Improving Students’ Writing Skill of Narative Text Through Flowchart Structure

Abstract

English involves four skills, one of which is writing. Writing is a way to convey thoughts and ideas into written form. It is not merely a process of connecting words into sentences or paragraphs, but rather a sequence or series of organized ideas, thoughts, and feelings expressed through words and combined into sentences that form coherent paragraphs in which each sentence is closely related to the next.The urgency of this research lies in the fact that students often do not know how to write effectively and lack confidence in expressing themselves. Second-semester students frequently complain when asked to write and struggle to identify, generate, and translate the ideas in their minds into written English. Other problems commonly encountered include limited understanding of proper grammar, minimal time spent on writing, and the perception that writing is a boring activity. Students’ failure in writing is likely influenced by the instructional media used by lecturers during the learning process. Several studies indicate that effective instructional media, such as flowcharts and flip charts, can help students better understand and produce written texts. Flowcharts can simplify the writing process by presenting information visually, assisting students in understanding the steps involved in composing a text.The purpose of this study is to determine whether flowchart structure media can improve students’ ability to write narrative texts. The research design employed in this study is Classroom Action Research (CAR), which is a method used to objectively and systematically solve instructional problems. CAR is applied in this study to examine the improvement of students’ narrative writing ability. Action research is an important tool that empowers teachers to find their own answers to their instructional questions. Moreover, CAR is useful for improving and modifying teaching and learning processes.