CHAPTER II:THEORETICAL FRAMEWORK

2.1 The Concept of Writing

Human communication takes the form of writing. It is a visual representation of the language
(Rahmawati, 2017. Writing, according to White (1986:10), is the process of conveying ideas, information,
knowledge, or experience and comprehending the writing to acquire expertise or some news to share
and learn. According to Gaith (2002: 1), writing is a complex procedure that allows writers to explore
their thoughts and ideas and make them accessible and understandable.

Byrne (1988) explains that in writing, we use symbols to represent the sounds we make, but these
symbols must be put together correctly to form words and sentences. In addition, people create texts
when a series of sentences are written in a particular order and connected in that order. As a result,
writing requires a unique skill so that those symbols and signs can be put correctly and the reader can
understand what the writer has written. Writers must be proficient in sentence construction and have a
broad vocabulary (Sulaiman, 2017).

2.1.2 Types of Writing

Sentences make up a text and have a cohesive meaning. According to Anderson and Anderson, as cited
in Colipah (2014, pp. 36-38), the following forms of written texts include :

1. Narrative text: A narrative text tells the context of a story. The aim is to provide an outlook that
entertains or informs the reader or listener.

2. A descriptive text represents something that discusses living or non-living things. The idea is to
describe people, things, animals, or places to the audience.

3. A recount text is a piece of text that talks about past events, usually in the order they occurred. The
overall objective is to provide the readers with an explanation of what happened and when it happened.

4. A procedure text is a piece of writing that explains how to do something. The goal is to demonstrate
how procedure text can accomplish something.

2.1.3 The Process of Writing

When writing, there are certain crucial aspects that the author must consider. There are essentially four
parts to the writing process, as outlined by Harmer (2004:4-5). Four stages total: planning, drafting,
editing, and final version.
A. Planing

The writer must consider three major issues:

1) The aim of their writing ability, as this will influence not only the type of text they want to generate
but also the language they use and the content they provide.

2) The audience for whom they are writing, as this will influence not just the shape of the writing (how it
is set out, how the paragraphs are constructed, and so on) but also the language used.

3) The content organization of the tasks in order is how the facts, ideas, or arguments they have chosen
or included are best structured.

B. Drafting

Draft refers to the initial version of a work of writing. Several drafts may be produced before the
completion of the final document.

C. Editing (reflecting and revising)

After producing a draft, writers typically peruse it to determine where it succeeds and fails. Possibly, the
arrangement of the content is unclear.

D. Final report

Because the writer makes modifications that they believe are important after editing their draft, it may
differ from the initial plan and first draft. However, the writer is ready to submit the written text to the
intended audience in the final edition.

2.1.4 The Problem of Writing

According to Nurgiantoro (2001: 298-299), students experience several difficulties when learning to
write. These are the following:

a. Planning concept

Students frequently struggle with structuring their ideas into sentences during the writing process. In
composition writing, students will develop their ideas and concepts into well-written text. It is
preferable to begin the writing process by selecting a theme before conducting the composition.
Following that, we might create an outline to assist us in organizing the sentences or paragraphs.

b. Lack of Vocabulary

Especially in writing, vocabulary becomes a complex issue. A lack of vocabulary causes students to
compose incomprehensible sentences frequently. In addition, they often use inappropriate terminology
in their writing.
C. Grammar Accuracy

Grammar becomes an essential part of writing. A draft is considered high quality if the grammar is
accurate.

2.2 Narrative text

2.2.1 Narrative Text Definition

There are various genres of writing. Narrative writing is one of them. Trapsilo (2016) defines narrative
writing as a collection of events linked by time and cause. Adam (2015) described narrative writing as
"writing stories or reporting on specific events, which can be individual experiences or any actual or
imaginary events."

The narrative text is a text that contains a story that is written and developed by someone using a
forward stream or based on chronological time. 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. A narrative text represents a story produced and developed by someone utilizing a forward
stream or chronological order. A narrative text, according to Rebecca (2003), is a work that narrates a
series of logically and chronologically related events that are caused or experienced by issues.

According to Barbara, as cited in Khusnul (2017), the purposes of narrative text are to entertain, express
feelings, inform, and persuade the readers. Based on the opinion of the experts, it can be concluded that
a narrative text is not just an ordinary story presented in a book but aims to entertain readers, both
students and the general public. The aims of narrative writing, according to Barbara, as told in Khusnul
(2017), are to entertain, express emotions, inform, and persuade readers.

2.2.2 Kind of Narrative Text

According to Joyce and Feez (2000), there are two main categories of narrative texts:

1. Nonfiction is a form of narrative writing that recounts actual events. It is frequently used to tell the
life narrative of a person, significant historical events, and new stories.

2. Fiction is a type of narrative in which the story is untrue.

There are several varieties of fictional narratives:

a. Fairy Tales

Fairy tales are stories with fictional characters who have never existed in the real world. There is
typically some ambiguity that cannot be explained logically.

For Instance, Cinderella and Snow White

b. Folklore

Folklore is a narrative text that describes the origins of a location or territory. The story's truth is still
unknown.

For instance, Sankuriang and Malin Kundang

c. Fables

Fables is a narrative fiction story in which the characters are primarily animals with human-like speech
abilities.

for instance, The Ants and the Grasshopper

2.2.3 Generic Structure of Narrative Text

Derewianka (1990) states that there are some steps for constructing the narrative text or what could be
called the generic structure of the narrative text are:

1. Orientation /exposition

The introduction of what is inside the text. What the story is talk in general. Who involves in the text?
When and where is happen?

2. Complication

The complication is pushed along by a series of events, which usually expect some difficulty or problem
to arise. It explores the conflict among the participant.

A complication is the main element of the narrative. Without difficulty, the text is not narrative. The
conflict can be shown as natural, social, or psychological conflict.

3. Resolution

The crises are resolved. In this part, the implication may be settled for better or worse, but it is left
entirely unresolved, although this is, of course, possible in certain types of narrative, which leaves us
wondering, “ How did it end”?
2.3 Narrative Writing Style Concept

2.3.1 The Elements of Narrative Text

1. Plot

The plot is the narrative's structure as it progresses through time. The term "plot" refers to the overall
organization of a story. The backbone of a story is its variable beginning and ending (Forster, 1954:45).
It is a story of events told in chronological order (Forster, 1954:47). Plot built significant events in a given
level because they have important consequences (Dibell, 1988, p. 5).

2. Character and Characterization

In the literary work, the characters are characterized in several ways. Characters, as defined by Abrams
(2009:42), are "the individuals depicted in a dramatic or narrative work whose moral, intellectual, or
emotional qualities are inferred from the dialogue and the action of characters."

According to Kenney, there are three types of character representation methods: discursive, dramatic,
and contextual (1966:38). Characters are classified into four types: flat characters, dynamic characters,
notable characters, and minor characters (DiYanni, 2001:55).

"The character is a way of thinking and behaving that characterizes each individual to live and work
within the family, community, nation, and state," said the Mandikdasmen (Ministry of National
Education). A person of good character can make decisions and accepts responsibility for them.

3. Setting

Both time and location can be used to describe a story's setting. The setting can have symbolic
significance or serve just as a convenient backdrop.

There are two types of settings, according to Kenney: neutral and spiritual. The neutral depicts the
reader's physical environment, such as grass, land, and sky. The outward setting foreshadows the
spiritual location within (1966:39). The time and place in which a story's action takes place (Kenney,
1966: 38). According to Abrams (1993: 192–93), the "setting" of a story or play is "the general local and
historical time in which the action occurs," while the "setting" of an episode or scene within a work is
the specific physical area in which the spell or scene takes place. The purpose of a story's setting is to
make the action and characters within it more tangible and real.

4. Point of view

A story's point of view reveals how different characters relate events depending on their 'position'
within the narrative. A character's feelings, observations, or even just their viewpoint and perspective on
a given phenomenon will color how they tell the story, which in turn colors the story itself.

According to Irani (2001), the most significant component in constructing and uniting the materials of
the story's parts is the point of view. It establishes the writer's relationship to the world of the story.
The reader's knowledge and feelings about the plot's events are determined by point of view. Point of
view can be thought of as a lens through which the reader sees the story.

Minderop (2005: 90), referenced in Fikriani (2014), posits that in literature, point of view can also
be classified as physical, mental, or personal. Quite connected to the physical setting, which
encompasses the set of place and time, the physical point of view is the position of place and time used
in conveying the tale's contents. In contrast, the narrator's internal state, or mental point of view, is how
they react emotionally and behaviorally to the story's difficulties and how they are portrayed in the
narrative. The choice between first-, second-, or third-person narration reflects the author's perspective
on the events unfolding in the novel.

There are four primary categories of point of view, according to Jones in his work Outlines of Literature.
They are the first-person point of view, the third-person point of view, the omniscient point of view, and
the limited omniscient point of view (Jones, 1968: 29).

- The first-person point of view

Describes events from the point of view of a single or more people, often beginning sentences with
"I" or "we." The reader can picture what the characters are doing through their own eyes.

- The Omniscient Point of View

The writer stops being an active part of the narrative and instead takes on the role of an observer.
Someone with the 'talent' to read minds can easily hop from one character's head to another's. The
author uses pronouns like "he," "she," and "they" to refer to the characters

- The Objective Point of View

It's when the writer stays outside the story and observes the action rather than getting inside
anyone's head. We are left to deduce people's thoughts and feelings based on the author's description
of their facial expressions and dialogue.

- The Third Person Point of View

Each point of view has its unique manner of shaping the narrative and affecting the reader.
According to Bell (2010), there is a range of closeness in point of view. The most personal is the first
person, in which the narration is from the character's thinking. We make the most substantial
connection possible with the main character's feelings and thoughts. The omniscient point of view, on
the other hand, is the least intimate. While the omniscient narrator is free to roam, this ultimate
freedom prohibits a close concentration on one character, making it more personal.
 5. Theme

A theme is the inferred stance taken on the central topic or message of a story. A theme is a
universal idea, lesson, or message explored throughout literature. One key characteristic of literary
themes is their universality, which is to say that themes are ideas that not only apply to the specific
characters and events of a book or play but also express broader truths about human experience that
readers can apply to their lives.

A theme is the central idea or ideas explored by a literary work. A theme influence on how the story is
being told and in what way the story is understood. There is the story aspect in line with meaning. The
theme makes the story focused and united. The beginning and the end will be matched and contended
because of the theme (Stanton, 2007:37).

DeSantis and Ugarriza (2000) reviewed themes in the nursing literature. They produced the following
composite definition: “A theme is an abstract entity that brings meaning and identity to a recurrent
experience and its variant manifestations. As such, a theme captures and unifies the nature or basis of
the experience into a meaningful whole” (p. 363). According to Gill (1995: 189), a theme emerges in and
through the development of characters, dialogue, settings, and the movement of the plot.

2.3.2 Narrative Writing Techniques

Provide deeper meaning for the reader and help the reader to use imagination to visualize situations.

A. Allegory

In an allegory, a figure or thing represents a more general idea. An allegory expands a smaller story
(often in the shape of a to convey a message or show a moral). An allegory is merely a metaphor taken
to its logical conclusion. Allegories' more profound significance frequently diverges considerably from
the text's apparent plotline.

B. Alliteration

Grouping letters or similar sounds in one sentence is called alliteration. Alliteration is used by writers to
draw attention to a specific phrase or to create catchy sentences.

Alliteration, according to Baldick (2001: 6), is the repetition of the same sounds—usually initial
consonants of words or stressed syllables—in any sequence of nearby words.

C. Foreshadowing

"Foreshadowing" is a literary method in which hints or warnings about future events are dropped or
planted. Foreshadowing is a literary device that hints at or indicates what will happen later in the text.
Foreshadowing can be used to create tension, a sense of dissatisfaction, a sense of interest, or a hint
that things may not be as they appear.
D. Connotation

Connotation refers to the level of meaning that a word possesses that cannot be fully captured by a
dictionary definition; instead, it can only be characterized by the emotional associations it awakens in
the listener. Connotation refers to a well-known cultural or emotional link that a specific word or phrase
carries with it through its use.

E. Anaphora

The recurrence of a word or sequence of words at the beginning of succeeding clauses, phrases, or
sentences is known as anaphora. It is one of several rhetorical methods that orators and authors employ
to highlight their message or make their sentences memorable. It's a literary device that may enhance
meaning, add emotion, and generate rhythm.

F. Anticlimax

Anti-climax is a method of rhetoric that can be defined as a disappointing scenario or a sudden

transition in discourse from a serious to a ridiculous or inconsequential topic. It occurs when
expectations are elevated to a certain point, everything is built up, and something uninteresting or
unsatisfying occurs. Anti-climax is classified into two categories. The first is employed in narrations, such
as the anti-climax of the story's general plot. The second is a figure of speech that may appear anywhere
in the story.

G. Assonance

Assonance is a literary trick in which two or more words close to one another within a line of poetry or
prose share a vowel sound. When two words sound similar yet have different endings, this is called
assonance.

H. Euphemism

Euphemism is a figure of speech that is widely used to replace a word or phrase that is associated with a
thought that may cause discomfort to others. Euphemism is the metaphorical language used to replace
comments considered harsh, disrespectful, or otherwise unpleasant. This literary device allows someone
to communicate what they mean indirectly without using literal words to soften the effect of what is
spoken

I. Hyperbole

Hyperbole is a literary style and figure of speech that achieves heightened effect by deliberate
exaggeration. Hyperbole is a remark or statement that is openly overblown or exaggerated to add
emphasis without the objective of being truthful. Hyperbole is frequently utilized in rhetoric and
literature for serious, comedic, or ironic effects.
J. Irony

Irony is a literary method that uses conflicting words or events to expose a reality that is not what
appears to be true. The reader's expectations and knowledge of the gap between what "should" happen
and what "actually" happens in a literary work determine the effectiveness of irony as a literary device
that can take the shape of an unexpected outcome of an event, a character's spontaneous action, or
something odd uttered.

K. Methapor

A metaphor is a direct comparison of two objects that are not necessarily related or similar but have a
specific trait or characteristic that is highlighted by the comparison. It is a figure of speech used to
convey a more complex message than the plain meaning of their words.

L. Simile

A simile is a figure of speech that compares two things using "like" or "as."

M. Personification

Personification is a literary device that uses non-literal language to convey abstract ideas in a relatable
way. Personification is a metaphor that gives human characteristics to inanimate objects and animals,
such as emotions and behaviors.

These approaches can help authors construct more complicated or exciting narratives by conveying
information to the audience and developing the story to make it more engaging and effective.

2.4 Narrative Text Taught in Grade 11

The genre of writing known as "narrative" is typically reserved for works of fiction or the author's
creative imagination. It is a frequent form of writing that students study in 11th grade. To describe a
story, narrative writers use exact words and phrases, sensory details, and a series of experiences.
Students may be assigned to produce a narrative introduction establishing a point of view or a narrative
response to a literary text. Essays, short tales, and novels are all examples of narrative writing.

Students must demonstrate their knowledge of storytelling approaches and their ability to captivate
readers in their 11th-grade narrative writing. 2013's Eleventh Grade English Language Arts Curriculum
Placed Emphasis on Narrative Writing. The course was designed to help students become more skilled
storytellers who can use various literary techniques effectively in their writing.
The 11th-grade narrative writing unit focuses on developing likable and interesting protagonists and
antagonists. Because of their distinct personalities, histories, and goals, readers can relate to and care
about these individuals. Narrative texts teach students the value of creating genuine and multi-
dimensional characters who propel the plot through their interactions and character development.

Using vivid descriptions is a hallmark of narrative writing at the 11th-grade level. Authors employ
sensory details, figurative language, and other techniques to paint a vivid image in the minds of their
readers. This descriptive technique aids in developing the story's milieu, the elicitation of emotions, and
the overall reading experience. Students at this level learn to carefully select words and phrases to
conjure specific mental images and correctly transmit the author's intended meaning to the reader.

Well-structured plots with interesting turns are expected in narrative literature for students in grade 11.
Foreshadowing, flashbacks, and suspense are just some methods used to keep readers on the edge of
their seats throughout these works. In addition, narrative texts stress the value of pacing or maintaining
the right balance between exciting and quiet moments and keeping the reader engaged.

Grade 11 narrative texts frequently address profound and thought-provoking themes. These topics
might span from personal development and identity to societal issues and ethical problems. Narrative
writings invite readers to critically analyze the underlying ideas and join conversations about more
significant social, cultural, or philosophical concepts by employing symbols, metaphors, and allegories.

The narrative writing style found in grade 11 narrative books allows students to explore the power of
storytelling while improving their narrative skills. These books provide a rich learning experience
through interesting introductions, lively characters, descriptive language, well-structured narratives, and
thematic investigation.

2.5 Previous Related Study

Research on "Writing the Narrative-Style Research Report in Elementary School" by John Taylor
Thompson (Assistant Professor of Graduate Education, George Town College, George Town, Kentucky
(2012)). This Article Explores There are many positive outcomes when students are free to write
informative pieces in an informal, narrative style. Students tend to feel the work is more their own.
Students frequently believe that their work is more their own. They also learn to recognize when extra
information is required and will no longer need to rely on direct copying from references.