Based on some of the opinions mentioned above, it can be concluded that the nature of narrative writing ability is a strength

or skill to express an idea or ideas in writing that tells an event, according to the time sequence of events that have occurred. The nature of narrative writing skills that will be investigated in this study is that the overall skill owned by the students, which requires some knowledge and skills in developing ideas into an essay that tells of an event based on time series. Possessed the ability to write narrative SMK 1 grade school 1 Baubau is to be followed up in this study. Therefore in this study is expected to enhance students' writing skills, especially in writing narrative.

CHAPTER III RESEARCH METHODOLOGY A. The place and time of research 1. place of Research This study will take place in SMK Negeri I Baubau. The place was chosen with some consideration. The location is easily accessible to researchers because of its proximity to the area of residence of researchers. 2. research time The plan preparation to reporting the results of the development will be carried out for 6 months, ie from April to September 2013. The planning stage will be held in April, the implementation phase began in July, the data analysis phase started in July and August, and the last is the preparation of the report will be held in August and September as for the details in the table 3 as follows: Table 3. Details of Time Activity Research B. Subjects Research The subjects were students of class I SMK Negeri I Baubau Academic Year 2013/2014. The research will be conducted in the second semester C. Form and Strategy Research 1. Form of Research Forms of research that will be applied is Classroom Action Research (Classroom Action Research). The name, it shows the contents therein, a research activity carried out in the classroom (Suharsimi Arikunto, 2008: 2) Action research, including research reflective. Research activities starting from the real permaslahan faced by teachers in the learning process, then reflected the alternative solutions. After that issue was followed up with actions planned and measurable. Therefore, action research requires collaboration between researchers, teachers, students, and other school staff to create a better school performance. The main principle in action in CAR is the provision of a gradual and continuous cycle samapai obtain the result set. Dynamic cycle with the same action. As revealed by the Suharsimi Suhardjono Arikunto (2008: 73), that the PTK implemented in a repeating cycle in which there are four main phases of activities: (a) planning, (b) action, (c) observation, and (d) reflection.

2. Strategy Research The research strategy will be applied is classroom action research will be described in detail as follows: a. The preparation stage action includes the following steps: 1) Create a learning scenario 2) Preparing the research instrument 3) To prepare and design the appropriate action with the standards of competence and basic competences. 4) Filing an alternative solution. b. Stage of implementation of the action is done by implementing the learning process according to the design. Every action and the learning process is always followed by monitoring activities. c. Each observation and interpretation is done by observing and interpreting the application of measures on learning activities. In the interpretation phase correction process the work done by the researchers. This interpretation is useful to know whether the measures taken to overcome the existing permaslahan. d. Phase analysis and reflection carried out by analyzing the results of observation and interpretation in order to obtain conclusions about the parts that need to be repaired and the parts that have achieved the purpose of research. Drawing conclusions from the results, it can be known whether the study achieved success or not. Supardi in Suharsimi Arikunto (2008: 133) explains that the reflection (reflection) is the activity of this critical (reflective) on the changes that take place (a) the student, (b) classroom and (teacher). At this stage, the teacher as researcher to answer the question of why (why), how (how), and how much (to what extent) the intervention has resulted in significant changes.

D. Data Sources Data or information that is most important to be collected and that will be studied in the form of information about students' ability in writing narrative in learning English. The research data will be collected from various sources, while the data sources that will be utilized in this study include: 1. Information data resource consisting of grade I and grade I teacher of SMK Negeri I Baubau 2. The place and the course of events The English learning activities on the subject of writing narrative 3. Records or documents, which include curriculum, Learning Implementation Plan, the work of student narrative writing, and assessment books.

E. Data collection techniques The techniques used in collecting data include observations (observation), document review, and tests that can be described as follows:

1. Observation According H.B. Sutopo (2006: 75) observation techniques are used to collect data from multiple data sources in the form of events, activities, behaviors, place or location, and objects, as well as the image recording. In this observational techniques can be divided into (1) do not play at all, (2) observation role comprising (a) a passive role, (b) an active role, and (c) full play (HB Sutopo Spradley, 2006: 75 ). Observations will researchers do is participate in a passive observation. These observations will dilakuka n by the class teacher I SMK Negeri I Baubau and researchers in carrying out teaching and learning activities in the classroom and student performance throughout the learning process takes place. Observation of SMK Negeri I Baubau will be focused on implementing the learning activities of teachers in Britain in the subject language narrative writing. Observations also will be conducted on the performance and also focused on the classroom teacher I SMK Negeri I Baubau in explaining the lesson, motivate students, asking questions and responding to students' answers, managing the classroom, provide training and feedback, and assessing student learning outcomes. While that observation will also be done on a class I student of SMK Negeri I Baubau focused on the level of student participation in the course. F. Data Analysis Techniques Data analysis techniques will be used in this study is a critical analysis and interactive techniques. Critical analysis technique aims to uncover the strengths and weaknesses of students and teacher performance in teaching and learning in the classroom during the study. This is done based on criteria derived from normative and theoretical studies of existing provisions. Tenik The second analysis will be used, ie interactive analysis techniques. According to Iskandar (2008: 222) in the process of interactive data analysis, there are three steps that must be carried out by the researcher. Three steps are (1) data reduction, (2) the presentation of data, and (3) conclusion drawing or verification. With regard to students' narrative writing skills, interactive analysis of a narrative writing activity students performed on the initial survey. This is done to determine the initial conditions narrative writing skills of students. Once the initial conditions are known, researchers will cycle the action plan to solve the problem. Each end of the cycle is analyzed deficiency and excess so that it can be seen an increase in narrative writing skills of students in each cycle.