STUDENTS’ ABILITY TO USE ADVERB PHRASE IN WRITING ENGLISH TEXT (A Descriptive Study at SMA Muhammadiyah 3 Makassar)
(Descriptive Quantitative Research)
A THESIS
Submitted to the Faculty of Teacher Training and Education Makassar University in Part Fulfillment of Requirement for the Degree of Education
in English Department
Yeyen Nur Indah Sari 105351102216
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2022
iii
iv
v
UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
SURAT PERNYATAAN Saya yang bertanda tangan di bawah ini:
Nama : Yeyen Nur Indah Sari
Nim : 105351102216
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : Students’ Ability to Use Adverb Phrase in Writing English Text (A Descriptive Study at Sma Muhammadiyah 3 Makassar) Dengan ini menyatakan bahwa skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri dan bukan hasil ciptaan orang lain atau dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, Januari 2022 Yang Membuat Pernyataan
Yeyen Nur Indah Sari
vi
UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
SURAT PERJANJIAN Saya yang bertanda tangan di bawah ini:
Nama : Yeyen Nur Indah Sari
Nim : 105351102216
Jurusan : Pendidikan Bahasa Inggris Fakultas : Keguruan dan Ilmu Pendidikan Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai selesai penyusunan skripsi ini, saya akan menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan pembimbing yang telah ditetapkan oleh pimpinan fakultas.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi.
4. Apabila saya melanggar perjanjian seperti pada butir1, 2, dan 3, saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, January 2022 Yang Membuat Perjanjian
Yeyen Nur Indah Sari
vii
MOTTO AND DEDICATION
MOTTO
“Smart people will lose to diligent people and all lose to lucky people”
DEDICATION
From the bottom of my heart, I would like to dedicate this thesis to:
1. My beloved parents, Mr.Jumangin Efendi and Mrs.Musdalifah always pray and give me support in finishing this thesis.
2. My beloved brother Fawwas Rezyqullah who always give me support and motivation.
3. My beloved classmate of awesome who gives the best memories.
4. And the important one for myself.
viii ABSTRACT
YEYEN NUR INDAH SARI, 2022. Students’ Ability To Use Adverb Phrase In Writing English Text (A Descriptive Study At SMA Muhammadiyah 3 Makassar). A Thesis of English Department, Faculty Of Teacher Training and Education.
Muhammadiyah University of Makassar. Supervised by Bahrun Amin and Ardiana This study aims to determine how the students' ability to use adverb phrases in writing English texts at SMA Muhammadiyah 3 Makassar. The researcher focused on the students' ability to use place adverb phrases and time adverb phrases. This research method is a quantitative descriptive method. Research data collection was carried out through a written test as a data collection tool. The subjects of this study were students of class XI SMA Muhammadiyah 3 Makassar.
Based on the research results, the researcher found that there were 5 students who got the very good category with a vulnerability score of 80-100 then there were 2 students who got the good category with an interval of 60-79, then there was 1 student who was included in the poor category with the interval the value of 40-49 and finally there are 3 students who are included in the very poor category with an interval of 39 while the part of time adverb there was 1 student who gets the Very Good category with an interval of 80-100 then there was 1 student who gets a good category with an interval of 60- 79, then there are 2 students who are in the poor category with an interval of 40-49 and finally there are 7 students in the less category who are included in the very poor category with an interval of 39. While the average value of the adverb phrase of place was 63,64 and the adverb phrase of time was 23.63. it can be concluded that the value of the adverb phrase of place is higher than the adverb phrase of time.
Keywords: Students Ability, Writing Test, Adverb Phrases
ix ABSTRAK
YEYEN NUR INDAH SARI, 2022. Kemampuan Siswa Menggunakan Adverb Phrase Dalam Menulis Teks Bahasa Inggris (Studi Deskriptif Di SMA Muhammadiyah 3 Makassar). Skripsi Jurusan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan. Universitas Muhammadiyah Makassar. Dibimbing oleh Bahrun Amin dan Ardiana
Penelitian ini bertujuan untuk mengetahui bagaimana kemampuan siswa dalam menggunakan frase kata keterangan dalam menulis teks bahasa Inggris di SMA Muhammadiyah 3 Makassar. Peneliti memfokuskan pada kemampuan siswa untuk menggunakan frase kata keterangan tempat dan frase keterangan waktu.
Metode penelitian ini adalah metode deskriptif kuantitatif. Pengumpulan data penelitian dilakukan melalui tes tertulis sebagai alat pengumpulan data. Subyek penelitian ini adalah siswa kelas XI SMA Muhammadiyah 3 Makassar.
Berdasarkan hasil penelitian peneliti menemukan bahwa ada 5 siswa yang mendapat kategori sangat baik dengan skor kerentanan 80-100 kemudian ada 2 siswa yang mendapat kategori baik dengan interval 60-79, kemudian ada 1 siswa yang termasuk dalam kategori kurang baik dengan selang waktu nilai 40-49 dan terakhir terdapat 3 siswa yang termasuk dalam kategori sangat kurang dengan selang waktu 39 sedangkan adverbia part of time terdapat 1 siswa yang mendapat nilai Sangat Kategori baik dengan interval 80-100 kemudian ada 1 siswa yang mendapat kategori baik dengan interval 60-79, kemudian ada 2 siswa yang berada pada kategori kurang dengan interval 40-49 dan terakhir ada 7 siswa dalam kategori kurang yang termasuk dalam kategori sangat kurang dengan interval 39. Sedangkan nilai rata-rata frase keterangan tempat 63,64 dan frase keterangan waktu 23,63. Dapat disimpulkan bahwa nilai dari frasa adverbia tempat lebih tinggi dari pada frasa adverbia waktu.
Kata Kunci: Kemampuan Siswa, Tes Menulis, Adverb Phrases
x
ACKNOWLEDGEMENT
Alhamdulillah Robbie 'Alamin. The researcher would like to express their deepest gratitude to Allah SWT who has provided guidance, grace and health to complete this thesis. Salawat and greetings are addressed to the last elected religious messenger, the prophet Muhammad S.A.W.
Furthermore, the researcher also expressed her deepest gratitude to her beloved parents: her father Muh. Yahya and her mother Kartini Thalib for their prayers, finances, motivation, sacrifice for their success, and their sincere and pure love without time.
The researcher realized that in carrying out the research and writing of this thesis, many parties have contributed valuable suggestions, guidance, assistance, and advice for the completion of this thesis. Therefore, the researchers would like to thank them:
1. Prof. Dr. H. Ambo Asse, M.,Ag the Rector of Muhammadiyah University of Makassar
2. Erwin Akib, M.Pd., the Dean of Faculty of Teacher Training and Education of the Muhammadiyah University of Makassar.
3. Dr. Ummi Khaerati Syam, S.Pd. M.Pd., the head of the English Department of Faculty of Teacher Training and Education at the Muhammadiyah University of Makassar who gave her valuable authorities and suggestion in doing this thesis.
xi
4. A big thank you to Dr. H. Bahrun, Amin, M.Hum. as my first mentor who gave valuable time and seriousness in motivating and guiding me to complete this thesis.
5. A big thank you to mam Ardiana S.Pd., M.Pd. as the second mentor who spent his valuable time and patience in motivating, guiding, and entertaining me in completing this thesis
6. My heartful thank to all of the lectures of English Education Department for teaching precious knowledge and share the wonderful experience
7. My heartful thank to my family as a supporter in all conditions for me
8. My appreciation for Awesome class that always supporting each other’s since 2016
10. Finally, for everyone who has provided valuable advice, guidance, assistance, and advice to complete this thesis, may Allah S.W.T. be with us now happily ever after.
Makassar, Januari 2022 Researcher
Yeyen Nur Indah Sari
xii
TABLE OF CONTENTS
COVER ... i
APPROVAL SHEET ... ii
COUNSELLING SHEET 1 ... iii
COUNSELLING SHEET 2 ... iv
SURAT PERNYATAAN ... v
SURAT PERJANJIAN ... vi
MOTTO ... vii
ABSTRACT ... viii
ABSTRAK ... ix
ACKNOWLEDGEMENT ... x
TABLE OF CONTENTS ... xii
CHAPTER 1: INTRODUCTION A. Background ... 1
B. Problem Statement ... 2
C. Objective of Study ... 3
D. Significant of the Study ... 3
E. Scope of study ... 5
CHAPTER 2: REVIEW OF RELATED LITERATURE A. Previous Research Findings ... 6
xiii
B. Presenting The Literature Review ... 9
1. Writing Skill ... 9
2. Adverb of Phrase ... 12
3. Intensifiers ... 16
4. Formula of adverb phrase ... 17
5. Adverb Phrase Related to the Curriculum ... 17
6. Conceptual Framework ... 19
CHAPTER 3: RESEARCH METHOD A. Research Design ... 21
B. Research Subject ... 21
C. Research Instrument ... 22
D. Procedure of Data Collection ... 22
E. Procedure of Data Analysis ... 22
CHAPTER 4: FINDING AND DISCUSSION A. Research Findings ... 25
B. Discussion ... 29
CHAPTER 5: CONCLUSION AND SUGGESTION A. Conclusion ... 32
B. Suggestion ... 32 BIBLIOGRAPHY
APPENDICES PERSURATAN
CURRICULUM VITAE
1 CHAPTER I INTRODUCTION
This chapter is an introduction that provides a general concept of research.
including research background, reasons for selecting topics, problem statement, objective of the study, significance of the study and scope of study
A. Background
As we all know writing is a way for someone to provide information. This proves that the information is not only oral but also written. Therefore, writing is one of the skills that students must master to develop additional information knowledge. and some experts explain the definition of writing, including according to Pranoto (2004: 9) Writing means putting thoughts into writing or telling something to others through writing and according to Hermer (2004: 38) when writing, students are often more experience time for thinking rather than in verbal activities.
In writing, we must also be able to know what grammar is so that our writing can be conveyed to readers. The grammar expert who demands according to Coghill (2003) Grammar is a set of rules that governs the structure of the structure and grammar determines how words are arranged in forming meaningful language units. Swam (2005) Grammar is a rule that describes how words are combined, arranged, or changed to show some type of meaning. So, it can be concluded that grammar is a rule in writing which is composed of meaningful words that form meaningful language. in grammar cannot be separated from the phrase.
2
Phrases according to Ba'dulu (2008) are a collection of words that are meaningful but not subject and verb patterns. Talking about phrases cannot be separated from phrases, especially adverb phrases. According to Ba'dulu (2008), adverbs consist of two or more words and adverbs act as the head of the word.
Therefore, the importance of grammar in writing because with grammar, our writing is more focused and what we want to convey in writing can be conveyed well to the reader.
However, in reality there are still many students who make mistake in the use of adverb phrases so that the meaning they want to convey cannot be understood by the reader. Hence, it causes misunderstanding of the meaning contained in the sentence. It happens because most students do not understand the correct structure or grammar correctly, especially in the use of adverb phrases, they still have difficulty forming adverbial phrases correctly so that the meaning of the resulting writing is not conveyed correctly.
Based on the description above, the researcher will focus on student errors in the description sentence in the English text. In this study, the researcher aims to determine the misuse of adverb phrases in students in English text so that researchers know the students' ability to use adverb phrases in class XI students at SMA Muhammadiyah 3 Makassar.
B. Problem Statement
Based on the background above the researcher formulate the following questions as follows:
1. How is the students’ ability to use adverb phrase of place in writing English text at SMA Muhammadiyah 3 Makassar?
2. How is the students’ ability to use adverb phrase of time in writing English text at SMA Muhammadiyah 3 Makassar?
C. Objective of Study
Based on the problem statement above, the objective study is to find out:
1. To know how is students’ ability in using adverb phrase of place in writing English text at SMA Muhammadiyah 3 Makassar.
2. To know how is students’ ability in using adverb phrase of time in writing English text at SMA Muhammadiyah 3 Makassar.
D. Significance of The Study
From the results of this study, it is hoped that there are several things namely theoretically and practically as follows:
1. Theoretically
For theoretical contributions, research can be used to enrich the existing literature and research on the analysis of subordinate students’ ability of adverb phrase in writing English texts providing useful references for future discoveries.
The research results are expected to confirm and clarify previous research on the theory of the use of adverb phrases and further research is expected to add theories related to adverb phrase analysis.
2. Practically
In practical terms, this study can be useful as follow:
4
a). For the teacher
The results of this study can be used as a reference by the teacher to improve students' writing skills, especially writing descriptive phrases so that the teacher can pay attention to the mistakes made by students in writing adverb phrases. so that it is hoped that students can improve their ability to compose sentences or phrases.
b). For students
This research is expected to improve students' writing skills, especially on adverbial phrases and then as additional information for students in knowing where the mistakes they usually make in writing, especially in handling adverb phrases in English text.
c). For schools
The results of this study are able to contribute in improving the quality of learning English. as well as a school reference in paying attention to student learning outcomes in writing, especially in English lessons.
d). For research
This research can be used as references by other researchers who want to do research on writing or adding information as part of the theory related to this research, especially writing adverb phrases in English text.
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
8
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,
10
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
12
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
14
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.
16
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.
18
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 context.
Based on the above basic competition, the researcher will ask to choose the topic provided by the researcher to the student regarding the experience of Covid 19 and the experience of learning from home. Hence, from the results of the writing, the research students can analyze the use of the adverb phrase of manner, adverb phrase of place, adverb phrase of 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.
23
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 sentences.
6. Drawing the conclusion, the students' adverb phrase skills in writing English text.
26
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter is divided into two parts, namely findings and discussion. It shows the results or findings of the research and explains more about the findings. The research findings relate to the answers to research questions about students' ability to write adverb phrases in English texts. And further information in the discussion section is also provided by the researcher.
A. Findings
The researcher conducted the research at SMA Muhammadiyah 3 Makassar in the first semester in the academic years 2021/2022. The subject of this research was the students in Eleventh grade in XI IPA at SMA Muhammadiyah 3 Makassar. The findings of the research based on the results of the writing test.
1. Students’ Ability in Using Adverb Phrase of Place
Based on the results, the researchers found that many students were good at writing adverb phrases of place as shown in the table below:
Table 4.1
Students’ Score in Writing Adverb Phrase of Place
Score Grading Criterion Students’ score in writing adverb phrase of
place
80-100 Excellent 5
60-79 Good 2
50-59 Fair 0
40-49 Poor 1
≤ 39 Very poor 3
From this it can be seen that more than half of the students were already good because most students were already in the good and excellent category and there were only 4 students who got less than good grades, meanwhile there was none in the mediocre category. So it can be seen that the skills possessed by students in writing adverb phrases of place are quite good.
Based on the table above, it can be seen that in the adverb phrase of place section there were 5 student who got Excellent category with a range score of 80-100 and then there were 2 student who got a good category with an interval value of 60-79, then there was 1 student who enters the poor category with an interval value of 40-49 and finally there were 3 students who fall into the very poor category with an interval value of ≤ 39. Thus, it can be concluded that high school students of XI IPA need to improve their writing skills in adverb phrases of place. To find out more details can be seen in the table below:
28
Table 4.2
Mean Score of Adverb Phrase of Place
Category Mean Score Category
Adverb phrase of place
63.64 Good
Based on the table above, it can be seen that the average value for the adverb phrase of place obtained an average value of 63.64 which is included in the good category
2. Students’ Ability in Using Adverb Phrase of time
Based on the results, the researchers found that there were still many students who were very lacking in writing adverb phrase of time as shown in the table below:
Table 4.3
Students’ Score in Writing Adverb Phrase of Time
Score Grading Criterion Students’ score in writing adverb phrase of
time
80-100 Excellent 1
60-79 Good 1
50-59 Fair 0
40-49 Poor 2
≤ 39 Very poor 7
From this it can be seen that more than half of the students were very poor because most of the s students are in the very poor and poor category and there were only 2 students who got good grades, while there were none students got the mediocre category. So, it can be seen that the skills possessed by students in writing adverb phrases of time were very poor.
Based on the table above, it can be seen that in the adverb phrase of time section there was 1 student who got Excellent category with an interval score of 80-100 then there was 1 student who got a good category with an interval value of 60-79, then there were 2 students in the poor category with an interval value of 40-49 and finally there were 7 students in the less category which are included in the very poor category with an interval value of ≤ 39. Thus, it can be concluded that concluded that SMA XI IPA students need to improve their writing skills in adverb time phrases. To find out more details can be seen in the table below:
30
Table 4.4
Mean Score of Adverb Phrase of Time
Category Mean score Category
Adverb phrase of time
23.63 Very Poor
Based on the table above, it can be seen that the average value for the time adverb phrase was found that the average value was 23.63 which was categorized as very poor.
B. Discussion
This research found that in the adverb phrase of place section there were 5 student who got Excellent category with a range score of 80-100 and then there were 2 student who got a good category with an interval value of 60-79, then there was 1 student who enters the poor category with an interval value of 40-49 and finally there were 3 students who fall into the very poor category with an interval value of ≤ 39 while in the adverb phrase of time section there was 1 student who got Excellent category with a interval score of 80-100 then there was 1 student who got a good category with an interval value of 60-79, then there were 2 students in the poor category with an interval value of 40-49 and finally there were 7 students in the less category which are included in the very poor category with an interval value of ≤ 39.
The average value for the adverb phrase of place was 63.64 which is included in the good category, while the average value for the adverb phrase of time was 23.63 which is included in the very poor category.
Based on the research data above, it can be concluded that the ability of students to use adverbs of place in writing English is good because based on the average score of students was 63.64. It is indicated that most of the students are good and very good category. There are only 4 students who got lower category namely poor and very poor, while none of the students is in medium category. Based on the research data above, it can be concluded that the ability of students to use adverbs of time in writing English is very poor because based on the average score of students was 23.63. This is evidenced because most of the students are in the very poor and poor category and there were only 2 students. Who get good grades, while none of the others is in mediocre category? Therefore, it can be seen that the skills possessed by students in writing adverb phrases of time were very poor. The reason why students use the adverb phrase of place more than the adverb phrase of time is because students often encounter adverb of place in textbooks and then students find it easier to use adverb of place so that students are more familiar and this becomes students' initial knowledge in writing adverb phrase of place rather than adverb phrase of time.
Based on the score category from the Sari (2018) thesis, it states that if students get 80-100 then it can be said to be an excellent category, if students
32
get 60-79 then it can be said to be a good category, if students get 50-59 then it can be said to be a fair category, if students get 40-49, it can be said to be in a poor category and less than 39, a student is said to be in a very poor category. Based on research conducted by researcher, it was found that the use of place adverb phrases was used more often and the average value was also always used instead of time adverb phrases. This in line with Poai (2015) the study where results showed 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. Meanwhile, Budiyono et al (2016) the dominant type of phrase found in news texts is adverb phrase with a total of 64.4% of the 407-phrase text. (2) Profile of the types of phrases produced by fourth semester students, there are several types of adverb phrases in student news items, namely adverb of place, adverb of time, adverb of manner, and adverb of frequency. The most dominant type of adverb phrase in the students' news item text is adverb of place.
32
CHAPTER V
CONCLUSION AND SUGGESTION
In this chapter, the researcher would like to provide some conclusion and suggestions based on the previous chapter.
A. Conclusion
Based on the research problems, the researcher can conclude that the students’ ability on the use of adverb phrase in writing English text in class XI SMA Muhammadiyah 3 Makassar is good . Researcher found several results as follow:
1. The researcher found that the mean score adverb phrase of place was 63.64 which is in the range good category. It means that students’ used more adverb phrase of place than adverb phrase of time in making sentences in writing recount text.
2. The average obtained in the adverb phrase of time was 23.63 and it included in the very poor category. It can be seen that the value of the adverb phrase of place always used instead of the adverb phrase of time in writing sentences in recount text.
B. Suggestion
Based on the conclusions and implications of the aforementioned research, the researcher would like to give some suggestions to the people who will benefit from the research.
33
1. Students of class XI IPA SMA 3 MAakassar should improve their mastery in learning English, especially in finding adverbs in writing and students repeating the material after the teacher teaches it in class and students repeat it at home.
2. It is suggested to the English teacher, especially the eighth-grade English teacher, to make sure the students make sure that they
3. understand well about all the adverb phrases. The more students do the exercises, the more they understand about adverb phrases and apply appropriate strategies, methods, methods, or procedures that can improve or assist students in understanding English, especially about adverb phrases in writing English text
4. It is important for other researchers to conduct in-depth research with the same research topic, especially for higher levels with other types of adverb phrases.
BIBLIOGRAPHY
Arikunto,S. (2006). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta:Rineka Cipta.
Arikunto,S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta:Rineka Cipta.
Asriati, St.& Hajaruddin A. (2017). Improving the students’ Writing Skill by Using Process Writing Approach at the Second Grade Students of SMK Grafika Gowa Makassar. English Education Department, Vol 2(2): 224-244.
Ba’dulu, A. M. (2008). English Syntax. Makassar: the UNM Publisher.
Bahri, Saiful.Bambang, Sugeng. (2009). Difficulties in Writing in Vocabulary and Grammar of the second year students of SMPN 1 Selong East Lombok West Nusa Tenggara in The School Year 2008/2009.
Budiyono, Slamet (2016) An Analysis of the Noun and Adverbial Phrases of the Students’ News Item Texts (A study of the Fourth Semester Students of English Education Department). Another thesis, Fakultas Tarbiyah dan Ilmu Keguruan.
Coghill, Jeffrey And Stacy Magendanz. (2003). English Grammar. New York: Wiley Publishing, Inc.Comprehension Achievement at the Ninth Grade Students of SMPN 36 Makassar.
Delahunty, P and Garvey, J. (2010). The English Language from Sound to Sense.
West Lafayette, Indiana: Parlor Press
Dulay, H., Burt M. & Krashern, S. (1982). Language two. New York: Oxford University press.
Dwi Puspitasari, L. (2016). A Translation Analysis of Adverbial Phrases in Angels and Demons Novel and by Ingrid Dwijani Nimpoeno (Doctoral dissertation, Universitas Muhammadiyah Surakarta).
Emmaryana, F. (2010). An Analysis on the grammatical errors in the students writing: a Case study of the first students of sma negeri 1 cigudeg-bogor.
Hacini, H., Loucif, S., & Benyahia, A. (2019). A corpus-based study of the use of adverbs in EFL learners’ writings investigating problems and suggesting Solutions.
Harmer, Jeremy. (2004). How to Teach Writing, Longman: Pearson Education
Hermawan, H. 2016. The Effectiveness of Using Webquest Model on Students’
Reading.
Hyland, Ken. (2004). Genre and Second Language Writing. London: The University of Michigan Press.
Kasiram, Mohammad. (2008). Metode Penelitian Kuantitatif-Kualitatif. Malang: UIN Malang Press
.
Langan, John. (2005). College writing skills with reading. Sixt edition, New York:
McGrow Hill.
Nurgiantoro. (2001). Menulis Merupakan Keterampilan Berbahasa. (Jakarta:
Gramedia).
Nzama, M. V. (2010). Error Analysis: A Study of Errors Committed by Isizulu Speaking Learners of English in Selected School.
Poai, S. T. Students’mastery in Using Adverbs At English Study Program Of Sintuwu Maroso University.
Pranoto. (2004). Mengajar Menulis Fiksi untuk Para Guru. Jakarta: Wisma
Sari, R. D. (2018). Analysis Of Students’ Ability In Using Adverbial Clauses In Writing Complex Sentences: A Case Study At The Fifth Semester Of English Education Department Fkip University Of Mataram In Academic Year 2017/2018”.
Sitompul, J. M., Purba, R., Simanjuntak, S. M., & Sitorus, E. (2021). The Students’
Ability on Identifying Adverbs in Writing Descriptive Text. Linguistic, English Education and Art (LEEA) Journal, 4(2), 362-374.
Sitorus, G. S., & Sipayung, K. (2018). An Error Analysis of Using Phrases in Writing Recount Text at Tenth Grade in SMA Parulian 2 Medan. Celt: A Journal of Culture, English Language Teaching & Literature, 18(1), 79-88.
Swan, Michael. (2005). Practical English Usage: 3rd Edition. Oxford University Press.
Wijayanti, I. (2016). The Use of Phrases in Writing Descriptive Text by the Students of SMA Negeri 1 Boyolali In 2015/2016 Academic Year (Doctoral dissertation, Universitas Muhammadiyah Surakarta).
Yalmiadi, Jufrizal, & Hamzah (2013). Student’s Ability in Using Lexical Collaction in Descriptive Writing at the English Departement of Padang State Polytechnic. Journal English Language Teaching (ELT). Vol 1(1): 13-23.
Za'in, D. L. (2017). An Investigation of Students’problem in Writing Recount Text at the First Semester of The Eighth Grade of Smpn 4 Bandar Lampung in the Academic Year of 2016/2017 (Doctoral dissertation, UIN Raden Intan Lampung).
A P E N D I C E
S
Writing Test Writing Test
1. Petunjuk pengisian:
a. Hasil tes ini tidak akan mempengaruhi nilai saudara (i) dalam mata pelajaran Bahasa Inggris, karena hasil tes ini hanya semata-mata untuk kepentingan penelitian.
b. Atas partisipasi dan kerja sama peneliti mengucapkan banyak terima kasih.
c. Isitilah identitas anda sesuai dengan petunjuk yang telah disediakan!
d. Kerjakanlah tes ini dengan sebaik-baiknya!
e. Waktu untuk mengerjakan tes ini selama 2 hari di karenakan suasana dan kondisi saat ini.
f. Selamat mengerjakan.
2. Buatlah karangan dengan mengunakan frase kata keterangan tempat 5 dan frase keterangan waktu 5 didalam tulisan paragraf anda serta sesuaikan dengan petunjuk sebagai berikut :
a. Topic: 1. your experiences about covid 19
2. your experiences about study from home b. Jumlah: Minimal 3 Paragraf
Waktu 2 hari.
Adverb phrase of place
No Shadow name Correct Score Category
1 GA I just stay at home
Doing daily activities at home
40 Poor
2 MB I was at home
Having fun at home
Once at home
I went to my room
My sister and my mother went to the house
100 Excellent
3 AH I went to the salon
The corona virus has spread throughout the country
At home I incite
the Quran It turned out that study at home
Cleaning the house
100 Excellent
4 MK Daring covid I was only at home
Everything I used to do outside the house
Had to be done at home
Like learning that must be done
100 Excellent
at school
It was very difficult for me to enter a shopping store
5 ML I live in Makassar
Would go to the bathroom
When I have ingredients at home
I must went to the mosque
After that go to home
100 Excellent
6 MF Study at home
Outside the home
Study from home
60 Good
7 MT I study at home 20 Very poor
8 MZH I have been study from home 20 Very poor
9 MZ Working from home
Study from home
To be carnet out at home
Students are encouraged to study from home
80 Excellent
10 PM While I am at home
I clean the house
60 Good
I thought I used to study at home
11 FAS So, I also urge you to stay at home
20 Very poor
Adverb phrase of time
No Shadow name Correct Score Category
1 GA - 0 Very poor
2 MB Already 15.50 PM 20 Very poor
3 AH For 2 weeks
Murojnah my memorization
partiapating in one week
40 Poor
4 MK - 0 Very poor
5 ML I always wake up in the morning
I usually do it until 12/13 pm
80 Excellent
Towards the usual afternoon
That night
6 MF - 0 Very poor
7 MT It has been over a year
That mean I have been doing distance learning via the internet for over a year
40 Poor
8 MZH Zui told me had been vaccinated with 2 times
For 1 year
Since the
announcement of the pandemic in early 2020
60 Good
9 MZ 0 Very poor
10 PM For only 2 weeks 20 Very poor
11 FAS 0 Very poor
The student’s calculation of adverb phrase of place 1. Scoring =𝑡𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑠𝑢𝑏𝑗𝑒𝑐𝑡
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑠𝑢𝑏𝑗𝑒𝑐𝑡𝑥100 GA=2
5𝑥100 = 40
2. Scoring =𝑡𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑠𝑢𝑏𝑗𝑒𝑐𝑡 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑠𝑢𝑏𝑗𝑒𝑐𝑡𝑥100 MB =5
5𝑥100 = 100 3. Scoring =𝑡𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑠𝑢𝑏𝑗𝑒𝑐𝑡
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑠𝑢𝑏𝑗𝑒𝑐𝑡𝑥100 AH =5
5𝑥100 = 100 4. Scoring =𝑡𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑠𝑢𝑏𝑗𝑒𝑐𝑡
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑠𝑢𝑏𝑗𝑒𝑐𝑡𝑥100 MK =5
5𝑥100 = 100 5. Scoring =𝑡𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑠𝑢𝑏𝑗𝑒𝑐𝑡
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑠𝑢𝑏𝑗𝑒𝑐𝑡𝑥100 ML =5
5𝑥100 = 100 6. Scoring =𝑡𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑠𝑢𝑏𝑗𝑒𝑐𝑡
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑠𝑢𝑏𝑗𝑒𝑐𝑡𝑥100 MF =3
5𝑥100 = 60 7. Scoring =𝑡𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑠𝑢𝑏𝑗𝑒𝑐𝑡
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑠𝑢𝑏𝑗𝑒𝑐𝑡𝑥100 MT =1
5𝑥100 = 20 8. Scoring =𝑡𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑠𝑢𝑏𝑗𝑒𝑐𝑡
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑠𝑢𝑏𝑗𝑒𝑐𝑡𝑥100 MZH =1
5𝑥100 = 20 9. Scoring =𝑡𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑠𝑢𝑏𝑗𝑒𝑐𝑡
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑠𝑢𝑏𝑗𝑒𝑐𝑡𝑥100 MZ =4
5𝑥100 = 80 10. Scoring =𝑡𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑠𝑢𝑏𝑗𝑒𝑐𝑡
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑠𝑢𝑏𝑗𝑒𝑐𝑡𝑥100
PM =3
5𝑥100 = 60 11. Scoring =𝑡𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑠𝑢𝑏𝑗𝑒𝑐𝑡
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑠𝑢𝑏𝑗𝑒𝑐𝑡𝑥100 FAS =1
5𝑥100 = 20
The student’s calculation of adverb phrase of time 1. Scoring =𝑡𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑠𝑢𝑏𝑗𝑒𝑐𝑡
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑠𝑢𝑏𝑗𝑒𝑐𝑡𝑥100 GA=0
5𝑥100 = 0
2. Scoring =𝑡𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑠𝑢𝑏𝑗𝑒𝑐𝑡 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑠𝑢𝑏𝑗𝑒𝑐𝑡𝑥100 MB =1
5𝑥100 = 20 3. Scoring =𝑡𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑠𝑢𝑏𝑗𝑒𝑐𝑡
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑠𝑢𝑏𝑗𝑒𝑐𝑡𝑥100 AH =2
5𝑥100 = 40 4. Scoring =𝑡𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑠𝑢𝑏𝑗𝑒𝑐𝑡
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑠𝑢𝑏𝑗𝑒𝑐𝑡𝑥100 MK =0
5𝑥100 = 0
5. Scoring =𝑡𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑠𝑢𝑏𝑗𝑒𝑐𝑡 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑠𝑢𝑏𝑗𝑒𝑐𝑡𝑥100 ML =4
5𝑥100 = 80 6. Scoring =𝑡𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑠𝑢𝑏𝑗𝑒𝑐𝑡
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑠𝑢𝑏𝑗𝑒𝑐𝑡𝑥100 MF =0
5𝑥100 = 0
7. Scoring =𝑡𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑠𝑢𝑏𝑗𝑒𝑐𝑡 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑠𝑢𝑏𝑗𝑒𝑐𝑡𝑥100 MT =2
5𝑥100 = 40 8. Scoring =𝑡𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑠𝑢𝑏𝑗𝑒𝑐𝑡
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑠𝑢𝑏𝑗𝑒𝑐𝑡𝑥100
MZH =3
5𝑥100 = 60 9. Scoring =𝑡𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑠𝑢𝑏𝑗𝑒𝑐𝑡
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑠𝑢𝑏𝑗𝑒𝑐𝑡𝑥100 MZ =0
5𝑥100 = 0
10. Scoring =𝑡𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑠𝑢𝑏𝑗𝑒𝑐𝑡 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑠𝑢𝑏𝑗𝑒𝑐𝑡𝑥100 PM =1
5𝑥100 = 20 11. Scoring =𝑡𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑠𝑢𝑏𝑗𝑒𝑐𝑡
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑠𝑢𝑏𝑗𝑒𝑐𝑡𝑥100 FAS =0
5𝑥100 = 0
STUDENTS WORK Student 1
Student 2
Student 3
Student 4
Student 5
P
E
R
S
U
R
A
T
A
N
PRODI PENDIDIKAN BAHASA INGGRIS مــــيحرلا نمـحرلا هـللا مــــــسب
| Terakreditasi Institusi
LETTER OF ACCEPTANCE 0416/BG-FKIP/LOA/B/II/1443/2022 Dear YEYEN NUR INDAH SARI
It is our pleasure to inform you that, after reviewing your paper:
STUDENTS’ ABILITY TO USE ADVERB PHRASE IN WRITING ENGLISH TEXT (A DESCRIPTIVE STUDY AT SMA MUHAMMADIYAH 3
MAKASSAR)
The manuscript ID: 641 Detail checklist:
Checkpoint Yes No
The author has sent the manuscript by using the institutional email √ the author has submitted the manuscript through the open journal system (OJS)
√ The manuscript according to the limitations or description of the journal √
LoCT has been submitted by the author √
The manuscript has followed the existing templates √
The article processing charge (APC) has been submitted by the author √
has been ACCEPTED to publish with Journal of Language Teaching and Assessment, ISSN (online) 2809-5707. ISSN (printed) 2810-0468 . We appreciate your contribution.
We will let you know if you must make any modification as the reviewer’s comments. Once your manuscript is moved to publishing, our production editor will inform you. Please feel free to email us with any questions at jlta@bg.unismuhmakassar.ac.id
Makassar, 2 February 2022 M
1 Rajab 1443 H
Head of English Education Department Faculty of Teacher Training and Education
Dr. Ummi Khaerati Syam, S.Pd., M.Pd.
NBM. 977 807
