IMPROVING STUDENTS’ ABILITY IN WRITING

NARRATIVE TEXT THROUGH GENRE BASED APPROACH

Rusdi Hi. Nasir, Kartin Lihawa, Mery Balango

Magister Pendidikan Bahasa Inggris, Pascasarjana Universitas Negeri Gorontalo
Email: rusdi_nasir@yahoo.co.id

ABSTRACT
The aim of this research is to know the process of teaching narrative text through genre-based
approach improve students’ ability in writing narrative text. This research was classified as action
research. The design of this research used design by Kemmis and Mc Taggart that was planning,
action, observation, analysis, and reflection. It was done in two cycles. This research conducted at
tenth grade of SMA Negeri 1 Limboto academic year 2018/2019. The subject of this research
consisted of 33 students in tenth grade of MIPA4. Technic of collecting the data that used is the
applying the action of teaching writing narrative text included in two cycles following by final test,
however observation is first. The researcher analysis students’ writing in pretest, test of first cycle
and test of second cycle. To evaluate of students’ result in writing narrative text, the researcher used
writing rubric of Jacobs et al. Cited in Huges. The result of research shows that the students’ mean
score in first test is 71.75 and mean score in second cycle test is 75.45. It means that there are a
different between the students’ writing narrative text in pretest, and after implementing genre-based
approach.

Keywords: Action Research, Writing Ability, Narrative Text, Genre Based Approach

INTRODUCTION where students must produce language

Writing is one of the four language skills themselves, but in reality, the students who
taught in senior high school and is important to were second language learners still have
be mastered by students, asides from reading, problems in writing.
speaking, and listening. The aim of learning Based on the observation conducted in
writing is to develop students’ ability in the tenth-grade students of SMA 1 State Senior
expressing their ideas, feeling, and thinking in High School of Limboto on 2018-2019, it was
form of writing. Moreover, According to indicated that the problems faced by the
Mora-Flores (2009), writing is a process by students are related to writing skill. One of the
which we transfer our thinking, our ideas, and most concrete problems is the students’ low
our experiences into written form (p.12) writing skill itself. The problems are identified
Furthermore, writing is an essential aspect of as follow: students get difficulty in exploring
interaction on language teaching beside and transferring ideas into words, they often
speaking and reading, in which learning choose inappropriate words, and are lack of
writing also helps the students in practicing vocabulary mastery. Another fact is that some
grammatical rules. Writing is a productive skill of the students have negative attitude about

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writing or lack of confidence in writing writing is low, it is seen on the result of
something. students’ writing text at teaching and learning
Writing skill requires the teacher to pay process. Most of the students failed to pass the
attention because writing is a more difficult minimum score of passing grade (KKM) of
skill to learn and to master than others. This English subject. Based on those problem, the
problem is coincided with Richards and researcher formulates the tittle is improving
Renandya statement (2002) as follows: “There students’ ability in writing narrative text
is no doubt that writing is the most difficult through genre-based approach.
skill for L2 learners to master. The difficulty Writing skill is the ability to deliver a
lay not only generating and organizing ideas, message in a written form, consisting of
but also in translating these ideas into readable sentences and paragraphs to readers.
text” (p. 303). Based on the statement, it was According to Hyland (2004, p. 9), writing is a
indicated that in terms of learning writing, the way to share personal meaning. The people
students as the second language learners does construct their own views on a particular topic.
not only faced difficulties in arranging and They will share their views may be different
getting ideas, but also, they faced difficulties in from other people’s views. It depends on their
making every sentence cohesive and belief. Therefore, when constructing their view
coherence. (ideas), people have to make it understandable
Teaching English in senior high school and acceptable.
based on 2013 curriculum (K-13) states that Based on the above explanation, writing
the students are expected to be able to is a process to construct a perspective in the
communicate with English in both oral and form of writing to share ideas, concepts, and
written form. In written form, students are others. In addition, people have different ideas
introduced and taught with some texts such as to construct a view or idea in writing
descriptive, recount, narrative, procedure, depending on their discipline.
explanation, discussion, anecdote, information In writing, there are two competencies
report and review. These texts have different that a student needs to master. Those
generic structures, social functions, and competencies are standard competence and
language features. By introducing to the basic competence. In standard competence,
students about the models of written text, they there are some texts which are taught to the
are expected to know and understand the students. One of them is a narrative text.
differences between one text to another in According to Kane (2000: p. 366), the
English. However, during the process of narrative text is a meaningful sequence of
teaching writing text at the research site, there events told in words. It is sequential in that the
are indications that the student’s ability in occasion is ordered, not merely random. The

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sequence always entangles an arrangement in The narrative text is also divided into
time (and usually other arrangements as well). some types. According to Hammond et, al.
A straightforward movement from the first (1992 p. 57), the types of narrative text are
occasion to the last denotes the simplest adventure story, mystery, science fiction,
chronology. fantasy, historical fiction, contemporary
According to Knap and Watkins (2005 p. fiction, dilemma stories, legends, fairy tales,
223), the narrative text consists of three and fables.
generic structures namely, Orientation, it The word ‘genre’ is derived from French
introduces the participants of the story and which means ‘type’ or ‘kind’. In English
informs the settings. In this part, the author literature, the genre has been used to denote
normally explains when the story happens and literary categories such as types of a novel or
where the event is taken place. Complication, short story. According to Chamberlain and
it tells the rising crises of the events. It is the Thompson (1998 p. 3), the genre may also
climax of a narrative text and Resolution, in refer either to the type of text or to an element
this part, the crisis of the text is resolved, for within that text. It means that genre is known
better or worse. as text types that involve elements of text like,
Generally, the composition of a narrative cohesion, coherence, rhetorical organization,
text contains elements of the text that is called and it has a communicative purpose.
the language feature. According to Knap and The genre-based approach is a method in
Watkins (2005, p. 221), the language features applying genre in teaching and learning
of narrative text comprise the following activities. According to Hyon cited in Luu
characteristics. (1) Using nouns and pronouns (2011, p. 123), the genre-based approach
to identify people, animals, or things involved. placed greatly on the relationships between
For example, king, princess, she, she, etc. (2) text genre and their context. The genre-based
Specific participant or specific characteristic approach has the following characteristics. (1)
object. For example, Malin Kundang’s story, The genre-based approach emphasizes the
Cinderella’s story. (3) Using adjectives are importance of exploring the social and cultural
useful to shape the noun phrase. For example, context of language use in a piece of writing.
a beautiful, white-skinned lady, etc. (4) Using (2) Highlights the magnitude of the readers and
time connective and conjunction words or the linguistic conventions that a piece of
phrases to sequence the events. For example, writing needs to follow in order to be
suddenly, then, when, etc. (5) Using adverbs successfully accepted. (3) Underscores that
and adverbial phrases to indicate places and writing is a social activity. In this case, the
time. For example: here, there, at home, etc. students collaborate with other students in the
class or collaborate with the teacher. (4) The

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genre-based approach concerned with teaching text type concerning the language features and
learner how to use language pattern to schematic structure.
accomplish coherent and purposeful prose In applying genre-based approach in
writing. Hyland cited in Luu (2011, p. 123) teaching learning process, there some steps of
states that through this approach, the students’ genre-based approach. According to Hamond
writings are requested to take the overall social et al (1992 p, 17) genre-based approach has
purpose of the text into account when some step such as building knowledge of the
composing a text. (5) This approach field, modeling the text, join construction of
emphasizes the important role of writer and text, and independent construction.
reader interaction in a piece of writing. It
METHOD
means that students’ writings in this approach
This research is classified as action
are requested to specify or think about the
research design with the number of subject 33
intended and or potential readers when writing
students of tenth grade of MIPA4. The research
in order to be able to select or anticipate
stages consist of two cycles that cover some
appropriate content, language, and level of
stages of classroom action research namely,
formality. (6) The teacher’s role in this
planning, action, observation, and reflection.
approach is viewed as authoritative rather than
The data collected through test, observation
authoritarian. It means that the teacher
checklist and essay. They were five aspects of
provides students with systematic guidance
writing to be assess, they were content,
and careful support through various activities
organization, vocabulary, language use and
so that students ultimately gain control of
mechanic.
written genres. (7) The genre-based approach
emphasizes the explicit teaching of linguistic RESULT AND DISCUSSION
conventions of the genre for the second Based on the analysis of students’
language of a novice student writer. It is argued writing narrative text in pretest, obtained the
that students cannot produce a particular text students’ learning attainment as shown in
type successfully if they are not taught Table 1.
explicitly about the linguistic convention of
Table 1. Students’ Classification Score of Writing Narrative Text in Pretest
No. Classification Score Range Frequency Percentage
1 Very Good 81-100 2 6.06%
2 Good 69-80 7 21.21%
3 Fair 57-68 19 57.57%
4 Poor 45-56 5 15.15%
5 Very Poor 32-44 0 0%
Amount 33 99.99

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Based on the Table 1, the amount or the Moreover, the average score of the students’
percentage of each classification is different pre-test of the students’ achievement is
from one to another. The table shows that 2 or 64.90%. The pre-test revealed that the
6.06% students achieved very good score, 7 students’ average score did not pass the
students or 21.21% achieved good score, 19 established KKM (Kriteria Ketuntasan
students or 57.57% achieved fair score, 5 Minimal), which is 70 and the data analysis
students or 15.15% achieved low score and no shows low mean score.
students or 0.00% achieved very low score.
Table 2. Students’ Classification Score of Writing Narrative Text in First Cycle
No. Classification Score Range Frequency Percentage
1 Very Good 81-100 4 12.12%
2 Good 69-80 17 51.51%
3 Fair 57-68 11 33.33%
4 Poor 45-56 1 3.03%
5 Very Poor 32-44 0 0%
Amount 33 99.99
Table 2 describes the number of students score poor, and no one got a very poor score.
getting a high score and low score in the first The first cycle test shows that the students’
cycle test. From the table above, it is seen that means score or average score was improved
12.12% or four students got very good scores. compared to pre- test. The students’
As many as 51.51% or 17 students got a good achievement in writing narrative text in first
score. Further, 33.33% or 11 students got cycle was 71.75.
moderate scores. Lastly, 3.03% or one student
Table 3. Students’ Classification Score of Writing Narrative Text in Second Cycle
No. Classification Score Range Frequency Percentage
1 Very Good 81-100 8 24.24%
2 Good 69-80 25 75.75%
3 Fair 57-68 0 0%
4 Poor 45-56 0 0%
5 Very Poor 32-44 0 0%
Amount 33 99.99
Table 3 shows the number of students students fell under the very good category, and
who get high and low scores after 25 or 75.75% of students were in a good
implementing the genre-based approach. category. The finding proves that genre-based
There is an improvement in students’ writing approach can improve students’ writing
narrative text in the second cycle. The narrative text.
students’ mean or average score was 75.45,
CONCLUSION
indicating that the students met the minimum
The students’ skills in writing narrative
mastery standard. There are eight or 24.24% of
texts are improved. This outcome correlates
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with the researcher’s effort to apply four steps Hammond, et al. 1992. English for social
purposes: A handbook for teachers of
of the genre-based approach, namely BKOF
adult literacy. Sydney: Macquarie print.
(introducing narrative texts, the function of the
Heaton, J.B. (1975). Writing English
texts, and the social purpose of the text), MOT Language Test- A Practical guide for
(explaining the grammatical features and teachers of English as a second or
foreign language. Longman: Longman
structures of narrative texts), JCOT (providing Group.
the opportunities to practice writing a narrative
Hughes, Arthur. (2003). Testing For Language
text in group), and ICOT (applying everything Teacher. Cambridge University Press.
that the students had learned in working on Hyland, K. (2004). Genre and Second
individual and group tasks). From the Language Writing. United States of
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implementation of the genre-based approach in
Hyland, K .2009. Teaching and Researching
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Harmer, Jeremy. (2004) How to Teach
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school. The improvement of students’ writing Kane, Thomas S. 2000. The oxford essential
narrative text is seen in the students’ mean Guide to Writing. Published by Oxford
University Press, Inc.
score in the first cycle test (71.75) and second
Kemmis & Mc Taggart. 1982. The action
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research planner, Melbourne, Victoria:
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language use, and mechanic. Kothari, C.R. 2004. Research Methodology
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