“What Happen Next?” Strategy to Improve Students Skill on Writing Narrative Text

Authors

  • Sri Wahyuni SMAN 02 Selong

DOI:

https://doi.org/10.29408/veles.v1i1.389

Abstract

Most of the EFL learners, especially at senior high schools, frequently consider that writing is the most difficult skill compared to the three other language skills. This difficulty was also faced by the second year students of Madrasah Aliyah Muhammadiyah Malang. The results of their writing performance at the preliminary research indicated that on average they achieved low grades in writing narrative texts. Moreover, the students in this school were not motivated in writing. For this case, the writer applied a strategy “what happen next?†which can improve the skill in writing narrative texts. The strategy was implemented in action research through four steps: planning, implementing, observing, and reflecting. The action research was conducted in two cycles and involves 24 students. The results of the findings showed the improvement of the students’ skill in writing narrative texts and also the improvement of the students’ involvement in the writing activities during the teaching and learning process.  

References

Alsamadani, H.A .2010. The Relationship between Saudi EFL Students’ Writing Competence, L1 Writing Proficiency, and Self-regulation. College of Education, Um-Alqura University. European Journal of Social Sciences – Volume 16, Number 1

Butcher, Susan E. (2006) Narrative as a Teaching Strategy. The Journal of Correctional Education 57(3)

Campbell, Terry A (2009) Storytelling and Story Writing “Using a Different Kind of Pencil†Nipissing University and Michelle Hlusek, Nipissing-Parry Sound Catholic District School Board

Cahyono, B.Y. & Widiati.U.. 2011. The Teaching of English as a Foreign Language in Indonesia. Malang. State University of Malang.

Depdiknas, 2006. Kurrikulum Tingkat Satuan Pendidikan (School Based Curriculum). Jakarta: Depdiknas.

Ghosn, I.K. 2000. Four Good Reasons to Use Literature in Primary School ELT. ELT Journal, 56(2): 172-179

Harmer, J. 1998. How to Teach English: An Introduction to the Practice of English Language Teaching. London: Addison Wesley Longman Limited.

Jalango, M.R. 1992. Early Childhood Language Arts. Massacussets: Allyn and Bacon

Karlisson, Patience A. (2012) Storytelling as a Teaching Strategy in the English Language Classroom in Iceland. M.Ed. thesis in the teaching and learning of foreign languages, Faculty of Teacher Education School of Education, University of Iceland

Miller, Sara and Pennycuff, Lisa. 2008. The Power of Story: Using Storytelling to Improve Literacy Learning. Journal of Cross-Disciplinary Perspectives in Education Vol. 1, No. 1 (May 2008) 36 – 43

Richard, J. C, and Renandya, W. A.2002. Methodology in Language Teaching: An Anthology of Current Practice. United Kingdom. Cambridge University Press.

Short, D. J.1999. New Ways in Teaching English at the Secondary Level. USA, Bloomington, TESOL.Inc.

Tomlinson, C.M., and Brown, C.L. 2002. Essential of Children’s Literature. Boston: Allyn and Bacon

Wright, A. 1995. Storytelling with Children. Oxport: Oxport University Press.

Published

2017-04-20