TEACHING WRITING ON

NARRATIVE TEXT THROUGH

STORY-TELLING FOR JUNIOR
HIGH SCHOOL STUDENTS
 Background of the study
• Writing is a basic skill and also very important skill in learning
English. Writing can improve our academic performance. Because
writing is a way to learning, we can actually achieve deeper insight
into any subject by writing out our thoughts. It is also important
because writing enhances personal and community relationship.
Finally, writing can wider our range of experience.
• According to Vallete (1985:81), writing skills require more
capabilities than other language skills and needs special preparation
for sentences, structures, vocabularies, and paragraph development.
Writing involves some activities and requires other skills.. One of the
example is story-telling can be used to practice the students in the
writing class. Story-telling is considered to be interesting and lively
for both students and teacher in writing process.
Reason for choosing topic

• There are many problems which were faced when

the students begin to write composition in
paragraph. One of the problems is the difficulties
faced by students to determine the generic
structure of narrative text because their teacher still
uses conventional method in teaching process. So,
the writer try to describe the teaching writing on
narrative text through story telling in order to make
the students more easier to write the steps in
constructing narrative text.
 THEORETICAL REVIEW
• Definition of Teaching Writing
Teaching writing is necessary. It is expected that
the teacher teaches writing to the students well so
that they can develop their writing skill. Developing
students’ competence requires support. This support
can best come through carefully designed writing
instruction oriented toward acquiring new strategies
and skills. Teachers should know methods for turning
that theory into practice. In teaching writing, they
should already know and practice good composition
• Teaching Writing in Junior High School

In Junior High School, literacy is the focus of

development learning English in this curriculum. One
of the goals in learning English at Junior High School
is to develop communication skill in English both
spoken and written language. Therefore, the teachers
must be careful in teaching writing to his/her
students and they must be able to make an
interisting teaching.
• Definition of Narrative Text
Meyers (2005: 52) states that narrative is one of the
most powerful ways of communicating with others. A
good written story lets your reader response to some
event in your life as if it were own. They not only
understand the event, but they can almost feel it. The
action, details, and dialogue put the readers in these
seem and make it happen for them.
 Generic Structure:
• Orientation
• Complication
• Resolution
• Definition of Story-Telling
At its core, storytelling is the art of using language,
vocalization, and/or physical movement and gesture to
reveal the elements and images of a story to a specific,
live audience. A central, unique aspect of storytelling is
its reliance on the audience to develop specific visual
imagery and detail to complete and co-create the story.
• Characteristics of story-telling:
- Storytelling is an interactive performance art form.
- Storytelling is, by design, a co-creative process.
- Storytelling is, by its nature, personal, interpretive,
and uniquely human.
 DISCUSSION
In teaching writing on narrative text through storytelling, the writer
uses three stages: Pre-Writing, While-Writing, and Post-Writing.

A.Pre-Writing
The following are the activities that the teachers possibly do:
1. The teacher greets the students and asking about the students’
condition or asking the weather and anything in general.
2. The teacher does a brainstorming activity by asking the students
what kind of stories that they have ever read and written.
3. Then, the students mention the chronological of the story, and
teacher writes on the board. The teacher also guides the
students’ story based on the generic structure of narrative text
B. While-Writing

1. Teacher will tell story as a kind of narrative texts to the

students (Snow White story).
2. When the story is being read, teacher shows some
pictures. The teacher asks to her students to guess or tell
about the personal description or the characteristics of
the character in the story.
3. Then, the teacher can pause at the end of each
paragraph to ask students or predict what happens next.
4. After listening to a story, students should have the
chance to respond to it. They can be encouraged to
express their feelings about the story
C. Post-Writing

1. In this stage, the teacher asks the students to

write a narrative text by giving the series of
pictures to help them.
2. When the students have finished the project,
teacher can ask them to tell the story like a story
teller.
 CONCLUSION
Since the students felt the difficulties to determine the generic structure
of narrative text because their teacher still uses conventional method in
teaching process. So, the writer think, it better to use other method in
teaching narrative text, for example with storytelling, in order to make the
students more easier to write the steps in constructing narrative text.
There were three stages in teaching writing on narrative text through
story-telling. In Pre-Writing, the teacher does a brainstorming activity by
asking the students what kind of stories that they have ever read and
written. The students also mention the chronological of the story. In
while-writing, teacher will read a story, shows some pictures, and asks to
students to guess or describe about the personal description or the
characteristics of the character in the story. Then the teacher can pause at
the end of each paragraph to ask students or predict what happens next.
After listening to a story, students should have the chance to respond to
it. Finally, in Post-Writing, the teacher asks the students to write a
narrative text by giving the series of pictures to help them and retell it in
the front of the class.