5
26
5
377
5
3

4 , 65 6,
14 !!4
3
!
4 , 0 +,
1, 1,,
4
0
5 ) 60 54
14 !!4

TOT
Al
22
30
,++
+
33
+
16.,
,
The difference between the two values (/retest and /osttest) were computed using the
following formula(
t=
M
1
M
2
SE. M
1
M
2
?here :
t : value

M
1
: $verage score of e'perimental group

M
2
: $verage score of control group
0: : 0tandard :rror
;roup $ : includes the students e'perimental group
;roup E : -ncludes the students control group
(0tandard error) was obtained by using the formula(
SEM
1
M
2
=

SEM
1
2 +SEM
2
2
?here(
SEM
1
M
2
=

The differences between standard error of e'perimental class and

control class.
SEM
1
B The mean of standard error of e'perimental class.
SEM
2
B The mean of standard error of control class.
SEM
1
B 1.4

SEM
2
B 1.1

SEM
1
M
2
=

SEM
1
2 +SEM
2
2
B D(1.4)! J (1.1)!
B D!.!4 J 1.!1
B D"..7
B1.67
B 1.+
The difference between standard error of students e'perimental group and students of control
group was 1.+
The mean of each item were calculated below:
mx
1
=

44.34
mx
2
=

34
*1 @ my 1 J my ! B 44.54J 54 B 1",.54 @ 24.,34 @24.49&ean of E/"eri!enta$ C$ass:
* * *
my
1
=

4'.,,
my
2
@ 24.3*
*! B m' 1 J m' ! B 476."" J7..5! B 1!".1 @ 21.4, @ 21.4 9&ean of Contro$ C$ass:
:ach item in the formula was applied with the data obtained as shown below:
t=
M
1
M
2
SE. M
1
M
2
B 74.. )71.4
1.+
B ".+
1.+
B !.,4
Kevel of 0ignificant 48(
df B
(
N
1
+N
2
)
2
B (.,J"7))!
B 57 )!
B 5.
3or df 5. in level of significant 48 t)table was 1.++ the writer got t)obtained !.,4 so t)
obtained was higher than t)table.
4.*.1. The Data of st%dentsA ahie#e!ent in $iterar) of e$e#enth grade st%dent of S&AN 1'
Pa$e!(ang in aade!i )ear *++1,-*+14
1. The Res%$t of the Pre.test and Post.test in the E/"eri!enta$ C$ass
The pretest was conducted on 3riday >ovember !!th !,1" for e'perimental class. -t was held
in the first meeting. There were ., students of 11 -/0 . as the e'perimental class 1oined the test. The
purpose of this test was to 2now the initial condition of the students achievement in literary. -n this
test the students were as2ed to answer 1, questions based on the reading passages. The time for
students doing the pre)test was +, minutes. The post)test was conducted on 0aturday0 6rd !,1. for
e'perimental class. There were ., students of e'perimental class this test. The post)test in this study
had a purpose to measure the students achievement in literary after getting treatments. The students did
the post)test through reading test. The process of post)test was similar with the pretest the students of
e'perimental class were given 1, questions of essay. The test spent about +, minutes. 3rom the result
the students average scores were analy&ed.
$fter holding the test to studentsL achievement in literary the researcher found that the obtain
average value (mean) for pretest e'perimental class was 45.!4 with the highest score was 6, and the
lowest score was ., and the standard deviation was +.! while the obtain average value (mean) for
post)test e'perimental class is 5! with the highest score is 64 and the lowest score is 4, and the
standard deviation was 5.+. The distribution of the students scores in the pre)test clearly in the
appendi'.
3rom ., students who followed the pre)test ! students (48) were in good category 15 students
(.!.48) were in average category and !1 students (4!.48) were in poor category while in post)test !1
students (4!.48) were in good category 15 students (.!.48) were in average category and ! students
(48) were in poor category detailed information about the distribution of the students score in the pre)
test and post)test could be seen clearly in the table .."
Ta($e 4.,
The Sore Distri(%tion of the Pre.test and Post.test in E/"eri!enta$ Gro%"
PRE.
TEST
PRE.
TEST
POST.
TEST
Inter#a$ Categor)
Fre1%en
)
Perentag
e
Fre1%en
)
Perentag
e
'2.1++
Ver)
Good , ,.,,8 , 0.00%
31.'4 Good ! 5.00% !1 52.50%
42.3+ A#erage 15 42.50% 15 42.50%
4+.44 Poor !1 52.50% ! 5.00%
< 4+ Ver) Poor , 0.00% , 0.00%
Tota$ 4+ 1++.++5 4+ 1++.++5
&ini!%! Sore 4+ 4+
&a/i!%! Sore '+ '4
&ean 43.*4 3*
Chart 4
Co!"arison (et7een the Res%$t of the Pre.test and Post.test in the E/"eri!enta$ Gro%"
!. The St%dents Sore in the Pre.test and Post.test in Contro$ C$ass
$fter the pretest was conducted on 0aturday >ovember !" th !,1" for control class. -t was
held in the first meeting. There were "7 students of 11 -/$ . as the control class 1oined the test. The
purpose of this test was to 2now the initial condition of the students achievement in literay. -n this test
the students were as2ed to answer 1, questions of essay based on the reading passages. The time for
Very Good
Good
Average
Poor
Very Poor
0
0.1
0.2
0.3
0.4
0.5
0.6
PRE-TEST Percentage
POST-TEST Percentage
students doing the pre)test was +, minutes. The posttest was conducted on 0aturday *arch 6rd !,1.
for control class. There were "7 students of control class this test. The posttest in this study had a
purpose to measure the students achievemnt in literary apprection after getting treatments. The
students did the posttest through reading test. The process of post)test was similar with the pretest the
students of e'perimental and control groups were given 1, questions of essay. The test spent about +,
minutes. 3rom the result the students average scores were analy&ed.
$fter holding the test to measure students achievement in literary0 the researcher found that the
obtain average value (mean) for pretest control class was 45.+! with the highest score was 6, and the
lowest score was ., and standard deviation was +.+ while the obtain average value (mean) for post)test
control class was 7"." with the highest score was 6, and the lowest score is 4, and the standard
deviation was 6.!.
3rom "7 students who followed the pre)test ! students (4.478) were in good category 15
students (.5.!!8) were in average category 15 students (.5.!!8) were in poor category while in post)
test 4 students (1".6+8) were in good category !. students (77.758) were in average category and 5
students (1+...8) were in poor category. The detailed information about the distribution of the students
score in the pre)test and post)test could be seen clearly in the table
Ta($e 4.4
The Sore Distri(%tion of the Pre.test and Post.test in Contro$ Gro%"
PRE.
TEST
PRE.
TEST
POST.
TEST
Inter#a$ Categor) Fre1%en)
Perentag
e Fre1%en)
Perentag
e
'2.1++
Ver)
Good , ,.,,8 , 0.00%
31.'4 Good ! 5.56% 4 13.89%
42.3+ A#erage 15 47.22% !. 66.67%
4+.44 Poor 15 47.22% 5 19.44%
< 4+ Ver) Poor , 0.00% , 0.00%
Tota$ ,2 1++.++5 ,2 1++.++5
&ini!%! Sore 4+ 4+
&a/i!%! Sore '+ '+
&ean 43.6122223 2,.''''''6
Chart *
Co!"arison (et7een the Res%$t of the Pre.test and Post.test st%dents ahie#!ent in $iterar)
,. Co!"arison (et7een the
Res%$t of the Post.test in the E/"eri!enta$ and Contro$ Gro%"

Ta($e 4.,
The Sore Distri(%tion of the Post.test in E/"eri!enta$ and Contro$ Gro%"
0core
-nterval
=ategory
:'perimental =ontrol
3requency /ercentage 3requency /ercentage
67)1,, Aery ;ood , ,8 , ,8
51)64 ;ood !1 4!.48 4 1".6+8
47)5, $verage 15 .!.48 !. 77.758
.,)44 /oor ! 48 5 1+...8
<., Aery /oor , ,8 , ,8
Total ., 1,,8 "7 1,,8
Fig%re ,
Co!"arison (et7een the Res%$t of the Post.test in the E/"eri!enta$ and Contro$ Gro%"
Very Good
Good
Average
Poor
Very Poor
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.
PRE-TEST Percentage
POST-TEST
Percentage
4. The Data Ana$)sis of t.test
4.*. The Pre.test and Post.test Sores of the E/"eri!enta$ C$ass in st%dentsA ahie#e!ent in
$iterar)
Ta($e 4.,
St%dents; Sore of Pre Test and Post Test in E/"eri!ent C$ass
NO
.
Nama
81 82 9 9!
1 A ( P 4, 5, !, .,,
2 A R S 4, 54 !4 7!4
3 A ) P ., 74 !4 7!4
4 A * + 4, 6, ", +,,
5 A , 5, 5, , ,
6 A S , 44 6, !4 7!4
7 - - G 7, 7, , ,
- E.P. 7, 54 14 !!4
! - P 5, 64 14 !!4
10 E S 7, 5, 1, 1,,
11 . / P 44 74 1, 1,,
12 G P 44 5, 14 !!4
13 G . 7, 6, !, .,,
14 G S 7, 54 14 !!4
15 G P 4, 5, !, .,,
16 ( ( 5, 54 4 !4
Good Average Poor Very Poor
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.
POST-TEST Percentage
e"#er$%anta& c&a'
POST-TEST Percentage
contro& c&a''
17 0P S 44 54 !, .,,
1 1 . 7, 5, 1, 1,,
1! 2 3 G ... 54 6, 4 !4
20 2 .P. S 5, 54 4 !4
21 / S 7, 5, 1, 1,,
22 / 4, 54 !4 7!4
23 /. A .S. 4, 44 4 !4
24 /. G P 5, 5, , ,
25 /. R T S 7, 54 14 !!4
26 / 4 .S. .4 5, !4 7!4
27 * / 44 4, )4 !4
2 R 4 4, 5, !, .,,
2! R P 7, 7, , ,
30 R 0 5, 54 4 !4
31 R R A 4, 6, ", +,,
32 R A 4, 54 !4 7!4
33 R / 44 5, 14 !!4
34 S .R. 7, 64 !4 7!4
35 T S A. 4, 54 !4 7!4
3
6
, T *
7, 7, , ,
3
7
, * (
4, 6, ", +,,
3

4 ,
4, 54 !4 7!4
3
!
4 ,
6, 64 4 !4
4
0
5 )
., 7, !, .,,
TOTAl !!+, !66, 4+, 1!74,
To get the average score from the pre test of e'perimental class the writer used the formula as follow:
m'1

X
1
N
B!!+,C., B 45.!4 9Pre Test:
m'! B
X
2
N
=

!66,C., B 5! 9Post Test:

3rom the data above the
SD
1
of the students in e'perimental class was calculated by using the
following formula:
SD
1
=

D
2
( 1/ N) ( D)
N1
2

BD1!74,)(1C.,)(4+,) 2
.,)1
BD1!74, )(,.,!4) (".61,,)
"+
B D16.,,)65,!.4
"+
BD"+.5.4
"+
BD1,1.!!
B1,.,71
B1,.1
3rom the calculated of
SD
1
-t was found the standard deviation of students e'perimental group
was 1,.1 so from the data above. The mean of standard error (
SEM
1
) was calculated by using the
following formula:
SEM
1
=
SD

N
1
1
-n which:
(
SEM
1
) : The mean of standard error of the student e'perimental group.
SD
1
: 0tandard 9eviation of 0tudents e'perimental group.
N
1
: 0tudents number.
:ach item in the formula was applied as shown below:
SD
1
=

1,.1
N
1
B .,
SEM
1
=
SD

N
1
1
B1,.1
D.,)1
B1,.1
D"+
B 1,.1
7.!.
B 1.71
B1.7
3rom the calculated data (
SEM
1
) it was found the mean of standard error of the student e'perimental
group was 1.7.
4.*. The Pre Test and Post Test Sore of Contro$ Gro%"
The complete result of the test in control group could be seen in table below:
Ta($e 4.4
St%dents; Sore of Pre Test and Post Test in Contro$ Gro%"
NO. Na!a F1 F2 9 92
1 A 0 2 7, 7, , ,
2 6 1 4, 44 4 !4
3 - 44 7, 4 !4
4 - * 4, 4, , ,
5 - * 6, 6, , ,
6 - A A 4, 7, 1, 1,,
7 . . 5, 5, , ,
. A 4, 7, 1, 1,,
! ( /.T. S 5, 5, , ,
10 ( P T 5, 5, , ,
11 1 S 4, 7, 1, 1,,
12 / *.0.S 7, 5, 1, 1,,
13 / 4 S 4, 4, , ,
14 /.R. * 7, 74 4 !4
15 /. ( / 7, 7, , ,
16 /. , + 54 54 , ,
17 / 5 5, 6, 1, 1,,
1 * E T ., 44 14 !!4
1! * E P 5, 5, , ,
20 * 2 5, 54 4 !4
21 O P 7, 5, 1, 1,,
22 R S 4, 7, 1, 1,,
23 R O P 7, 5, 1, 1,,
24 R P 7 44 74 1, 1,,
25 S 7, 74 4 !4
26 S / 5, 54 4 !4
27 S T ( ., 44 14 !!4
2 S / 4, 5, !, .,,
!+ T / 7, 74 4 !4
", T - E ., 4, 1, 1,,
"1 T 3 9 7, 7, , ,
"! A / 44 74 1, 1,,
"" ? $ 4, 4, , ,
". F % 44 7, 4 !4
"4 G H 4, 7, 1, 1,,
"7 H / M 7, 74 4 !4
Tota& 2085 2300
!14 !!54
To get the average score from the pretest in control
group the writer used the formula as follow(
*y1B

Y
1
N
B !,64C"7 B 45.+ 9Pre Test:
*y! B
Y
2
N
=

!",,C"7 B 7".+ 9Post Test:

3rom the calculated data above the
SD
2
of the students as control group was calculated by
using the following formula(
SD
2
=

D
2
( 1/ N) ( D)
N1
2
(Gatch I 3arhady 1+6!:117)
BD!!54 )(1C"7)(!14) 2
"7)1
B D!!54)(,.,!6)(.7!!4)
"4
B D!!54)1!+.."
"4
BD+6,.5
"4
BD!6.,!

B 4.!+"
B4."
3rom the calculated of
SD
2
it was found the standard deviation of students in control group
was 4., so from the data above it was found the mean of standard error
(
SEM
2
)
by using the
following formula(
SEM
2
=
SD

N
2
1
-n which:
(
SEM
2
) : The mean of standard error of the students in control group
SD
2
: 0tandard 9eviation of 0tudents in control group
N
2
: 0tudents number
:ach item in formula was applied as shown below(
SD
2
B 4."
N
2
B ,2
SEM
2
=
SD

N
2
1
B 4."
D"7)1
B4."
D"4
B 7.5
4.+
B ,.6+
B,.+
3rom the calculated data
(
SEM
2
)
it was found the mean of standard error of the students
control group was ,.+
Eased on the calculation of average score The average scores of students in the e'perimental
was 1..54 while the average scores of the students in control class was 4.+5. 0o the average score of
e'perimental class was higher than control class. Eased on the standard deviation the standard
deviation of students in e'perimental class was +.7 while the standard deviation of students in control
class was 4.". 0o standard deviation of e'perimental class was higher than control class. The mean of
standard error of the students in e'perimental class was 1.7 while the mean of standard error of the
students control group was ,.+
4.,., Data Ana$)sis of &athed t.test For!%$a (et7een St%dents E/"eri!enta$ Gro%" and
St%dents Contro$ Gro%".
To find out whether or not there was a significant difference in reading achievement of the
seventh grade students of 0*$> 16 /alembang who were taught through question answer
relationship strategy and without the writer used matched t)test formula in analy&ing the data. The
analysis the data was based on the differences between the students score in pre test and post test.
Ta($e 1+
St%dents; Sore of Pre Test and Post Test in E/"eri!ent $ass and ontro$ $ass
e/"eri!enta$
$ass
control
class
NO
.
Nama
81 82 9 9!
NO. Na!a
F1 F2 9 92
1 A ( P 4, 5, !, .,, A 0 2 7, 7, , ,
2 A R S 4, 54 !4 7!4 6 1 4, 44 4 !4
3 A ) P ., 74 !4 7!4 - 44 7, 4 !4
4 A * + 4, 6, ", +,, - * 4, 4, , ,
5 A , 5, 5, , , - * 6, 6, , ,
6 A S , 44 6, !4 7!4 - A A 4, 7, 1, 1,,
7 - - G 7, 7, , , . . 5, 5, , ,
- E.P. 7, 54 14 !!4 . A 4, 7, 1, 1,,
! - P 5, 64 14 !!4 ( /.T. S 5, 5, , ,
10 E S 7, 5, 1, 1,, ( P T 5, 5, , ,
11 . / P 44 74 1, 1,, 1 S 4, 7, 1, 1,,
12 G P 44 5, 14 !!4 / *.0.S 7, 5, 1, 1,,
13 G . 7, 6, !, .,, / 4 S 4, 4, , ,
14 G S 7, 54 14 !!4 /.R. * 7, 74 4 !4
15 G P 4, 5, !, .,, /. ( / 7, 7, , ,
16 ( ( 5, 54 4 !4 /. , + 54 54 , ,
17 0P S 44 54 !, .,, / 5 5, 6, 1, 1,,
1 1 . 7, 5, 1, 1,, * E T ., 44 14 !!4
1!
2 3
G ... 54 6, 4 !4
* E P
5, 5, , ,
20 2 .P. S 5, 54 4 !4 * 2 5, 54 4 !4
21 / S 7, 5, 1, 1,, O P 7, 5, 1, 1,,
22 / 4, 54 !4 7!4 R S 4, 7, 1, 1,,
23
/.
A .S. 4, 44 4 !4
R O P
7, 5, 1, 1,,
24 /. G P 5, 5, , , R P 7 44 74 1, 1,,
25
/. R T
S 7, 54 14 !!4
S
7, 74 4 !4
26
/ 4
.S. .4 5, !4 7!4
S /
5, 54 4 !4
27 * / 44 4, )4 !4 S T ( ., 44 14 !!4
2 R 4 4, 5, !, .,, S / 4, 5, !, .,,
2! R P 7, 7, , , T / 7, 74 4 !4
30 R 0 5, 54 4 !4 T - E ., 4, 1, 1,,
31 R R A 4, 6, ", +,, T 3 9 7, 7, , ,
32 R A 4, 54 !4 7!4 A / 44 74 1, 1,,
33 R / 44 5, 14 !!4 ? $ 4, 4, , ,
34 S .R. 7, 64 !4 7!4 F % 44 7, 4 !4
35 T S A. 4, 54 !4 7!4 G H 4, 7, 1, 1,,
36 , T * 7, 7, , , H / M 7, 74 4 !4
37 , * ( 4, 6, ", +,,
Tota&
2085 2300 !14 !!54
3 4 ,
4, 54 !4 7!4
Mean
57.9
2
63.8
9
5.9
7
3! 4 , 6, 64 4 !4
40 5 ) ., 7, !, .,,

TOTAl
!!+
, !66, 4+,
1!74
,

Mean
57.3 72
14.
8
$fter getting the result of standard error of each group either e'perimental group or control group the
ne't step is combine to get standard error of the mean 0:*i)*! were computed using the following
formula(
SEM
1
M
2
=

SEM
1
2 +SEM
2
2
?here(
SEM
1
M
2
=

The differences between standard error of e'perimental group and control group.
SEM
1
B The mean of standard error of e'perimental group.
SEM
2
B The mean of standard error of control group.
SEM
1
B 1.4

SEM
2
B 1.1

SEM
1
M
2
=

SEM
1
2 +SEM
2
2
B D(1.7)! J (,.+)!
B D!.47 J ,.61
B D"."5
B 1.6"
@ 1.6
The difference between standard error of students e'perimental group and students of control
group was 1.6
The last step of the hypothesis testing is T)test. -t is used to find out whether there is or no significant
difference in literary appreciation between the students who are taught by using #$%s and those are
taught by using conventional strategy.
The formula is as follows:
t=
M
1
M
2
SE. M
1
M
2

?here :
t : value

M
1
: $verage score of e'perimental group

M
2
: $verage score of control group
0: : 0tandard :rror
;roup $ : includes the students e'perimental group
;roup E : -ncludes the students control group
(0tandard error) was obtained by using the formula(
The mean of each item were calculated below:
mx
1
=

44.*4
mx
2
=

3*
*1 @ my 1 J my ! B 44.!4 J 5! B 1..54 @ 24. 2, @ 24.2 9&ean of E/"eri!enta$ C$ass:
* * *
my
1
=

43.6*
my
2
@ 2,.6
*! B m' 1 J m' ! B 45.+! J7".+ B 1!1.6@ 2+.+69&ean of Contro$ C$ass:
! ! !
:ach item in the formula was applied with the data obtained as shown below:
t=
M
1
M
2
SE. M
1
M
2
B 7..7 )7,.+
1.6
B ".5!!
1.6
B !.,!6
$fter getting the t)obtained it is then calculated to the critical value on the table to chec2 whether the
difference was significant or not. Eefore the e'periment was conducted the level of significance to be used
in the e'periment had been divided first. -n education research the 48 (,.,4) level of significance was
used. -f the t)obtained is higher than the critical t)value it means that there is significant difference between
the two means. -f the t)obtained is lower than critical t)value it means that there is no significant difference
between two means.
df B
(
N
1
+N
2
)
2
B (.,J"7))!
B 57 )!
B 5.
3or df 5. in level of significant 48 t)table was 1.++ the writer got t)obtained !.," so t)
obtained was higher than t)table.
4.4. $ose.Ans7er 1%estionnaire of st%dents; "ere"tions
The writer analy&ed the results of questionnaire responses to find out the percentage of the students
agreement and students disagreement toward each statement in the questionnaire. The ob1ective of the
statement 1 up to statement 1, in the questionnaire distribution was to find out the information about
what the students perceptions in learning reading comprehension and literary appreciation by using
question and answer relationship strategy. The gain percentage of all respondents agreement and
disagreement toward each statement in the questionnaire is presented in the table below.
Ta($e
Data 1%estionnaire of st%dents; "ere"tions on the %se of 1%estion and ans7er re$ationshi"
State!ents 91:
SA
9*:
A
9,:
NAD
94:
D
94:
SD
Note
1 3+5 45 145 1+5 345 9strong$) agree and agree:0
*45 9disagree and strong$)
disagree:
* 4+5 1+5 *+5 *+5 2+5 9strong$) agree and agree:0
4+5 9disagree and strong$)
disagree:
, 2+5 *45 1+5 45 '45 9strong$) agree and agree:0
*45 9disagree and strong$)
disagree:
4 4+5 ,+5 ,+5 *45 3+5 9strong$) agree and agree:0
445 9disagree and strong$)
disagree:
4 2+5 145 3.45 13.45 345 9strong$) agree and agree:0
*45 9disagree and strong$)
disagree:
2 ,45 *+5 *45 *+5 445 9strong$) agree and agree:0
445 9disagree and strong$)
disagree:
3 445 145 ,45 *+5 245 9strong$) agree and agree:0
445 9disagree and strong$)
disagree:
' 4*.45 13.45 145 13.45 3.45 2+5 9strong$) agree and agree:0
145 9Ne%tra$:0 *45 9disagree and
strong$) disagree:
6 ,3.45 1*.45 **.45 *+5 3.45 4+5 9strong$) agree and agree:0
1*.45 9Ne%tra$:0 *3.45 9disagree
and strong$) disagree:
1+ ,*.45 **.45 *+5 *45 445 9strong$) agree and agree:0
445 9disagree and strong$)
disagree:
Fro! the ta($e 1' a(o#e0 it an (e on$%ded that !ost of the st%dents ga#e si!i$ar
res"onses for so!e ite!s. State!ent 1 %" to 1+ ha#e to (e ans7ered () the st%dents to
Bno7 their "ere"tions on the %se of 1%estions and ans7er re$ationshi"s in $earning
reading o!"rehension. The gain of the st%dents; res"onses
C. Inter"retation
Eased on the findings the studentsL score in post)test after doing the e'periment in teaching
reading comprehension through #uestion $nswer %elationship 0trategy to the eleventh grade students
of 0*$ >egeri 16 /alembang was better than the studentsL score in pre)test. -t means that after the
students were thaught reading comprehension through #uestion $nswer %elationship 0trategy could
improve their achievement than before the students were taught without #uestion $nswer %elationship
0trategy. $nd the studentsL score in post)test after doing the e'periment in teaching literary through
#uestion $nswer %elationship 0trategy to the eleventh grade students of 0*$ >egeri 16 /alembang
was better than the studentsL score in pre)test. -t means that after the students were thaught reading
comprehension through #uestion $nswer %elationship 0trategy could improve their achievement than
before the students were taught without #uestion $nswer %elationship 0trategy.
Eased on the findings before doing the e'periment the ability of students in reading
comprehension of 0*$ >egeri 16 /alembang was average. -t happened because many of students
have difficulties to focus on what they would read how to found the meaning of difficult words how
to found the main idea and how to made the conclusion. $fter the treatment was applied the students
got better achievement. -t was because in #uestion $nswer %elatioship strategy the students can be
focused on what they would read through preview they 2new how to found the meaning of difficult
words through clic2 and clun2 how to found the main idea through get the gist and how to made the
conclusion through wrap up.
Eased on the findings and e'planation above the studentsL achievement in reading
comprehension and literary after taught through #uestion $nswer %elatioship strategy reading and
literary was better than the studentsL achievement before taught through #uestion $nswer %elatioship
strategy. 0o the writer concluded #uestion $nswer %elatioship strategy reading and literary was
significantly effective to be taught in teaching reading comprehension to the seventh grade students of
0*$ >egeri 16 /alembang.
ACDNOE?EDGE&ENT
3irst of all - would li2e to praise $llah the $lmighty for the blessing and
mercy given to me during my study and in completing this final pro1ect.
- would li2e to than2 to the people who contributed their ideas and time given
to me in completing my final pro1ect. - would li2e to e'press my sincere gratitude to
9rs. $hmad 0ofwan /h. 9 as the first advisor for giving me guidance and help to
finish the final pro1ect. - would li2e to e'tend my sincere than2s to
%ohani 0. /d *.$ as my second advisor for his patience in improving my final
pro1ect for its finali&ation.
*y than2s also go to 9ra. %ishi *ardiningsih $ni >urafia 0. /d and the
tenth grade students of 0*$ > 1 /etaru2an for allowing me to carry out the
investigation in their school and for giving the contribution while - was conducting
the research there.
- would li2e to dedicate my deepest gratitude to my father and mother who
have supported finance spirit and prayers for my success. - am also grateful to my
soul mate for his support during my study and all my friends who might not be
mentioned individually here.
0emarang
->T$> N$%@K->$
>-*. !!,1.,!41"
ACSTRACT
The final pro1ect is about the teaching narrative te'ts in improving writing
s2ill to the tenth grade students of 0*$ > 1 /etaru2an. Teaching writing to 0enior
Gigh 0chool is not an easy tas2. -t requires a lot of creativity from a professional
teacher.
The ob1ect of the study is to find out the students achievement in writing
narrative te'ts. -t is e'pected that the research would be useful for the teachers and
students in language teaching and learning process.
The sub1ect of the study is the tenth grade students of 0*$ > 1 /etaru2an
/emalang in the academic year of !,,4 C !,,7. There were .! students (!4 girls and
15 boys). The writer too2 all of them as the sub1ect of the study. The technique used
for collecting data is pre)test and post)test and interview. 3irst the writer gave a pretest.
-t was conducted at the beginning of the research. 0econd the second activity
was held. -t was continued with the third activity the fourth activity the fifth activity
the si'th activity and post)test was conducted. $t last the teacher made interview with
the students about the difficulties in writing.
The result of the study was that the students progress during teaching and
learning activity by using narrative te'ts to improve writing s2ill was good. The
students achievement in writing was improved it was supported by the significance
result of the pre)test was 7!.,+8( writing the first draft on the first cycle was 74.4!8(
writing the second draft 51.4"8( writing the final copy was 5.."68( writing the first
draft on the second cycle was 5!8( writing the second draft was 54..!8 and writing
the final copy was 5+.518.
Therefore teachers should always try to create an interesting te't for their
teaching. Eased on the result teachers can apply narrative te't to improve the
students writing s2ill.
ACDNOE?EDGE&ENTS
Alhamdulillahi Rabbil aalamiin all praise be to $llah 0?T the $lmighty
and the *ost *erciful whose blessing guidance and mercy have strengthened
me along the hard path of my life so that - can finally finish my thesis. -n this
opportunity - would li2e to than2 all of those who have supported and guided me
in the process of writing this thesis.
*y deepest appreciation and gratitude go to my first consultant 9rs.
*argana *. Gum *.$. and second consultant 0iti *u2minatun 0.0. *. Gum.
for their patience guidance advice and solutions in the completion of this thesis.
- would also li2e to than2 all /E- lecturers and staffs who have devoted their
wor2 valuable 2nowledge lessons and e'periences during my studies in
Fogya2arta 0tate Mniversity.
- greatly appreciate the big family of 0*/ >egeri " /olo2arto 0u2ohar1o
9rs. 0uwandi *./d. (the principal) 9wi -ndaryatni 0./d. (the :nglish teacher)
and all of the students at =lass A---= who participated in the data collection of
this research.
3urthermore my greatest gratitude goes to my parents( Natarina Tri
0aryani and 0uwandi for their endless love care and support. - am sincerely
grateful to them for teaching me how this life is worth living. They have given me
everything to finish my thesis. *y special than2s are dedicated to my younger
brothers $ngga and %ais who have given me love and support. - also than2 my
relatives in 0u2ohar1o for their prayers. *y than2fulness is also given to >uning
for her care and support when - am in ups and downs and for being there when -
need at the most.
Then - am grateful to Narman Tyas 9ian ayu $rum the members of
Eloc2 N,5 ($priana -2a 0afitri 9yah >ana Fo2o Aalen -ntan >unuh %io
%asmarita %isa $mbar $rum >i2en /uri %ani 9ewi Ouniar 0ulis :ndah 3atih
Thuli $prilia -stanti :yi Kyan 9evi 9ian Nurnia -ra and $rdian) the big
family of 0elf $ccess Kearning =enter (0$K=) the big family of :nglish
Teahing Narrati#e Te/ts
$s an international language :nglish are also tought in -ndonesia as a foreign
language. The goal of :nglish language teaching in -ndonesia as stated in the
9ecember 1! 1+75 decree of the -ndonesian *inistry @f :ducation and =ulture is to
give students a wor2ing 2nowledge of the :nglish language with the following
detailed ob1ectives in order of importance :
a. To give students on effective reading ability
b. To give students the ability to understand spo2en :nglish
c. To give students a writing ability
d. To give students a spea2ing ability
@ne the ob1ectives of :nglish language teaching is to give students an
effective writing ability. Kearning to write is a process of discovering and organi&ing
the ideas putting them on a paper and reshaping and revising them.
?riting is the most difficult lesson in the school since the students have to
produce the te't by using :nglish. They have to write about what they thin2 in their
mind and state it on a paper by using the correct procedure.
>arration is the most powerful ways of communications with others. $ good
written story lets your readers respond to some event but they can almost feel it. The
action detailed and dialouge put the readers in the scene and ma2e it happened for
them. *oreover because narration often engages readers emotion so powerfully it
can play large role in other type of writing.
To figure problems out - will use narrative te't in improving writing.
0tudents can feel more rela' in learning writing lesson and it will be easier for them
to produce narrative te'ts.
*.4.1 Genera$ Cone"t of Narrati#e Te/ts
:nglish must be learned as a second lenguage that is the ma1or language
spo2en in the community or the language of instruction in the schools where :nglish
is taught as a foreign language. To ma2e the students feel en1oyable and pleasure in
learning writing teachers must select interesting writing te't to teach writing.
- choose P>arrative Te'tsQ as the writing material. *eyers (!,,4 : 4!) states
that narrative is one of the most powerful ways of communicating with others. $
good written story lets your reader response to some event in your life as if it were
own. They not only understand the event but they can almost feel it. The action
details and dialogue put the readers in these seem and ma2e it happen for them.
*oreover $nderson (1++5 : 6) states that narrative is a piece of te't tells a story and
in doing so entertains or informs the reader or listener.
-n =urriculum !,,. narrative te't is defined as a te't which function is to
amuse entertain and to deal with actual or various e'perience in different ways.
>arrative deals with problematic event lead to a crisis or turning point of some 2ind
in turn finds a resolution.
3rom the definition above - can conclude that narrative story is a story tells
us about something interesting that has purpose to amuse entertain or the readers.
Fou are using narrative when you tell a friend about something interesting that
happen to you at wor2 or at school when you tell someone a 1o2e.
$nderson (1++5: 1.) states that a good narrative uses wird to paint a picture
in our mind of:
a. what characters loo2 li2e (their e'perience)
b. where the action is ta2ing place (the setting)
c. how things are happening (the action).
The characteistics of nattative te'ts among others:
a. -t tells us about a story of event or events.
b. The events are usually arranged in chronological order) that is in the order in
which they occurred in time.
c. The narrator has a purpose in mind in telling the story. There are some points the
narrator wishes to ma2e or some impression he or she wishes to convey to the
reader. Therefore the details of tha narrative are carrefully selected for purpose.
>arration is telling a story. $nd to be interesting a good story must must
have interesting content. $t should tell us about an event your audience would find
enganging. Fou might even thing of your narrative as a movie in which readers see
people in action and hear them spea2. Therefore it should be detailed and clear with
even arranged in order in which they hsppened or in some other effective ways you
should use for narrative that achieves all of the followings goals:
a. it is unified with al the action a developing central idea.
b. -t is interesting it draws the writer into the action and ma2es them feel as if they
are observing and listening to the events.
c. -t introduces the four ws of a setting) who what where and when) within the
conte't of the action.
d. -t is coherent transinsition indicates changes in time location and characters.
e. -t begins at the beginning and edn of the end. That is the narrative follows a
chronological order) with events happening in a time sequence.
f. -t builds towards a clima'. Thi is the moment of most tension or surprise) a
time when the ending is revealed or the importance of events becomes clear.
The language features usually found in narrative te'ts are:
a. specific characters
b.time words that connect to tell when they occur
c.verbs to show the action that occur in the story.
d.9escriptive words to portray tha chracter and setting.
($nderson 1++5: 14)
*.4.* Generi Str%t%re of Narrati#e Te/ts
>eo (!,,4: !) states that a narrative has a structure a shape or a pattern. -t can
be represented graphically in this way.
clima'
%ising action 3allling action
:'position %esolution
That picture is 2nown as the 3reitag triangle.
The idea of the 3reitag triangle is to serve as a2ind of blue print or map which
can be used to guide us systematically i1nour writing. The 3reitag triangle consists of:
a. the composition it establishes the characters and situation.
b. %ising action it refers to a series of complication leads to the clima'.
c. The clima' is the critical moment when problemC conflics demand something to
be done about them.
d. 3elling action is the moment away from the highest pea2 of e'citemen.
e. The reolution consists of the result or outcome.
(>eo !,,4: !)
@n the other hand $nderson ( 1++5: 6) states that the steps for constructing a
narrative are:
a. @rientationC e'position
The readers are introduced to the main characters and possibly some
minor characters. 0ome indication is generally given of where the action is
located and when it is ta2ing place.
b. =omplicationC rising action
The complication is pushed along by a serious of events during which we
usually e'pect some sort of complication or problem to arise. -t 1ust would not be
so interesting if something une'pcted did not happen. This complication will
involve tha main charcters and oven serves to (temporally) toward them from
reaching their goal.
c. 0equence of event? =lima'
This is where the narrator tells how the character reacts to the comlication.
-t includes their feeling and what they do. The event can be told in chronological
order (the order in which they happen) or with flashbac2. The audiens is given the
narrators poiunt of view.
d. %esolutionC falling action
-n this part the implication may be resolved for better or worse but it is
rarely left completely unresolved (although this is of course possible in certain
tyoes of narrative which leaves us wondering RGow did it endQ?)
e. %eorientation
-t is an optional closure of event.
*.4., T)"es of Narrati#e Te/ts
There many different types of narrative te'ts among others:
a. Gumor f. *ystery
b. %omance g. 3antasy
c. =rime h. 0cience 3iction
d. %eal Kife 3iction i. 9iary >ovels
e. Theoritical fiction 1. $dventure
(>eo !,,4: 46)
There can be a combination of narratives within each of this different types.
0ometimes the term genre is used for the type of narrative. $ genre is some 2ind of a
category (>eo !,,": 6). The notion of genre is to help you generate story ideas.
Gere are some e'amples of the different type (or genre) of narrative showing
typical features:
*.4.,.1 H%!or
$ humorous narrative is one of that aims to ma2e audience laugh as a part of
telling story. Gere is typical structure:
a. @rientation : the narrator tells the funny characters names in unusual
setting.
b. =omplication : in this part something cra&y happen.
c. 0equence of event : there are many imaginative ideas here funny things
said by characters and e'traordinary things happening
to ordinary people.
d. %esolution : $lls well that end well.
(>eo !,,4: 46)
*.4.,.* Ro!ane
The romance narrative typically tells of two lovers who overcome difficulties
to end up together. Gere are the usual fetures:
a. @rientation : it contains hun2 male and female who is loo2ing for
love e'otic setting sun set beaches and moonlight.
b. =omplication : boy meets girl.
c. sequence of event : it contains the development relationship 1ealously love
hurt pian warm sharing and overcoming problems.
d. %esolution : boy gets girl marry and live happy ever aafter.
(>eo !,,4: 4+)
*.4.,., Historia$ Feat%re
Gere are the feature of a typical historical fiction te't:
a. @rientation : a setting in the past and description of a period in history.
b. =omplication : good meets evil
c. 0equence of event : action related to a period in history characters lives
affected by the events of history description of live at the
time.
d. %esolution : characters survive the chaos of the time (for e'ample the
war ends).
(>eo !,,4: 4+)
*.4.,.4 The Diar) No#e$
This type of narrative has the te't presented li2e diary entries. Gere are the
features of a typical diary) novel:
a. @rientation : main character is the narrator. Time setting is given
by diary entries.
b. =omplication : given one of diary entries. -t can be related to
romance adventure humor mystery or other type.
c. 0equence of event : diary entries tell of feelings hopes and happening.
d. reorientation : the narrator tells what happens to solve the
complication.
(>eo !,,4: 7,)
*.4.,.4 Fantas)
Eelow are the features of a typical fantasy narrative:
a. @rientation : setting may be in another dimension with goals
witches wi&ard and so son. Gero who may has
magical power.
b. =omplication : evil forces affect the goodies.
c. 0equence of event : use of magic. $ction includes elves dragons ans
mystical beasts heroism.
d. %esolution : ;od defeats evil forces.
(>eo !,,4: 7,)
*.4.,.2 Siene Fition
0cience fiction narratives ese the setting involving science and technology.
Gere are the typical features of the te't type:
a. @rientation : a feature setting and a world with technology.
b. =omplication : an evil force threatens the world.
c. 0equence of event : imaginative description. $ction involves technology
science and super invention.
d. %esolution : good defeats evil.
e. =oda : ta2e care that science is used for good not evil.
(>eo !,,4: 71)
*.2 The Charaters of Senior High Shoo$ St%dents
-n general senior high school students are the children at the age between
fifteen up to nineteen years old in which they will be an adult. The following are
some general characteristics as the children of that group according to thulus Gidayat
(1++5: 1,):
a. the senior high school students still need another help in learning.
b. They prefer to practise something interesting than studying the lesson.
c. They often do or imitate negative thing from what they 2now or they watch.
d. They prefer to state their ideas than to obey the advice from another people.
e. *ost of senior high school students are creative.
$nderson *ar2. 1++5. Text Type in English 2. $ustralia: *ac2millan.
Gidayat Tulus. 1++5. Psikologi Remaja. /urwa2arta: Mniversitas 0ebelas *aret.
>eo :rnest. !,,4. Narratie !or "# $eel. %alaysia: Kongman.