scholarly journals HELPING STUDENTS WRITE NARRATIVE TEXTS USING SMS (STORY MODIFICATION STRATEGY)

2019 ◽  
Vol 1 (1) ◽  
pp. 50
Author(s):  
Bambang Yulianto
Keyword(s):  
Fairy Tales ◽  
Narrative Text ◽  
Narrative Texts

One of the problems faced by students in writing a narrative text (story) is that they have no ideas to develop into a full story. They usually spend so much time to think of what to write about that they finally run out of time to complete the task. Meanwhile, there is a fact that stories in movies are sometimes derived from fairy tales the setting of time and place of which have been made different. This has given me inspiration that students do not have to make a completely new story in order to write a narrative text. As students are familiar with tales, legends, or fables, what they need is only to make some modifications to the existing stories they already know. In other words, in order to be able to write a new story they actually only need to “cook” the “ingredients” they have in mind. Thus, there is no more reason for them not to write a story because of having no ideas to write. This paper will give a model of helping students using the strategy called SMS or Story Modification Strategy.

scholarly journals Moral Analysis in the Videos of English Fairy Tales Channel and Its Relevance to Narrative Text Learning in Senior High School

2021 ◽  
Vol 13 (3) ◽  
pp. 1643-1652
Author(s):  
Rizka Fitriani ◽  
I Putu Ngurah Wage Myartawan ◽  
I Nyoman Pasek Hadi Saputra
Keyword(s):  
High School ◽  
Fairy Tales ◽  
Moral Values ◽  
Senior High School ◽  
Narrative Text ◽  
Text Learning ◽  
Theory Analysis ◽  
Narrative Texts ◽  
Relevance Analysis ◽  
Learning Competence

This study analyzes the moral values of legends and fairy tales on the English Fairy Tales YouTube channel and examines its relevance to narrative text learning in schools. The approach used is qualitative research, with descriptive type. The sample videos taken from the English Fairy Tales channel are five videos. According to theory, analysis of moral values is carried out by looking at video samples and describing them. In contrast, relevance analysis will be carried out by reviewing the applicable learning syllabus. The research found that the videos analyzed contain values always to be grateful to God, care for others, be diligent, be brave, help each other, keep promises, and never give up. In addition, the moral values found in legends and fairy tales on the English Fairy Tales YouTube channel have relevance to the teaching of narrative texts in class X of Senior High School because the moral values contained in legends and fairy tales on the English Fairy Tales YouTube channel can support the use of English Fairy Tales channel videos as learning media that is in line with the learning competence.

THE EFFECT OF PERSONAL EXPERIENCES STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXTS

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Anisya Hardiant Daulay ◽  
Sumarsih Sumarsih ◽  
Masitowarni Siregar
Keyword(s):  
Research Design ◽  
Experimental Research ◽  
Group Work ◽  
Random Sampling ◽  
Narrative Text ◽  
Degree Of Freedom ◽  
Control Group ◽  
Narrative Texts ◽  
Personal Experiences ◽  
Experimental Group

This study attempts to discover the effect of applying Personal Experiences Strategy on students’ achievement in writing narrative text. It was conducted by using experimental research design. The population of this research was the tenth (X) grade students of SMA N 6 Padangsidimpuan  which consists of 10 parallel classes with the total number of students is 64. The samples of this research were taken by random sampling through lottery technique. The result was class X1 consisted of 32 students became the experimental group and class X2 consisted of 32 students became the control group. The experimental group was taught by Personal Experiences Strategy while the control group was taught by using Big group work strategy. The instrument was used to collect the data was writing narrative text. After the data were analyzed, it was found that the value of t-observed was 4.25 with the degree of freedom (df) = 62 at the level significance 0.05. it means that t-observed was higher than t-table (4.25 > 1.997. The result of this study showed that teaching narrative text by using personal experiences strategy was higher than that by big group work. Keywords : Using Personal Experiences Strategy. Writing Narrative Text.

THE EFFECT OF PERSONAL EXPERIENCES STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXTS

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Anisya Hardianti Daulay And Sumarsih
Keyword(s):  
Research Design ◽  
Experimental Research ◽  
Group Work ◽  
Random Sampling ◽  
Narrative Text ◽  
Degree Of Freedom ◽  
Control Group ◽  
Narrative Texts ◽  
Personal Experiences ◽  
Experimental Group

This study attempts to discover the effect of applying Personal Experiences Strategy on students’ achievement in writing narrative text. It was conducted by using experimental research design. The population of this research was the tenth (X) grade students of SMA N 6 Padangsidimpuan which consists of 10 parallel classes with the total number of students is 64. The samples of this research were taken by random sampling through lottery technique. The result was class X1 consisted of 32 students became the experimental group and class X2 consisted of 32 students became the control group. The experimental group was taught by Personal Experiences Strategy while the control group was taught by using Big group work strategy. The instrument was used to collect the data was writing narrative text. After the data were analyzed, it was found that the value of t-observed was 4.25 with the degree of freedom (df) = 62 at the level significance 0.05. it means that t-observed was higher than t-table (4.25 > 1.997. The result of this study showed that teaching narrative text by using personal experiences strategy was higher than that by big group work.

Developing a Pop Up Book Supportive to Narrative-Texts Teaching

2019 ◽  
Vol 1 (2) ◽  
pp. 66
Author(s):  
Khoirunnisa Safitri ◽  
Sudarsono Sudarsono
Keyword(s):  
Narrative Text ◽  
Development Phase ◽  
Design Phase ◽  
Narrative Texts ◽  
Evaluation Result ◽  
Tenth Grade ◽  
Text Reading ◽  
The Media ◽  
Addie Model ◽  
Teaching Learning

This research aims to develop Pop-Up Book as supplementary media to support the teaching of narrative texts and to evaluate whether or not the media are feasible to teach narrative texts to the tenth grade students of SMA Negeri 8 Pontianak. The media consisted of narrative texts with pop-up pictures. They were divided based on the structure of a narrative text. The materials were taken from the students’ textbook that the researcher has simplified. The procedures were adapted from ADDIE Model proposed by Branch and it used three phases, namely, Analyse, Design, and Develop. From analyse phase, it was found that the students needed interesting media that was visually attractive to engage them in the teaching learning process and to support the existing materials. The Design phase covered the aspects, which were the focus of the media, of the materials and the pictures for the media, and the structure of the media. The Development phase concerned the development of the essential parts of the media. According to the evaluation result, the media are considered feasible to be applied by the teachers to teach narrative text reading.

scholarly journals An Analysis of Students’ Reading Comprehension in Narrative Text at Second Grade At SMAN 1 Talamau

2019 ◽  
Vol 3 (1) ◽  
pp. 35-41
Author(s):  
Yessy Marzona ◽  
Muhammad Ikhsan
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
General Structure ◽  
Narrative Text ◽  
Intermediate Level ◽  
Second Grade ◽  
Narrative Texts ◽  
Descriptive Research ◽  
Quantitative Descriptive ◽  
Main Ideas

This research was conducted based on the problems found during the teaching and learning process in class IX IPS 1 of SMAN 1 Talamau, specifically about students' understanding of narrative text. The problem found is that students cannot determine the main ideas and topics in narrative text, understand the meaning of words, understand implied information, and understand the general structure and features of language in narrative texts.This research is included in quantitative descriptive research. The population in this study were students of class IX SMAN 1 Talamau, amounting to 159 people, divided into 4 classes. While this sample is class X8 of SMAN 8 Padang. The instrument used was an objective test. Data from students' objective tests are analyzed based on indicators and then interpreted and become research findings.Based on the results of the study showed that students of class IX IPS 1 SMAN 1 Talamau: 1. The ability to write students in determining the main ideas and topics in the narrative text showed at the intermediate level of 14 people out of 23 students (60,875%). 2. The ability to understand the meaning of words in the narrative text shows at the intermediate level that is 15 people out of 23 students (65.22%). 3. The ability to understand the information implicit in the narrative text shows that at the intermediate level, there are 14 out of 23 students (60.87%). 4. The ability to understand the general structure and language features of narrative texts shows that at the intermediate level, there are 16 students out of 23 students (69.57).From the results of the above research, it can be concluded that students still experience many difficulties in understanding a text, especially in narrative texts in accordance with applicable rules. Furthermore, based on the results of this study teachers are expected to be able to provide better teaching techniques and students can do more exercises to improve students' reading comprehension abilities.

The Effect of Structure on the Memory for Procedural Text

2020 ◽  
pp. 003329412094291
Author(s):  
John F. Geiger ◽  
Sarah S. Downen
Keyword(s):  
Past Research ◽  
Narrative Text ◽  
The Other ◽  
Narrative Texts ◽  
Moderate Amount ◽  
Single Reading ◽  
Simple Machines ◽  
Procedural Text ◽  
Effect Of Structure ◽  
Better Than

The present study examined how the structure of procedural texts affected recall of those texts. Past research has found that procedural text is comprehended best when readers expend a moderate amount of effort in processing it; the amount of effort may depend on the structure of the procedural text. Sixty-three participants read six procedural texts describing how to construct simple machines. One group of participants read texts that contained a diagram of the object, whereas the other group read texts with no diagram. Two types of texts were presented: Narrative and list-like procedural texts. Results showed that rereading increased recall of the list-like text, but had little effect for the narrative text. The elaboration hypothesis explains the recall differences after a single reading, but it is still unclear why the list-like texts were recalled better than the narrative texts after a second reading.

scholarly journals SENTENCE PATTERNS OF NARRATIVE TEXT ENGLISH TEXTBOOK IN INDONESIA

2017 ◽  
Vol 1 (2) ◽  
pp. 69
Author(s):  
Aswadi Jaya
Keyword(s):  
Old English ◽  
Narrative Text ◽  
Narrative Texts ◽  
Sentence Patterns ◽  
Over Time

A language may change its type over time as has happened with English which in the old English period was a synthetic language with many inflections and now is a rather analytic language with few grammatical endings that needs to be known and investigated. This study was aimed to find the types of sentence and phrase structures found in the narrative texts in English textbook. Based on the result of analysis, the data showed that every type of sentences occurred. The data also showed that not every phrase was occurred. Finally, it could be concluded that narrative texts consisted of every types of sentences and phrases to convey the meaning and story to the readers.

scholarly journals THE USE OF GENRE-BASED APPROACH TO IMPROVE WRITING SKILL IN NARRATIVE TEXT AT THE ELEVENTH GRADE STUDENTS OF SMA ETHIKA PALEMBANG

2019 ◽  
Vol 3 (1) ◽  
pp. 280
Author(s):  
Haryanti Haryanti ◽  
Farnia Sari
Keyword(s):  
T Test ◽  
Narrative Text ◽  
Control Group ◽  
Writing Style ◽  
Narrative Texts ◽  
Paired Sample ◽  
Writing Test ◽  
Significant Difference ◽  
Writing Skill ◽  
Experimental Group

Objective of this research was to find out significant difference of reading achievement between students The objective of this study was to find out whether or not there was a significant improvement in students' skill in writing narrative texts after they were taught by using Genre-Based Approach. The method of this study was experimental design. The experimental group received a genre-based approach while the control group received the conventional method. The population was the eleventh-grade students of SMA Ethika Palembang. The sample was 60 students which was selected by cluster random technique . The data collection was a writing test. The data were analyzed by using paired sample t-test and independent sample t-test. It indicated that there was a significant difference in writing skill between the students who were taught using GBA and those who were not.  Based on the result of data, it was interpreted that all aspects of writing are increased after taught by using GBA Approach. The best-achieved writing aspect was style and quality expression. It assumed the use of words: phrases, sentences, and paragraphs in expressing the ideas were clear and effective in writing style. Further, the study provided evidence for the effectiveness of using the genre-based approach in improving the students' writing skill in narrative text. 

scholarly journals Grammatical Interference in the Aceh Language in the Use of Indonesian Writing Variety of 7th Grade Students of Junior High School 1 Indrapuri Aceh Besar District and Their Utilization as Teaching Materials in Learning to Write Narrative Texts

2020 ◽  
Vol 3 (1) ◽  
pp. 478-486
Author(s):  
Jannati Wardah
Keyword(s):  
Junior High School ◽  
Qualitative Method ◽  
Narrative Text ◽  
Base Word ◽  
Teaching Materials ◽  
Narrative Texts ◽  
Teaching Language ◽  
Basic Word ◽  
Sentence Patterns ◽  
Derivatives Of

This study aims to describe: (1) forms of basic word interference and derivatives of Acehnese language in Indonesian narrative essays, (2) forms of Acehnese sentence pattern interference in narrative essays, (3) their use as teaching language in learning to write narrative texts. The method used in this research is descriptive qualitative method. The subjects of this study were students of class VII-A and students of class VII-Byang totaling 65 people. The results showed there were grammatical interference and their use as teaching materials in learning to write narrative texts. As for the morphological interference form in the base word there are 15 data and in the word derivative (affixation) there are 37 data consisting of: prefix (prefix) meu- 6 data, data peu- 2, data te-6, data si-5, and financial - 1 data. Inserts (infix) consist of -eun- 2 data, -eum- 3 data and -eul- 1 data. The suffix consists of –an 2 data, and -kon 2 data. The prefix and suffix consist of data 2 and data 2 data. While for the form of repetition (reduplication) there are 3 data. Form of interference at the level of syntax (sentence patterns) there are 9 data consisting of S-P 3 data, S-P-O 1 data, S-P-Pel 1 data, S-P-O-Pel 1 data, S-P-O-K 1 data, and S-P-K 2 data. For its use as teaching material in learning to write narrative text, the writer makes a hand out.

scholarly journals Prácticas y concepciones de alumnos bachilleres al escribir comentarios de textos narrativos

2015 ◽  
pp. 232-253
Author(s):  
Ernesto Hernández Rodríguez
Keyword(s):  
High School ◽  
High School Students ◽  
Narrative Text ◽  
Academic Environment ◽  
Textual Studies ◽  
Narrative Texts ◽  
School Students ◽  
Written Comments ◽  
Classification Procedures ◽  
Discursive Resources

Este trabajo identifica y caracteriza algunas concepciones de alumnos de bachillerato sobre las propiedades del comentario escrito de un texto narrativo en un ambiente académico, y algunas maneras en que aplican esos criterios para redactar y corregir sus textos. El enfoque corresponde al estudio de la intencionalidad en el desempeño en el marco de los estudios de la textualidad. Los ejemplos representativos de los textos nos permiten apreciar las concepciones sobre el comentario escrito de una lectura narrativa y, en la práctica, la intencionalidad en las decisiones para escribir y editar los textos. Se presenta el diseño metodológico de elicitación para que los estudiantes escribieran comentarios, el procedimiento de caracterización y clasificación de los textos y las categorías propuestas para estudiar los textos en términos del tipo de información, los tipos de texto y los recursos discursivos.AbstractThis paper identifies and characterizes some conceptions of high school students about the properties of written comments of narrative texts in academic environment, and some ways they apply those criteria to compose and edit their texts. The research corresponds to an approach of intentionality in performance in textual studies. Representative examples of the texts let us appreciate the conceptions about the written comment of a narrative text and, in practice, the intentionality in the decisions involved in writing and editing texts. The paper presents the elicitation methodology to have students write their comments, the textual characterization and classification procedures and the study categories in terms of the type of text, discursive resources and information in the texts.Recibido: 28 de septiembre de 2014Aceptado: 09 de marzo de 2015

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