CHAPTER 1: INTRODUCTION
E. Scope of study
In this study, researcher focused on students' ability to used adverb phrases in writing recount text. There are several adverb phrases but those that analyzed (adverb of Place, and adverb of time). This research was conducted at SMA Muhammadiyah 3 Makassar.
6 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter deals with the previous findings, some pertinent ideas, and theoretical framework.
A. Previous of Related Research Finding.
The researcher found some references from the previous research. This references also can be used by the to know how students’ ability in writing, as follows:
Poai (2015) discovered that the sixth semester students of Sintuwu Maroso University's English Education Study program utilized 191 adverbs in their writing text throughout the academic year 2013/2014. Adverbs of manner accounted for 68, adverbs of location for 62, adverbs of time for 5, adverbs of frequency for 25, adverbs of degrees for 29, and adverbs that made a statement for two. Adverbs of manner accounted for 68, adverbs of place for 62, adverbs of time for 5, adverbs of frequency for 25, adverbs of degree for 29, and adverbs that made a statement for 29. There were 27 students who served as data sources.
In addition, Budiyono, et al (2016) The aims of this study are: (1) to find out the types of phrases in the news text produced by the fourth semester students of the Department of English Education. (2) to find out the profile of phrases produced by students of the English Education Department. The formulation of the problem in this study are: (1) What are the types of phrases in the news text produced by the fourth semester students of the Department of English Education? (2) What is the phrase
profile produced by students of the English Education Department? The research design of this research is descriptive qualitative with a methodological approach. The author uses 45 news item text data then classified and analyzed the data. The results of the analysis show that: (1) The dominant phrase type in the news text is an adverb phrase with 64.4% of the 407-phrase text. (2) The profile of the types of phrases produced by the fourth semester students there are several types of adverb phrases in the student news items, namely place adverbs, time adverbs, manner adverbs, and frequency adverbs. The most dominant type of adverb phrase in the students' news item text is adverb of place.
The next findings were obtained from the research of Sitorus & Sipayung (2018) conducted research about an error analysis of using phrases in writing recount text at tenth grader in SMA Parulian 2 Medan. The objective of the study is to identify the types of common phrases’ error made by the students of tenth grader in SMA Parulian 2 Medan in writing recount text. This study used descriptive qualitative research. The subject of this study is the tenth-grade students of SMA Parulian 2 Medan which consists of three classes. The object of this study is class of XA. The instrument of collecting data used writing tests, writing recounts.
Lastly, Wijayanti (2016) analyzed use of phrases in writing descriptive text by the students of SMA Negeri 1 Boyolali 2015/2016 academic year. The objectives are to describe the students’ ability in writing of phrases in descriptive text, to know the dominant phrase found in descriptive text made by students, and to describe the construction of phrases used by the students. This research applies a descriptive
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qualitative method. The data and data source are the phrases written by the twelfth-grade students of IIS 2. The ways to collect data are by using documentation, tasks, and documentation. The results of the research show that, firstly, the ability of the twelfth-grade students of SMA Negeri 1 Boyolali in writing phrases of descriptive text was very good.
Based on the previous related finding above, there are differences and similarities this research and the previous research. The similarities are all of them analyzed phrases. The differences are the object of research and the method to collect the data. Poai (2015) discovered that the sixth semester students of Sintuwu Maroso University's English Education Study program utilized 191 adverbs in their writing text throughout the academic year 2013/2014 and this research used descriptive kuantitative research. In addition, Budiyono, et al (2016) the research design of this research was descriptive qualitative with a methodological approach and the aimed of this research 1) to find out the types of phrases in the news text produced by the fourth semester students of the Department of English Education. (2) to find out the profile of phrases produced by students of the English Education Department. The next findings were obtained from the research of Sitorus & Sipayung (2018) This study used descriptive qualitative research. The subject of this study is the tenth-grade students of SMA Parulian 2 Medan which consists of three classes. The object of this study is class of XA. The instrument of collecting data used writing tests, writing recounts. Lastly, Wijayanti, (2016) The objectives are to describe the students’ ability in writing of phrases in descriptive text, to know the dominant phrase found in
descriptive text made by students, and to describe the construction of phrases used by the students. This research applies a descriptive qualitative method.
B. Presenting The Literature Review 1. Writing skill
a. Definition of writing skill
Writing skill is one of the productive skills that must be mastered in using language. That's because writing skills have significance in improving communicative competence in language learning. Students learn and acquire language through written and oral means so as to improve their communicative competence. In the communication process, ideally students know the rules about how to communicate with others, how to get information, and how to communicate about language itself. When students understand language knowledge, it means they have language competence.
There are many different definitions about writing from some experts from many resources such as Hayland (2004:09) which states that writing is a way to share personal meanings. It means that it can share ideas or purpose in the written form. The people construct their own views on a particular topic.
In other words, the writer expresses his ideas deeply; the written form uses grammatically correct sentences for the purpose of communication.
Langan (2005: 12) states that writing is not a language skill innate natural ability. A realistic attitude about writing must be: built on the idea that writing is a skill. Because writing is a skill, it is a skill like cooking,
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swimming, singing, and like any skill, it can be learned for all people.
Therefore, writing is a complex process and requires practice. According to Hermer (2004: 38) when writing, students often experience more time to think than they do in verbal activities. What can they go through that they want in their mind and even read a dictionary, grammar book, or other material to help them?
Based on all the definitions above, it can be concluded that the writing is a cognitive process for expressing thoughts to others in writing. Some people think that writing is a difficult thing to do. People who want to build a writing career must work hard, and just good writing could be achieved by working harder. Writing takes regular practice in order to have good writing skills.
1). Components of writing
Writing is one of the important skills that we have to master in English language learning. Adapted from Nurgiantoro (2001: 306-308) divide significant components in writing there are five kinds namely:
a). Grammar
To construct a paragraph is really necessary to master tenses and structure, the use of long sentences is ignored but the significant grammar use is correct. The use of grammar correctly will produce good spelling. Asriati &
Mahardika (2013: 232) grammar concerns about the ability to write correct and appropriate sentences. The writer has to give attention to prepositions,
tenses such as the use of verbs, nouns, adjectives, also conjunction and articles.
b). Organization
Organization is the ability of the writer to construct ideas and topics which are relevant in a united form. The way students organize their ideas is to consider whether or not each paragraph organizes well. It can be arranged well if there is one word connecting with another word. As a result, make the paragraph coherence.
c). Vocabulary
Vocabulary is very important to enhance the students’ English writing proficiencies (Yalmiadi, et al 2013:13). The writer should use appropriate vocabulary to express their ideas in writing and must be relevant with the topic, so the writer needs to enrich vocabulary in order not get difficult to express ideas.
d). Content
A good writing is when the title represents the content of it. The content of a text should be relevant or equivalent and get-well unity as well as it can describe the title in complete. To measure the ability to write English, it can include measuring the ability to organize and develop ideas and support those ideas with example or evidence.
e). Mechanics
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In mechanics writing there are three aspects that should be considered for the reader in order they understand and recognize what the writer means to express. The use of mechanics will make the reader easy to understand the ideas or message of writing. They are capitalization, punctuation and spelling.
f). Capitalization
The use of capitalization can clarify the ideas. If the sentences are not capitalized correctly, ambiguity and misunderstanding will appear. Moreover, it helps to differentiate from sentences to others.
g). Punctuation
Punctuation can be taken as a unit of meaning and suggest how the units of it relate to each other.
h). Spelling
There are three rules of using spelling they are suffixes addition, plural formation and the change of certain words.
2. Adverb Phrase
a. Definition adverb phrase
According to Delahunty and garvey (2010: 279) The following are examples of adverb phrases: (4) a. adamantly (adverb alone) b. quite reluctantly (adverb modified by intensifier) c. extremely clumsily (adverb modified by degree adverb) From a functional point of view, each adverb phrase must contain a head, which must be an adverb; this adverb may be
modified by an intensifier, as in (4b), or by a degree adverb, as in (4c). it’s means that adverb phrases can be modified by intensifiers.
According Rozakis (2003:5) Adverbs are words that describe verbs, adjectives, or other adverbs. Adverbs answer the questions: When? Where?
How? or to what extent?
When? left yesterday begin now
Where? fell below move up
How? happily, sang danced badly
To what extent? partly finished eat completely
Most adverbs are formed by adding -ly to an adjective. For example:
Adjective Adverb Quick — quickly
Careful — carefully Accurate — accurately
Here are some of the most common non-ly adverbs:
afterward almost already also back even
far fast hard here how late
long low more near never next
now often quick rather slow soon
still then today too when tomorrow
were yesterday
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Follow these guidelines when you use adverbs:
1.Use an adverb to describe a verb.
Experiments using dynamite must be done carefully Verb adv 2. Use an adverb to describe an adjective.
Sam had an unbelievably huge appetite for chips.
Adv Adj 3. Use an adverb to describe another adverb
They sang so clearly.
Adv adv 4. Types of adverb phrase
1). Adverb Phrase of Time
Let us look at the sentences’ get up in the morning’’.
In this sentence, the phrase 'in the morning' modifies the verb phrase 'get up' and talks about the time of action (get up-when? - in the morning) and hence it is an Adverb Phrase of Time.
2). Adverb Phrase of Manner
Let us look at the sentence: “Mr. Smith walks at any easy pace’ ’In this
sentence, the phrase 'at any easy pace' modifies the verb 'walks' and talks about the manner of action (walks - how? - at an easy pace) and hence it is an Adverb Phrase of Time.
3). Adverb Phrase of Frequency
Let us look at the sentence: “old people may need to see a doctor every year’’. In this sentence, the phrase 'every year” modifiers the verb
“sees” and talks about the frequency of action (when- see?) hence it is an Adverb Phrase of frequency.
4). Adverb phrase of place
Let us at the sentence: “I went to Bandug yesterday”. In this sentence, the adverb phrase of place is “to Bandung” modifiers the verb “went” and talks about the place of action (where-went) hence it is an adverb phrase of place.
5. Position of adverbs
According to Elsworth (2000 :21) Adverbs of manner, place and time usually go to after an intransitive verb or after a transitive verb + object.
Examples :
Adverbs of manner: The children sat quietly.
V O ADVERB They did the work quickly
V ADVERB
Adverbs of place: They stayed in a hotel.
V O ADVERB I bought these shoes in the market.
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V ADVERB
Adverbs of time: They arrived this morning.
V O ADVERB I say steve last night
Adverbs of manner sometimes at the beginning of a sentences for examples:
Slowly, the door started to open
In Crete, we stayed in a beautiful beach villa Last weekend, I stayed in and did lots of work
Adverbs of frequency usually go after an auxiliary or the verb to be and before a full verb, for examples:
I am usually in bed before midnight.
I have always wanted to go th ere.
We sometimes meet for lunch.
3. Intensifiers
According to Ba'dulu A.M (2008: 25), Intensifiers are function words that always appear with an adjective or adverb to form an adjective phrase or adverb phrase. They function as a modifier for an adjective or adverb, always precedes the adjective or adverb that is modified so that intensifier can be identified as follows:
Det 1 2 3 int 4
The Team Went There Very Rapidly
Quite Pretty Rather.
Etc.
4. Formula of Adverb Phrase
According to Ba’dulu (2008) The formula of adverb phrase consists of an intensifier slot filled by an intensifier and head slot filled by an adverb. The phrase can, therefore, be written as follows:
Adv = ±Int:int + H: adv
Read: An adverb phrase consists of an intensifier slot filled by an intensifier and head slot filled by an adverb. A lot of adverb phrase can be generated with this formula.
For examples:
Adv = ±Int:int + H: adv
= very + quickly Adv = ±Int:int + H: adv
= extremely slowly
5. Adverb Phrase Related to the Curriculum at SMA Muhammadiyah 3 Makassar.
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Based on the curriculum used in SMA Muhammadiyah 3 Makassar which is based on the 2013 revised curriculum in 2018. Here the discussion of adverbs material is not discussed directly but is contained in the elements of recount text language. As for the basic competencies of recount text, among others:
3.7 Distinguishing social functions, text structure, and linguistic elements of several oral and written recount texts by providing and requesting information related to experiences / activities / events / events, taking into account social functions, text structure, and linguistic elements, correctly and in accordance with the context.
4.7 Capturing meaning contextually related to social functions, text structure, and linguistic elements of oral and written recount texts related to experiences / activities / events / events, taking into account social functions, text structure, and linguistic elements, correctly and in accordance with the frequency and adverb phrase of time.
6. Conceptual Framework
Based on the framework of thought above in this study, the researcher will analyze students' writing skills where writing skills are one of the productive skills that must be mastered in using language. That is because writing skills have an important meaning in increasing communicative competence in language learning.
The researcher will examine the adverb phrase as we know that an adverb phrase is a phrase whose distribution is the same as an adverb. Usually, the core of the adverbial phrase is in the form of an adverb and in a sentence often also has a function as an adverb. As for the types of adverb phrases to be examined, they are adverb phrase of place, and adverb phrase of time, hence researcher can find out students' abilities in writing English text by using writing test as a data collection tool.
Students’ Writing Skill
The Use of Adverb Phrase
Students’ ability
Adverb phrase of place
Adverb phrase of time
21 CHAPTER III RESEARCH METHODS
This chapter consists of research design, research instrument, Procedure of data collection and Procedure of data analysis.
A. Research Design
This research method was descriptive quantitative research. According to Kasiram (2008), quantitative research described is an activity of gaining knowledge using numerical data, where numerical data is used to analyze something that will later be understood and known. This research aims to find out how is the students' ability to write descriptive phrases in writing English text made by eleventh grade students at SMA Muhammadiyah 3 Makassar.
B. Research Subject
The research subject was anything that can be a person, item, or institution (organization) which is primarily related to the research topic. The subjects of this research were the students at eleventh grade of SMA Muhammadiyah 3 Makassar. The number of students consists of 11 students. Meanwhile, according to Arikunto (2006) the research subject was the subject that the researcher aimed to study. Hence, the research subject was a source of information that is extracted to reveal facts in the field.
C. Research Instrument
In this study, the researcher used a writing test. The students asked to write a text in English by used adverb phrases. The researcher provided 2 topics that the students can choose. The students wrote 3 paragraphs with at least 5 sentences for each paragraph. They must made 5 adverb phrase of place and 5 adverb phrases of time in their writing. So, there will be 10 sentences containing adverb phrase of place and adverb of place. Only the correct answer will be considered as the score.
D. Procedure of Data Collection
The data collection technique used in this research is a test. The researchers follow the following procedures to collect the data:
1. The researcher contacted the teacher to discuss about the research that is currently being carried out then contact the students via WhatsAap where the researcher will take samples in his class.
2. The researcher informed the students about the test.
3. The researcher asked the students to write an English using adverb phrases text and choosing a topic the provided.
E. Procedure of Data Analysis
In collecting data, the researcher follows the procedures:
1. Separating the phrases used by the students and only took adverb phrase (adverbs of time, and adverb of place) from the students' writing.
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2. Classifing adverbs into true and false categories to see students’ ability in writing.
3. Scoring the students’ correct phrases at writing test by using formula from (depdiknas cited by Hermawa,2016) as follows
Scoring =𝑡𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑠𝑢𝑏𝑗𝑒𝑐𝑡 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑠𝑢𝑏𝑗𝑒𝑐𝑡𝑥100
4. Calculating mean score of result Gay (1981:298) as follows :
X = ∑𝑥
𝑁
where:
X = average score
∑x = total score
N = total students
5. Calculating the percentage of students from the correct phrase and determines the student’s score and then categorizes the student's level into several classification levels, namely excellent, good, fair, poor, and very poor. The equivalence score of the quantitative scores. The grading criterion can be seen in the table below:
Table 3.1: The Grading Criterion on the Students’ Score
Score Grading Criterion
80-100 Excellent
60-79 Good
50-59 Fair
40-49 Poor
≤ 39 Very poor
(Harris cited by Sari, 2018) In this study, students who got scoreless (50-59) were categorized into fair level students who had difficulty in using adverb phrase in writing complex
(Harris cited by Sari, 2018) In this study, students who got scoreless (50-59) were categorized into fair level students who had difficulty in using adverb phrase in writing complex