DEVELOPING STUDENT’S NARRATIVE WRITING THROUGH FAIRY TALES

ABSTRACT
Riyatun. 2007. DEVELOPING STUDENT’S NARRATIVE WRITING
THROUGH FAIRY TALES (An Action Research at Year VIII of SMPN 38
Semarang in the Academic Year 2006/2007). A Final Project. English
Department. Languages and Arts Faculty. Semarang State University. First
Advisor: Dra. Helena I.R.A, M.A., Ph.D. Second Advisor: Dra. Sri Suprapti,
M.Pd.
This study was conducted based on the considerations that according to the
Government Regulation Number 19 Year 2005 formal English teaching is
emphasized on reading and writing in which the goal of every plan in teaching
and learning process is writing.
Written fairy tales are expected to be beneficial as
models for teaching linguistic features and generic structure characterizing
narrative text. The aim of this study is to describe to what extent the teaching of
linguistic features and generic structure characterizing narrative through fairy tales
contribute to the students’ improvement in writing narratives.
This study is an action research. There were four steps in conducting an
action research: Planning. Action, Observation, and Reflection. This action
research was done in two cycles. The first cycle was elaborated into five meetings
(activities) with narrative linguistic features and its generic structure as the topic
foci of discussion, whereas the second cycle was elaborated into three activities in
which some difficult material the students failed in the first cycle was explained
more elaborately.
The results of this study showed that the students’ improvement in writing
narrative was statistically significant. There were 7.23% and 0.42% of
improvements of narrative linguistic features and generic structure respectively.
According to Brown and Bailey’s scoring rubric of writing the students’
achievement was less good or still in the level of adequate.
Referring to my experiences in conducting this study, I offered several
pedagogical implications. The first is that a teacher needs interesting teaching
media to attract the students’ attention and enable them in internalizing the
material given so that their memory span about the material is longer. The second
is that it is advised that teachers not skip one or more of the teaching cycles
(BKOF, MOT, JCOT, and ICOT) especially in teaching language learners at
beginning level. Furthermore, it is also important that teachers use time allotted
effectively so that the students can practice a lot and get more exercises without
ignoring other materials.
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