MINI RESARCH

(TEFL CURRICULUM)

IMPROVING STUDENTS’ WRITING NARRATIVE TEXTS BY

USING THE COMBINATION OF STORY SEQUENCING
CARDS AND ROUND TABLE TECHNIQUE
(The Case of Eighth Grade of Junior High School 3 Rantau Utara in the
Academic Year of 2018/2019)

COMPILLED BY:
NAME : ANITA BASRAH
REG. NUMBER : 8186112005
CLASS : B1

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM

POSTGRADUATE SCHOOLMEDAN

UNIVERSITAS NEGERI MEDAN

2018/2019
 Improving Students’ Writing Narrative Texts By
Using The Combination Of Story Sequencing
Cards And Round Table Technique
Anita B.
English Applied Linguistic Study Program
Postgraduate School, Universitas Negeri Medan
[email protected]

Abstract
This study was conducted to solve the problem of the eighth grade students in
writing narrative text. It was an action research which involved 33 students of VIIIA of
Junior High School 3 Rantau Utara in the second semester in the academic year of
2018/2019 as the subject. It consisted of 16 males and 17females students.
The objective of this study is to find out whether the use of story sequencing
cards and round table technique can improve students‘ writing ability or not and explain
how it worked. It was carried out in two cycles involving the stage of planning, action,
observation, and reflection. There were five meetings in this study, the first meeting was
used for preliminary test, and the second and third meetings were for cycle 1 where the
middle test was held, while the cycle 2 was held for two meetings. At the end of cycle 2,
the final test was conducted as an additional support of data collection. The data were
collected by using some instruments, they were: tests which consisted of Preliminary test,
middle test, and final test, observation checklist, and questionnaire.
The result of the study showed that the use of story sequencing cards and round
table technique improved students‘ ability in writing narrative text. It can be seen in their
result in cycle 1, the average of the students‘ score in this cycle was
75.21. The implementation of the media and technique were continued in the next cycle.
In cycle 2, the students‘ improvement could be seen through their scores in final test. The
average of students‘ score in final test was 81.03; it increased around
5.82. It proved that the implementation of story sequencing cards and round table
technique improved students‘ ability in writing narrative text. The average score
increased from 75.21 to 81.03. Thirty one students out of thirty three students achieved
the minimal score of English. In other words, most of students achieved the criteria of
success of the study.
The Combination of story sequencing cards and round table technique can be
interesting and appropriate media and technique in teaching learning writing narrative
texts for Junior High School students. It suggested being an interesting and effective
media and technique which can be applied in a classroom. It can also be a reference for
other researchers to conduct another similar research.

Keywords: Story Sequencing Cards, Round Table, writing, narrative, text

 INTRODUCTION

This chapter consists of background of the study, reasons for choosing the topic,
statement of the problems, objective of the study, significance of the study,
limitation of the study, and the outline of the study.

Background of the Study

Learning a second language is not an easy matter to discuss, it doesnot require just
learning its vocabulary or its grammar, but also its culture, and a new way
ofthinking and acting. Nowdays, most people are required to be able to master
English language, both for communication and for other matters. In formal case,
English is used for business communication and public relations. While in
informal case, language has function as a tool for communication to the other
foreigners in order to build a relationship. Moreover, English language has
become a subject in Indonesian schools, whether in Elementary School, Junior
High School, Senior High School, and even Vocational School.
Indonesian may find some difficulties in mastering English language
because it is not our native language. There are many words that we do not know
the exact meaning. In completing English skill, there are four skills which have to
be mastered. Each skill plays at important role of our English development. Based
on Harmer (2004: 31) writing (as one of the four skills of listening, speaking,
reading, and writing) has always formed part of the syllabus in the teaching of

English. Teaching English in schools should be based on the curriculum. Since

2006, Indonesian educational system uses School-Based Curriculum (Kurikulum
Tingkat Satuan Pendidikan)and for the time being, most Indonesian school back
to use School-Based Curriculum after using Curriculum 2013 for about a year.
One of the goals of the curriculum is to prepare students in mastering
listening, speaking, reading and writing skills. Based on my observation at the
school, most students are not really interested in writing lesson. It becomes a
problem when we are demanded to fulfill this skill as part of the subject. Based on
four skills, writing skill is the most difficult and complicated skill. In writing we
have to pay attention on the grammar, diction, punctuations, structures, cohesion
and coherence to make sure that the sentences we make are right and appropriate
with the contexts. There are twelve kinds of genre of texts, such as recount, report,
procedures, narrative, news item, descriptive, hortatory etc.
Building students‘ writing habit needs more efforts, especially in catching
their interest. Building confidence and enthusiasm are also needed to grow
students‘ proclivity in writing. Harmer (2004:61) says that although some students
are always happy to have gone at writing in English, others can be less keen. The
students‘ unwillingness in terms of writing may be caused by anxiety of their
writing. They are afraid of making mistakes. Some facts show that even in their
own language, they are still unwilling to write something. In condition which the
students have low self-confidence in writing, building writing habit is needed. To
build students‘ writing habit, we can start with something pleased and convenient
way to attract students‘ attention in writing.

Other than that, some factors may cause students‘ interest in writing.
Bambang and Shirly (2011) say that there are a number of factors that affect the
success of English Language Teaching (ELT). One of these factors is teacher.
English teachers have an important role in ELT as they can determine whether or
not other factors can work well. Also the role of teacher is very important to build
students‘ motivation. In short, writing is an important skill to be taught to the
students, especially in level of Junior High School. However, there are some
constraints to be responded, they are; the first is the awareness of writing skill is
still low. Second was about the students‘ self-confidence and motivation. Third,
the technique and the media which used in teaching-learning process as well.
The problems above may be resolved by using a media which can attract
students‘ attention. Besides the media, the use of technique is also important.
Therefore, to make a good teaching-learning, the writer will use media of pictures
that covered by technique that is able to make the writing activity feels good, easy,
and convenient. Wright (2002:48) says that a sequence of pictures which prompt
their memory or which they have to arrange into the right order. It can prompt
students‘ creativity and make the events of the story pretty clear to be told in term
of written story. Moreover, I assume cooperative learning will be very useful
technique.
Based on Slavin (1990) in Jacobs (1997:16) all cooperative Learning
methods share the idea that students work together to learn and are responsible for
their teammates‘ learning as well as their own. There are some kinds of
cooperative learning, they are; jigsaw, three steps interview, group grid, round

table or write round, team pair solo, think-pair-share, numbered-head together,

round robin brainstorming etc. Out of kinds of cooperative learning, round table
or write round is the technique which suitable in writing activity beside team pair
solo. In round table technique, students simultaneously generate responses then
pass their list or product (paper) clockwise to the next students.
 By doing the combination of sequence pictures or story sequencing cards
through round table or write round technique students may write narrative texts in
different way. Through this research, the writer expects for the media and
technique can be a combination to teach narrative text.

Statement of the Problems

The basic problems which I will discuss are:

1. What is the problem faced by students in writing skill?

2. How is the proposed combination of story sequencing cards and round

table technique implemented?
3. How does the combination of story sequencing cards and round table
technique improve students‘ writing narrative texts skill?

4. How is the proposed combination of story sequencing cards and round

table technique implemented?
5. How does the combination of story sequencing cards and round table
technique improve students‘ writing narrative texts skill?
Theoretical Framework

As a matter of fact, most students have already judged that English is the difficult
subject to learn. It influences students‘ desire and motivation in learning English
in order to improve their ability. It is totally wrong mind set, indeed. Our
challenge as a teacher is to change their mind set about English language. In this
study, I want to change their point of view in learning English. In fact, it is not as

difficult as they think, yet it is easy, fun, and interesting to be learned if they want
to try to love English. The first way which must be taken is change their mind and
point of view, little by little and persuade them that they can master English well
if they believe in themselves.
Another way is by increasing their motivation in the learning process. I
will use the combination of story sequencing cards or we also called it jumbled
pictures and round table technique (cooperative learning) to improve students‘
achievement in writing narrative text. Story sequencing cards help students in
giving clues about sequenced events which happen in the story. It also helps them
to write in well-organize and meaningful writing product. I also use round table
technique to help students to learn English in different and interesting way.
Creating new atmosphere in learning English and responsibilities for their group
can be done in one action. It grows students‘ responsibilities. Moreover, the
learning process will be more pleased and interesting for the students. In this
study, I use Kemmis and McTaggart‗s action research model. The theoretical
framework of my study is drawn below. I illustrate it by using a diagram. The
diagram is presentedin the next page:
.
 the students get difficulties in writing narrative text
initial
condition

teacher has not used story sequencing cards and round table technique yet to improve students' narrative text

teacher is using both media and technique

action cycle 1
cycle 2

the students' writing achievement is improved

last condition

Figure 2.3 Theoretical Framework of the Research

 METHOD OF INVESTIGATION

This study deals with research methodologies which consists of the research
design, research procedure, the subject of the study, role of researcher, technique
of data collection, instruments of the research, procedure of the data collection,
the method of data analysis.

Research Design
Research design is how the researcher conducted the research. This study was an
action research which concerned with the implementation of combination of story
sequencing cards and round table technique. Based on Wallace (1998:13) action
research is kind of research which is done systematically in collecting the data on
the lesson plan and analyzing it in order to come to some decisions about what the
future should be. As mention in Elliot (1998:49) that the fundamental aid of action
research is to improve practice rather than to produce knowledge, so that, in this
research, it has purpose to improve students‘ writing skill in narrative texts.
Kemmis and McTaggart in Nunan (1992: 18) make statement that:

Action research is a piece of descriptive research carried out by a teacher

in his or her own classroom, without the involvement of others, which is
aimed at increasing our understanding rather than changing the
phenomenon under investigation. The essential impetus for carrying out
action research is to change the system.

Research also means that it conducted to identify students‘ problem in

teaching earning process and also to solve those problems in order to make the
teachinglearning process in certain procedures.
The method of conducting this final project was an action research which
took place in the classroom. It focused on the application of the combination of
story sequencing cards and round table technique. Action research was a process
in which participants examine their own educational practice systematically and
carefully, using the techniques of research.
There are some models of Action Research which carried out by Stephen
Kemmis, Jean McNiff, etc. As what has been mentioned in the previous chapter,
Kemmis and Mc Taggart‗s action research model was chosen in this study. As I
mention before, I use Kemmis and Mc Taggart‗s action research model. Here the
diagram of Kemmis and Mc Taggart‗s action research model.

Figure 3.1 Kemmis and Taggart Diagram

 From the diagram above, it consisted of two cycles, for each stage has
some steps. There are four stages which must be conducted in order to achieve the
goal; they are planning, acting, observing, and reflecting. The activities can be
elaborated as follows:
1. Planning
Planning is the first step of classroom action research. Based on Kernan
in Howden (2005) there are three questions should be concerned in
planning section. These questions are: What is happening in my class?
In what sense is it problematic? What can I do about it? The questions
lead the researcher to be aware and answer them based on what really
happened in the classroom or school. After answering all the questions,
the researcher begins to do the action in the classroom. The first thing
had done by the researcher was conducted the pre-test. Pre test is as a
measurement test for the basic knowledge of students.

2. Acting
In action section, after making a plan for the research, the researcher did
the plan application in the classroom for real. From the answers of those
three questions before, the researcher tries to make some treatment and
give it to the class so that there will be a change for the students‘
achievement, especially in writing skill in narrative text.

3. Observing
It is held with the action together in the classroom. While the learning
process was held, there was someone who observed it based on some

questions related to the teaching learning process written on the papers.

When observation was done, the researcher would reflect the learning
process based on that observation.

4. Reflecting
The last step done by the researcher was reflecting the whole learning
process by using the result of the observation. The function of the
reflecting was to know whether it needed a re-plan for the next
treatment or not. It needed as a measurement of students‘ response of
learning process. I found out the progress of the students‘ observation
result. I tried to analyze students‘ behavior and enthusiastic toward
 teaching learning process through combination story sequencing cards
and round table technique. It was used to define the next action. The
aim of analysis was to know the difficulties faced by students in writing
narrative text, so that, this analysis is needed to determine the
appropriate media and technique for teaching narrative text.

Research Procedures

There were two cycles, each cycle consisted of four steps, they were plan, action,
observe and reflect. Moreover, look at the diagram on the next page of this cycle
to make it clear.

Pre Test

Planning

Cycle 1
Reflection

Observation

Planning

Reflection Cycle 2 Action

Observation

Figure 3.2 the Diagram of Cycles

 Pre Test

Planning

Cycle 1 Action
Reflection

Observation

Planning

Reflection Cycle 2 Action

Observation

Figure 3.2 the Diagram of Cycles

I would like to explain each stage of cycles:

1) Plan
The study was conducted in two cycles to know the students‘
improvement in writing narrative text. The cycle one was conducted for
treatment and middle test, while the cycle two was conducted for
treatments and final test. To know the students‘ ability in producing a

narrative text, the researcher asked the students to produce narrative

text in form of written text in the first meeting.
 2) Action
After planning section, the researcher did the second section.It was the
action in the class. The researcher began from pre-test on first
meeting.Then, explaining about narrative textand how to write narrative
text by using the combination of story sequencing cards and round table
technique. After the cycle one was done, the researcher observed and
reflected the whole teachinglearning process, so that, the researcher
could find the weaknesses of teaching and learning process. After
finding the students weaknesses, the researcher did the cycle two began
from the treatment and the last wasfinal test.

3) Observe
The learning processes, there was a person who would observe the
students‘ response and behavior based on the learning process. The
observation sheet would be used to gain the information about the
whole learning process in the classroom. There were two main points
which would be observed in observation sheet; they were; the students‘
behavior during teaching and learning process in the classroom and
students‘ responses toward learning process by using the combination
of story sequencing cards and round table technique. At the end of cycle
two, the researcher conducted final test. The students were asked to
make a narrative text. They were asked to filling the questionnaires. It

was used to collect the students‘ opinion about the teachinglearning

process in the classroom and their feeling during the learning process
by using the media and technique used.

4) Reflect
The last step was reflecting. The researcher evaluated all the learning
process to know whether there was improvement in students‘ writing
skill or not. The researcher used the data from observation sheet and
questionnaire to reflect about the whole learning process.

As I mention before, this research consisted of 2 cycles which included

four stages were applied in each cycle. Besides that, there were some steps which
must be carried out in doing this research, they were: select a focus, collect data,
analyze and interpret data, take action, reflect, and continue or modify. Here the
brief explanation of each step in the classroom action research which will be
applied in this study:
1) Select a Focus
The first thing which has to be done was select a focus. The researcher
chose State Junior High School 3 Rantau Utara the academic year
2018/2019 were observed as subject of the study.
2) Collect Data
The English teacher of the eight grade students of State Junior High
School 3 Rantau Utara was interviewed and asked about the students‘
score lists to know the students‘ ability in writing narrative texts.

3) Analyze and Interpret Data

After collecting data, the information about the students‘ achievement
was analyzed in order to determine how the treatment would be given.
It also helped the researcher to do the preparation before giving
treatment to the students.
4) Take Action
The treatment of using the combination of story sequencing cards and
round table technique were implemented in teaching writing narrative
texts to the eighth grade students of Junior High School of 3 Rantau
Utara.
5) The treatments
Then a reflection must be drawn. Begin with the analyzing of the
students‘ behavior during the teaching learning process through
observation sheets. The students‘ result of the observation were
compared to know the students‘ behavior changing. The analysis was
done in order to know whether there was any improvement or not in the
students‘ behavior after getting the treatment. The evaluation of the
strengths and weaknesses were needed to apply the technique. It was
also made in order to know what should be added and what should be
omitted to support the teaching learning process in the classroom.
6) There searcher makes such a modification of the treatments based on
the evaluation. The researcher analyzed students‘ behavior during the
learning process. These kinds of modifications were aimed for
thebetterment of the students‘ behavior. By doing such modification, it
expected to change the students‘ behavior.
 Method of Data Analysis

The method of data analysis is about describing and analyzing the data taken

during the teaching learning process. The data were gathered through tests,

questionnaire, observation checklist and worksheets during teaching learning

process. The tests and worksheets contained of the process of the students‘

achievement to improving their quality of writing ability. The students‘quality of

writing have to be scored, counted the cumulative scores and the total average or

the mean score of the cycle so that we can know the progression of the students‘

achievement in writing narrative text.

Preliminary test, middle test, and final test

To find out the degree of the students‘ score in preliminary test, middle test, and
final test, the researcher used the scoring technique from Balleyquoted by Brown
(2004: 244-245) which measured the organization, content, grammar, punctuation,
and style and quality of expression. The rate of each aspect was started from 1 up
to 20. Here is the scoring table based on Brown (2004: 244).
 Table 3.1 Scoring Technique of Writing Skills
Based on Brown (2004: 244)
ASPECTS SCORE EXPLANATION

Organization : 20-18 Appropriate title, effective

Introduction, body, introductory paragraph, topic is stated,
and conclusion. leads to body, transitional expressions
used; arrangement of material shows
plan (could be outlined by the reader);
supporting evidence given for
generalizations; conclusion logical and
complete.
17-15 Adequate title, introduction, and
conclusion; body of essay is
acceptable, but some evidence
14-12 Mediocre or scant introduction or
conclusion; problem with the order of
ideas in body; the generalizations may
not be fully supported by the evidence
given; problems of organization
interfere.
 11-6 Shaky or minimally recognizable
introduction; organization can barely
be seen; severe problems with
ordering ideas; lack of supporting
evidence; conclusion weak Or
illogical; inadequate effort At
organization

5-1 Absence of introduction or conclusion;

no apparent organization of body;
severe lack of supporting evidence;
writer has not made any effort to
organize the composition (could not be
outlined by reader)

Logical 20-18 Easy addresses the assigned topic; the

development of ideas are concrete and thoroughly
ideas: Content developed; no extraneous material;
essay reflects thought

17-15 Easy address the issues but misses

some points; ideas could be more fully
developed; some

14-12 Development of ideas not complete or

essay is somewhat off the topic;
paragraphs are not divided exactly
right

11-6 Ideas complete; essay doesn‘t reflect

careful thinking or was hurried
written; in adequate effort in area of
content

5-1 Essay is completely in adequate and

doesn‘t reflect college level work; no
apparent effort to consider the topic
carefully
Grammar 20-18 Native –like fluency in English
grammar; correct use of relative
clauses, prepositions, modals, articles,
verbs, and tense sequencing; no
fragments or run – on sentences.

17-15 Advanced proficiency in English

grammar; some grammar problems
don‘t influence communication;
although the reader is aware of them;
no fragments or run-on sentences

14-12 Ideas are getting through to the reader,

but grammar problems are apparent
and have a negative effect on
communication; run on sentences and
fragments present

11-6 Numerous serious grammar problems

interfere

5-1 Severe grammar problems interfere

greatly with the message; reader can‘t
understand what the writer was trying
to say; unintelligible sentence
structure

Punctuation, 20-18 Correct use of English writing

Spelling, and convention; left and write margins, all
Mechanics needed capital, paragraphs intended,
punctuation and spelling; very neat

17-15 Some problems with writing

conventions or punctuation; occasional
spelling errors; left margin correct;
paper is neat and legible

14-12 Uses general writing convention but

 has errors; spelling problems distract
reader; punctuation errors interfere
with ideas

11-6 Serious problems with format of

paper; part of essay not legible; errors
in sentence punctuation; unacceptable
to adequate readers

5-1 Complete disregard for English

writing convention; paper illegible;
obvious capitals missing, no margins
and severe spelling problems

Style and quality of 20-18 Precise vocabulary usage; use of

expression parallel structures; concise; register
well
17-15 Attempts variety; good vocabulary;
not wordy; register OK; style fairly
concise
14-12 Some vocabulary misused; lack
awareness off register; maybe too
wordy
11-6 Poor expression of ideas; problems in
vocabulary; lack variety of structure
Inappropriate use of vocabulary; no concepts
of register or sentence variety

The calculation of the total score is as follows:

Organization : 0 - 20
Content : 0 - 20
Grammar : 0 - 20
Punctuation, spelling, and mechanics : 0 - 20

Style and quality of expression : 0 - 20

Total Score: 100

In addition, to characterize the level of the students‟ writing skills, the

researcher used the scoring guidance from Harris (1969: 134) in the next page.

Table 3.2Writing criteria Mastery

Criteria of mastery Grade

90 –100 Excellent
Good
75 – 89
Fair
Unacceptable
60 – 74

Not college-level work

30 – 59

5 – 29

A formula of mean score is proposed by Arikunto (2006: 189). The

formula of the mean score of the cycles test can be calculated with the formulas as
follows:
Which: M: mean score

M=Σ x
N Σ x: the total score

N: the number of sample

FINDING AND DISCUSSION

Based on the observation checklist, most of students showed positive behavior

towards the lesson after being taught by Story sequencing Cards and Round Table
technique. In cycle 1, the percentage of positive behavior was 75.75% and it
becomes 81.81% in cycle 2.The results of observation showed that the students
were active. They were being immersed and followed the lesson enthusiastically.
The questionnaire also proved that most of them enjoyed learning narrative texts
by using Story sequencing cards and round table technique. Their behavior and
perception about the use of this kind of learning media were mostly positive.
Their scores increased gradually in cycle 1 and cycle 2. It can be seen in
their average ofpreliminary test score was 66.03. Their basic knowledge of
writing was very poor. They could not pass the minimum score of English. Their
scores were increased gradually. The average score was increased 9.18 point from
the preliminary test,it becomes 75.21. It can be concluded that students‘
achievement was improved in all aspects in writing.As a result, at the end of cycle
2, final test was conducted in order to measure students‘ improvement in writing
narrative text. The averages of all aspects were increased. The average score
become 81.03.
Both result of the tests which had been held and the results of non-test
instruments prove that the application of Story Sequencing Cards and Round
Table technique improves students‘ writing skill, especially in writing narrative
texts. Not only improves their writing skill, but their positive attitudes and
behavior toward writing of narrative text also developed.
The Combination of story sequencing cards and round table technique can
be interesting and appropriate media and technique in teaching learning writing
narrative texts for Junior High School students. It suggested being an interesting
and effective media and technique which can be applied in a classroom. It can also
be a reference for other researchers to conduct another similar research.

CONCLUSIONS AND SUGGESTIONS

Based on the result of the research and the discussion in the previous chapters,
this chapter presents the conclusions and suggestions.

Conclusions

The conclusions of this study can be drawn based on the research questions, the
result of the study and the interpretation in previous chapters. Story sequencing
cards and round table technique were used in teaching narrative text for Junior
High School collaborated with group discussion in delivering materials and giving
explanation and examples. Combining both media and technique gave a big
contribution. In one hand, media of story sequencing cards successfully gained
students‘ attention, interest and concentration. In the other hand, Round Table
technique which uses the principal of collaborative learning built students‘
motivation and responsibilities during the teaching learning process in
classroom.Therefore, by using combination these media and technique helped
teacher to improve students‘ writing ability in narrative text.

5.2 Suggestions

Based on the result of the study, the writer proposes some suggestions concerning
the research findings. For the teachers, they should know the students‘ difficulty
in writing in order to define the appropriate treatments for the students.

Introducing some potential medium, techniques and strategies can make the
students interest in and make them want to involve to the lesson. In addition, the
teachers need to give students some exercises. It needs to enforce their skill in
writing. In short, teachers should create and facilitate an interesting activity in the
classroom, so that students want to involve to the lesson as well.
For the students, they should pay attention to the teacher when she or he
delivers the materials related to the story sequencing cards. Besides it, memorize
some new vocabularies is needed to enrich their vocabulary mastery, so that, they
can use various words to arrange astory. More practicing using Story Sequencing
Cards can improve their language skill.
For the Researchers, this research can be a reference for the next
researchers to conduct other similar study in writing which can be used for
betterment in the teaching learning in classroom.Therefore, they can use this final
project as a literature to guide them when they want to do the similar research.
Although, I acknowledge this study still has several weaknesses, but I hope it will
be improvement for the next study.
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