Informasi Dokumen
- Penulis:
- Betty Tresya Maylianti N.
- Pengajar:
- Drs. Hery Yufrizal, M.A., Ph.D.
- Dra. Rosita Simbolon, M.A.
- Sekolah: University of Lampung
- Mata Pelajaran: Language and Arts Education
- Topik: An Analysis of Grammatical Errors in Recount Text Writing at The First Grade of SMA Negeri 13 Bandar Lampung
- Tipe: thesis
- Tahun: 2012
- Kota: Bandar Lampung
Ringkasan Dokumen
I. Background of the Problem
The background highlights the challenges students face when learning to write in English, particularly in recount texts. It emphasizes the importance of mastering grammar and vocabulary as foundational components of writing. The differences between Indonesian and English grammar often lead to errors, making writing a complex skill for students. The section argues for a need to analyze grammatical errors in students' writing to enhance their understanding and application of English grammar.
II. Formulation of the Problems
This section outlines the specific research questions guiding the study. It seeks to identify the frequencies of grammatical errors made by students in recount text writing based on surface strategy taxonomy and developmental categories. The formulation of problems is crucial for focusing the research and ensuring that the analysis aligns with the educational objectives of improving students' writing skills.
III. Objectives of the Research
The objectives are clearly defined, aiming to identify the types and frequencies of grammatical errors in students' recount texts. This section underscores the importance of understanding these errors to inform teaching practices and develop appropriate remedial strategies. The objectives serve as a foundation for the research, linking directly to the broader educational goal of enhancing students' writing proficiency.
IV. Uses of the Research
This section discusses the theoretical and practical implications of the research findings. Theoretically, the study aims to contribute to existing literature on error analysis in language learning. Practically, it provides valuable insights for English teachers to address students' grammatical weaknesses and improve their writing skills. The research is positioned as a feedback mechanism for both students and teachers to foster better learning outcomes.
V. Scope of the Research
The scope defines the focus of the research, emphasizing grammatical errors in recount text writing among first-grade students. It specifies the surface strategy taxonomy categories considered for analysis, such as omission, addition, misordering, and misformation. By narrowing the focus, this section ensures that the research remains manageable and relevant to the specific context of the students being studied.
VI. Definition of the Terms
This section clarifies key terms used throughout the research to avoid misunderstandings. Definitions include writing, grammatical errors, error analysis, text, and recount text. Clear definitions are essential for establishing a common understanding of the concepts discussed, thereby enhancing the academic rigor of the research.
VII. Concept of Grammar
The concept of grammar is explored in depth, defining it as the system of rules governing language structure. The section emphasizes the significance of grammar in writing, asserting that a strong grasp of grammatical rules facilitates better sentence construction and overall writing quality. This theoretical foundation is vital for understanding the errors students make in their writing.
VIII. Concept of Error
This section distinguishes between errors and mistakes, asserting that errors stem from a lack of knowledge about language rules. It emphasizes the inevitability of errors in language learning and their role as indicators of students' understanding. Recognizing this distinction is crucial for educators to provide appropriate support and interventions for students.
IX. Concept of Error Analysis
Error analysis is presented as a systematic approach to understanding students' language learning processes. This section outlines the steps involved in error analysis, including recognition, interpretation, and classification of errors. By employing this method, teachers can identify specific areas where students struggle, thereby informing targeted instructional strategies.
X. Classification of Error
This section discusses various error taxonomies, focusing on surface strategy taxonomy and its relevance to the study. It categorizes errors based on observable features, such as omission, addition, misformation, and misordering. Understanding these classifications aids in diagnosing students' grammatical weaknesses and tailoring instructional approaches to address them effectively.
XI. Concept of Writing Skills
Writing is framed as a complex skill that requires the integration of various language components, including grammar and vocabulary. This section highlights the challenges students face in producing coherent and grammatically correct texts. It underscores the importance of teaching writing as a process that involves planning, drafting, and revising to enhance students' overall writing competence.
Referensi Dokumen
- The Teaching of English as An International Language ( Abbott, G. )
- Teach Yourself Linguistics ( Aitchison, J. )
- Understanding and Using English Grammar ( Azar, Betty Schrampfer )
- Principle of Language Learning and Teaching ( Brown, H. Douglas )
- Teaching by Principles: An Interactive Approach to Language Pedagogy ( Brown, H. Douglas )
