CHAPTER 1

INTRODUCTION

1.1 The Background of The Study

Language is a system of arbitrary, vocal symbol, whitch permin all people in

a given culture, or other people who have learned the system or that culture to

interact. Language ia a tool communication to interact with other people using

sounds and vocal symbol where both of them can understand other. There are

many kinds of language who are the people used to interact with another people.

One of the international language is English.

English is one of international language that almost all the countries used now

days. English is the easiest way to communicate with the people from other

countries in many aspects in human life such as social , technology, social, and

politic. English has been taught as foreign language in many schools in this

world, such as in Korea, India, Malaysia and Indonesia.

Teaching English In Indonesia starts from playgroup, primary schools, junior

high schools, senior high school up to university level. The English curriculum

in primary school until senior higt school are using curriculum 2013 for

changing kurikulum satuan pendidikan (KTSP). There are four skills in teaching

English, they are listening, speaking, reading and writing.

Teaching Writing in Indonesia is basic one in learning English process.

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 Teaching Writing is process putting thought, ideas, opinion, event, and histories

like as writing letter and notes. The aim of teaching writing is to develop the

student writing skill to that the student can write in English language effectively.

The purpose of teaching writing is to help the students’ write to express their

idea. There are twelve genres in writing. They are Descriptive, Expository,

Explanation, Anecdote, Report, Recount, Spoof, News, Item, Procedure,

Discussion, Analytical, Exposition and Narrative

A narrative text is text which has function to amuse, entertain and deal with

actual or vicarious experience in different ways. Writing narrative teks is

something interesting that ever happen in the real life. It usually has problem or

conflict and the get the resolution in the end. To make students motivated and

enjoyable to write the text, they need to know the contents and the other aspects

become rules in writing narrative text. The five aspects are important and should

be applied in writing the text”. Students who know these aspects will produce the

good writing text. This reality is the basic problem for the students in Junior

High School that their writing have not quite good.

Based on the writer’s experiences when she was teaching practice program

(PPL) in SMK BM Teladan Medan, the writer found out that many student can’t

write a text well especially narrative text. The student did not know how to

explor their idea, some of the students do not even have any idea. They were still

confused how to start writing and they can not arrange the sentence into good

paragraph. The teacher began to teach by asking the student about the material,

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 then the teacher only give an explanation and exercises. After that, he asked the

student to write a story.

According to Andereson and Andreson (2003: 132) explain that narrative is a

text that tells a story and, in doing so, entertains the audience. It has orientation,

evaluation, complication, and resolution.

Based on the explanation above, the writer will conduct the study An

Analysis Of 8th grade Students’ Ability in Writing Narrative Texts at SMP

Swasta HKBP Sidorame

1.2 The Problems of The Study

In relation to the background of the study, the problem of this study is :

1. Are the 8th grade student at SMP Swasta HKBP Sidorame able to write

narrative text?

2. How students ability in writing narrative text at SMP Swasta HKBP Sidorame?

1.3 The Objective of the Study

The objective in this study is:

1. To find out whether the 8th grade students at SMP Swasta HKBP

Sidorame are able write Narrative text.

2. To find the ability in writing narrative text at SMP Swasta HKBP Sidorame.

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1.4 The Scope of the Study

There are some genres in writing skills like description, narrative, recount,

analytical exposition, report, and etc.The writer focuses on writing narrative text.

In this study the writer focuses on students ability in writing narrative text eight

grade students in SMP Swasta HKBP Sidorame

1.5 The Significances of the Study

The result of the study is expected to be useful for 2 aspects:

1.5.1 Theoretically

The result of this study can be used a news perspective in writing narrative.

1.5.2 Practically

a. For the writer : to know how to analysis writing narrative text

b. For the English Teacher : Can Apply and teach in the class well

c. For the English Departmen ; for forence in writing narrative text.

REVIEW OF LITERATURE

2.1 Theoretical Framework

This chapter presents a review literature and explanation of the relate materials.

Some opinions are needed to explain some concepts or terms that applied in the

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research concern. It is used to avoid misunderstanding between the writer and the

readers. The basic concept of the study should be clear from the beginning to give a

clear concept of what has been done to reach the goal of the research. It is used to

make the writer and the readers have the same perception of the research. So, In order

to strengthen the study, the following terms are needed in the study.

2.2 Language

Language is very important tool of communication used to communicate.

Language is a system of communication: it can be spoken or written and it can be

understood and that is used everywhere. People talk, share, and express their feeling

with language. It is a demand of them to be able to communicate well, because they

can convey their purpose to other people.

Poole (1999:4) stated “Language is purely human and not-instinctive method

communicating ideas, emotions, and desires by means of system of voluntarily

produced symbols”. Language is the foundation for people to communicate with

others. Language is not only a study of language and culture, but ultimately on the

word of relations and influence. In daily life people can communicate by using

language, so people can not separated with language.

Based on the explanation above the writer defines language is a tool to

communicate between people to express their personal reactions to situations, to share

the ideas and knowledge. English in the world as the common, and teaching English

in Indonesia needed some basic skill they are listening, reading, speaking and writing.

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2.3 English

English as an international language also has it’s own definition in each

country. It makes some authors defined English as the needs of the particular place.

Nunan (2003:138) state the English is a language that has been strongly affected by

other language.

According to Dudeney and Hockly (2010:1) on of the interesting about

English as a global language is that it is increasingly being used as a lingua franca(or

common language) so that people from not English – speaking countries can

communicate with those who speak English. Knowing some English is becoming

increasingly important in today’s global world.

Based on the explanations above, the writer can be conclude that English is

the worlds as the commons, and teaching English in Indonesia needed some basic

skill i.e listening, reading, speaking, and writing.

2.4 Ability

Mendenhall (2012 : 22) states that the most important characteristic of ability

is that it measures learning rather than time. Student progress by demonstrating their

ability, which means they proven that they have mastered the knowledge and skills

(called ability) required for a particular course.

Learners work on one ability at a time, which is likely a small component of a

larger learning goal. The student is evaluated on the individual ability by doing a test

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or other instrument, and only once they have mastered it they move on to other goal.

Ability is also used as a more general description of the requirements of human

beings in organizations and communities. Ability is sometimes thought of as being

shown in action in a situation and context that might be different the next time a

person has to act. In emergencies, competent people may react to a situation

following behaviors they have previously found to succeed. To be ability a person

would need to be able to interpret the situation in the context and to have a repertoire

of possible actions to take and have trained in the possible actions in the repertoire, if

this is relevant. Regardless of training, ability would grow through experience and the

extent of an individual to learn and adapt. Ability can help organizations align their

initiatives to their overall business strategy. By aligning competencies to business

strategies, organizations can better recruit and select employees for their

organizations. Competencies have been become a precise way for employers to

distinguish superior from average or below average performance. The reason for this

is because competencies extend beyond measuring baseline characteristics and or

skills used to define and assess job performance. In addition to recruitment and

selection, a well sound Competency Model will help with performance management,

succession planning and career development.

2.5. Writing

Nunan. D (2003:88) says that “writing is the mental work of inventing ideas,

thinking about how to express these ideas, and organizing the words into statements

and paragraph that will be clear to a reader”.. Writer needs to express an idea in

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certain ways and choose the best for types of writing. Writing also defines as process

of transferring idea into written. Holmes (2004: 11) shows that writing is simply a

way to represent spoken language.

Browne (2007:81) also gives opinion that: Writing is a complex activity

which involves many skills. It includes deciding what one wants to write, how best to

say it and how to put these ideas into paper in a way that is intelligible to others.

Writing is a language form that is distinguished from speech because it can be

permanent and it can be planned and changed before it emerges. Like talk it can be

used to entertain, persuade, express feelings, inform, request, report, express opinior

or ideas in written.

In addition, Longan (2001:335) says one major theme in pedagogical research

on writing is the nature of the composing process of writing. Written products are

often the result of thinking, drafting, and revising, procedures that require specialized

skills that focuses students on how to generate ideas, how to organize them

coherently, how to use discourse markers and rhetorical conventions to put them

cohesively into a written text, how to revise text for clearer meaning, how to edit text

for appropriate grammar, and how to produce a final project.

Moreover, Nunan (2003:88) states thet writing is the physical act of committing

worlds or ideas to some medium, whether it is hieroglyphics linked into parchment or

an email message typed into a computer. kress ( 2005:8) said writing is still the most

important means of access to the past repository of knowlwdge of literate. It is

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important to be learnest in learning language. Writing is letters or symbols written or

imprinted on a surface to represent the sounds language.

Stott and Avery (2002:235) state writing is one way of making meaning from

experiance for ourselves and for other. Good writing begins with understand haw to

construct and use effective sentence pharagraph. In addition, Longan (2001:335) says

one major theme in pedagogical research on writing is the nature of the composing

process of writing. Written products are often the result of thinking, drafting, and

revising, procedures that require specialized skills that focuses students on how to

generate ideas, how to organize them coherently, how to use discourse markers and

rhetorical conventions to put them cohesively into a written text, how to revise text

for clearer meaning, how to edit text for appropriate grammar, and how to produce a

final project.

2.5.1 Genres of Writing

Learning about writing is learning about genres, According to Sanggam

Siahaan et.al (2011: 1), there are 12 genres in writing, they are, spoof, recount,

procedure, hortatory exposition, anecdote, description, report, Analytical exposition,

explanation, discussion, news, and narrative.

1. Spoof

Spoof is the way of twisting some of the events in the process that used to

create a humor and create a tex. The punch line in the events is an unpredictable

action done by a character(s) for a response to another character(s).

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2. Recount

Recount is written out to make a report about an experience of a series of

related event. Theoretically, the technique to write a recount is similar to the way a

narration is written. Specifically, a recount is written out to inform an event or to

entertain people. Structurally, a recount is a text which contain three components,

they are orientation, events, and the last is reorientation.

3. Narrative

Narrative is any written English text in which the writer wants to amuse, entertain

people, and to deal with actual or vicarious experience in the different ways. It is tell

the stories, experiences, and actions which happen in the past. It uses simple past

tense. The elements of narrative paragraph are orientation, events, resolution and

coda. But coda is optional.

4. Procedure

Procedure is any written English text in which the writer describes how

something is accomplished through a sequence of action or step. Procedure is a text

containing four components, namely, goal, materials, methods, andreorientation by

which a writer describes how something is accomplished through a sequence.

5. Hortatory Exposition

Hortatory Exposition is a written English text in which the writer persuades

people that something should or should not be the case. It is also a text containing

three components, namely, the thesis, argument of issue of concern, and

recommendation.

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6. Anecdote

Anecdote is the tools of the writer to share with the others account of an

unusual or amusing incident. Anecdote is a text containing five components, they are

abstract, orientation, crisis, reaction and coda.

7. Descriptive

Descriptive is the writer describes an object. In this text, the object can be a

concrete or abstract object. It can be a person, or an animal, or a tree, or a house,

orcamping. It can be about any topic. Descriptive is the text containing two

components, namely, identification and description.

8. Report

Report is a kind of text which can be written out with a descriptive technique. It

describes an object to the readers. The lenght of the text depend on the specific details

of the object being described.

9. Analytical exposition

Analytical exposition is an expository text. It is about the truthof a fact of a

certain object. It is written to expose the truth of the fact of the object to the reader.

The aim is just to expose the truth of the fact, in this case it is just to persuade the

readers to believe it, and to show the reader about the truth in the human’s life reality

by proved it with some facts.

10. Explanation

Explanation is a written English text in which the writer explained the

processes involved the information or workings of natural or sociocultural

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phenomena. Explanation is a text containingtwo components, namely, the general

statements, and sequenced explanation.

11. Discussion

Discussion is a written English text in which the writer presents some points of

view about an issue, it contains three components, they are: issue, argument, and

conclusion or recommendation.

12. News item

News item is neither a paragraph nor an essay, Instead this conforms to any

written English text containing one or more than one paragraph in which the writer to

inform people about events of the day which are considered newsworthy or important.

News item is a text containing three components namely: news worthy even(s),

background events and sources.

2.5.2 Process of Writing

Process of writing is the most important thing to know before writing. Process

of writing can help the writer to write easily. Carrol et al (2001 : 99), states that there

are five process of writing, namely prewriting, drafting, revising, editing and

proofreading, publishing and presenting.

1) Prewriting

Prewriting is jotting down in trough sentences or phrases everything that comes

to mind about a possible topic. The prewriting helps to get a writer’s creative juices

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flowing. Prewriting also can helps to gap the topic and so the text can be a good. You

can warm up to write with your own set of prewriting strategies and techniques.

a) Choosing your topic

b) Narrowing your topic

c) Considering your audience and purpose

d) Gathering Details

2) Drafting

Writing a draft involves getting ideas down on paper in taught the format that

intend for the finished work. When write a first draft be prepared to put in additional

thoughts and details that did not emerge during prewriting. In drafting students can

choose a form for their writing. Keep purpose in mind while choosing a form. Then,

keep the conventions of chosen form in mind as you draft.

3) Revising

Revising is probably the most important stage of the writing process.

However, many writers also find it to be the most difficult but when you know the

key, it is easy. In writing, it refers to the use of a logical step-by-step process to color

code, analyze, evaluate, and rework your writing. There are a variety of things to look

for when revising the overall structure of your work, including the following:

1) Check to see that your organization makes sense and that it is consistent.

You may find it necessary to recognize parts of your paper.

2) Make sure that your introduction will grab your readers’ interest and that

your conclusion will leave lasting impression.

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 3) Determine whether you have provided enough support for your main idea. One

strategy you can use for this purpose is shown text.

4) Editing and Proofreading

Once students have finished revising for content, proofreading their work

carefully to find and eliminate errors in grammar, usage, mechanics, and spelling.

These types of errors will distract readers and may cause them to respond negatively

to your work-even if the content is excellent. To check their writing for errors, get in

the habit of reviewing their draft several times. Each time, focus on a specific

proofreading topic.

5) Publishing and presenting

This preview of the writing process provides just a glimpse of the strategies and

techniques students can employ in their writing process. This is the last process in

writing. From this process, they can build their portfolio reflecting on their writing

and assessing their writing. Occasionally, latest writing with something they wrote a

while ago

. 2.5.3 The Purpose of Teaching Writing

Teaching writing has function to make the students able to write easily, and

makes the students interest in creating a text freely as their needs and habitual in daily

life.

According to Jeremy Harmer (1998:79), there are some purpose of teaching

writing, they are:

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1. Reinforcement

People acquire language in a purely oral/aural way, but greatly from seeing the

language written down. The visual demonstration of language construction is

invaluable for both our understanding of how oral and written languaget fit together

and as an aid to committing the new language to memory. Students often find the

useful to write sentences using new language shortly after they have studied it.

2. Language development

The actual process of writing help people to learn along rather like the process

of speaking. The mental activity constructs proper written texts is all part of the

ongoing learning experience.

3. Learning as a style

Some students are fantastically quick at picking up language just by looking and

listening. For many learners, the time to think things through, to produce language in

a slower way, is invaluable. Writing can also be aquite reflective activity instead of

the rush and bother of interpersonal face-to-face communication.

4. Writing as a skill

The most important reason for teaching writing is, it is a basic language skill,

just as important as speaking, listening and reading. Students need to know how to

write letters, how to put written report together, how to reply to advertisements and

increasingly, how to write using electronic media. The students need to know some of

writing’s special conventions (punctuation, paragraph construction ect.) Just as they

need to know how to pronounce spoken English appropriately.

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The other purpose of written language are:

1) For action (for example public sign, TV and radio guides, bills, menus, telephone

directories, ballot papers, computer manuals)

2) For information (for example: newspaper, current affairs

advertisement, political pamphlets)

3) For entertainment (for example: comic strips, fiction book, poetry, and drama,

film, subtitles).

So based on the purposes aboves, the writer concludes that the purpose of

teaching writing are beside to give action, information and entertainment, it is also

used to make the students able to combine one word to the other words, one sentence

to the other sentences, know the rules and the function and able to create a text based

on their feeling, idea and experience.

2.5.4 Teaching Writing

Teaching writing has some obstacles for teachers. They must know in choosing

good approaches appropriately. Considering the writing process, it seems difficult to

teach writing. Writing encourage students to focus on accurate language use and,

because they thinks as they write, it may well provoke language development as they

resolve problems which the writing puts into their minds.

Harmer. J (2004: 11) states that many traditional approahes failed to apply

writing process in teaching writing. For many years the teaching of writing focused

on the written product rather than on the writing process. In other words, the students’

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concern was directed to the what rather than how of text construction.

As a teacher is a responsibility to encourage and guide the students in exploring

and developing their creativity in writing. The teacher has to give freedom to students

to express their idea. In giving material for teaching, teacher must recognize the

instruction given. Writing instruction include real-life and interactive tasks.

2.6 Narrative Text

Narrative is one type of writing. A narrative is construction formats (as a work

of speech, writing, song, film, television, video games, photography or theatre) that

describe a sequence of non-fictional events. The word derives from the Latin verb

narrare, to “recount”, and is related to the adjective gnarus, “knowing” or “skilled”.

Narrative also is a form of discourse, which present an event in a related series.

Narrative involves telling a story that is often based on personal experience. A

narrative is the form of writing used to relate the events, stories are accidents.

Narrative is actual or vicarious experience which deal with problematic events and

gets resolution in the end. This opinion is given by Siahaan and Shinoda

(2008:73).Other opinion about definition of narrative is said by Kane (2000:366) that

narrative is presenting the events which is truthfull that some accident happened. So,

narration text means a kind of action or events that done by characters truly.

There are many types of narrative text. There are three steps of narrative text.

The three steps of writing narrative text are social functions, text structure, and lexical

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grammatical features. They are needed to learn before write narrative text. A social

function is to amuse, entertain and to deal with actual or vicarious experience in

different ways. Text structure is used to make the writing steps of narrative text well.

And lexical grammatical features are used to know what grammars are used to make

narrative text. Meanwhile, to write good narrative text or narrative text must learn the

three steps deeply.

2.6.1 Generic Structure of Narrative Writing

The generic structures of narration is divided into:

1. Orientation: sets the scene and introduces the participants

2. Evaluation: a stepping back evaluate the plight

3. Compilation: a crisis arises

4. Resolution: the crises is resolved, for better or for words

2.6.2 Grammatical Aspects in Narrative Text

1. Focus on specific and usually individualized participants

2. Use of material Processes, (and in this text, behavioral and verbal prosess)

3. Used of relational processes and mental prosess

4. Used of past tense

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2.6.3 Example of Narrative Text

Cinderella Story

Once upon a time, there was a young girl named Cinderella. She lived with
her step mother and two step sisters.
The step mother and sisters were conceited and bad tempered. They treated Cinderella
very badly. Her step mother made Cinderella do the hardest works in the house; such
as scrubbing the floor, cleaning the pot and pan and preparing the food for the family.
The two step sisters, on the other hand, did not work about the house. Their mother
gave them many handsome dresses to wear.

One day, the two step sister received an invitation to the ball that the king’s
son was going to give at the palace. They were excited about this and spent so much
time choosing the dresses they would wear. At last, the day of the ball came, and
away went the sisters to it. Cinderella could not help crying after they had left. “Why
are crying, Cinderella?” a voice asked. She looked up and saw her fairy godmother
standing beside her, “because I want so much to go to the ball” said Cinderella.
“Well” said the godmother,”you’ve been such a cheerful, hardworking,
uncomplaining girl that I am going to see that you do go to the ball”. Magically, the
fairy godmother changed a pumpkin into a fine coach and mice into a coachman and
two footmen. Her godmother tapped Cinderella’s raged dress with her wand, and it
became a beautiful ball gown. Then she gave her a pair of pretty glass slippers. “Now,
Cinderella”, she said; “You must leave before midnight”. Then away she drove in her
beautiful coach.
Cinderella was having a wonderfully good time. She danced again and again
with the king’s son. Suddenly the clock began to strike twelve, she ran toward the
door as quickly as she could. In her hurry, one of her glass slipper was left behind. A
few days later, the king’ son proclaimed that he would marry the girl whose feet fitted
the glass slipper. Her step sisters tried on the slipper but it was too small for them, no
matter how hard they squeezed their toes into it. In the end, the king’s page let
Cinderella try on the slipper. She stuck out her foot and the page slipped the slipper
on. It fitted perfectly.
Finally, she was driven to the palace. The king’s son was overjoyed to see her again.
They were married and live happily ever after.

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2.7 Previouse Research

The study of analysis the students ability in the writing text has been done by

some researchers. There has been a study investigating in narrative text entitled” the

investigating of writing narrative text at students university Sargodha ”. The study

was conducted by Iqra Jabeen, and nRabia Faiz from department of English,

University of Sargodha, Pakistan. The paper was Published on November 2013.

Mulyaningsi (2013:2) investigate An Analysis of Students ability in writing

narrative text at junior high school in Bandung. This study showed that students from

this level of qachievement still need a lot of writing guidance from the teacher. In this

study the researcher want to investigate how good students writing narrative text. The

researcher will find out whether ability students in writing narrative tgext is good or

bad.

2.8 Conceptual Framework

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 Conceptual framework text is writing tell a story, where narrative is a story

that familiar in our daily life. People used narrative deals with problematic events

which lead to a crisis to turning points of some kind, which turn finds a resolutions.

But some students have problems to write narrative text, its means that students make

the meaning of the sentence is awkward.

Analysis

Type of Genres

1. Spoof
2. Anecdote
Generic Structure of
3. Procedure
Narrative
4. Recount
5. Analytical 1. Orientation
6. Exposition 2. Complication
7. News Item 3. Resolution
8. Review
9. Discussion
10. Report 21
11. Descriptive
12. Narrative
 Writing
Figure 1. Conceptual Framework of The Analysis of the Ability of Writing Narrative
Text of 8th Grade Students At SMP Swasta HKBP Sidorame Medan. (Permatasari,
2017)

CHAPTER III

RESEARCH METODOLOGY

This chapter describes the design in this study, participant and place, the data

collection, the setting of the study, data collection technique, data collection

instrument, and the analysis data. To get the clearer view of the above matters each of

them elaborated in the following description.

3.1 Research Design

There are two types of research namely qualitative research and quantitative

research. According to Wallace (1998:38) “qualitative research is used to describe

data which are not receivable being counted and measured in an objective way,

therefore subjective”. In conducting this study, the writer uses a descriptive

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qualitative research. Best and Khan (2006:22) says that “qualitative descriptive

research uses systematic procedures to discover non-quantifable relationships

between existing variables”. The result of the study is to find out the ability of 8 th

grade student in writing narrative text at SMP Swasta HKBP Sidorame Medan.

3.2 Population and Sample

In a research, the writer must determine the population and and the sample.

The population and sample in this research are following

3.2.1 Population

Population is any group of individual that have one or more

characteristic in common that are of interest to the researcher. Arikunto, S (2010:173)

), “populasi adalah keseluruhan subjek, apabila seseorang ingin meneliti semua

populasi”(population is a set of all elements processing one or more attributes of

interest if someone want to observe all of the elements in the research area, so his

research called population research). The population of this study is student grade

eight of SMP Swasts HKBP Sidorame Medan . There are 4 classes of students. There

are VIII-1, VIII-2, VIII-3

3.2.2 Sample

A sample is a group of individuals who represents the whole individuals in the

population Arikunto, S. ( 2006:38) The total number of the sample will be taken by

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using random sampling technique. The writer chooses VIII-2 as experimental group

and VIII H as the control group. The sample are consists 25 students.

3.3 The Instrument of Collecting Data

The instrument for collecting the data is a writing and observation. The rule of

the text is to make a narrative text minimal three paragraph. The students will write

the same topic about story and do it in forty minute. The text will be done to get the

result about the ability writing narration based on three componests or contents of

narrative text. Then, observing the students paper after their result or paper is

collected.

3.4 Procedure of Collecting Data

For collecting data , the researcher giving the students writing test. It is

focused on students ability for result of their writing narrative text. The data will be

done be collected based on the following sateps:

1. Giving narrative test

2. Students try to write the narrative text minimal 3 paragraph

3. Students make the generic structure of narrative text

4. Collecting the data

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3.5 Scoring the Text

In scoring narrative text, the cumulative is ranging frpm 1-100 according to

Heaton (1989:79) said that, the result of the students, it can be used the percentage

follows:

76% - 100% is categorized excellent

56% - 75 % is categorized good

40% - 55 % is categorized enough

0% - 39% is categorized poor

3.5.1 Scoring the Essay Text

The instrument a tool to collect the data. In this research, write used text as an

instrument. Test would cover all of the aspect of writing, Such as content,

organization, mechanic, language, and vocabulary.

To found out the students percentage of each component used the formula:

Sudijono (1987:40)

P= X 100%

P = percentage of students who get each score

F = The sum of the students who get good score or bellow standartd

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 N = Total of the students within the sample

Table.1. Students Score

Component Score Criteria Total presentage

Orientation 35- 28 Excellent to very good

27-23 Good to Average

22-18 Fair to Poor

17-13 Very Poor

Complication 30-22 Excellent to very good

18-15 Good to Average

14-10 Fair to Poor

9-7 Very Poor

Resolution 35- 28 Excellent to very good

27-23 Good to Average

22-15 Fair to Poor

14-5 Very Poor

Orientatin : % students got fair to poor, and the rest got good to average

Complication : % students got good to average, and fair to poor and excellent ton

good

Resolution : % Students got fair to poor and the rest got good to average

3.6 Technique of Analysis Data

After collecting the data through text, the writer then analyzed the data

based on the steps below:

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1. Collecting the data

2. Checking the narrative text

3. Percentage the data

4. Impreting the result

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