statement of this study. The researcher draws the conclusion in the last research. The answer it self is taken from the analysis of the data.
F. Trustworthiness
In this research, the researcher uses triangulation technique. Cohen (2000) stated ―Triangulation may be defined as the use of two or more methods of data collection in the study of some aspect of human behavior‖. Thus, triangulation technique means the researcher uses two or more techniques in collecting the data to get validity.
The purpose of triangulation is to increase the credibility and validity of the findings. Further, Denzin (in Patton, 2009) stated that there are four techniques in triangulation. Those are: (1) source triangulation,(2) investigator triangulation, (3) methodological triangulation, (4) theoretical triangulationFrom those types of triangulation, the researcher uses Investigator triangulation means technique that uses more than one researcher in collecting and analyzing data. The teacher and her self are as investigators. From some researcher‘s view in interpreting information and collecting the data, the validity of data can be increased.
G. Research Schedule
This research be held from January 2020 until November 2020, where the researcher arrangement proposal until the researcher is taking a thesis examination. The Schedule of the research can be seen below
Schedule of the research Picture 3.1
No Activities Month
January February March April May June July August Septem
ber
October November 1 2 3 4 5 1 2 3 4 1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4 1 2 3 4 5 1 Arranging
Proposal
2 Consultation
proposal
3 Preparing
Seminar
3 Proposal
seminar
4 Collecting data
5 Arranging
thesis
6 Thesis
Improvement
7 Thesis
examination
27
CHAPTER IV
FINDING AND DISCUSSION
A. RESEARCH FINDING
After analyzing the data, from the five aspects of theory interference such as phonological aspect, grammatical aspect, morphological aspect, syntactical aspect and lexical aspect the researcher just got four aspects except phonological aspect because it just using in the speaking not writing.
The researcher took nineteen written as the sample that research. From them, the researcher finally got seventy five interferences. The interferences disappeared to be four types of important that the researcher analyze, they are like grammatical interference, morphological interference, syntactical interference and lexical interference.
The Researcher anylize the factor that causing students made interferences in writing recount text and the researcher got from grade of students causes of interferences as follows as, below:
a. Not Use Past Tense
This is the dominant mistakes because the students often forget to change the verb I to verb II, not all but sure. The researcher got the fact why the students got the mistakes because 2 interferences, there are:
(1) They were really forget into past tense in their written, this caused they make a fast in writing, not focus, not concentration or not familiar to write the recount text, so they didn‘t use the past tense in their written.
(2) They don‘t know what is the verb II from the verb I, so they just wrote the verb I in their written and made the mistakes, this caused by many ways like, the student didn‘t open the dictionary, they have no the dictionary, they can not read the dictionary, etc.
b. Knowledge
The student has little knowledge about how the way in writing recount text, they didn‘t know what is the aspect, the rules, etc. this caused they are lazy to read book, they didn‘t want to search the knowledge about recount text, they have no knowledge about recount text.
c. Mother Tongue Language
It means, the students was just to translated the sentences that they change in to English is not right. For example:
(a) Yesterday, when my friends came to my house I was eating
The students wrote: yesterday, when my friends came to my house, I am eating That is a mistake, because the students still bring the mother tongue in I am eating (saya sedang makan) that should be I was eating (saya sedang makan).
d. Skill
Many students still have no good skill in writing such as, grammar, vocabulary.
They have no skill when they know and want to apply their knowledge in to written. They seldom practice their skill so they didn‘t perfect when they write any text. Skill must often practice, it make they familiar and always uing, can using the skill that they know to their written, no just theory.
e. Time
Seldom, the time can be an interference for students. There are the students that fast to make a written, there are also the students that slow to make a written, if the students finished the other students feel disturbed, insecure and want to finished fast too, it caused they got the mistakes.
These are the explanation;
(Picture 1: Student Writing)
1) On the first paragraph, I will share my experience while studying from home during the covid-19 pandemic should be I will share my experience while I am studying from home during the covid-19 pandemic.
(grammaticalinterference).
2) Still on the first paragraph second line, the life I live is so different from before the covid-19 pandemic should be my life is so different than before covid-19 pandemic (grammaticalinterference).
3) At fourth line on the first paragraph, however, I was not surprised at the new lifestyle should be however, I was not surprised with the new lifestyle.(syntactical interference).
4) Next, in the second paragraph third line I was able to get usually this new thing should be , I could usually get this new thing .(grammatical interference).
(Picture 2: Student Writing)
There are 4 interferences based on the text above:
1) On the first paragraph, I will share my experience while studying from home during the covid-19 pandemic it should be I will share my experience while I am studying from home during the covid-19 pandemic (grammatical interference).
2) Still on the first paragraph second line, the life I live is so different from before the covid-19 pandemic should be my life is so different than before covid-19 pandemic (grammatical interference).
3) At fourth line on the first paragraph, However, I was not surprised at the new life style I was about to live. It should be However, I was not surprised with the new life style in my life (syntactical interference).
(Picture 3: Student Writing)
There is just 1 interference on the text:
1) In the first paragraph second line, we went on holiday by car to enjoy the trip and could see the view from the window should be we went on holiday by car to enjoy the trip and we could see the view from the window(syntacticalinterference).
(Picture 4: Student Writing)
There are 7 interferences that the researcher found:
1) In the first paragraph, About a one year ago, me and my friends were planning to watch movie.it should be , About a year ago, I and my friends were planning to watch movie (syntactical interference).
2) Next, About a one year ago, me and my friends were planning to watch movie. should be About a one year ago, I and my friends were planning to watch movie(morphological interference).
3) On the third line,I was remembered how difficult it for us to match our schedule. It should be I remembered how difficult it for us to match our schedule (grammatical linterference).
4) On the eight line, until we find should be until we found (grammatical interference).
5) On the ninth line, I would mee t should be I would met (grammatical interference
6) On the eleventh line, we are back to discuss should be we were back to discuss (grammatical interference).
7) At the third paragraph in the last line, I can meet should be I couldmeet (grammatical interference).
(Picture 5: Student Writing)
There are 3 interferences:
1) In the first paragraph, the most lazy day when i am told to should be the most lazy day when I told.(grammatical interference)
2) Next, So I always follow your orders reluctantly should be so I always followed your orders reluctantly (syntacticalinterference).
3) On the fourth line, I lay in my bedroom with my casual clothes should be I lied on my bedroom with my casual clothes
(grammaticalinterference)
(Picture 6: Student Writing)
There are 2 interferences based on the text:
1) At the second paragraph In the night before eid, my father, my brother and I went out to see how the city celebrating takbiran , should be In the night before eid, my father, my brother and me went out to see how the city celebrated takbiran (morphological interference).
2) Next, at the second paragraph in next line We were just drive around the city should be we were just driving around the city(morphological interference).
(Picture 7 : Student Writing)
1) In the first paragraph, since there is pandemic happening should be since there is pandemic happened (morphological interference).
picture 8 : (Students Writing)
There are 3 interferences that the researcher can say:
1) In the first paragraph on the fourth line, the effect of covid-19 disturb the activities should be the effect of covid-19 disturbed many activities (morphologicalinterference).
2) I should doing activities at home should be I should do activities at home (syntactical interference).
3) The sentence My activities in home is wake up, pray fajr, watch television, breakfast, online study, have lunch, and sleep at night should be My activities in home were waking up, praying, watching television, having breakfast, online studying, having lunch, and sleeping at night
(Picture 9: Student Writing)
There are 1 interferences below:
1) On the fifth line, At night I sleep early so I can come early too should be at night I slept early, so I could come early too (grammaticalinterference).
(Picture 9: Student Writing)
There are many like 5 interferences on the textabove:
1) In the first paragraph second sentence the story begins when aqila, liya, zetanya invite to meet liya's home on Saturday should be the story began when aqila, liya, zetanya invited me to meet liya's home on Saturday (grammaticalinterference).
2) In the last sentence on the first paragraph how women take pictures should be how women took pictures (grammatical interference).
3) At the second paragraph in the first line, Zetanya and Liya going to the toilet should be Zetanya and Liya were going to the toilet (grammatical interference).
4) In the third paragraph on the third line,they say should be they said (morphological interference).
5) In the fifth line, when I finish arranging it should be when I finished arranging it. (morphological interference).
(Picture 11: Student Writing)
There are 3 interferences:
1) In the first paragraph, we deparated from Jambi using two cars should be we went from Jambi by using two cars (grammaticalinterference).
2) Next, the view there beautiful should be the view was beautiful.
3) Then, I spend time taking pictures should be I spent time for taking many pictures (morphologicalinterference).
(Picture 12: Student Writing)
There are 5 interference that researcher can describe:
1) In the second paragraph on the second line I get together with my close friends should be I got together with my close friends (grammaticalinterference).
2) In the second paragraph on the fourth line I leave the house should be I left the house (grammaticalinterference).
3) In the third paragraph on the first line from this holiday many changes should be from this holiday had many changes (grammatical interference).
4) In the third paragraph on the second line the stomach often feels hungry should be the stomach often felt hungry (grammatical interference).
5) In the fourth paragraph on the second line I don’t often stay there should be I didn‟t often stay (grammaticalinterference)
(Picture 13: Student Writing)
There are 5 interferences based on the text:
1) At the second paragraph in the seventh line, I often leave lessons should be I often left lessons (grammaticalinterference).
2) On the second paragraph in the eight line, It make me often miss lessons should be it made me often missing lessons (morphological interference).
3) In the third paragraph in the seventh line, We are all very happy should be we were all very happy (grammaticalinterference).
4) In the third paragraph on the eight line, We are training again should be we were training again (grammatical interference).
5) At least in the fourth paragraph at the fourth line,I
don’t forget to capture the moment should be I didn’t
forget to capture the moment
(grammaticalinterference).
A. Discussion
Based on the Chapter II, the researcher has described the definition about interferences and gave the examples.
Phonological aspect is the aspect that looked and analyze from speech, how the student say the word, sentence, utterance, idiom, vocabulary, etc the student must do many exercises to get the good pronunciation to prevent the interferences from phonological aspect is done. So, this aspect include in speaking not writing, the researcher didn‘t take this aspect from the research.
While the grammatical aspect is the universal and the interferences that often did by us. Based on the explained in Chapter II, grammatical is very important to observed and analyzed because in the sentence and paragraph there are many time to get the interferences of grammatical aspect. Grammar is very important because grammar include the subject, object and verb that to be important unsure to make a sentence.
Then, morphological aspect is the interferences looked by formation. The formation in a sentence can be wrong because the mistake took of word, Like the students did not used past tense. So, the subjects have the formation or word that match with them, if we get the word that didn‘t match the sentence or utterance will be error.
Last, the lexical aspect is the unique interference that seldom made by student. This aspect like if we want to write about the name of practice, task, job, name, etc from custom. In Indonesia there is a
practice named sungkeman and the students used mother tongue in writing recount text , that is the practice from custom of Indonesian people that have meaning hand shake with big family by the couple will be married.
The Researcher anylize the factor that causing students made interferences in writing recounttext as follows as, below Not Use Past Tense, Mother Tongue, And then, little from they didn‘t understand well about language features of recount text.
The researcher got the analyzed that the students made the references because they didn‘t understand well using verb II, subject, object in the recount text. They also made the reference because they didn‘t translate about the name of event, etc in to English (accent).
They made error like wrote the subject that should object, they wrong wrote to be, verb I when need using or verb II when told about story.
27 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the data analysis, the researcher found four types of important, they are grammatical interference, morphological interference, syntactical interference and lexical interference and factors interference language made by students writing are mother tongue, knowledge, time, not use past tense,and skill.
The researcher took nineteen written as the sample made by student of XI MIPA at Senior high school 1 Jambi city in their recount text. The researcher got seventy five interference from grammatical aspect, morphological, syntactical and lexicalinterference.
B. Suggestion
Based on the finding of the research, the researcher proposes suggestion for English teacher students and further researchers as follows:
The teacher must be good at choosing strategies effectively and make students understand the importance of grammar in English especially writing skills. The author suggests teachers to find the best method for teaching grammar and tenses to attract students in learning English, especially writing skills.Since tenses and grammar are important for learning the language.The Researcher anylize thefactor that causing students made interferences in writing recounttext as follows not use past tense, mother tongue, knowledge,etc. In addition, the teacher can improve the teaching tenses with the best strategy, method and media. The researcher also hopes that the teacher can provide a more brief explanation of tenses, easy to understand and interesting for students related to recount text .
For the students, they should be aware and more pay attention,checked and rechecked what they write even it is subject, verb, object and etc. Also the students should be more practice and lean about structure of tenses and how to apply it inwriting..
For the further researcher, the researcher suggest to extend the largest of interference language. In this research, the researcher only research interference language in writing reount text. The researcher hopes that the next researcher to examine not only based on recount text.
46
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APPENDICE I
INSTRUMENT OF RESEARCH
Write the descriptive text in two paragraphs or more in writing recount text. Here the topic about their experiment students about their family or their favorite teacher.
APPINDENCE II
DOCUMENTATION
APPENDENCE III
THE RESULT OF STUDENT’S WRITING
DESCRIPTIVE TEXT
CONSULTATION CARD
Name : Arum Cahaya Utami Student ID : TE.161701
Faculty : Education and Teacher Training Major : English Education
Advisor I : Dr. Siti Raudhatul Jannah M. Pd.i
Title : ―First Language Interference In Students Writing Recount Text At Senior High School 1 Jambi City‖
No Day/Date Consultation Material Signature
1. 17th February 2020 Revise Chapter I 2. 20th Feburuary 2020 Revise Chapter II
3. 01th March 2020 Revise Chapter III
4. 17th March 2020 ACC Seminar
5. 18th Agustus 2020 Revise Chapter IV 6. 10th September 2020 Revise Chapter IV 7. 14th Oktober 2020 Revise Chapter V
8. 12th September 2020 ACC Munaqasah
Jambi, Advisor I
Dr. Siti Raudhatul Jannab, M.Pd.I NIP. 197508012003122003
CONSULTATION CARD
Name : Arum Cahaya Utami Student ID : TE.161701
Faculty : Education and Teacher Training Major : English Education
Advisor I : Dr. Siti Raudhatul Jannah M. Pd.i
Title : ―First Language Interference In Students Writing Recount Text At Senior High School 1 Jambi City‖
No Day/Date Consultation Material Signature
1.
17th February 2020 Revise Chapter I 2. 15th Feburuary 2020 Revision on Background
3. 18 februarith 2020 Revise as Suggested
4. 04h March 2020 Problems Of Study
5. 17th March 2020 ACC SEMINAR
6. 08th September 2020 Revise Chapter IV 7. 12th Oktober 2020 Revise Chapter V
8. 05th September 2020 ACC Munaqasah Jambi, Advisor I
Hilma Suryani
NIP. 198612262015032005