EXPLORING THE TENTH-GRADE STUDENTS' EXPERIENCES IN LEARNING NARRATIVE WRITING THROUGH FRACTURED STORY ACTIVITIES AT MAN 1 KEDIRI

Heriyanto, Rizka Clarissa (2026) EXPLORING THE TENTH-GRADE STUDENTS' EXPERIENCES IN LEARNING NARRATIVE WRITING THROUGH FRACTURED STORY ACTIVITIES AT MAN 1 KEDIRI. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

The purpose of this research was to explore the experiences of tenth-grade students in learning narrative text through fractured story activities at MAN 1 Kediri. Learning narrative text is an important component of English instruction because it helps students develop reading, writing, and critical thinking skills. However, conventional narrative-text instruction often limits students to understanding and retelling stories without providing opportunities to develop creativity and active participation. Fractured story activities were implemented to encourage students to reconstruct, modify, and develop narrative texts based on their own ideas. Therefore, this research aimed to investigate how students experienced the learning process, the benefits they gained, and the challenges they encountered during fractured story activities. This research employed a qualitative approach with a narrative inquiry design. The participants were tenth-grade students of MAN 1 Kediri who had experienced fractured story activities in narrative-text learning. The participants were selected through purposive sampling because they had direct experience with the learning activity. The data were collected through semi-structured interviews and documentation, including students’ worksheets and fractured-story products. The data were analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. To ensure the trustworthiness of the findings, source triangulation was applied. The findings revealed that fractured story activities provided various learning experiences for students. During the learning process, students experienced understanding narrative-text concepts, analyzing original stories, modifying story elements, developing creative ideas, collaborating with peers, and completing their own fractured-story products. The students perceived the activity as engaging because they were given opportunities to express their imagination and create alternative versions of existing stories. The study also found several benefits gained by the students, including improved understanding of narrative-text structure, vocabulary enrichment, grammar awareness, creativity development, increased learning motivation, enhanced collaborative skills, and greater self-confidence in expressing ideas. Nevertheless, students encountered several challenges, such as difficulties in generating ideas, limited vocabulary, grammatical problems, and maintaining coherence after modifying the original story. These challenges were addressed through peer discussion, teacher guidance, and the use of supporting learning resources. The results of this study indicate that fractured story is a meaningful learning activity that promotes active participation, creativity, critical thinking, and collaboration in narrative-text learning. The activity enables students to engage more deeply with narrative texts while providing opportunities to develop both linguistic and creative abilities. Therefore, fractured story can be considered an alternative instructional activity for teaching narrative texts in EFL classrooms and may contribute to creating a more student-centered learning environment.

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