AN ANALYSIS OF STUDENTS ERROR IN WRITING NARRATIVE

TEXT AT THE TENTH GRADE STATE SENIOR

HIIGH SCHOOL 1 KAMPAR TIMUR

BY

REZQI EKO PAMBUDI SUPRIYANTO

SIN.11513103334

ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU
PEKANBARU
1441H/2020 M

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AN ANALYSIS OF STUDENTS ERROR IN WRITING NARRATIVE
TEXT AT THE TENTH GRADE STATE SENIOR
HIIGH SCHOOL 1 KAMPAR TIMUR

Thesis
Submitted as Partial Fulfilment of the Requirements
for Getting Undergraduate Degree of Englis Education (S.Pd.)

By

REZQI EKO PAMBUDI SUPRIYANTO

SIN.11513103334

ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU
PEKANBARU
1441H/2020 M

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ACKNOWLEDGMENT

In the name of Allah, the most Gracious and the most Merciful, praises
belong to Allah Almighty, The lord of the Universe. By His guidance and
blessing, the writer has completed her academic requirement. Then the writer says
peace be upon to Prophet Muhammad SAW.
This paper is intended to fulfill one of the requirements for getting an
Undergraduate degree of the English Education Department of Faculty Education
and Teacher Training of State Islamic University of Sultan Syarif Kasim Riau.
In conducting the research and finishing this project; paper, the writer got
suggestion, encouragements, motivation, and support from many sides. Therefore
in this chance, the writer also thanks:
1. Prof. Dr. H. Akhmad Mujahidin, M.Ag, the Rector of State Islamic
University of Sultan Syarif Kasim Riau
2. Dr. Drs H. Suryan A. Jamrah, MA., the vice rector I of State Islamic
University of Sultan Syarif Kasim Riau.
3. Dr. H. Kusnadi, M.Pd., the vice rector II of State Islamic University of
Sultan Syarif Kasim Riau.
4. Prof. Drs. H. Promadi, MA., Ph.D., the vice rector III of State Islamic
University of Sultan Syarif Kasim Riau.
5. Dr. H. Muhammad Syaifuddin, S.Ag., M.Ag., the Dean of Faculty of
Education and Teacher Training, State Islamic University of Sultan Syarif
Kasim Riau.
6. Dr. Drs. Alimuddin, M.Ag., the vice dean I of Faculty of Education and
Teacher Training, State Islamic University of Sultan Syarif Kasim Riau.
7. Dr. Dra. Rohani, M.Pd., the vice dean II of Faculty of Education and
Teacher Training, State Islamic University of Sultan Syarif Kasim Riau
8. Dr. Drs. Nursalim, M.Pd., the vice dean III of Faculty of Education and
Teacher Training, State Islamic University of Sultan Syarif Kasim Riau

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9. Drs. Samsi, M.H.Sc., the Head of English Education Department.

10. Cut Raudhatul Misky, M.Pd., the Secretary of English Education
Department.
11. Drs. H. Kalayo Hasibuan, M.Ed, TESOL. the writer’s thesis supervisor
that has been so nice and caring. Thank you very much for the motivation,
correction, suggestion and guidance to accomplish the thesis.
12. Rizki Fiprinita, M.Pd, Drs.H.Abdullah Hasan, M.Sc, Ph.D, Dedy
Wahyudi,
M.Pd. ,and Siswandi, M.Pd as the writer’s academic supervisors who have
motivated the researcher a lot.
13. All the lecturer of Education and Teacher Training who gave the writer
knowledge and information during class and the process of making the
paper.
14. The deepest gratitude goes to the researcher’s parents, Joko Supriyanto
and (Almh) Nurjanati S.Pd. Thank you so much for the love and support
throughout her life and her studies. The writer could ever never replay for
everything that you all have given to him.
15. H. Kiram , S.Sos., M.Pd and Ernen siswanti, S.Pd, the head master and the
English teacher of SMA N 1 Kampar Timur who gave the writer
suggestion, support and permission while conducting research there.
16. The writer’s brother and sister Dwi Abimanyu Supriyanto, Herlangga
Supriyanto and Salsabila Nadhifa Supriyanto. Thank you for providing his
unconditional love and care.
17. The writer’s special best friends Zulkifli S.Pd, Abdi Nurwendy, Khairi
Rahmatullah, M. ikhsan, Gusmuh Ainun Najib S.Pd , and Andya Rifai
S.Pd thank you for your laugh, care, support and big motivation.
18. The writer’s classmates of B class Winda Okti syafira, S.Pd, Lutfiah
Aznel, S.Pd, Deni Mardiana, S.Pd, Dewi Eka Putri S.Pd, Eva Enda Sari,
Reska Darti, Sayyidah Muslimah Siddik, Miftahusalihah, Juliana, Rzki
Ulfiahtun Nikmah S.Pd, Nurftaman, S.Pd, Huda Babu, S.pd, Zulkifli S.pd ,
and Galih Sriwahyanto.

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19. The writer’s KKN teamates , Teguh Putra, Andrika Pritantoro, Dwi
Susanto, Aditya Octaviano S.E, Iqlima Tesa, S.T, Rika Rahmat Putri S.T,
Anissa S.E, Nurhalimah S.Pd, Yara Eka Sudra, Elin Winarti S.Pd Thank
you so much for togheternes, team work ,about everything and become a
non-expectable support and happiness.
20. The writer’s best friend in English Education Department, Fikri abrar
S.Pd, Wirdha, S Pd, Ferdi Irvani, S. Pd, Neila Izzati, S.Pd, Lutfiah Aznel,
S.Pd, Zulkifli, S.Pd, Oka Setiawan, S.Pd,Ridho firansyah S.Pd and
Syafrizal Azzali, S.Pd, they are the best brothers and sisters writer could
ever have.
21. The raters Mr. Rizki Gushendra M.Ed and Siswandi M.Pd thanks for
support me to do the research .
22. Elin Winarti S.Pd who always gives me support to finish my study as soon
as possible . Thank you for your best support

The perfection only belongs to Allah. Criticism, comments, and

suggestion are really appreaciated to improve the thesis. May Allah Almighty, the
Lord of universe bless us all.

Pekanbaru, Mei 8 th 2020

The Writer

REZQI EKO PAMBUDI SUPRIYANTO

SIN.11513103334

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ABSTRAK

Rezqi Eko Pambudi Supriyanto, (2020): Menganalisa Kesalahan Siswa Dalam

Menulis Narrative Teks di Sekolah
Menengah Negeri 1 Kampar Timur

Penelitian ini berjudul : Menganalisa Kesalahan Siswa Dalam Menulis

Narrative Teks di Sekolah Menengah Atas Negeri 1 Kampar Timur. Penelitian ini
memiiki rumusan masalah : Apa aspek dominan kesalahan siswa dalam menulis
generic structure dalam narrative teks di Sekolah Menengah Atas Negeri 1
Kampar Timur. Tujuan penilitian ini adalah untuk mengetahui apa aspek dominan
kesalahan siswa dalam menulis generic structure dalam narrative teks berdasarkan
orientasi, komplikasi dan resolusi di sekolah menengah atas negeri 1 kampar
timur. Pada peniltian ini , bentuk penelitiannya deskriptif kuantitatif. Populasi
dalam penelitian ini adalah siswa kelas X sekolah menengah atas negeri 1
kampar timur tahun ajaran 2019/2020 .Terdiri dari 8 kelas jumlah populasinya
285 siswa . Sampel penelitian ini adalah 71 siswa yang diambil secara acak dari 8
kelas . mereka adalah X Ipa 1, X Ipa 2, X Ipa 3, X Ipa 4, X Ips 1, X Ips 2, X Ips 3,
dan X ips 4. Instrument penelitian ini adalah test. Teknik analisa data adalah
analisi kuantitatif . peneliti ini menganalisis data dengan menggunakan rumus
berikut :

Berdasarkan analisis data, penulis menyimpulkan bahwa kesulitan siswa

paling dominan menulis generic structure dalam narrative teks adalah resolution
37 siswa (52.11%) dari 71 total sampel. Ada beberapa faktor yang mempengaruhi
kesulitan siswa seperti faktor penggunaan kosa kata. Dari hasil penelitian ini ,
menunjukan bahwa kesulitan siswa yang paling dominan generic structure
narratue teks adalah resolusi.

Kata Kunci: Kesalahan, Kesulitan, Generic Structure, Menulis Narrative Teks

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ABSTRACT

Rezqi Eko Pambudi Supriyanto, (2020): An Analysis of Students Error in

Writing Narrative At Senior High
School 1 Kampar Timur

This research is aimed at analyzing students error in writing narrative text

at senior high school 1 kampar timur. This research has a formulation of the
problem: What is the most type of students' error in writing generic structure of
narrative text at the tenth grade SMAN 1 Kampar Timur, what are the factor that
make it dificult to write narrative text at senior high school 1 kampar timur. The
purpose of this study to find out the students error in writing narrative text focus
on generic structure at Senior High School 1 Kampar Timur . In this research, the
researcher used descriptive quantitative research. The population in this research
was the X Grade student Senior High School Kampar Timur in the academic
2019/2020. It consists of 4 classes science and 4 classes for social, the total
population is 285 students. The research sample was 72 students who were
randomly drawn from 8 classes . X IPA 1, X IPA 2, X IPA 3, X IPA 4, X IPS 1, X
IPS 2, X IPS 3, and X IPS 4. The research instrument is a test . The data analysis
technique is quantitative analysis, the researcher analyzes the data using the
following formula :

Based on data analysis , So the most error aspect of generic structure in

student’s writing narrative text at tenth grade students of State Senior High School
1 Kampar Timur was resolution with percentage (52.11%) 37 students from 71
students. The several factors that influence students difficulties such as factor such
as grammar/languange use, vocabulary, and punctuation. From the results of this
research it shows that the students had difficulties in writing narrative text at
Senior High School 1 Kampar Timur .

Key Word: Error, Difficulty, Generic Structure, Writing, Narrative text

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‫مل ّخص‬
‫تحليل صعوبة التالميذ في كتابة النص السردي ‪ )٠٢٠٢ (:‬رزقي إيكو فمبودي سوفريانتو‬
‫في المدرسة الثانوية الحكومية ‪ ١‬كمبر الشرقية‬
‫ىذا البحث عنوانو‪ :‬حتليل صعوبة التالميذ يف كتابة النص السردي يف املدرسة الثانوية احلكومية ‪١‬‬
‫كمرب الشرقية‪ .‬وأسئلتو‪ :‬ما أغلب صعوبات التالميذ يف كتابة الرتاكيب العامة يف النص السردي‬
‫باملدرسة الثانوية احلكومية ‪ ١‬كمرب الشرقية‪ .‬وىذا البحث يهدف إىل معرفة أغلب صعو بات‬
‫التالميذ يف كتابة الرتاكيب العامة يف النص السردي بالنظر إىل االجتاه واملضاعفة والقرار يف املدرسة‬
‫الثانوية احلكومية ‪ ١‬كمرب الشرقية‪ .‬وىذا البحث ىو حبث وصفي كمي‪ .‬جمتمعو تالميذ الفصل‬
‫العاشر يف املدرسة الثانوية احلكومية ‪ ١‬كمرب الشرقية لعام دراسي ‪ .٩١٩١/٩١١٢‬وىم يتكونون‬
‫من مثانية فصول فعددىم ‪ ١٨١‬تلميذا‪ .‬وعينتو ‪ ١١‬تلميذا حصل عليها الباحث بشكل عشوائي يف‬
‫تلك الفصول‪ .‬والفصول املرادة ىي فصول عاشرة ‪ ١،٩،٢،١‬يف قسم العلوم الطبيعية و‪١،٩،٢،١‬‬
‫يف قسم العلوم االجتماعية‪ .‬وأداة البحث ىي اختبار‪ .‬وأسلوب حتليل البيانات ىو حتليل‪ .‬وبناء‬
‫كمي‪ .‬وقام الباحث بتحليل البيانات بصيغة ‪ F  P x100 %‬على حتليل البيانات استنتج الباحث‬
‫‪N‬‬
‫أن أغلب صعوبات التالميذ يف كتابة الرتاكيب العامة يف النص السردي ىو القرار‪ ،‬فوقع فيو ‪٢١‬‬
‫تلميذا) ‪ (٪١٩،١١‬من مجيع عدد العينة أي ‪ ١١‬تلميذا‪ .‬وىناك عوامل تؤثر يف صعوبة التالميذ‬
‫ومنها عوامل املفردات‪ .‬فنتيجة ىذا البحث تدل على أن أغلب صعوبات التالميذ يف كتابة‬
‫الرتاكيب العامة يف النص السردي ىو القرار‪.‬‬
‫الكلمات األساسية‪ :‬صعوبة‪ ،‬تراكيب عامة‪ ،‬نص سردي‪.‬‬

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LIST CONTENTS

SUPERVISOR APPROVAL ........................................................................ i

EXAMINERS APPROVAL ......................................................................... ii
ACKNOWLEDGMENT ............................................................................... iii
ABSTRACT ................................................................................................... vi
LIST OF CONTENTS .................................................................................. ix
LIST OF TABLES ........................................................................................ xi
LIST OF APPENDICES ............................................................................... xii

CHAPTER I INTRODUCTION .................................................................. 1

A. BACKGROUND OF PROBLEM ............................................................. 1
B. PROBLEM ............................................................................................... 6
1. Identification of the problem .......................................................... 6
2. Limitaton of the problem ................................................................ 6
3. Formulation of the poblem ............................................................. 6
4. Objective and Significance of the Research ................................... 7
5. The Reason of choosing the Research ............................................ 7
6. Definition of the Key Terms ........................................................... 8
CHAPTER II REVIEW OF RELATED LITERATURE ......................... 11
A. Theoritical Framework .............................................................................. 11
1. Writing ................................................................................................ 11
a. The nature of Writing ..................................................................... 11
b. Definition of Writing ...................................................................... 12
c. Types of Writing ............................................................................. 14
2. Narrative Text ...................................................................................... 15
a. Definition Narrative Text .............................................................. 15
b. Purpose Narrative ......................................................................... 15
c. Kinds of Narrative ......................................................................... 16
d. Generic Structure ........................................................................... 16
e. Languange Feature ........................................................................ 17
f. Characteristic Narrative Text ....................................................... 17
3. Writing Difficulty ............................................................................... 18
..............................................................................................................

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B. Relevant Research ................................................................................... 19

C. Operational Concept ............................................................................... 21
CHAPTER III METHOD OF THE RESEARCH .................................... 22
A. Design of the Research ................................................................. 22
B. Time and Location of the Research .............................................. 22
C. Subject and Object of the Research ............................................... 23
D. Population and Sample ................................................................. 23
E. Technique of Collecting the Data ................................................... 25
F. The Technique of Analyzing the Data ............................................ 27
CHAPTER IV PRESENTATION AND ANALYSIS OF THE DATA
A. Data Presentation ........................................................................... 28
B. Data Anaylsis ............................................................................... 31
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ...................................................................................... 39
B. Suggestion. ..................................................................................... 39
REFERENCES
APPENDICES
CURRICULUM VITAE

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LIST OF TABLE

Table II.1 The Categories of Students’ Writing Narrative Text .............. 4

Table III.1 Population ................................................................................ 23
Table III.2 Sample of the Research ........................................................... 24
Table III.3 Criteria of Students’ Error in Writing Narrative Test .............. 26
Table III. 4 Check list Students Error Based on Generic Structure
of Narrative Text ..................................................................... 26
Table IV.1 Students Who Had or Had No Error in Writing
Narrative Text ......................................................................... 29
Table IV.2 Students Who Had or Had No Error in Writing
Orientation ................................................................................ 30
Table IV.3 Students Error in Writing Complication .................................. 31
Table IV.4 Students Error in Writing Resolution ...................................... 31
Table IV.5 Recapitulation of Students’ Error in Writing Narrative
Text .......................................................................................... 37

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LIST OF APPENDICES

Appendix 1: Research Instrument

Appendix 2: Syllabus
Appendix3: The Recapitulation students score by Two Raters the
Recapitulation in writing narrative text
Appendix 4: Student’s Work Sheets
Appendix 5: Research Recommendation Letters

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 CHAPTER I

INTRODUCTION

A. Background of Problem

Language is a mean of communication for understanding each other,

such as between speaker and listener. One of the languages is English which

also functions as an international language. English is also used for some

purposes such as for business, politics, economic, culture, tourism of local

government, and education. In education territory English has been taught to

the students at junior high schools, senior high schools, and universities. There

are four language skills in English. They are listening, speaking, reading and

writing. English learners not only master the language skills (listening,

speaking, reading, and writing) but also to understand the language

components (grammar, vocabulary, and pronunciation). Writing is one of the

important skill in English because writing is a media to convey ideas, thought

and information in written form. Writing becomes a tool for a communication

and it is important to be included in teaching English. It meant that the learners

will express their own ideas to other people through writing process.

According to Oshima & Hogue (1991, p. 1), A good writing in English

requires correct grammar and good organization. So in good writing students

are able to have a correct grammar and good organization. Moreover writing is

a process, not a product (Oshima and Hogue 1991, p. 3). It means that in

writing we need practice to develop those skills. Practices in writing can give

you confidences and make you write easily. Furthermore, through writing

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students can share what they feel, think and deliver their opinion to others.

Latulippe (1992, p. 2) states that writing is a means to tell others about what

you think. We can say that the way to express ideas in our minds is not only in

a form of speaking, but also in writing. In English, there are some types of

genres, such as narrative, descriptive, and exposition (Biber, 1988 cited in

Hyland, 2004).

According to Joyce & Feez, (2000, p. 24) narratives are stories about

person or a group of people overcoming problems. They also explain that

narratives show how people react to experiences, explore social and cultural

values and entertain the audience. It aims to entertain, to get and retain the

attention of the reader or listener of the story (Derewianka, 1990; Joyce &Feez,

2000; Anderson & Anderson, 2003; Gerot & Wignell, 1994). When we write a

narrative text, we write about events that happen in the past. Narrative text is a

text that has a purpose to amuse or entertain the reader what happened in the

past and to amuse or entertain the reader with actual or imaginary experience in

different ways. The generic structure of narrative text consist of (a) Orientation

is introducing the main characters of the story, the place, and the time where

the story happened. (b) Complication is showing the problem in the story. (c)

Resolution is aspect of text organization that shows the way of participant to

solve the crises, better or worse.

Narrative paragraph tells a story about something that happens in the

past. (Boardman, 2008). According to Soeprapto and Darwis (2007), the

social function of narrative text is to amuse and entertain the readers and to
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deal with actual or vicarious experience in different ways. From the

definitions above, we can make a conclusion that narrative is retelling stories

that occur in the past by using chronological order and sequence of events to

amuse or entertain the reader.

In State Senior High School 1 Kampar Timur is one of the schools in

Kampar Regency. As a formal institution, this school also provides English

subject, especially for writing skill. And also State Senior High School 1

Kampar Timur is one of schools that applies school based curriculum (K13)

as its guidance in teaching English and learning process. And English subject

is taught once in a week with the time 90 minutes. In this school expected that

students’ written and spoken communication are shown good. It means that

these skills should be interrelated and supported one another.

Based on my preliminary interview with one of the teachers in State

Senior High School 1 Kampar Timur, But in fact, most students of State

Senior High School 1 Kampar Timur still have difficulties and made error in

writing a good text in English . The students’ score in writing are still low.

And also teacher said that most of the students think writing is difficult. And

only some students get good score. The problem is caused by some aspects;

the first is rare opportunity to use English because the status of English as a

foreign language, not as main daily communication. The second is that the

students do not have enough practice in writing text.

By the learning achievement, Senior High School 1 Kampar Timur

has score 70 that has established its minimum learning achievement in

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English language subject. The teacher said the minimum passing grade is also

for all of the skill of English, it means that the standard of minimum passing

grade for the each skill is 70, including writing. In the other hand, the score of

writing is categorized based on in the table below.

Table 1
The Categories of Students’ Writing Narrative Text
No. Score Criteria Aspect of Writing components
Score
The students are able to identify the
generic structure, the characteristic/
85- A. Very language feature of narrative text texts,
1 100 good arrange and write narrative texts by
giving attention to grammar, spelling,
punctuation and vocabulary, which is
credible and appropriate to the context
very well
The students are able to identify the
generic structure, the characteristic/
2 75-84 B. Good language features of narrative texts,
arrange and write narrative texts by
giving attention to grammar, spelling,
punctuation and vocabulary, which is
credible and appropriate to the context
well
The students are able to identify the
generic structure, the characteristic/
3 65-74 C. Poor language features of narrative texts,
arrange and write narrative texts by
giving attention to grammar, spelling,
punctuation and vocabulary, which is
credible and appropriate to the context
sufficiently
The students have less understanding to
identify the generic structure, the
4 -64 D. Low characteristic/ language features of
narrative texts, arrange and write
narrative texts by giving attention to
grammar, spelling, punctuation and
vocabulary, which is credible and
appropriate to the context
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Based on the rubric above, the researcher found that most of students’

achievement are under the passing grade as stated in the student minimum

learning achievement which is not able to identify the generic structure of

narrative texts, the characteristic/language features of narrative text, arrange

and write narrative texts by giving attention to grammar, spelling, punctuation

and vocabulary, which is credible and appropriate to the context sufficiently. It

means that the students’ achievement in writing narrative text is under the

expectation of the curriculum 2013.

Furthermore, the researcher also interviewed the teacher for the

question “what are the difficulties when they write narrative text mam?”. And

she said that some of students make mistake like, determining the main idea,

using the suitable word, and arranging the sentences. Therefore, the students

need to master the structure of the English language, should have enough

vocabulary, and also know the spelling of the words in order to be able to write

correct sentences and arrange them into a good paragraph. Based on the

problem above, the researcher identifies the problems such as.

a. Some of the students were not able to determine main idea.

b. Some of the students were not able to use the suitable word.

c. Some of the students were not able to arrange the sentences.

d. Some of students don’t understand the materials about

narrative text.

e. Some of students have lack of vocabulary.

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Based on the statement above, the researcher is interested in carrying

out a research entitled “An Analysis of the Students’ Error in Writing Narrative

Text at the Tenth Grade Students of State Senior High School 1 Kampar

Timur”.

B. Problem

1. Identification of the problem

Based on the background above, the researcher identifies some

problems of this research as follows:

a. Why are some of the students were not able to determine main idea?

b. Why are some of the students were not able to use the suitable word?

c. Why are some of the students were not able to arrange the sentences?

d. Why do some of students not understand the materials about narrative

text?

e. Why do some of students have lack of vocabulary?

2. Limitation of the Problem

In carrying out this research, the writer is aware that there should be

a limitation of the problem to be solved. In this case, this research focuses

on student’s error in writing generic structure of narrative text at tenth

grade students of state Senior High School 1 Kampar Timur.

3. Formulation of the Problem

Based on the problems above, the writer formulates the problems in

the research as “what is the most type of students' error in writing generic

structure of narrative text at the tenth grade SMAN 1 Kampar Timur?”

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4. Objective and significance of the research

a. Objective of the research

Based on the formulation of the problem above, the objective of this

research is:

To find out the most type of students’ error in writing generic structure

of narative text at the tenth grade students of SMAN 1 Kampar Timur.

b. Significance of the research

c. Research is hopefully contributing to the writer as a researcher in term

of learning novice.

d. To add references for other next researchers having the same problem

the researcher.

5. The Reason Choosing the Research

There are some reasons why the researcher is interested in carrying

out this research. This research. This research is conducted based on the

following reasons:

1. Writing is one of crucial skills in English that should be taught for

senior high school students.

2. The title of this research is not yet investigated by other previous

researches in this university.

3. The title of the research is relevant with the writer’s status as a student

of

English Education Department

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4. The location of the research is facilities the writer in conducting this

research.

6. Definition of the Term

In order to avoid misunderstanding and misinterpretation about the

title of this research, the writer explains the term used in this research.

They are as follow

1. Error analysis

Definition of Error Analysis Errors are the cases which are

difficult enough to avoid in foreign language teaching. Especially in

English, error analysis is the first approach to the study of SLA which

includes an internal focus on learners’ creative ability to construct

language (Saville-Troike, in Fauizati 2009: 135). Error analysis stands

two major purposes, they are; (a) provides data from which

interference about the nature of language learning process can be

made, (b) indicates to teacher and curriculum development, which part

of the target language students’ have the most difficulty in producing

correctly and which error types detract most from the learner’s ability

to communicate effectively (Brown, 1987). Also error analysis is also

important to describe what kinds of error that the student make, to

know the causes of the error and how the student can learn from their

mistakes and correct them in their writing.

Because every student will not make the same errors when they

study. Based on the definition above, it can be clarified that error

 9

analysis is an activity to identify, classify and interprete or describe the

error made by someone in speaking or in writing and it is carried out to

obtain information on common difficulties faced by someone in

speaking or in writing English sentences.

2. Writing

Writing is a process in producing a set of sentences to put the

ideas together into a meaningful paragraph. The essay produced by a

writer will be as a tool that a person can communicate to other with a

various messages. According to Nunan (2000, p. 86), writing is as a

process and as a product. Besides, Caroline (2005, p. 98) says that

process means that to the act of gathering ideas and working with them

until they are presented in a manner that is polished and

comprehensible to readers, meanwhile, writing as a product means that

the final pieces of writing such as a book, has grown out of many steps

which make up the process. In this study, writing is the skill that the

study is focused to investigate. It aims that this study wants to find out

the difficulties that happen to the students in their wiring.

3. Narrative text

According to Rebecca (2003), a narrative text is a text, which

relates a series of logically, and chronologically related events that are

caused or experienced by factors. Narrative text is a text that has a

purpose to amuse or entertain the reader what happened in the past and

to amuse or entertain the reader with actual or imaginary experience in

 10

different ways. The generic structure of narrative text consist of (a)

Orientation: introduces the main characters of the story, the place, and

the time where the story happened. (b) Complication: show the

problem in the story. (c) Resolution is aspect of text organization that

shows the way of participant to solve the crises, better or worse. In this

research also focus on the narrative text, because narrative text is the

text that has included in the curriculum of the school.

 11

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Theoretical Framework

a. Writing

a. The Nature of Writing

Writing is a process in producing a set of sentences to put the

ideas together into a meaningful paragraph. The essay produced by a

writer will be as a tool that a person can communicate to other with a

various messages. According to Nunan (2000, p. 86), writing is as a

process and as a product. Besides, Caroline (2005, p. 98) also says that

process means that to the act of gathering ideas and working with them

until they are presented in a manner that is polished and

comprehensible to readers, meanwhile, writing as a product means that

the final pieces of writing such as a book, has grown out of many steps

which make up the process. Writing, as the result of combination

between process and product, is used for communication. Based on the

opinion of Troyka (1993, p. 3), writing is a way of communication to

express writers’ felling or convey their messages to the readers. It

means that writing is used to deliver the writers’ opinion in the form of

written symbols which have a meaningful message to the readers,

especially for the students.

There are some various experts’ definitions of writing. Nunan

(2003, p. 88) has defined writing by a series of contrasts: (1) writing is

11
 12

both a physical and a mental act; (2) the purpose of writing is both to

express and impress; (3) writing is both a process and a product.

Meanwhile Coulmas (2003, p. 1) notes that there are six

meanings of writing: (1) a system of recording language by means of

visible or tactile marks; (2) the activity of putting such a system to use;

(3) the result of such activity, a text; (4) the particular form of such a

result, a script style such as block letter writing; (5) artistic

composition; (6) a professional occupation.

b. Definition of Writing

Writing is one of the language skills which is important in our

life. Through writing, we can inform others, carry out transactions,

persuade, infuriate, and tell what we feel. However, we know that

writing or learning to write especially in a second language is not

simply a matter of “writing things down”. It is one of the four basic

skills that are very complex and difficult to learn.

Richard and Renandya (2002, p. 303) said that writing is the most

difficult skill for second language learners to be mastered. The learners

should not only master the skill in generating ideas and organizing the

ideas, but also in expressing those ideas into a readable text. Jim A.P as

cited in Hongqin (2014) states that writing skill in second language,

explain that writing skill is complex and difficult to learn. Requiring

mastery is not only grammatical patterns but also the rule of writing

such as high degree of organization in the development of ideas and

 13

information and also choosing the appropriate vocabularies and

sentence structure to create a style which is appropriate to subject

matter.

Therefore the researcher concludes that writing is making a hand

writing where the one who write gives a form for everything what he or

she thinks and whatever he or she feels. The researcher has to be able in

using written language to give an idea or message.

According to Brown (2001), writing is thinking process, because

writing is a process of putting ideas down on paper to transform thought

into words and give them structure and coherent organization.

According to Nation (2009, p. 112) writing is activity that can usefully

be preferred for by work in other skills of listening, speaking, and

reading. This preparation can make it possible for words that have been

used receptively to come into productive use. Hugely et al (1983, p. 3)

explain that “writing is a communicative act. It depends upon the

awareness of the social expectation”. This means as communicative act,

writing can develop social relationship and social expectation because

writing is one of the tools in communication. Hyland (2004, p. 09),

explains that writing is a way to share personal meanings. The people

construct their own views on topic. They will share their views on a

topic to each other then. A person’s views may be different from other

people’s views. It depends on their belief. Therefore, when constructing

 14

their views (ideas), the people have to make it understandable and

acceptable.

Writing becomes the most difficult skill when it is learned by the

foreign language learners. “writing is a difficult skill for native speakers

and non-native speakers, because writers must be able write it in

multiple issues such us content, organization, purpose, audience,

vocabularies and mechanics such as punctuation spelling and

capitalization”(Rass, 2001:30)

c. The Types of Writing

A text is a certain unity of meaning, which contains sequences of

sentences. Anderson and Anderson as cited in Colipah (2014, pp. 36-

38) say the types of writing texts as follows:

1) Narrative text is text type that tells a story. Its purpose is to present

a view of the world that entertains or informs the reader or listener.

2) Recount text is a piece of text that retells past events, usually in the

order in which they happened. The purpose is to give the audience

a description of what occurred and when it occurred.

3) Procedure text is a piece of text that give instruction for doing

something. The purpose is to explain how something can be done.

4) Descriptive text is a piece of text that describes living things or

non-living things. Its purpose is to describe to audience people,

things, animals, or places.

5) Report (Information Report) is a piece of text that presents

information about a subject. The text usually contains fact about

 15

the subject, description, and information on is parts, behavior,

andqualities. Its purpose is to classify, describe or to present

information about a subject.

b. Narrative Text

a. Definition of Narrative Text

Simon and Schuster (1994, p. 321) state that narrative text tells

about fiction and nonfiction, it gives an account of one more

experience, it tells ideas or experience of the author. However, a

narrative text often tells a story in order to illustrate or demonstrate a

point. There are many types of narrative text such as folktales,

fairytales, fables, myths, legends, science fictions and short stories.

According to Wadirman (2008, p. 98) narrative text is to amuse,

entertain and to deal with an actual or vicarious experience in different

ways. Narrative deals with problematic events which lead to a crisis or

turning point of some kind, which in turn finds a resolution.

Furthermore, Syafii (2013, p. 47) said that narrative is storytelling that

display emotion that tells a true or fiction story.

It means that narrative is story in which the story can be true

story or fiction story where displaying feeling is the important one. So,

the reader can feel sadness, happiness, anger, pain or joy naturally.

b. Purpose of Narrative

The purpose of narrative text is to entertain and educates the reader

through the stories written on that text.

 16

c. Kinds of Narrative

Narrative writing are divided into two kinds by joice and feez:

(1) non-fiction is a kind of narrative writing tells the true story. It

is often used to recount a person’s life story, important historical event,

or new stories. This is really a combination of narrative and

informational writing, (2) fiction is a kind of narrative that tells the

untrue story. The story made up by the writer such as short story,

comics, novels, etc. The main purpose of this fiction is to amuse, or

sometimes to teach moral lessons.

d. Generic structure

Derewianka, (1990) states that there are some steps for

constructing the narrative text or could be called as the generic structure

of narrative text are:

1. Orientation /exposition

The introduction of what is inside the text. What the text is

talk in general. Who involves in the text. When and where is

happen.

2. Complication

The complication is pushed along by a serious of events,

during which usually expect some sort of complicating or problem

to arise. It explores the conflict among the participant.

 17

Complication is the main element of narrative. Without

complication, the text is not narrative. The conflict can be show as

natural, social or psychological conflict.

3. Resolution

The crises are resolved. In this part, the implication may be

resolved for better or worse, but it is really left completely

unresolved although this is of course possible in certain types of

narrative which leaves us wondering “ How did it end”?

e. Language feature

The language futures of narrative text are:

1. A narrative text usually uses past tense

2. The verbs used in narrative are behavioral processes and verbal

processes: say, remark, insist, ask

3. The use of noun phrase, this is a noun that followed by adjective,

for example; 40 cruel thieves, a beautiful princess and kinds person.

f. Characteristic of Narrative

1. Tell the story of the past

2. The elements of the story consist of elements of time and place, the

character of the story, the atmosphere of the story and the settlement

complication

3. It is a folk tale or has been known and owned by the people as a

shared story even though it can be retold in various types of story

 18

3. Writing Difficulty

The writing difficulties are commonly shared among English native

speakers, and even students who are learning English both as a second or

foreign language (Aragón, Baires & Rodriguez, 2013). Al- Khasawneh as

cited in Huwari & Al-Khasawneh, (2013) states that “EFL learners

showed that they have many problems when writing in English... That’s

because they rarely write in English” (p. 2). Writing is also highlighted as

one of the most difficult skills to master (McIntyre and Gardner in Huwari

& Al-Khasawneh, 2013). This issue may be traced back to the stages of

writing, planning, drafting, editing and publishing (Harmer, 2004) as well

as to the components of a good piece of writing (Raimes, 1983) which

students need to take into account while composing in English. In addition,

“Students do not write very often and most of what they write is

classroom-bound” (Adas & Bakir, 2013, p. 254).

This assumption is applicable in many settings where ESLs and

EFLs are hindered with composition; where “they have to put into practice

all the strategies and techniques that have been taught to them in their

composition courses” (Aragón, Baires & Rodriguez, 2013, p. 13).

Furthemore, in writing narrative text , students difficulties often occur

when they are writing narrative text with generic structure consist of (a)

Orientation is introducing the main characters of the story, the place, and

the time where the story happened. (b) Complication is showing the

problem in the story. (c) Resolution is aspect of text organization that

 19

shows the way of participant to solve the crises, better or worse.

(Derewianka, (1990)

B. Relevant of the Research

1. Students’ Difficulties In Writing Recount Text At The Second Year Of Smp

N 2 Kartasura In 2012/2013 Academic Year by Dwi Supatmi (2013).

This study aimed at describing: 1) the difficulties faced by the

students in writing recount text, and 2) teacher’s solutions to solve the

problems of the students’ difficulties of writing recount text. In achieving

the objectives, the researcher used descriptive qualitative as an approach to

collect and analyze the data. The object of this research is recount text

written by the students of SMP N 2 Kartasura in 2012/2013 in academic

year.

The writer gets the data of the research from the data sources are:

English teacher, the students, and the material of recount text written by the

students at second year of SMP N 2 Kartasura in 2012/2013 academic year.

Techniques of collecting data are document and interview with

English teacher. The result of this research is students’ difficulties in writing

recount text and teacher’s solutions for the difficulties faced by the students

in writing recount text. The results of students’ difficulties are as follows: 1)

generic structure, 2) language features.

Teacher’s solutions for the difficulties are as follows: 1) giving

explanation repeatedly to solve generic structure, 2) asking the students to

analyzing language features, 3) memorizing past form of word to solve

 20

tenses, 4) giving exercise to solve difficulties in grammar and deleting word,

5) looking up at the dictionary to solve difficulties in vocabulary and

spelling.

2. Students’ Difficulties In Learning Writing Skills

IN SECOND LANGUAGE Muhammad Nadeem Anwar and Nazir

Ahmed (2016). The writing skills are very important for the students with

regard to assessment and evaluation of the students’ level of understanding

in different subjects. These skills are also significant in case of awarding

grades. The grades are critically important for admissions to different degree

program and for getting an employment. This study is based on the review

of literature to explore difficulties faced by students in writing, especially in

the second language.

According to the researchers, writing is a reflective activity and

requires thinking, ideas, relevant knowledge and vocabulary. The writing in

second language becomes even more difficult task for the students. Writing

is more difficult than speaking because the former is more formal than the

latter, and also due to the fact that people speak more than writing in their

routine life. Moreover, spoken language occurs in natural environment;

whereas, writing takes place in artificial environment. Writing requires

learning vocabulary and grammar. It has also been found that good writers

are also the good readers. The literature shows that teachers use different

approaches to teach writing skills to their students. Students’ learning of the

writing skills also depends on the teachers’ approaches to teach the writing
 21

skills. The approaches to teach the writing skills involve a product approach,

a process approach, an eclectic approach and a genre approach.

C. Operational Concept

According to Syafi’I (2017, p. 110) operational concept is derived from

related theoretical concept on all of the variables that should be practically and

empirically operated in an academic writing a research paper. The researcher

establishes some indicators that based on Derewianka, (1990) states that there

are some steps for constructing the narrative text or could be called as the

generic structure of narrative text as follows:

1. Students are difficult to write some information about character in the

story, place, and time happen for orientation in narrative text

2. Students are difficult to write some information about the problem which

arise for complication in narrative text.

3. Students are difficult to write information about how to solve the problem

at the end of the story (happy or sad ending) for resolution in narrative

text.
 22

CHAPTER III
RESEARCH METHODOLOGY

A. Research Design

This research was descriptive study, which had only one variable. In

according to Tavakoli (2012, p. 160) descriptive research is an investigation

that provides a picture of a phenomenon as it naturally occurs, as opposed to

studying the impacts of the phenomenon or intervention. Descriptive research

attempts to look at individuals, groups, institutions, methods and materials in

order to describe, compare, contrast, classify, analyze, and interpret the entities

and the events that constitute their various fields of inquiry. It is concerned

with conditions or relationships that exist; practices that prevail; beliefs, points

of views, or attitudes that are held; processes that are going on; effects that are

being felt; or trends that are developing. At times, descriptive research is

concerned with how/ what is or what exists is related to some preceding event

that has influenced or affected a present condition or event.

In addition, Cohen (2000, p.169) also states that descriptive research is

used to describe and interpret the phenomena. Thus, writer will use test to

collect the data. It is to find out students’ difficulties in writing by generic

structure of narative text. This research used two raters to score the result of the

test, so the score was realiable.

B. Time and Location

This research was conducted on September 2019 at Senior High School

1 Kampar Timur. This school is located at Pulau Rambai district, Kampar

regency.

22
 23

C. Subject and Object of the Research

The subject of the research is the tenth grade students of Senior High

School 1 Kampar Timur, and the object of the research is the students’

difficulties in writing by generic structure of narrative text.

D. Population and Sample of the Research

1. The Population of the Research

A population is a group of individuals that have same characteristic

(Creswell, 2012). The population in this research was all the tenth grade of

State Senior High School 1 Kampar Timur. The school had 8 classes

which consisted of 4 classes for science and 4 classes for social. The

number of the tenth grade students of State Senior High School is 285.

Table III.1
The total population of the eleventh grade students
of High School 1 Kampar Timur
No Class Number of Students
1 X IPA 1 37
2 X IPA 2 36
3 X IPA 3 36
4 X IPA 4 35
5 X IPS 1 37
6 X IPS 2 36
7 X IPS 3 35
8 X IPS 4 33
Total Population 285

2. The Sample of the Research

Based on the total population above, the population was more than

100 persons. So the researcher used simple random sampling in taking the

sample. Simple random sampling is the process of selecting a sample in

 24

such a way that all individuals in the defined population have an equal and

independent chance of selection for the sample Nuardi (2013). It means

that by using simple random sampling we could choose individuals as the

sample to represent the population. Arikunto (2006) suggested that if the

population is more than 100 persons, the sample can be taken between 10-

15%, and 20-25%. In this research, there were 285 persons as the

population and it was more than 100 so, the research took 25% of the

population, so the total samples were 71 students, the researcher took the

sample by using lottery

Tabel III.2
The total sample of the eleventh grade students at
State Senior High School 1 Kampar Timur.
No Classes Population Sample 25%
1. X IPA 1 37 9
2. X IPA 2 36 9
3. X IPA 3 36 9
4. X IPA 4 35 9
5. X IPS 1 37 9
6. X IPS 2 36 9
7. X IPS 3 35 9
8. X IPS 4 33 8
Total 285 71

There were 71 pieces of papers distributed in each class. There were

only 9 pieces written numbers which are number 1-9 for science 1-4 and

for social 1 and 8 pieces witten numbers which are number 1-8 for social

2-4. As a result, there were 9 and 8 students selected as the sample from

science and social classes, as showed in the table above.

 25

E. Technique of Collecting The Data

1. Test

Due to the unavailability of documentation regarding on students’

writing narrative text. Then, the researcher conducted a writing narrative

text about legend story. in this research to get documentation for students’

error in writing narrative text.

The researcher used the test as a technique of collecting the data.

Brown (2003, p.3) states that test means a method of measuring a

person’s ability, knowledge or performance in giving domain. In this

research, the researcher did not use test to measure students’ ability but to

get documentation for students’ difficulties in this research. The researcher

followed the following steps:

a) All of the samples in every class was collected by the researcher in one

class to do writing narrative text,

b) The researcher explained test instruction,

c) The researcher gave 45 minutes for students to write a narrative text on

a sheet of paper, and the topic of narrative text was Legend story and

fable. They could create their own writing.

d) Then, the researcher collected the students’ answer sheets.

e) After that, the researcher gave students’ sheets to the raters

f) The raters checked based on the criteria below:

 26

Table III.3
Criteria of Students’ Error in Writing Narrative Test (adopted
by Putri, et al (2015)
No Generic Structure Explain
Student doesn’t write some
information about character in the
1 Orientation story, place, and time happen. If there
are one or two of them do not cover,
so it is categorized as difficult
Complication Student doesn’t write information
2 about the problem which arise.
Student doesn’t write information
about how to solve the problem at the
3 Resolution end of the story (happy or sad
ending).

g) The raters will evaluate students’ error through checking the kinds of

difficulties made by students as follows:

Table III.4
Table of Checking Students’ Error Based on Generic Structure of
Narrative Text (adopted by Putri, et al (2015)

Generic Structure
Orientation Complication Resolution
Character Place Time Problem to Arise Problem Solving
Stu
den t 1st 2nd 1st 2nd 1st 2nd 1st 2nd 1st 2nd
N N N N N N N N N N
No E E E E E E E E E E E E E E E E
E E E E

5
 27

Instructions:

st1 : First rater

Nd2 : Second rater
E : Error
NE : Not Error

F. Technique of Analyzing The Data

In analyzing the data of this research, the researcher used descriptive

analysis with percentage. In order to find out the difficulties faced by students

in writing orientation, complication and resolution of narrative text and to find

out what was the most type of students’ difficulties faced by the students.

Therefore, To analyze the data of students’ writing narrative text, the

researcher used the following formula from Riduwan, (2011, p. 40):

𝐹
𝑃 = 𝑋100%
𝑁
Where:

P = Number of precentage
F = Frequency
N = Number of sample
 28

CHAPTER V
CONCLUSION AND SUGGESTION

A. Research Conclusion

By referring to the data analysis in Chapter IV, the researcher could

conclude that the researcher found that 22 students (30.99%) of 71 students had

error to write narrative text and 49 students (69.01%) had no error to write

narrative text. Furthermore, because the researcher wanted to know the most

error aspect of generic structure in student’s writing narrative text at tenth

grade students of State Senior High School 1 Kampar Timur and after the

researcher analyzed it into each aspect of generic structure in narrative text, the

researcher found that in orientation there were 6 students (8.45 %) of 71

students had error, in complication there were 22 students (30.99%) of 71

students had error, while in resolution there were 37 students (52.11%) of 71

students had error. So, based on the data above, the writer found that the most

error aspect of generic structure in student’s writing narrative text at tenth

grade students of state Senior High School 1 Kampar Timur was resolution.

B. Suggestion

Based on the conclusion above, the researcher would like to give some

suggestion to the teacher , students , and researcher.

1. Since the students had error to write narrative text. The teachers are

suggested to give more explainations and exercises to the students. The

teacher should make the students understand about generic structure of

narrative text.

39
 40
29

2. The students are suggested to pay more attention when the teacher

explains the lesson, and do more practice in writing complication and

resolution in narrative text. Then the students practice to write narrative

text. Although , the students did not have error in writing orientation and

complication they must keep attention to these aspect (orientation and

resolution) bacause it is important aspect of narrative text.

 30

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world.info/Articles_40/Sawalmeh.pdf

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Thinking on Intermediate EFL Learners' Writing Skill. American Journal
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http://www.eurojournals.com/ajsr.htm

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education programs (Doctor in Philosophy). North Texas.
 33

Sperling, M., & Freedman, S. W. (2001). Research on writing. In V. Richardson

(Ed.), Handbook of research on teaching, 4 th edition (pp. 370-389).
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in Applied Linguistics. Tehran: Rahnama Press.

Troia, G. & Graham, S. (2004). Students who are exceptional and writing
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Troyka, L. & Nudelman, J. (2004). Steps in composition. Upper Saddle River, N.

J.: Pearson/Prentice Hall.

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ReadingWritingConnection.html

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e.pd f Widdowson, H. (1978). Language teaching texts. Oxford: Oxford

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Lawrence Erlbaum.
APPENDICES
APPENDIX I
Table Of Checking Students’ Difficulties Based On Generic Structure Of
Narrative Text
 Table of Checking Students’ Difficulties Based on Generic Structure of Narrative Text
(adopted by Putri, et al (2015)

Generic Structure

Orientation Complication Resolution

Student Problem to Problem
Character Place Time
Arise Solving

1st 2nd 1st 2nd 1st 2nd 1st 2nd 1st 2nd

No D ND D ND D ND D ND D ND D ND D ND D ND D ND D ND

Instructions:

st
1 : First rater
nd
2 : Second rater

D : Difficult

ND : Not Difficult
Criteria of Students’ Difficulties in Writing Narrative Test (adopted by Putri, et al
(2015)
No Generic Structure Explain
Student doesn’t write some information
about character in the story, place, and
Orientation time happen. If there are one or two of
1
them do not cover, so it is categorized as
difficult

Student doesn’t write information about

Complication
2 the problem which arise.

Student doesn’t write information about

how to solve the problem at the end of the
3 Resolution
story (happy or sad ending).
APPENDIX II
Recapitulation Of Two Raters About Students Answer Sheets
 TABLE OF CHECKING STUDENTS' DIFFICULTIES BASED ON GENERIC STRUCTURE OF NARRATIVE TEXT (ADOPTED BY
PUTRI, ET AL
(2015)
r.encric Structure
Orientation Com plication Resolution
Student Character Place Problem Solvin2 Time Problem to Arise
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APPENDIX III
Student Answer Sheets
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APPENDIX IV
Supervisor Letters
 ~
~t
::■~c:
..r•·
~

Ul'i SUSKA JU/\U

Nomor : Un .04/F.II.4/PP.00 .9/3256/2020 Pekanbaru, OJ Mei 2020

Si fat : Biasa
Lamp
Hal : Pemhimhing Skripsi (Perpajm,g)

Kepada
Yth . Ors. H. Kalayo Hasibuan, M.Ed
Dosen Fakultas Tarbiyah dan Keguruan UIN Suska Riau
Pekanbaru

As.rn/a11111 'a/aik11111 warah111at11/lahi wabarakatuh

Dengan hormat, Fakultas Tarbiyah Dan Keguruan UIN Suska Riau
menunjuk Saudara sebagai pembimbing skripsi mahasiswa :

Nama : REZQJ EKO PAMBUDJ S

NIM : I 1513103334
Jurusan : Pendidikan Bahasa Inggris
Judul :An ANAL YSJS OF STUDENTS DIFFICULTIES IN WRITING
NARRATIVE TEXT AT TENTH GRADE STUDENTS OF
STATE SENIOR HIGH SCHOOL I KAMPAR TIMUR
Waktu : 3 Bulan Terhitung dari tanggal keluamya surat bimbingan ini

Agar dapat membimbing hal-hak terkait dengan ilmu Pendidikan Bahasa Inggris
Redaksi dan Teknik Penulisan Skripsi, sebagaimana yang sudah ditentukan. Atas
kesediaan Saudara dihaturkan terima kasih.

Wassalam
an Ockan
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1
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1, \ ,.
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~-Nrn. 19660924 199503 1 002

Tembusan :
Dekan fakultas Tarbiyah dan Keguruan UIN Suska Riau
APPENDIX V
Thesis Supervision Activity Report
 I~~~ ~· ,",
'~•l \ C
KEMENTERIAN AGJ\MA
UNIVERSITAS ISLAM NEGERI SULTAN SYARIF KASIM RIAU
FAKU LTAS TARB IYAH DAN KEGU RUAN
,

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UIN SUSl<A RIAU
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APPENDIX VI
Recommendation Letters
 I ,o~
<=f·■
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KEMENTERIAN AGAMA
UNIVERSITAS ISLAM NEGERI SULT AN SY ARIF KASI M RIAU
FAKULTAS TARBIYAH DAN KEG URU AN

~~I ~ □® &frQ~O ~
FACULTY OF EDUCATION AND TEAC HER TRAI NING
UIN SUSKA RIAU JI. H. R. Soebrantas 6 561647
No.155 Km.18 Tampan Pekanbaru Riau 28293 PO. BOX 1004 Telp.
(07 ;)
Fax. (0761) 561647 Web.www.flk.uinsuska.ac.id , E-mail: eftak u1nsuska@
yahoo.co.,

Nomor : Un.04/F.II.4/PP.00.9/15390/2019 Pekanbaru, 23 Oktober 2019

. n : - --
• LJJU.::,a.

Lamp.
Hal : Mohon Izin Melaku kan PraRis et

lf Pn'l~'l
- - - .--- ---·
Yth. Kepala Sekolah
SMAN 1 KAMP AR TIMUR
di
Tempat

Assa/a,111.1 'a /aikum warhma tullahi wabarakatuh

Dekan Fakulta s Tarbiyah dan Keguruan U1N Sultan Syarif Kasim Riau dengan
ini
memberitahukan kepada saudara bahwa :

Nama : REZQI EKO PAMBUDI S.

NIM : 11513103334
Semester/Tahun : IX (Sembilan)/ 2019
Program Studi : Pendidikan Bahasa Inggris
Fakultas : Tarbiyah dan Keguruan UIN Suska Riau

ditug~s_kan unt~k melaksanakan riset guna mendapatkan data yang berhubungan

dengan
peneltttannya d1 Instansi yang saudara pimpin .

. __ S~h~bungan dengan itu kami rnohon diberikan bantuan/izin kepada mahasi

svva yang
uc1 :,a11bl\.UL a.11.

Demikian disampaikan atas kerjasamanya diucapkan terima kasih.

eka l

. a 1m, M.Pd k
· ·. _ :--...Jl.H"l I, • 0410 199303 1 ods~
 l"'EMERI NTAH PROVINS I RIAU
DINAS PENDIDI KAN
SMA NEGERI 1 KAMPAR TIMUR
Akredltasf : A
Alamat : JL. Raya Pekanbaru - Bangkinang Km . 40. Kode Pos : 28461
Email : [email protected] : (0761) 561171
Telp
NPSN : 10400367 NSS : 3011406610 01

SURAT KETERANGAN
NO : 422/SMAN-1/KT/633

Yang bertanda tangan di bawah ini Kepala SMAN 1 Kampar Timur,

Kabupaten Kampar-Provinsi Riau dengan ini menerangkan bahwa :

Nama REZQI EKO PAMBUDI

No. Mahasiswa 11513103334
Program Studi Pendidikan Bahasa lnggris
Fakultas Tarbiyah dan Keguruan
Universitas UIN SUSKA RIAU
Jenjang S.1
Alamat Pekanbaru

Nama tersebut diatas di beri izin untuk melaksanf3kan Riset/ Penelitian di

SMAN 1 Kampar Timur dengan syarat tidak melakukan Penelitian yang
menyimpang dari Proposal.

Demikian surat keterangan ini kami buat dengan sesungguhnya,

untuk dapat dipergunakan sebagaimana mestinya.

opember 2019
amparTim ur

. M.Pd
NIP.19600101198412 1002
 ~- KEMENTERIAN AGAMA
UN IVE RS ITA S ISL AM NEGERI SU
FA KU LT AS TARBIYAH DAN KE GU
LT AN SY AR IF KA SIM RIA U
RU AN
~
FA CU LT Y OF EDUCATION AND
aefil ~~a ~
UIN SUSKA RIAU JI. H. R. Soebrantas No.155 Km
TE AC HE R TR AI NI NG
.18 Tampan Pekanbaru Riau 28293
Fax. (0761) 561647 Web.www .ftk.uin PO. ~OX 1004 Telp. (0 7~~) 5616 47
suska .ac.id , E-mail: eflak uinsu ska@
yahoo .co.
No mo , :'Un.04/F.Il/PP.00.9/17041/2019
Sifat : Biasa Pekanbarn, 18 Nov emb er 2019 M
Lamp. : l (Satu) Proposal
Hal : Mohon Izin Mel aku kan Ris et

Kepada
Yth. Gubernur Riau
Cq. Kepala Dinas Penanaman Modal dan
Pelayanan Terpadu
Satu Pintu
Provinsi Riau
Di Pekanbaru

Assalamu 'alaikum warahmatullahi wab

arakatuh
Rektor Universitas Islam Negeri
Sultan Syarif Kasim Ria u den gan
memberitahukan kepada saudara bah wa: m1

Nama : REZ QIE KO PAM BU DI S.

NIM : 11513103334
Semesterff ahun : IX (Sembilan)/ 2019
Program Studi : Pendidikan Bahasa lnggris
Fakultas : Tarbiyah dan Keguruan UIN Suska Ria
u
ditugaskan untuk melaksanakan riset
guna mendapatkan data yang ber hub
judul skripsinya : AN ANALYSIS ung an den gan
OF STllj)ENT'S DIFFICULTIES IN
NA..lffi.ATIVE TEXT AT TENTH GR \HR ITI NG
ADE $'J'UDENT'S OF STA TE SEN
SCHOOL 1 KAMPAR TIMUR IOR HIG H
Lokasi Penelitian : SMA NEGERI 1 KA
MP AR TIMUR
Waktu Penelitian : 3 Bulan (18 Novemb
er 2019 s.d 18 Februari 2020)
Sehubungan dengan itu kami mohon dibe
bersangkutan. rikan bantuan/izin kep ada mah asis wa
yan g
-
Demikian disampaikan atas kerjasamany
a diucapkan terima kasih.

Tem bus an:

Rektor UIN Suska Riau
 PEMERINTAH PROVINSI RIAU
DINAS PENANAMAN MODAL DAN PELAYANAN TERPADU SATU PINTU
Gedung Menara Lancang Kuning L.antai I dan II Komp. Kantor Gubemur Riau
JI. Jend. Sudirman No. 460 Telp. (0761) 3906-4 Fax. (0761) 39117 PE KAN B AR U
Email : [email protected]

REKOMENDASI
Nomor: 503/DPMPTSP/NON IZIN-RISET/28406
TENTANG

PELAKSANAAN KEGIATAN RISET/PRA RISET

DAN PENGUMPULAN DATA UNTUK BAHAN SKRIPSI
182010
Kepala Dinas Penanaman M!)dal dan Pelayanan Terpadu Satu Pintu Provinsi Riau, setelah membaca Surat
Permohonan Riset dari : Dekan Fakultas Tarblyah dan Keguruan UIN Suska Rlau, Nomor :
Un.04/F.ll/PP.00.9/17041/2019 Tanggal 18 November 2019, dengan ini memberikan rekomendasi kepada :

1. Nama REZQI EKO PANBUDI S .

2. NIM / KTP 11513103334
3. Program Studi PENDIDIKAN BAHASA INGGRIS
4. Jenjang S1
5. Alamat PEKANBARU
6. Judul Penelitian AN ANALYSIS OF THE STUDENTS DIFFICULTIES IN WRITING NARRATIVE
TEXT AT THE TENTH GRADE STUDENTS OF STATE SENIOR HIGH SCHOOL 1
KAMPAR TIMUR
7. Lokasi Penelitian SMA NEGERI 1 KAMPAR TIMUR

Dengan ketentuan sebagai berikut:

1. Tidak melakukan kegiatan yang menylmpang dari ketentuan yang teiah dltetapkan.
2. Pelaksanaan Kegiatan Penelitian dan Pengumpulan Data ini berlangsung selama 6 (enam) bulan terhitung mulai
tanggal rekomendasl ini diterbitkan.
3. Kepada pihak yang terkait diharapkan dapat memberikan kemudahan serta membantu kelancaran kegiatan
Penelitian dan Pengumpulan Data dimaksud.

Demikian rekomendasi ini dibuat untuk dipergunakan seper1unya.

Dibuat di : Pekanbaru
Pada Tanggal : 2 Desember 2019

~~TNAl~~~Al
DAN PE1.AYANAN TERPADU SATU PINTU
PROVINal RIAU

EVAAEFITA. SE, M SI
Pembina lJtama Muda
NIP. 19720628 199703 2 004

Tembusan:
Dlsampaikan Kepada Yth :
1. Kepala Badan Kesatuan Bangsa dan Politik Provinsi Riau di Pekanbaru
2. Kepala Dinas Pendidikan Provinsi Riau
3. Dekan Fakultas Tarbiyah dan Keguruan UIN Suska Riau di Pekanbanu
4. Yang Bersangkutan
 PEMERINTAH KABUPATEN KAMPAR
KANTOR KESATUAN BANGSA DAN POLITIK
JALAN TUANKU TAMBUSAI mP. (0762} 20146
BAN GKI NAN G KOT A Kode Pos: 28412

R EKO M EN DA SI
Nomor : 070/KKBP/2019/1087

Tenta ng

PELAKSANAAN KEGIATAN RISET/MA RISET

DAN PENGUMPULAN DATA UNTUK BAHAN SKRIPSI
Kepala Kantor Kesatuan Bangsa dan Politik Kabupaten Kampar setelah
membaca Surat Kepala
Dinas Penanaman Modal dan Pelayanan Terpadu Satu Pintu Provinsi Riau
Nomor: 503/DPMPTSP/NON IZIN-
RISET/28406 tanggal 2 Desember 2019, dengan ini memberi Rekomendasi
/Izin Penelitian kepada :
1. Nama REZQI EKO PAMBUDI S.
2. NIM 11513103334
3. Universitas UNIVERSITAS ISLAM NEGERI SUSKA RIAU
4. Program Studi PENDIDIKAN BAHASA INGGRIS
5. Jenjang S1
6. ,Ajamat PB<ANBARU
7. Judul Penelitian AN ANALYSIS OF THE STUDENT'S DIFFICULTIES IN WRITING
NARRATIVE TEXT AT THE TENTH GRADE STUDENT'S OF STATE
SENIOR HIGH SCHOOL 1 KAMPAR TIMUR
8. Lokasi SMA NEGE.Rl :ti. KAMPAR TIMUR

Dengan ketentuan sebagai berikut :

1. Tidak melakukan Penelitian yang menyimpang dari ketentuan dalam

proposal yang telah
ditetapkan atau yang tidak ada hubungannya dengan kegiatan riset/pra
riset dan pengumpulan
data ini.

2. Pelaksanaan kegiatan penelitian/pengumpulan data ini berlangsung

selama 6 (enam) bulan
terhitung mulai tanggal rekomendasi ini dikeluarkan.

Demikian rekomendasi ini diberikan, agar digunakan sebagaimana mestiny

a dan kepada pihak yang
terkait diharapkan untuk dapat memberikan kemudahan dan memba
ntu kelancaran kegiatan Riset ini dan
terima kasih.

Dikeluarkan di Bangkinang
pada tanggal 4 Desember 2019

am. &PAI. A K.Afl1:9R KESBANGPOL KAB. KAMPA R ~

..,> _-.-, angsa
~~··
k
Ii.
Ii1.: _.,
!

:~.)
~\
~

~~­
Rekomendasi ini disarnpa iwi ICepada Yth;
1. Kepa\a SMA Negeri 1 Kampar llmur di Kampah .
2. Dekan Fakultas Tarbiyah dan Keguruan UIN Suska Riau di Pekanba
ru.
3. Yang Bersangkutan .
 PEM ERIN TAH PRO VUIS I RIAU
DINA S PEND IDIK AN
SMA NEG ERI 1 KAM PAR TIM UR
Akred ita.ai : A
Ala m a t : , JL. Raya Pc kanb a ru - Bangk inang Km . 40 . Koclc
Pos : 2 8461
Email : sma n sa ka mpa@y a h oo .co . irl T e lp : (076 I) 56 I I 71
NPSN : I 04003 67 NSS : 3 01140 66100 1

SURAT KETERANGAN RISET

NOMOR 435/S MAN- 1/KT/ 642

Yang berta nda tangan di bawah ini Kepala SMAN

1 Kampar Timu r,
Kabupaten Kampar-Provinsi Riau dengan ini menerangk
an bahwa :

Nama : REZQI EKO PAMBUDI

No. Mahasiswa : 11513103334
Program Studi : Pendidikan Bahasa lnggris
Fakultas/ Jurusan : Tarbiyah dan Keguruan
Universitas : UIN SUSKA RIAU
Jenjang : S1
Alam at : Pekanbaru

Adalah berna r telah melaksanakan riset / Penelitian di SMA

Negeri 1
Kampar Timur, pada tanggal 15 Januari 2020 s/d 17 Janua
ri 2020, dengan
Judul Penelitian " An Analyisis Of Students' Diffic
ulties In Writi ng
Narrative Text At Tenth Grade Students Of State Senio
r High School 1
Kampar Timur".

Demikianlah Surat Keterangan ini dibua t untuk dapa t diper

guna kan
sebagaimana mestinya, Terima Kasih.

ampar, 20 Januari 2020

, ampa r Timu r
.«
/1"{
// - ,

'~

. · · .• M.Pd
NIP.1 9600 1011 9841 2 1002
APPENDIX VII
Documentation
 CURRICULUM VITAE

The researcher’s name is Rezqi Eko Pambudi Supriyanto.

He was born in Tarok, 23 Februari 1996 in Kampa regency.
He is First son from three children his beloved parents Mr.
Joko Supriyanto and Mrs. Nurjanati, S.Pd.

The researcher’s educational background start from TK

Aisyah , the researcher graduated from SDN 033 Kampar,
kec . Kampar Timur, kabupaten Kampar in 2008. Furthemore
, he continued to study at MTSN Tarok , Kampar and
graduated in 2011. Then he continued to study at SMAN 1 Kampar Timur, and he
graduated in 2014.

Then the researcher continued his study to the next level . He is admitted
as a college student at the State Islamic University of Sultan Syarif Kasim Riau
2015. He finished his study by having done munaqasyah examination at June 29th
2020 with predicate excellent.