USING NARRATIVE SCAFFOLD IN IMPROVING STUDENTS

WRITING ABILITY OF THE ELEVENTH GRADER OF MA ABU

DZARRIN BOJONEGORO ACADEMIC YEAR 2014 / 2015

SKRIPSI
Submitted in partial fulfillment of the requirement for the Sarjana Degree in
English Language Teaching

By:
MASRUAH
11120086

ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND ART EDUCATION
TEACHER TRAINING INSTITUTE
2015

CHAPTER I
INTRODUCTION
In this chapter the writer discusses about backgroud of the study, problem
statement, hypothesis of the study, signficance of the study and operational
definition.
A. BACKGROUND OF THE STUDY
In mastering English, there are four macro skills that must be had by the
students. Those are listening, speaking, reading and writing. Among of them
writing is the most difficult because the writer must balance many issues such as,
content, purpose, audience, spelling and mechanics. Ratnasari (2010) as cited by
Sadiyah (2011:164) stated that these activities can be achieved only if a learner
masters some tehniques of writing such as how to obtain ideas about what s/he
will write on, how to express them in a sequence of sentences, how to organize
them chronologically and coherently, and how

to review and revise the

composition untill the writing is well-built. But it will be easy if the writer know
about the characteristics of good writing or know the steps to make a good
writing.
Writing activity is not only write in sentences but also the writer must
communicate with the readers through ideas is intepreted. In order to make the
readers understand and benefit by the the information have wrote. It must be
interesting writing. The writer must make an interesting idea or information in
order to make the readers are interested in reading about what the writers writing

(Alex Fernando, 2013 ). So, besides the readers read to get informations they
enjoy the writing. These are the defiances and the diffilculties for the writers in
order to make their best writing.
The defiances and the difficulties increase, first, when the writers, here
the writers are the students who have writing task in foreign language, such
English. They must translate or write in English. It is different from writing
indonesian. When writing Indonesian, the writers get easier beacause Indonesian
is mothher language than english itself. English has characteristics which always
make them confused to write English. For instance, grammar or tenses, verbs
(regular or irregular) which are not found in writing indonesian. Indonesian are
basically thaught in the school. It is taught until senior high school. It is not
possible that the students get more knowledge of it. Besides, they use Indonesian
more frequently when talking with their friend. However, Indonesian as their
mother language is easier to use than English as foreign language. This is the first
thing that cause the students complicated in writing English.
The second is the students always feel difficult to begin their writing
activities. As the researcher interviewed with some teachers who teach at senior
high school said that the students get troubles starting and interpreting their ideas.
Most of them were no ideas what they will write to. When the teacher gave them a
time for writing, they let their paper be in blank and no writing of all. But when
they find their ideas, they could not organize it to be better. So, the times wasted
away without well activities in writing. It is like Ralph Waldo Emerson said, "In
writing, there is first a creating stage--a time you look for ideas, you explore, you
cast around for what you want to say. Like the first phase of building, this creating

stage is full of possibilities." That is why writing activities is a difficult things,

moreover for the students in the school.
To overcome those problems, teacher as the facilitator should find out a
best solution to help students cope their obstacles in the learning process. The
teacher should change their ways of teaching technique. Or give the students a
good media in composing their writing. By using good techniques the students
may solve their problems and enjoy in writing activitties. But there are many
techniques of teaching writing. For instance, looping, scaffolding, free writing,
clustering, mind mapping and etc.
As one of the media to help the students to be able to compose their
writing, especially in narrative text that is narrative scaffold. Fitriani (2012) as
cited by Anderson and Andersen (1997) stated that Narrative-scaffold is a diagram
which consist of five schematic structures of narrative text: orientation,
complication, sequence of events, resolution and coda.
Some previous studies also gave an empirical evidence, that narrative
scaffold can be used as the medium to help students improving their writing ablity
in narrative texts (Yangrifqi, 2008). It is a framework to help the students as
writers doing their job also. The researcher advise to the teacher to apply and use
the narrative scaffold in teaching and learning process for writing skill because it
helps the students to develop their thinking.
B. PROBLEM STATEMENT

In this research the writer tries to describe the students ability in

writing the narrative text through narrative scaffold, so the problem is
formulated as below.
1. How does teacher use narrative scaffold to improve students ability in
writing the narrative text?
2. What are the problem encountered by students in practicing writing?
C. OBJECTIVE OF THE PROBLEM
According to the problem statement above, this thesis is aimed :
1. To describe how teacher use narrative scaffold to improve students ability
in writing the narrative text.
2. To know the problems encountered by students in practicing writing.
D. HYPOTHESIS
Based on the problem above the hypothesis can be stated as below :
How the teacher use narrative scaffold improve students ability in the
narrative text.
E. SIGNIFICANCE OF THE STUDY
This study has both theoritical and practical significance:
1. Theoritically
The theoritical of this study is that the result may give
information in organizing narrative text, this research also informs that
there are many strategies to make and organize the narrative text can be
applied to the students as well.
2. Practically
It can be used as a media to organize the students writing abilities
the narrative text. It also help, guide and enrich their thinking in writing
skill.
F. OPERATIONAL DEFINITION
a. Using narrative scaffold is one of the instructional media in teaching
and learning process to make students easier in organizing the
narrative text.
b. Writing abilty is a productive skill besides speaking. It makes
coherent sentences and composing text on paper.
c. Narrative text is a text that is aimed to entertain the reader. It is
formated as the fictional in a sequence of time.