Analysis Of Linguistic Realizations of Narrative Structure in Students’ Written Retellings of a Nias Folktale Comic Strip

Abstract

This research aimed to analyze the linguistic realizations of narrative structure in students’ written retellings of a Nias folktale comic strip through narrative structure and transitivity system. The research employed a qualitative descriptive method involving 17 eighth-grade students at SMP Swasta Kristen Agios Nikolaos. The data were collected through written retellings test, interviews, and documentation. The students’ texts were analyzed using Hyland’s (2019) narrative structure framework and Halliday’s (2014) transitivity system, while interview data were analyzed through thematic analysis. The findings showed that students generally succeeded in realizing the narrative structure of Lawomaru’s story. All students (100%) realized the orientation structure, (94.12%) realized the complication structure, and (58.82%) realized the resolution structure. The linguistic realization varied across structure. Orientation was predominantly realized through relational attribution and relational possession (processes), value (participants), and spatial place (circumstances) reflecting the students’ tendency to introduce the characters, identify their identities, describe their attributes, and establish the setting of the story. Complication was mainly realized through material (processes), goal (participants), and spatial place and accompaniment (circumstances), indicating that the students’ constructed their narrative using action based event sequencing rather than emotional. Resolution was predominantly realized through material (processes), goal (participants), in contrast, no (circumstances) elements were identified in the Resolution stage, showing students’ attempts on actions and outcomes, resulting in shorter or less developed endings, the Resolution was present at the level of narrative structure but lacked explicit linguistic realization through the transitivity system. Interview findings revealed that students tended to use simple and familiar expressions due to linguistic limitations, including limited vocabulary, difficulties in sentence construction, and fear of making mistakes. Although students were generally able to convey the main content of the story, they still faced challenges in expressing their ideas accurately and effectively in English.