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Laporan Penelitian Lapangan

A CASE STUDY ON STUDENTS’ COHERENCE DEVELOPMENT IN WRITING RRECOUNT PARGRAPH AT ENGLISH DEPARTMENT YEAR 2009-2008

IN FKIP UHN PEMATANGSIANTAR

Oleh:

BERTARIA SOHNATA HUTAURUK

Dosen Program Studi Pendidikan Bahasa Inggris FKIP UHN

FAKULTAS KEGURUAN dan ILMU PENDIDIKAN

UNIVERSITAS HKBP NOMMENSEN

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A Case Study on S

tudents’

Coherence Development in Writing Recount

Paragraph at English Department Year 2009-2008 in FKIP UHN

Pematangsiantar

Bertaria Sohnata HutaurukS.Pd.,M.Hum

Dosen Program Studi Pendidikan Bahasa Inggris

FKIP- Universitas HKBP Nommensen

Abstract: This research deals with the Students‘ Coherence Development in Writing Recount pragraph at English Department Year 2009-2008 in FKIP UHN Pematangsiantar. This research attempts to find out the problems faced by the students in developing the recount paragraph. The writers have the basic assumptions that the students have problems in developing of topic sentence into a reasonable number of supporting sentences and they also have problems in developing the qualitative of paragraph such as cohesion, coherence, and unity of the paragraph. All the data are analyzed based on the writing with its definition, recount paragraph, types of paragraph, topic sentence, supporting sentence and conclusion. It relates to the theory of Alexander (1965), Harmer (2003), Herman (2009), McCrimon (1963) and Weaver (1975). The data are analyzed by grouping the data based on the year, and analyzing based on the topic sentence, supporting sentence and the conclusions. This research is descriptive qualitative. The subject is the students at English department in FKIP UHN Pematangsiantar year 2009-2009. The writers use only some students as the representative of the data. After analyzing the data, the writer found that After analyzing the data, there are some research findings as the following: (1) there is not well-structured sentence and the supporting sentences are not relevant to prove the topic sentence. (2) the topic sentence is not clear because it‘s not relevant to the main topic ―my

campus‖ that will be elaborated in the paragraph and the word order of the topic sentence is not well-ordered and supporting sentences are not relevant to prove the topic sentence. (3) Some of the supporting sentences are not relevant to support the topic sentence. The students have some mistakes in word choice and structures. For example there should be

written ―complete facility‖ instead of fasilities completely. (4) the topic sentence is not specific and the topic sentence and the supporting sentences are not correlated. Some of words in the text are misspelled. After observing and analyzing the data written by English Department students, the writers decide on two things as the conclusions; first, there are lacks in formulating the topic sentences and supporting sentences. Some supporting sentences are not correlated/not relevant to the topic sentences presented by the students because the topic sentences are often not supported by the supporting sentences. Second, the coherence is mostly not well-applied in each data because the supporting sentences are not well-ordered to make the data in logical order.

Pematangsiantar, Agustus 2011 Writer,

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CHAPTER I

INTRODUCTION

1.1 Background

There are some factors interconnected in contributing to the sucessful of English language learners. Jhonson (2001) states there are three variables which contribute to the sucessful in the case of English language learning, namely cognitive variables (intelligence and aptitude), affective variables (motivation and attitude) and personality. In learning English, the students have to be able to achieve the four skills (listening, speaking, reading, and writing), People tend to learn a foreign language, in this case English as an international language (Rivers 1969:187). In learning English as a foreign language, the students are expected to be able to master the four skills namely listening, speaking, reading and writing. But in fact, the students are still not able to write a good paragraph. The learners must be aware with what he/she produces in developing idea, using sentence pattern, and expressing the idea in his/her writing. For example, English learners at FKIP UHN Pematangsiantar still have problems in writing paragraph. The students‘ problem in developing paragraph mostly caused by their limited writing ability and less experience in writing. Through experiences in writing class, most of the students were not able to develop a paragraph especially in arranging their ideas in terms of the topic, topic sentence, supporting sentences, concluding sentences, cohesion, coherence, and unity. The writer also found some ungrammatical sentences in their writing. It might be transfered from Bahasa Indonesia while writing in English.

Based on the writer‘s experiences in writing class at FKIP UHN Pematangsiantar,

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paragraph. However, the writer found ungrammatical sentences and there was no coherence between one sentence and other sentences. The students also have problems in using tenses which can be seen from their writing for example missing -ed form, adverb of time, missing subject etc. In writing recount paragraph, the students do not understand well how to use the generic structure in recount paragraph in their writing. Good writing is almost never accidental. It is a deliberate attempt by one person to communicate to other those ideas, facts or impressions that will create the result which the writer has intended to be achieved.

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certain skill or ability of the subject. Not for a whole students interested in writing class but they are forced to be able to improve their writing skill in learning English. . Some of them are not interested in writing class because they get bored and face difficulties in developing their ideas in writing, but they are good in other subject such as in class speaking, reading class etc. On the other hand, some of the students are taking an English course outside so they produce a good sentence in their writing, but some do not.

In this research, the writer wants to analyze the students‘ problems in coherence development in writing Recount paragraph from the first Year up to the fourth Year students at English Department in FKIP UHN Pematangsiantar. The writer wants to know how far the students are able to develop paragraph, especially to arrange their ideas in term topic, topic sentences, supporting sentences, concluding sentence, cohesion, coherence and unity as the students with a good predicate of the public.

In this case the researcher makes a research limited only in writing class. She wants to know how well students from English Department at FKIP UHN Pematangsiantar develop a paragraph. So the writer has chosen a title as ―A Case Study on Students‘ Coherence Development in Writing Recount Paragraph at English Department Year

2009-2008 in FKIP UHN Pematangsiantar‖. Here, the writer choose the students from year

2009-2008 at Englsih Department in FKIP UHN Pematngsiantar. 1.2Research Problems

The problem of this study is formulated in the form of a question as stated below: 1. What are the difficulties faced by the students year 2009-2008 in writing recount

paragraph at English department at FKIP UHN Pematangsiantar?

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1.3The purpose of the Research

Dealing with the problem, the writer intends to contribute purpose of this study is to find out the problems faced by the students in developing paragraph.

1.4 Basic Assumption as follows

The writer gives some assumption based on her plan to used it in her research, they are:

1. The students have problems in developing of topic sentence into a reasonable number of supporting sentences.

2. The students have problems in developing the qualitative of paragraph like: cohesion, coherence, and unity on the paragraph.

1.5 Theoretical Framework

To write this proposal the writer need helping. This proposal was completed by other theories. The writer uses theory, Alexander (1965), Harmer (2003), Herman (2009), McCrimon (1963), (2011), Weaver (1975).

1.6 The Limitation and the Scope of the Research

This research focuses on writing recount paragraph. Therefore, the scope of this study is formulated by:

1. Topic

Topic is subject that will be discussed in paragraph (D‘Angelo, 1980:30). 2. Supporting sentences

Supporting sentence is sentence which function to link ideas in paragraph structurally (D‘Angelo, 1980:31).

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Cohesion is words which function to link ideas in paragraph structurally (Muhyidin, 1988:20).

4. Coherence

Coherence is methods of arranging sentence in a paragraph that consist of transition signals and logical order (McCrimon, 1984:195).

5. Unity

Unity is general relationship of all the part in the paragraph (Siahaan, 2008:44).

1.7 The Signification of the Research

This research is expected to provide useful information for the improvement of teaching and learning especially writing paragraph in the future. There are two significations of the research, namely theoretical signification and practical signification.

The theoretical signification of this research is to help the teacher of English

identify the students‘ problems in developing paragraph. This research will aim to improve

the teacher skill in teaching English as a Foreign Language especially in writing.

The practical signification of this research can be used as a model to improve the students ability. It is expected to be useful for the teacher as basic of judgment and thinking to increase the achievement of the students.

1.8 Definitions of Key Terms

The definitions of the key terms found in this study are described as follow:

1. Writing is more complicated process when it involves putting in graphic form, according to be system accept by educated native speakers, combination of words. 2. Topic Sentence

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3. Supporting sentences

Supporting sentence is sentence which function to link ideas in paragraph structurally.

4. Cohesion

Cohesion is words which function to link ideas in paragraph structurally. 5. Coherence

Coherence is methods of arranging sentence in a paragraph that consist of transition signals and logical order.

6. Unity

Unity is general relationship of all the part in the paragraph. 7. Paragraph

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CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Definition of Writing

Writing is a skill, like an aphetic skill, which comes more naturally to some people but which always and only improves with practice (Hudnall, 1988: 5). It is a process of

composing the ideas and facts, so that the readers understand someone‘s thinking or someone‘s life. To make the readers can understand, it is not easy to get and intelligible

writing, someone needs to know what acceptable writing is. The writer should think about the purpose of her writing and who will be the readers of her writing. Writing is a method of representing language in visual or tactile form. Writing systems use sets of symbols to represent the sounds of speech, and may also have symbols for such things as punctuation and numerals.

2.2 Writing Forms

Writing form is the writing that explains the things, the people, the ideas, the situation, a series of event, a series of stories, the acts, the pictures, the objects and so on (Wishon, 1980:378). Based on its purpose, there are some of writing forms. Writing, as defined by Bereiter & Scardamalia (1987), is ―the composing of texts intended to be read

by people not present ‖(Ibid: 4). It is a skill that is traditionally viewed as difficult to

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sentence and paragraphs and before we write, we need to determine what to write. We should have something meaningful and convey so we can put forward our message successfully.

Harmer states (1988:31) that writing as one of four skill of listening, speaking, and reading and writing has always formed part of the syllabus in the teaching of English. Writing has always been used as a means reinforcing language that has been taught. Teaching writing is entirely different; however since our objective here is to help the students to become better in writing and to learn how to write in various genres using different registers. General Language improvement may, of course, occur, but that is by product of writing-for a writing activity, not necessarily its main purpose. It means in delivering ideas, a researcher must produce a piece of writing which embodies correctness of form. There are five important qualities of good writing, they are :

1. Writing should have focus

An essay should have a single clear central idea. Each paragraph should have a clear central main point or topic sentence.

2. Writing should have development

Each paragraph should support the central idea of the paper. Individual sentence should support the main point of the paragraph.

3. Writing should have unity

Every paragraph in an essay should be related to the main idea. Each paragraph should stick to its main point.

4. Writing should have coherence

An Essay of paper should be organized logically, flow smoothly and ‗‘stick‖

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A paper should be written in generally correct Standard English, with complete sentence, and be relatively error – free.

2.3 Paragraph

Writing paragraphs are in fact the most basic structure in any writing. So understanding how to write effective and intriguing paragraphs can improve your writing greatly. Basically, a paragraph is derived from the words ―para and grapein‖. ―Para‖ means

beside, and ―grapein‖ means the writing. Paragraph refers to a piece of writing in which

the paragraphs starts to indicate the reader that a new kind of material will so on (Saraka, 1980:26). A paragraph is a group of a sentences expressing one idea, complete in one section of writing or point (McCrimon, 1984:195). The rules of constructing a paragraph are similar to those for constructing a sentence. A paragraph is a unit of discourse developing a single idea. It consists of a group or series of sentences closely related to one another and to the thought expressed by the whole group or series. Devoted, like the sentence, to the development of one topic, a good paragraph is also, like a good essay, a complete treatment in itself." A paragraph is a piece of writing that consists of several sentences. A paragraph should always have complete, correct, and concise sentences. As well it should be easy to read and well organized. The paragraph itself should focus on one subject, theme, or central idea. In other words, a paragraph could be about an object such as a young boy.

If the paragraph starts out talking about the boy, it must stay the same throughout. For example, if the writer were to talk about where a young boy lives and then go on to describe what the boy looks like these are two separate ideas.

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which it contains several Supporting Sentence (SS). And the third part is called the ending. It is a complete sentence which concludes the development. It closes the paragraph. Technically, it is also called as the Concluding Sentences (CS). The example can be seen as the following:

Example (1)

John lived in San Francisco, California, with his two parents. He had his own bedroom, which he decorated himself. Him and parents all lived comfortably in the cozy apartment on the third floor. The apartments were only three blocks from where he

attended J.U.High

John was only five years old, but he was extremely smart for his age. He wasn‘t that tall and he was a bit on the skinny side. He had big blue eyes, light brown hair, rosy cheeks, and a friendly smile. Just looking at him he seemed like any other kid-- quite normal. Yet, everyone in his class looked at him differently because John could never be a normal kid. Instead, he wasn‘t normal. No, he was a genius.

In this example, we can see that the first paragraph is about where John lives and the second paragraph covers another topic or idea, which is what he looks like. When examining a paragraph you can always ask yourself, what is the main idea in this paragraph? If we see two ideas as in the above example we might have to create two paragraphs. Although, in order to understand what a paragraph is and how to write one, we need to know how a paragraph is constructed.

2.3.1 Topic Sentence

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sentence. Topic sentences are useful, however, in paragraphs that analyze and argue. Topic sentences are particularly useful for writers who have difficulty developing focused, unified paragraphs (i.e., writers who tend to sprawl). Topic sentences help these writers develop a main idea or claim for their paragraphs, and, perhaps most importantly, they help these writers stay focused and keep paragraphs manageable.

Topic sentences are also useful to readers because they guide them through sometimes complex arguments. Many well-known, experienced writers effectively use topic sentences to bridge between paragraphs. The subject of the paragraph is simply the

topic being discussed and topic sentence presents the writer‘s argument to the readers. D‘Angelo (1980: 30) states that the topic sentence is a sentence that expresses the main

idea of the paragraph. Muhyidin (1980: 8) say in his book that a topic sentence is one that states the main topic of paragraph. A paragraph not only names the topic of the topic, but it also limits the topic one or two areas that can be discuses completely in the space of signal paragraph.

Example (2)

The poodle makes a perfect pet because poodles offer their owners a companionship for life, not to mention that they have a loveable personality.

This could be topic sentence. It tells the reader that poodles are in fact perfect pets. This may or may not be true and so we would need to provide proofs as to why this could be true. However, it is an interesting statement and catchy because the reader wants to hear why the author thinks so, or what justifies this statement.

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swirling currents, and the wormlike larvae of blackflies edging the stones under riffles or where the stream spills over steeply slanting rocks. But now the stream insects were dead, killed by DDT, and there was nothing for a young salmon to eat.

(Rachel Carson, Silent Spring) The first part of Carson's topic sentence —Soon after the spraying had ended— is a transitional clause that looks back to the previous topic: DDT spraying. Topic sentences often begin with such transitional clauses referring to the previous paragraph. The second part of the topic sentence —there were unmistaka ble signs that all was not well — shapes and controls what follows. This kind of bridging helps the reader follow Carson's argument. Notice, too, how Carson further helps the reader follow her argument by providing a more focused version of the topic sentence later in the paragraph —All the life of the stream wa s stilled. This sentence tells us exactly what Carson meant by all was not well.

2.3.2 Supporting Sentence

A paragraph is a unit of information untitled by controlling idea. A paragraph is a good one only if the reader completely understands the unit of the information contains, and if is the controlling idea that is completely developed. Related to this D‘angelo (1980:331) say that supporting sentence. Is fact or examples that make the idea clear. Giving definitions, reason, examples, facts, analogy and causes and effects to the topic sentence can develop supporting sentence.

Example (3)

Malin Kundang

Once upon a time, there was a woman and her son Malin Kundang who was living

in west Sumatra. They was very poor. Malin Kundang didn‘t have father. His father was

dead. One day, Malin Kundang went to a big city. He went to found money for their daily life. His mother was sad. Malin Kundang never send a news for his mother. Finally, his

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The details of paragraph above are S1: They was very poor. S2: Malin Kundang

didn‘t have father. S3: His father was dead. S4: One day, Malin Kundang went to a big

city. S5: He went to found money for their daily life. S6: His mother was sad. S7: Malin Kundang never send a news for his mother. S8: Finally, his mother went to the big city to

meet Malin Kundang. S9: But Malin Kundang said ― I never have a mother, my mother

was dead‖. S10: His mother was very sad and said ― turned into the stone likes your heart‖. S11: And finally, Malin Kundang turned into a stone. Hence, it can be concluded

that the supporting sentence of the paragraph above is satisfactory because all of the supporting sentences are support to the topic sentence

2.3.3 Concluding Sentence

After finishing writing supporting sentences, generally the paragraph is ended by a concluding sentence. Concluding sentence signals the end of the paragraph and leaves the reader with important point to remember. Muhyidin (1988:2 ) says that a concluding sentence is one of the main parts of the paragraph after the topic sentence. A concluding sentence is not absolutely necessary but its very important and helped to the reader because it signal the end of the paragraph in addition, the characteristic of a paragraph are coherence and unity.

2.4. Cohesion

Cohesion is concerned with the way propositions that are linked structurally in a text from this point it can be known that element of cohesive include the use of cohesive include the use of pronouns, grammatical, connectors, lexical cohesion and the some terms that refer to the object (Muhyidin, 1988:20). According to Muhyidin (1988:20) to know about cohesive in paragraph it has two characteristics, namely pronominal and verbal cohesion

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Pronominal cohesion deals with the use of all nouns or pronoun in a paragraph (Siahaan, 2008:127). To be cohesion, it is better to have consistency in the use of the pronouns leading to the topic of the paragraph.

Example (4)

In the story of the American film no others personality has so endeared himself to the words as Charlie Chaplin. His presence is as much alive as ever in the thousand of 16 mm, revivals of his work. Every generation takes him to its heart a new. As with all great characters ones in Chaplin what one brings to him. He was a monster of conceive, never for one moment did he look at the world or the people except in relation to himself. He was not only the most important person in the world, to himself in own eyes he was the only person who existed. He believed himself to be one the greatest dramatist in the world, one of the greatest thinkers, and one of the great composers. To hear him talks, was Shakespeare.

Based on the paragraph above a pronoun refers to antecedent, the use of pronoun in one sentence, to point back to an antecedent in the one before is a simple and natural connected devices. To the use of pronouns often allow a paragraph to keep its subject running through the writing.

2. Verbal Cohesion

Verbal cohesion is show the use of predicate verb in paragraph need to have a restively similar tense, so that they constitute a clear setting of time(Siahaan, 2008:129). Verbal cohesion use of relatively similar tense to make the paragraph more significant as the sample below:

Example (5)

The friend is some one who likes you as you are , though he may wish you where different. When you are blue, he is the one who lets you cry just long enough to realize the sympathizes and who then starts cheering you up. When you have disagreeable, your friend is the person who soon has you rushing of to make up with the recent victim of your temper. A friend is someone who is good for you

2.5 Coherence

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that the readers need all the information that we have and need to know how we arrived at the point we are at, but also that they are not quite as quick as we are. we might be able to leap from one side of the stream to the other; believe that the readers need some stepping stones and be sure to place them in readily accessible and visible spots. There are four basic mechanical considerations in providing transitions between ideas: using transitional expressions, repeating key words and phrases, using pronoun reference, and using parallel form. Transitional tags run the gamut from the most simple — the little conjunctions: and, but, nor, for, yet, or, (and sometimes) so — to more complex signals that ideas are somehow connected — the conjunctive adverbs and transitional expressions such as however, moreover, nevertheless, on the other hand.

The use of the little conjunctions — especially and and but — comes naturally for most writers. However, the question whether one can begin a sentence with a small conjunction often arises. Isn't the conjunction at the beginning of the sentence a sign that the sentence should have been connected to the prior sentence? Well, sometimes, yes. But often the initial conjunction calls attention to the sentence in an effective way, and that's just what you want. Over-used, beginning a sentence with a conjunction can be distracting, but the device can add a refreshing dash to a sentence and speed the narrative flow of your text. Restrictions against beginning a sentence with and or but are based on shaky grammatical foundations.

Here is a chart of the transitional devices (also called conjunctive adverbs or adverbial conjunctions) accompanied with a simplified definition of function (note that some devices appear with more than one definition):

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first place, last, moreover, next, second, still, too comparison also, in the same way, likewise, similarly

concession granted, naturally, of course

contrast

although, and yet, at the same time, but at the same time, despite that, even so, even though, for all that, however, in contrast, in spite of, instead, nevertheless, notwithstanding, on the contrary, on the other hand, otherwise, regardless, still, though, yet emphasis certainly, indeed, in fact, of course

example or illustration

after all, as an illustration, even, for example, for instance, in conclusion, indeed, in fact, in other words, in short, it is true, of course, namely, specifically, that is, to illustrate, thus, truly

summary

all in all, altogether, as has been said, finally, in brief, in conclusion, in other words, in particular, in short, in simpler terms, in summary, on the whole, that is, therefore, to put it differently, to summarize

time sequence

after a while, afterward, again, also, and then, as long as, at last, at length, at that time, before, besides, earlier, eventually, finally, formerly, further, furthermore, in addition, in the first place, in the past, last, lately, meanwhile, moreover, next, now, presently, second, shortly, simultaneously, since, so far, soon, still, subsequently, then, thereafter, too, until, until now, when

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Example (6)

Once upon a time, there was a woman and her son Malin Kundang who was living in west

Sumatra. They was very poor. Malin Kundang didn‘t have father. His father was dead. One day, Malin Kundang went to a big city. He went to found money for their daily life. His mother was sad. Malin Kundang never send a news for his mother. Finally, his mother went to the big city to meet Malin Kundang. But Malin Kundang said ― I never have a

mother, my mother was dead‖. His mother was very sad and said ― turned into the stone likes your heart‖. And finally, Malin Kundang turned into a stone.

In term of coherence of paragraph above is satisfactory because the writer focus with one object and all of the supporting sentences are support the topic sentence, and also there is the using of conjunction to connect the sentence with others. Hence it can be conclude that the coherence of paragraph above is satisfactory.

2.6 Unity

Unity means that we discuss only one main idea in a paragraph (Siahaan, 2008:44).The main idea is stated in the topic sentence, and then each and every supporting sentence develops that idea. And every supporting sentence must directly explain or prove the main idea. This is stated in the topic sentence.

Example (7)

Once upon a time, there was a woman and her son Malin Kundang who was living in west

Sumatra. They was very poor. Malin Kundang didn‘t have father. His father was dead. One

day, Malin Kundang went to a big city. He went to found money for their daily life. His mother was sad. Malin Kundang never send a news for his mother. Finally, his mother

went to the big city to meet Malin Kundang. But Malin Kundang said ― I never have a

mother, my mother was dead‖. His mother was very sad and said ― turned into the stone

likes your heart‖. And finally, Malin Kundang turned into a stone.

A good paragraph has unity means that the paragraph only developed one main idea. In this paragraph, the main idea is Malin Kundang and the supporting sentences are support to the main idea. And also she not focuses with one object, so the unity of the paragraph above is satisfactory.

Example (8)

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their unquestionable love and loyalty when you need the most and they are yours for life. Apart from being a happy spirited dog and a great companion, the poodle is small and

doesn‘t require a lot of room, so they are ideal for apartments or city settings.

The poodle is suited to most environments and lifestyles; whether it'll be living in the suburbs or downtown, with one person or a couple, or even living with a family and children, the poodle fits right in. The poodle is a dog that warms your heart with its character. It becomes a part of your family no matter where you live and it can provide you

with love and companionship that you won‘t want to do without. In fact, you can‘t ask for

a better dog.

Now if we read all the sentences, we will see how nicely this paragraph flows together because it contains all the elements of a paragraph. It demonstrates the topic sentence, discusses one main idea (a poodle), and concludes without leaving any loose ends:

The poodle makes a perfect pet because poodles offer their owners a companionship for life, not to mention that they have a loveable personality. Poodles are sweet, smart, playful, and well mannered and they love to be around people. They are always willing to lend their unquestionable love and loyalty when you need the most and they are yours for life. Apart from being a happy spirited dog and a great companion, the poodle is small and

doesn‘t require a lot of room, so they are ideal for apartments or city settings. The poodle

is suited to most environments and lifestyles; whether it be living in the suburbs or downtown, with one person or a couple, or even living with a family and children, the poodle fits right in. The poodle is a dog that warms your heart with its character. It becomes a part of your family no matter where you live and it can provide you with love

and companionship that you won‘t want to do without. In fact, you can‘t ask for a better

dog.

2.7 Recount Text

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occasions when students have a ‗true story‘ to write, e.g. (1) Accounts of schoolwork or

outings, (2) Events from history, (3) Anecdotes and personal accounts, (4) Bibliographical writing in any curricular area.

However, chronological writing is not without its pitfalls. All teachers are familiar with young writers‘ accounts of school trips that deal admirably with the bus journey but omit to mention what happened later on. Some children, even in upper primary, have difficulty ordering events appropriately in more complex historical or biographical recounts (Siahaan, 2006:10). Most children therefore benefit from organizing the facts as notes on a timeline (or another sequenced framework) before writing. This provides

1. An opportunity to sort out the main events, and their sequence, without the added effort of putting them into sentences

2. An overview of all the events, in clear chronological order, so the author knows

exactly how much he or she has to cover (and doesn‘t get stuck on the bus)

3. An opportunity to consider how to divide the information into paragraphs before beginning to write

4. An opportunity to decide whether to follow a linear chronological structure or to adapt the time sequence for effect, e.g. starting with a key event in a biography.

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can be concluded that a recount text has three elements: Orientation or Setting, events and reorientation or concluding statement of the story.

Generic Structure of Recount

1. Orientation : Introducing the participants, place and time.

2. Events : Describing series of events that happened in the past. 3. Reorientation : It is optional.

Stating personal comments of the writer to the story. Language Feature of Recount

1. Introducing personal participants : I, my, group, etc. 2. Using Chronological connection : First, then, etc.

3. Using linking verbs : was, were, saw, heard, etc. 4. Using action verbs : look, go, change, etc. 5. Using Simple Past

6. Using material process

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Example (9)

Earthquake

Let me remind you my experience during an earthquake last week. When the earthquake happened, I was on my car. I was driving home from my vocation to Bali. Suddenly my car lunched to one side to the left. I though I got flat tire. I did not know that it was an earthquake. I know that it was earthquake when I saw some telephone and electricity poles falling down to the ground, like matchsticks. Then I saw a lot of rocks tumbling across the road. I was trapped by the rock. Even I could not move my car at all. There were rocks everywhere. There was nothing I could do but left the car and walked along way to my house, in the town. When I reached my town, I was surprised that there was almost nothing left. The earthquake made a lot of damage to my town. Although was left, I thanked to God that nobody was seriously injured.

Analyzing the text

Generic structure analysis;

Orientation; I was on the car last week

Events; telephone and electricity poles were falling down, etc

Re- orientation; thanking God because nobody was seriously injured Language feature analysis

Using personal participant; I

Using chronological connectives; then, and, suddenly Using linking verb; was, were

Using action verb; moved, left, walked, made, etc

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CHAPTER III

METHODOLOGY OF RESEARCH

3.1 The Research Design

In this research the writer wants to know the performance of the students in the developing paragraph. Its observation is focused on writing paragraph that based on topic, supporting sentence, cohesion, coherence and unity.

This research is descriptive qualitative. As a descriptive qualitative in which the

researcher needs to determine the students‘ performance in writing based on giving

imagination. And try to give a description of a concept, and also give the answer for the question which are related to the subject of the research.

3.2 The Subject of Research

The subject on this research is the year 2009-2008 at English Department in FKIP UHN Pematangsiantar. The writer uses the students in writing class to be the key subjects and a teacher to be the supplement. The writer concentrated most of the students in their performance in developing paragraph but the teacher is needed to give information about the application of what the students did. The level of the student that writer investigates is 25 students from each year (2009-2008) and the total number is 50 students.

3.3 The Object of Research

The object of the research is the students‘ writing in writing class as how they develop paragraph with the title: I LOVE MY CAMPUS . All the students on their writing to be data are selected and reduced to the three data.

3.4 Procedure of Data Collection

In processing the data, the researcher is collected by these steps:

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2. Explain the generic structure of paragraph.

3. Ask the students to writing paragraph I LOVE MY CAMPUS.

4. Finally, collect students‘ writing and analyses the Topic Sentence, Supporting Sentences, Concluding Sentences, Cohesion, Coherence, Unity and the generic structure in their writing.

3.6 Triangulation

Generally, validity is a process to know how far the used instrument has decent (Harris, 1969:19). It means the instrument has the validity and blamableness, the validity concern with believable of the data according to the fact. The validity in qualitative study is different with the validity in quantitative of the study.

The triangulation in qualitative study is indicated to look for aspect of: Theory, Methodology and Data (Harris, 1969:21). Aspect for theory is studied according to its relation with the drown concern with the technique and procedure. It is hoped to get needed data. Aspect of the data concerns with the needed process and technique to indicate the validity and believable ness of data.

All the aspect are bound each other. A certain methodology and a set of that are propound by triangulation theory and methodology and a set of instrument that is propound by relationship among the theory, methodology and functionally is qualitative study. 3.7 Data Analysis

The data analysis is done by qualitative approach. This model tends to methodology of sentence pattern. The writer analyzed the data by using theory that has been explained in the second chapter. The problems can be seen in chapter four.

To make the analyzing the data easier, the writer has the steps as follow:

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2. Each of the data will be divided into: students‘ problems in finding Topic Sentence, Supporting Sentences, Concluding Sentence, Cohesion, Coherence and Unity.

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CHAPTER IV

DATA ANALYSIS AND RESEARCH FINDINGS 4.1 Data Analysis

The analysis of each data is written in the following table. The abbreviations in the table are from the following terms;

1 TS My campus has enough facilities to support teaching and learning process in my campus.

SS 1

It has projector in each classroom to support us in teaching and learning process, such as: to do our presentation, to help our lecturer explains the lesson.

SS2 It has laboratory of internet, so the students of my campus explore internet and seek for information of the world in campus.

SS3

It has wifi to support the students of my campus in teaching and learning, such as: discussion, learning in classroom, or to explore internet if laboratory is full.

SS4 It also has library, so students of my campus can borrow books that they need in teaching and learning process.

SS5

My campus has a lot of lecturers that really have competence; It has two lecturers that have been doctors, it has some lecturers that have been in strata two, it also has some lecturers that are still in strata one, but they all teach well.

CS I love my campus because it has enough facilities and lecturers. PC

The writer of this paragraph uses pronouns to avoid repetition, such as: pronoun ―It‖ to replace ―my campus‖, ―they‖ to replace students and lecturers. paragraph coherence that takes her paragraph in logical order. The use of ordinal numbers that is required in transition signals to order the supporting sentences from the first until the last is not found too.

U

The unity of the above paragraph is satisfactory since writer gives

relevant supporting sentences to support her main topic ―my campus‖ that is elaborated in topic sentence. She tells and elaborates

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Her elaboration about the facilities proves that the campus really has enough facilities.

2 TS HKBP Nomensen is the favorite university in Pematangsiantar. SS1 I study there to get my ambition in future.

SS2 I like studying in this university.

SS3 I want to make and give happiness to my lovely family who give me chance to graduate my study in Nomensen university.

SS4

I take English department in Nomensen university because English lesson is very interesting for me and also I want to be able to speak fluently.

SS5 I also study in this campus because I want my ambition will come true to be a good English teacher.

SS6

I studying in this university because there are many lecturers who are kind and have good experience in teaching. They are not only teach us, they also teach us how to be a good person in society.

SS7

In this campus are also available some facilities to support the teaching and learning process, such as infocuss, internet laboratory, etc.

SS8 I also get many friends from this campus CS

I want to finish my study from this university as soon as possible. I want to show to my family that I can give the best for my beloved family

PC The writer uses only one pronoun to replace noun as below; Lecturers – they

VC The writer uses the similar tense; simple present tense, from the beginning until the end of the paragraph.

C

The writer doesn‘t use any type of the six types/ways to achieve paragraph coherence that takes her paragraph in logical order. The use of ordinal numbers that is required in transition signals to order the supporting sentences from the first until the last is not found too. U

The unity of the above paragraph is not satisfactory because the supporting sentences are not relevant to support or prove the main topic and topic sentence.

3 TS Most of the students who graduate from senior high school directly continue their study in university.

SS1 There are many universities in Indonesia.

SS2

Actually, both private university and public university are good

because the ability of the students doesn‘t depend on the luxury of

the campus. However, the ability depends on the lecturers, the

students‘ activities, as well as the strategic location

SS3

Every collegian must be proud of his/her university.

SS4 I take college in FKIP Nomensen because as long as I study here, I do enjoy having the learning process

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CS _{That‘s why I feel comfortable to be the collegian of it.} PC _{The writer uses ―it‖ as the pronoun of ―university‖.}

C

The writer doesn‘t use any type of the six types/ways to achieve paragraph coherence that takes her paragraph in logical order. The use of ordinal numbers that is required in transition signals to order the supporting sentences from the first until the last is not found too.

U

The unity of the above paragraph is not satisfactory because the supporting sentences are not relevant to support or prove the main topic and topic sentence of the paragraph.

4 TS My campus is my favorite university, namely university of nomensen on jl.sangnawaluh, Pematangsiantar

SS1 My campus is not too large but the place is strategic.

SS2

My campus has many excellences; there are many trees in ground of my campus. It has some canteens, laboratory, library, internet, and the important in my campus has infocuss in every room so we can study well and simple but modern.

SS3

If we want to search our task or homework, we don‘t go to warnet

again but only connect the wifi, we can use that. It can help us to use the internet because we have many homeworks.

CS I never forget my campus because there are some make me smile and sad.

PC The writer uses ―it‖ as the pronoun of ―university‖, she also uses

―that‖ as the pronoun of ―wifi‖.

VC

The writer uses the similar tense; simple present tense, from the beginning until the end of the paragraph, but she still has difficulty in word choice as below; use of ordinal numbers that is required in transition signals to order the supporting sentences from the first until the last is not found too.

U

5 TS My campus is on strategis location SS1 It is on the center of Siantar city.

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good campus

SS5 My campus has produced many professional teachers who can create educated children.

SS6 All the lecturers in my campus have been post graduated.

SS7

My campus has comfortable environment, there are many trees in our campus and many students always take rest there.

SS8 We can‘t hear noisy and crowded situation when we are studying _{because our room is far from road.}

SS9 In the classroom, we also have air conditioning so that we feel cool and fresh in studying

SS10 In my campus I have some friendly friends and have good motivation in studying.

CS That‘s why I really love my campus.

PC The writer uses ―it‖ as the pronoun of ―campus‖.

VC

The writer uses the similar tense; simple present tense, from the

beginning until the end of the paragraph, but there‘s still found lack

of word choice;

Strategis → strategic

C

The writer doesn‘t use ordinal numbers that is required in transition signals to order the supporting sentences to achieve paragraph coherence.

U The unity of the above paragraph is satisfactory enough because most of the supporting sentences are relevant to support the topic sentence. 6 TS My campus is completed with many facilities.

SS1 First, every class has been completed with infocuss.

SS2 Second, there is computer laboratory where the students can use the computers free

SS3 My campus is also completed by wifi so that the students can easily browse to search their needs in their study.

CS That‘s why many students endure in campus because of the ease of facilities.

PC The writer of the above paragraph doesn‘t use any kind of pronoun. VC The writer uses the similar tense; simple present tense, from the

beginning until the end of the paragraph.

C

The paragraph coherence of the above paragraph is satisfactory because the writer focuses with one object. All the supporting sentences support the topic sentence. The conjunctions at the beginning of each supporting sentences show that one sentence is related to the others.

U The unity of the above paragraph is satisfactory enough because most of the supporting sentences are relevant to support the topic sentence. 7 TS My campus is one favorite campus in Pematangsiantar.

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among my campus.

SS3

My campus has some departments and each of department has many students, but English department has more students than the others in my campus.

SS4 I hope my campus still has good quality and quantity in future. SS5 I‘m sure that my campus will produce good quality students SS6 I hope to be a good graduated student later.

CS I love my campus forever and ever in my life.

PC The writer of the above paragraph doesn‘t use any kind of pronoun. VC The writer uses the similar tense; simple present tense, from the

C

The writer doesn‘t use any type of the six types/ways to achieve

paragraph coherence that takes her paragraph in logical order. The use of ordinal numbers that is required in transition signals to order the supporting sentences from the first until the last is not found too.

U

8 TS I am a student in HKBP Nomensen University. SS1 I am English department student.

SS2 Now, I am grade three

SS3 Our faculty is faculty of teacher training and education.

SS4 I love my campus because my campus has good location, far from crowded and our campus has facility completely.

SS5 The lecturer in FKIP Nomensen is very kind and smart. CS I hope this campus will be the best forever.

PC The writer of the above paragraph doesn‘t use any kind of pronoun.

VC

The writer uses the similar tense; simple present tense, from the beginning until the end of the paragraph, but she still has difficulty in word choice and structure as below;

fasilitas → facility completely → complete

fasilitas completely → complete facility C

U

The unity of the above paragraph is not satisfactory since the supporting sentences formulated are not related either to the main topic or to the topic sentence.

9 TS

I am a student in HKBP Nomensen University. SS1

Now I am an English student in this university. SS2

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SS3 This campus has facilities completely; a large garden, its rooms far from crowded and especially all lecturers are good, wise, and responsible.

CS I hope this campus give better to all students, so that can graduate from campus with good result and all students can be received in many schools.

PC _{The writer uses ―its rooms‖ to replace ―the campus‘ rooms‖}

VC

fasilities → facilities completely → complete

fasilities completely → complete facilities, etc. C

U

10 TS

Nomensen is my lovely campus SS1

I am as the student at English department in Nomensen.

SS2 Actually Nomensen is not my first destination for intermediate level, my first choosen is state university.

SS3 _{I entered Nomensen if just because I didn‘t enter the state university.}

SS4 When I sat in my first semester, I couldn‘t enjoy study there because my mind runs to the state university.

SS5 I still had plan for trying the state university next year. That statement was sitting in the first semester.

SS6 I really give thanks to God for I could enjoy my study when I sat in my second semester till today.

SS7 Now, I am in my fifth semester. I really enjoy study at my campus and there are some of them continued their study at state university but they give their commendable to teach in Nommensen.

SS8 I thought that this is the best motivation, why for they took or increased their knowledge from the other university but they want to give their service to come back for teaching in Nomensen.

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PC I have so many good friends and many clever friends that I can compete with them.

VC

my first choosen → my first choice I enjoy study → I enjoy studying

C

U

11 TS Everyone has favorite campus for many reasons.

SS1 My first reason why I love my campus is because of the location. The location of FKIP UHN Pematangsiantar is strategic.

SS2

My second reason is because of the situation. I like the situation in FKIP UHN Pematangsiantar because there are many big trees in many parts of the campus.

SS3 My third reason why I love my campus is because of the facility. CS I have many reasons why I love my campus such as because of the

location, the situation and the facility.

PC We love the university where we study in. it means we love everything inside and outside it.

C

The paragraph coherence of the above paragraph is satisfactory because the writer focuses with one object. All the supporting sentences support the topic sentence. The conjunctions (first reason, second reason, third reason) at the beginning of each supporting sentences show that one sentence is related to the others.

U

The unity of the above paragraph is satisfactory enough because the supporting sentences are relevant to support the main topic and topic sentence.

12 TS

Everybody has a favorite campus for many reasons/opinions.

SS1 I love my campus and I choose in university of HKBP Nomensen in Pematangsiantar.

SS2 University of HKBP Nomensen is faculty to learn or study teaching learning.

SS3

I love my campus because the location in campus is very good. CS I choose in university of HKBP Nomensen in Pematangsiantar

because I love in campus.

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C

U

13 TS Every university student loves his/her campus.

SS1

I love my campus because the environment. My campus has a good environment. There are a lot of trees around my campus and it

SS3 The last reason for me is the lecturer. There are many lecturers in my campus.

CS Finally, I conclude that I love my campus for some good reasons.

PC

My campus has a good environment. Then it has a good facility in helping teaching-learning process

The others love because the programs and the regulation of their campus.

There‘s mistake in giving the pronoun as below; Every student university loves their campus

VC

student university → university student I enjoy study → I enjoy studying C

U

The unity of the above paragraph is not too satisfactory enough because the supporting sentences are not relevant to support the main topic and topic sentence.

14 TS

Everyone has their own reasons why they love their campus.

SS1 Firstly, my campus has strategic location in front of the road way in Pematangsiantar.

SS2 Secondly, I love my campus for I want to be a professional English teacher and gradually I realize that this campus is the right choice. SS3 We should realize if we do not love our campus who other else will

love our campus.

CS I myself do love this campus.

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There‘s mistake in giving the pronoun as below;

Everyone has their own reasons why they love their campus

C

The paragraph coherence of the above paragraph is satisfactory because the writer focuses with one object. All the supporting sentences support the topic sentence. The conjunctions (first reason, second reason, third reason) at the beginning of each supporting sentences show that one sentence is related to the others.

U

15 TS I never think that I‘ll be a student of HKBP University several years ago.

SS1 I want to take agribusiness or business department in another _{university in Medan because I love business so much. But, I can‘t get} it and my mom suggest me to join in this university.

SS2 Firstly, I dislike my decision but as long as I join and learn in this campus, I began love it.

SS3 I never regret it now, and I had gotten the prize of my decision. Maybe, if I never be a student of this campus.

SS4 I never teach private students and can get much money. Now, I had been a private teacher with much salary and I feel satisfied and lucky for it.

SS5 I always thanks to God because He had given me the best way in my life.

CS I can improve my ability to teach and manage my business in this campus.

PC I love business so much. But, I can‘t get it. I join and learn in this campus, I began love it.

VC

The use of tenses in above paragraph is not satisfactory because the writer has lack in deciding the certain tense in each sentence, as below;

I never think that I‘ll be a student of HKBP University several years ago. I want to take agribusiness or business department in another university in Medan because I love business so much.

C

U

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16 TS I am very love my campus. SS1 The first, my campus has library.

SS2 Second, my campus has good situation. I can study under some trees. SS3 And the third, my campus has laboratory.

CS We can study typing and listening because that I love my campus. PC I enjoy studying in my college, because my college is good for me.

VC

The writer has faults in the use of predicate/tense; I am very love my campus

I am very enjoy studying in my college, because my college is good for me

C

The paragraph coherence of the above paragraph is satisfactory because all the supporting sentences support the topic sentence. _The conjunctions (first reason, second reason, third reason) at the beginning of each supporting sentences show that one sentence is related to the others.

U

17 TS The name of my campus is the faculty of teachers training and education HKBP Nomensen University.

SS1 There are some reasons why I love my campus. The first, it has a good location. The classes are far from crowded.

SS2 The second, in this campus we can get fresh air and can find some beautiful trees.

SS3 The lecturers are very kind and smart. SS4 In my campus, consists of some department.

SS5 my campus has good facilities to support our teaching and learning. CS Everybody who sees my campus will say that it is a good campus.

PC

The name of my campus is the faculty of teachers training and education HKBP Nomensen university. It is on Sangnawaluh street no.04 in Pematangsiantar.

The first, it has a good location.

C

The coherence of the above paragraph is not too satisfactory because the supporting sentences are not well-ordered to make them in logical order.

U The unity of the above paragraph is satisfactory enough because the supporting sentences are relevant to support the topic sentence. 18 TS Everybody loves their own campus.

SS1 I also love my campus for many reasons. I love my campus because it has many facilities in the class.

SS2 In my campus, it also has aula and menza.

CS My campus is completed with more complete facilities. PC I love my campus because it has many facilities in the class

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C

U

19 TS Nowadays, I take course in Nomensen university.

SS1

I have some reasons why I choose and love Nomensen university. First, the location is far from the crowded. So, every student can study well.

SS2 Second, it has good facilities to support the process of studying. SS3 Third, the lecturers are very kind.

SS4

The last, in this campus has some trees that produce the fresh air. And the trees also can be used as a shelter for the students who study under it.

CS I think everybody who enters to this campus will say that this campus is the best campus in Pematangsiantar.

PC Nowadays, I take course in Nomensen university. It is in Sangnawaluh street no. 4.

C The use of ordinal numbers as the conjunctions that are required in transition signals is well-applied in above paragraph.

U

The unity of the above paragraph is not satisfactory enough because the supporting sentences are not relevant to support the topic sentence of the paragraph.

20 TS Every student has many reasons to love campus Nomensen. SS1

I love my campus for three reasons. My first reason is I want to be a good English teacher. I think that this campus has good English department.

SS2 My second reason is the lecturers in this campus are clever and kind. SS3 My third reason is this campus has strategic place and good building.

CS Those all make me love this campus so much.

PC The others love this campus because it has a good campus in Pematangsiantar.

U

The unity of the above paragraph is not satisfactory enough because the supporting sentences are not relevant to support the topic sentence of the paragraph.

21 TS Everybody has a place to study.

SS1 First, Nomensen is one university has a great graduated in my town. SS2 Second, Nomensen has a strategy place. Nomensen university is near

from my house.

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CS Nomensen makes me become better student and qualify in the future. PC Nomensen didn‘t have room enough yet, but it still in preparation. It

has a strategy place. It has many facilities for students.

U

22 TS There are many universities in Indonesia was certified by the Government Accreditation Team.

SS1 Firstly, Nomensen university is strategic location in front of roadway of sangnawaluh street.

SS2 Secondly, this private university is the good teaching methods ever I thought.

SS3 Thirdly, according to my opinion about this campus is green campus. Many of green trees grown there.

CS Nomensen university is strategic location, good looking for lecturers ability in learning methods and the green campus ever.

PC The writer uses ―it‖ as the pronoun of ―campus‖.

U

23 TS Everyone has some reasons to love something in their life. SS1 First, my campus is on a strategic location.

SS2 Second, it has sufficient facilities. SS3 Third, the campus has good qualities.

CS My campus is perfect for me, I love it so much.

PC

I also have some reasons to love my campus.

First, my campus is on a strategic location. It is at 4A Sangnawaluh street, Pematangsiantar. It is named FKIP HKBP Nomensen. It is a private university.

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SS2 Second, my campus has many lecturers whom graduated from strata two programme.

SS3 Third, my campus is in the strategic area. CS I love my campus.

PC

Students love their school. Doctors love their hospital or clinic. Bankers love their workplace, namely bank. As same as with them, I love my campus.

U

The supporting sentences in the above paragraph support the main

topic ―(my) campus‖, but the topic sentence is not relevant to the

supporting sentences.

25 TS FKIP UHN Pematangsiantar is my beloved campus.

SS1

There are so many reasons, why I love this campus. FKIP UHN has some departments which are divided as English, Social, and Mathematics department.

SS2 In English department, we are educated by some lecturers. Every lecturer has their own style to teach and manage the class.

SS3 The students in English major have a good ability in learning.

SS4 The reasons why I love my campus are not only because the lecturers and the students, but also all the systems which held in that campus. CS That is all the reasons why I love my campus.

PC The lecturers do their job with their responsibility.The students in English major have a good ability in learning. They can improve their ability in English.

C

U

The following table consists of the score for each data. The score of each data is

accumulated from five aspects, such as; Content (C), Organization (O), Vocabulary (V), Language Use (LU), Mechanic (M).

Data C O V LU M Total Note

1 24 16 20 20 3 83

The writer uses word laboraturium which is not relevant in English. The writer should use Laboratory in stead of laboraturium.

2 18 10 13 13 3 57

There is not well-structured sentence and the supporting sentences are not relevant to prove the topic sentence.