Yogi Saputra Mahmud, 2015
STUDENTS’ DIFFICULTIES IN RETELLING PAST EXPERIENCE: (A Case Study at One Private Junior High School in Bandung)
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STUDENTS’ DIFFICULTIES IN RETELLING PAST EXPERIENCE
(A Case Study at One Private Junior High School in Bandung)
A RESEARCH PAPER
Submitted to English Education Department of the Faculty of Language and
Literature Education of the Indonesia University of Education as a Partial
Fulfillment of the Requirements forSarjanaPendidikan Degree
By
Yogi Saputra Mahmud
1104183
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
Yogi Saputra Mahmud, 2015
STUDENTS’ DIFFICULTIES IN RETELLING PAST EXPERIENCE: (A Case Study at One Private Junior High School in Bandung)
Yogi Saputra Mahmud, 2015
STUDENTS’ DIFFICULTIES IN RETELLING PAST EXPERIENCE: (A Case Study at One Private Junior High School in Bandung)
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
Students’ Difficulties in Retelling
Past Experience: (A Case Study at
One Private Junior High School in
Bandung)
Oleh
Yogi Saputra Mahmud
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan pada Fakultas Pendidikan Bahasadan Sastra
© YogiSM2015
Universitas Pendidikan Indonesia November 2015
Hak Cipta dilindungi undang-undang.
Yogi Saputra Mahmud, 2015
STUDENTS’ DIFFICULTIES IN RETELLING PAST EXPERIENCE: (A Case Study at One Private Junior High School in Bandung)
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STUDENTS’ DIFFICULTIES IN RETELLING PAST EXPERIENCE (A Case Study at One Private Junior High School in Bandung)
ABSTRACT
The present study aims to discover the students’ difficulties in retelling past experience based on generic structure and linguistic features analyses. Nine stories were analyzed by transitivity of functional grammar developed by Halliday (1994) to identify linguistic features and the theory of generic structure of recount proposed by Emilia (2011) to analyze the generic structure of the
students’ stories. To make it clearer, the grammatical errors discovered in the
stories were classified by Dulay et al. (1982) on surface strategy taxonomy. The findings showed that all students have developed their stories based on the obligatory elements of recount. However, the optional part (re-orientation) only
appeared in one student’s story. In other words, the students did not give their
personal comments on the events they have experienced. In terms of linguistic features, low achievers and two high achievers did not apply one linguistic feature of recount, namely past tense. Misformation is the most frequent type of
grammatical errors in students’ stories at 54%, followed by omission at 35%,
addition at 8% and misordering at 2%. The dominance of misformation and omission reveal that the students still find it difficult to apply correct form of verb (process) in retelling past experience. The study also revealed that lack of understanding in applying correct verb (process) form, lack of knowledge in terms of vocabularies, and nervousness due to lack of exercise become the
possible causes of the students’ difficulties. Teachers are recommended to give
more exposures to the students about the stories or texts with appropriate structures and features, and to promote activities which allow students to train their capability of speaking.
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STUDENTS’ DIFFICULTIES IN RETELLING PAST EXPERIENCE: (A Case Study at One Private Junior High School in Bandung)
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KESULITAN SISWA DALAM MENCERITAKAN PENGALAMAN MASA
LALU
(Sebuah Studi Kasus di Salah Satu Sekolah Menengah Pertama Swasta di
Bandung)
ABSTRAK
Penelitian ini bertujuan untuk mencari tahu kesulitan siswa dalam menceritakan pengalaman masa lalu berdasarkan analisis struktur umum serta fitur-fitur linguistik. Sembilan cerita dianalisis dengan menggunakan transitivity of
functional grammaryang dikembangkan olehHalliday (1994) untuk mengidentifikasi fitur-fitur linguistik serta teori mengenai struktur umumrecountyang diajukan oleh Emilia (2011) untuk menganalisis struktur umum cerita siswa. Lebih jelas lagi, kesalahan gramatikal yang ditemukan di dalam cerita tersebut diklasifikasikan dengan menggunakan teori yang dikembangkan olehDulay et al.(1982) yaitusurface strategy taxonomy.Hasil temuan menunjukkan bahwa seluruh siswa telah mengembangkan cerita berdasarkan elemen wajib dalamrecount. Namun, bagian opsional
(re-orientation) hanya muncul dalam satu cerita siswa. Dengan kata lain, para siswa
tidak memberikan komentar personal terhadap kejadian yang telah mereka alami. Dalam hal ditur linguistik, siswa low achieversdan duahigh
achieverstidak menggunakan salah satu fitur linguistik dalam recount, yaitupast tense. Misformationmerupakan kesalahan gramatikal yang paling umum dalam
cerita siswa dengan 54%, diikuti olehomissionpada 35%, additionpada 8% danmisorderingpada 2%.Dominasi darimisformationdanomissionmenunjukkan bahwa para siswa masih kesulitan dalam menggunakan bentuk verba
(process)yang tepat dalam menceritakan pengalaman masa lalu. Penelitian ini
juga menemukan bahwa kurangnya pemahaman dalam menggunakan bentuk verba(process)yang tepat, kurangnya pemahaman dalam hal kosakata,serta kegugupan akibat kurangnya latihan menjadi penyebab dari kesulitan para siswa. Para guru disarankan untuk memberikan paparan lebih pada siswa perihal cerita atau teks dengan struktur dan fitur yang berterima, serta melakukan aktivitas yang memungkinkan siswa untuk melatih kemampuan berbicaranya.
Yogi Saputra Mahmud, 2015
STUDENTS’ DIFFICULTIES IN RETELLING PAST EXPERIENCE: (A Case Study at One Private Junior High School in Bandung)
Yogi Saputra Mahmud, 2015
STUDENTS’ DIFFICULTIES IN RETELLING PAST EXPERIENCE: (A Case Study at One Private Junior High School in Bandung)
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu TABLE OF CONTENTS
1.5 Significance of the Research ... 4
1.6 Clarification of Terms ... 5
1.7 Organization of Paper ... 5
Yogi Saputra Mahmud, 2015
STUDENTS’ DIFFICULTIES IN RETELLING PAST EXPERIENCE: (A Case Study at One Private Junior High School in Bandung)
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2.4.2 Surface Strategy Taxonomy ... 20
2.5 Previous Studies ... 22
CHAPTER III RESEARCH METHODOLOGY 23 3.1 Research Design ... 23
CHAPTER IV FINDINGS AND DISCUSSIONS 30 4.1 The Analysis of Generic Structure of the Students’ Recount... 30
4.2 The Analysis of Linguistic Features of the Students’ Recount ... 32
4.3 The Analysis of the Students’ Recount ... 36
4.3.1 The Analysis of High Achiever’s 1 (S1HA) Recount ... 36
4.3.2 The Analysis of High Achiever’s 2 (S2HA) Recount ... 41
4.3.3 The Analysis of High Achiever’s 3 (S3HA) Recount ... 45
4.3.4 The Analysis of Middle Achiever’s 1 (S1MA) Recount ... 49
4.3.5 The Analysis of Middle Achiever’s 2 (S2MA) Recount ... 52
4.3.6 The Analysis of Middle Achiever’s 3 (S3MA) Recount ... 56
4.3.7 The Analysis of Low Achiever’s 1 (S1LA) Recount ... 59
4.3.8 The Analysis of Low Achiever’s 2 (S2LA) Recount ... 62
4.3.9 The Analysis of Low Achiever’s 3 (S3LA) Recount ... 65
4.4 The Analysis of Students’ and Teacher’s Interview... 68
CHAPTER V CONCLUSIONS AND SUGGESTIONS 70 5.1 Conclusions ... 70
5.2 Suggestions ... 71
REFERENCES
Yogi Saputra Mahmud, 2015
STUDENTS’ DIFFICULTIES IN RETELLING PAST EXPERIENCE: (A Case Study at One Private Junior High School in Bandung)
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu LIST OF TABLES
TABLE 2.1 Types and Examples of Circumstances ... 1
TABLE 3.1 Interview Guidelines for English Teacher ... 2
TABLE 3.2 Interview Guidelines for Students ... 3
TABLE 4.1 Generic Structure Analysis of Students’ Recount ... 30
TABLE 4.2 Linguistic Features Analysis of Students’ Recount ... 32
TABLE 4.3 Types of Processes Found in Students’ Recount ... 34
TABLE 4.4 Types of Errors in Students’ Monologue Recount ... 34
TABLE 4.5 The Analysis of High Achiever’s 1 (S1HA) Recount ... 37
TABLE 4.6 The Analysis of High Achiever’s 2 (S2HA) Recount ... 41
TABLE 4.7 The Analysis of High Achiever’s 3 (S3HA) Recount ... 46
TABLE 4.8 The Analysis of Middle Achiever’s 1 (S1MA) Recount ... 49
TABLE 4.9 The Analysis of Middle Achiever’s 2 (S2MA) Recount ... 53
TABLE 4.10 The Analysis of Middle Achiever’s 3 (S3MA) Recount ... 56
TABLE 4.11 The Analysis of Low Achiever’s 1 (S1LA) Recount ... 59
TABLE 4.12 The Analysis of Low Achiever’s 2 (S2LA) Recount ... 63
Yogi Saputra Mahmud, 2015
STUDENTS’ DIFFICULTIES IN RETELLING PAST EXPERIENCE: (A Case Study at One Private Junior High School in Bandung)
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu LIST OF CHARTS
CHART 4.1 High Achiever Students’ Type of Errors ... 35
CHART 4.2 Middle Achiever Students’ Type of Errors ... 36
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STUDENTS’ DIFFICULTIES IN RETELLING PAST EXPERIENCE: (A Case Study at One Private Junior High School in Bandung)
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CHAPTER I
INTRODUCTION
This chapter presents an introduction of the research paper that describes
background, research questions, aims of the research, significance of the research
and scope of the research. It also talks about clarification of terms; to define
operational terms used in the current research and organization of paper.
1.1 Background
Speaking is basically a medium used to express meaning. For young learners,
speaking is the medium when a new language structure is encountered,
understood and also practiced (Al Hosni, 2014). A young learner might encounter
difficulties speaking in L2, since there are fundamental differences between one’s
L1 and L2 (Hojati, 2013). The available literature also shows that a non-native
speaker, especially at the initial and intermediate stages of learning, may find it
difficult in learning to speak in English (Hojati, 2013). As a result, the learners
maintain to code-switch, thinking-for-speaking-patterns in order to prevent
communication breakdowns which result in deviations or ‘errors’ in speaking
(Robinson and Ellis in Hojati, 2013).
Many literatures currently see the errors produced by learners as a source
for researching the process / strategies used by the learner in learning L2. Nagaraj
(as cited in Hojati, 2013) asserts that errors are no longer just considered as
something ‘sinful’. The existence of errors is the inevitable sign of human
weaknesses (Fauziati, 2011). It is inevitable in any learning situation which
requires capability to be creative in learning foreign language. Moreover, Hidayati
(2011) believes that students’ errors are parts of a learning process which may
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Based on the curriculum implemented in Indonesia, one of the speaking
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events or experiences. Nafisah & Kurniawan (2007) suggest that the students have
to retell the record events or experiences which they have encountered in the past.
Many studies which focused on speaking production only investigate
students’ difficulties in speaking on grammatical difficulties. The students’
problems in developing their ideas in speaking production are not fully addressed.
Although grammar also plays important role in students’ language, the students’
problems in developing idea in speaking should also be concerned.
To fill the gap and to enrich the information related to the analysis of
students’ difficulties, the current research focuses on speaking production particularly in retelling past experiences. The research is focused on investigating
the generic structures and linguistic features of the students’ story, and the
possible causes of the students’ errors. In this case, the generic structures of the text were analyzed by using theory proposed by Emilia (2011). Meanwhile, the
linguistic features of the texts were analyzed by employing transitivity of
Systemic Functional Grammar developed by Halliday (1994). Surface strategy
taxonomy was also applied to categorize the grammatical errors found in the
students’ story. To finish the analysis, the teacher’s and students’ interviews were
coded to discover the possible causes of the students’ difficulties.
Hopefully, this research is able to enrich students’ knowledge in speaking so
that they are able to speak effectively and accurately, to enrich the literature of
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STUDENTS’ DIFFICULTIES IN RETELLING PAST EXPERIENCE: (A Case Study at One Private Junior High School in Bandung)
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As exemplified on the previous section, the current research aims to analyze the
students’ difficulties in retelling past experience based on text organization and
linguistic features along with the possible causes of the students’ difficulties.
Therefore, the researcher of the present research raised the following research
questions:
1. What are the students’ difficulties in retelling past experience?
2. What are the possible causes of the students’ difficulties?
1.3 Aims of the Research
In the light of the preceding discussion, this research aimed to:
1. Discover the students’ difficulties in retelling past experience based on the
analysis of text organization and linguistic features.
2. Discover the possible causes of students’ difficulties based on teacher and
students’ perspective.
1.4 Scope of the Research
This present research covers the analysis of students’ difficulties in retelling past experience and the possible causes of the students’ difficulties. To discover the students’ difficulties, the current research attempted to analyze the organization of
students’ text, linguistic features and grammar. The researcher employed the
theory of recount text organization proposed by Emilia (2011) to analyze
organization of students’ text, transitivity of Systemic Functional Grammar by
Halliday (1994) to analyze linguistic features of the text and surface strategy
taxonomy proposed by Dulay, Burt and Krashen (1982) to categorize the
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STUDENTS’ DIFFICULTIES IN RETELLING PAST EXPERIENCE: (A Case Study at One Private Junior High School in Bandung)
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the current research also attempted to discover the possible causes of students’
errors, which were analyzed by conducting interview with English teacher and the
students.
The result of the research cannot be generalized for all levels of learners.
However, the result can still be useful for researchers who would like to conduct
such research for different level of learners. The research participants are also
limited with seventh grade students in a private bilingual school in Bandung.
Different geographical and learning context settings may also lead to different
result of the research.
1.5 Significance of the Research
Theoretically, this research is expected to enrich the literature and to provide a
beneficial reference for research related to the analysis of students’ difficulties
particularly in speaking production. Some studies have been only analyzing
students’ difficulties on grammatical level without concerning on students’ text organization and other linguistic features in order to discover students’ difficulties
in developing idea when they retell past experience. This research, however,
analyzed the text organization, linguistic features along with the possible causes
of students’ difficulties.
Practically, the result of the research will give information about the
problems which the students face in the development of foreign language mastery
through the analysis of students’ difficulties in speaking production. This information enables teacher to be more focused on students’ foreign language
mastery. Moreover, since the participants of the research were seventh grade of
EFL students, the identified errors may propose understanding of the teacher
regarding the students’ deficiency of particular aspect during their second
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This research will also contribute to professional development in a form of
providing information in designing an appropriate lesson to cope with the
problems. English teachers will be aware of the students’ ability level in
producing foreign language which will enhance their capabilities in teaching
students to speak more accurately and effectively.
1.6 Clarification of Terms
Speaking: Speaking can be defined as interactive producing, receiving and
processing information. Its form and meaning depend on the context, including
the participants, experiences, physical environments, and the purpose of speaking
itself (Nunan, as cited in Febriyanti, 2011).
Error: Error is the incurrent use of language system elements which occur when a
learner has not yet understood particular material thoroughly (Ratnah, 2013).
Recount: Recount is a text that retells events happened in the past (Emilia, 2011).
1.7 Organization of the Paper
This paper is divided into five chapters as in the following:
Chapter I presents an introduction of the research paper that describes
background, research questions, aims of the research, significance of the research
and scope of the research. The last two subtopics talk about clarification of terms
to define operational terms used in the current research and organization of paper.
Chapter II discusses theoretical foundation of the research which consist of
four theories; speaking, text, systemic functional grammar, and error analysis.
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STUDENTS’ DIFFICULTIES IN RETELLING PAST EXPERIENCE: (A Case Study at One Private Junior High School in Bandung)
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Chapter III presents an explanation of research design to describe the design
conducted in this research to answer research questions, participants of the
research as the source of data in this research, sample, data collection to describe
techniques in collecting data through particular techniques and data analysis
including the description of method used to analyze raw data collected from data
collection phase.
Chapter IV presents the core unit of the research, which elaborates and
discusses the findings with relevant theories. The theories which are elaborated in
this chapter have been previously discussed in the previous chapter.
Chapter V provides conclusion and recommendation based on the findings
toward theoretical, pedagogical and professional significance also tries to answer
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STUDENTS’ DIFFICULTIES IN RETELLING PAST EXPERIENCE: (A Case Study at One Private Junior High School in Bandung)
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CHAPTER III
RESEARCH METHODOLOGY
This chapter deals with the research methodology of the present study as an effort
to investigate two issues: 1) the students’ difficulties in recounting past experience, 2) the possible causes of students’ difficulties. Specifically, this chapter covers an explanation of research design to determine the most suitable
design conducted in this study to answer research questions, participants of the
study as the source of data in this study, sample, data collection to describe
techniques in collecting data through particular techniques and data analysis
including the description of method used to analyze raw data collected from data
collection phase.
3.1 Research Design
This study aims to discover the students’ difficulties in recounting past experience based on text organization and linguistic features, and the possible causes of the
students’ difficulties. In accordance with the purposed research questions, this research employed qualitative approach which settled descriptive case study.
Creswell (2012) asserts that qualitative study is intended to explore
phenomenon in which researchers need to learn more from the research
participants through exploration. Moreover, Hatch (2002) states that qualitative
study is intended to explore reality about human behavior within natural setting
and context. A qualitative study does not start with research hypothesis in which
there is no interference of control or treatment to the research participant. This
kind of research investigates to the phenomenon as it is where the researcher of
this study also would like to explore the phenomenon more through the
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This study also employs case study as its method which is purposed to give
in-depth investigation of a group. Merriam (1998) states that case study is an ideal
design to understand and to interpret observation of educational phenomenon.
Considering the nature of a case study, the result of this study does not generalize
other individuals. However, the results gained from this study still can be useful to
propose methods to help other students.
3.2 Research Site
This study was conducted in one private Junior High School in Bandung, West
Java. Some reasons of choosing this school is the first one since the topic of the
recent research will be examining the students’ difficulties in retelling past experience produced by learners who are in the interlanguage stage of second
language acquisition development, the choice of Junior High School students as
the research participants is considered appropriate. The second reason is regarded
to the accessibility for the researcher. Since the school has comfortable distance
which can be reached easily from the researcher’s home, it makes the researcher easier to cope with administrative matters for conducting research in that school.
The third reason is since the researcher conducted an internship (PPL) at that
school and he had taught the seventh and eighth grade students of that school. The
researcher got the general picture of its students’ English fluency. The students
still find it difficult to develop ideas and to speak grammatically accurate
particularly when they dealt with past verb form. Therefore, the researcher would
like to discover the students’ difficulties in recounting past experience.
3.3 Research Participants
In this research, nine junior high school students who enrolled in this private
school are expected to have similar experience of learning English. The
participants will be categorized by classifying their previous score in English with
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According to the curriculum used in that school, seventh grade students have
taken skill of recounting past events both in spoken and written forms.
To avoid misunderstanding and to appreciate the anonymity of the
participants, the participants in this current research were identified with particular
names to represent their classifications, for example S1HA means the first student
of high achiever classification, S3MA means the third student of middle achiever,
S2LA means the second student of low achiever classification, etc.
3.4 Sample
Sample is the part of characteristics of all data population (Sugiyono, 2013, p.62).
Moreover, Frankel, Wallen and Hyun (2000) state that sample is any part of
population in which particular information is gained. Since the present study
employed qualitative design, the sample in this present study was taken by
utilizing purposive sampling technique. Sugiyono (2013) states that purposive
sampling is sampling technique based on particular considerations. This kind of
technique is more relevant to be utilized in a qualitative study than quantitative.
The samples of this study were the students’ story, in which the participants were asked to recount their past events for approximately four
minutes and interview results. The interviews were taken as a triangulation phase
to answer the third issue related to the possible causes of learners’ errors. The seventh grade English teacher was interviewed to reveal his way of teaching
English and to discover students’ difficulties in speaking during learning activities. One student from each classification were also interviewed to reveal
their difficulties in producing utterances using past tense.
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The data collection phases for the students’ story were started by choosing nine participants using purposive sampling technique. The participants were classified
into three different classification, namely high-achievers, middle and
low-achievers. The classification were based on their English score in the mid-test.
After that, the participants were asked one by one to retell their experience in
visiting a museum. They were asked to retell it for approximately 4 minutes. The
researcher recorded the participants’ story using multiple recording devices to keep the accuracy in transcribing the story. The recorded data were transcribed by
two assessors. The first assessor was the researcher of this present study and the
second assessor was a fellow undergraduate student.The researcher chose the
second assessor to avoid the subjectivity of the interpretation.
The English grammar teacher and the students interviewed by the
researcher to strengthen the idea to answer the second issue regarding the possible
causes of learners’ errors. The interview between the teacher and the researcher was taken before the students’ story was conducted. Meanwhile, the interview between the researcher and the students were conducted right after they had retold
their past experience. Below are the list of interview questions for the participants;
teacher and students:
Table 3.1 Interview Guidelines for English teacher
What are the techniques in teaching grammar for the seventh grade students?
How do you teach past tense to the students?
Are there any difficulties faced by the students in learning grammar? Are there any difficulties faced by the students in learning past tense? In your opinion, what are the causes of errors produced by the students? What are the common errors produced by the students based on your
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Table 3.2 Interview Guidelines for Students
What are your difficulties in learning English grammar?
Have you ever been taught about past tense by your grammar teacher? What are your difficulties in learning past tense?
What are your difficulties in retelling your past experience? Have you ever made errors in retelling past experience?
In your opinion, what are the causes of errors you made during retelling past experience?
3.6 Data Analysis
Data analysis is essential in elaborating the data gathered. To analyze the data
gathered in this study, this study applied four steps to fulfill the aims of the study;
analyzing the generic structure of recount text, identifying the linguistic features
that were found in students’ monologue recount text, classifying the error using
surface strategy taxonomy and discovering possible causes of errors through the
analysis of teacher’s and students’ interviews.
The student texts were analyzed based on the generic structure of recount
text proposed by Emilia (2011), as follows:
Orientation a part of recount text which contains information about who, when, where and why to help readers understand the story.
Sequence of events a set of events which is organized based on its sequence.
Re-orientation an optional part which contains speaker’s or writer’s personal comment toward the event.
After analyzing the generic structure of the text, the linguistic features that
were found in students’ recount texts were identified by applying Transitivity of Functional Grammar as suggested by Halliday (1994). The identification includes
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temporal and additive conjunction, material processes and past tense. The
grammatical errors found in the students’ monologue were then classified into omission, addition, misformation and misordering based on Dulay, Burt, and
Krashen’s surface strategy taxonomy.
After that, the results of the analysis were triangulated by the data from the
teacher and students’ interviews to discover the possible causes of the students’
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
After conducting the research, doing the analysis, and presenting the results, this
chapter presents the conclusion of the research and offers some suggestions for
further research. This chapter is divided into two major parts, with the first part is
aimed at giving concluding remarks about the current research and the second part
deals with suggestions for related parties and further research in related topic.
5.1 Conclusions
Based on the finding of the analysis, it showed that the students generally have
developed their story based on the generic structure. It was revealed that the
obligatory parts appeared in all students’ story. In other words, the students were able to explain information needed in the beginning of their stories and were able
to apply particular features to link each event. However, low achiever students
still faced difficulties in developing their stories.
Although the obligatory parts of recount appeared in all students’ story, the
optional part (reorientation) did not appear in all students’ story. In other words, the students did not provide their reflective comments toward the events they had
experienced. Therefore, it is suggested for the teachers to give understanding that
the students may also tell their personal feeling toward the events they had
experienced, such as feeling happy, excited, etc.
In terms of linguistic features, there are some students who still find it
difficult to apply one feature, namely past tense. S1HA and low achiever students
did not apply past tense when they recounted their stories. However, all students
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applying the first person pronoun, circumstance of time and place, applying
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In regards to grammatical difficulties, the students still find it difficult to
apply correct form of process. It is shown by the dominance of misformation error
(54%) and omission (35%), followed by addition (8%), and misordering (2%).
The first two types of errors were mainly related to errors in terms of process
(verb) and preposition. The finding was also supported by the teacher’s statement
that the first two types become the most frequent difficulties faced by the students.
The current research also discovered three possible causes of the students’
difficulties based on the teacher’s and students’ interviews; the students still do
not understand in applying correct tense, lack of knowledge in vocabularies, and
nervousness due to lack of exercise.
5.2 Suggestions
From the conclusion above, this study offers some suggestions for the teacher and
the further research.
There are two suggestions for teachers in connection with the students’
difficulties in retelling past experience. First, teachers should give exposures to
the students about the stories or texts with appropriate structure and other features,
so that the students can comprehend how to retell experience appropriately. It is
also an implicit way to explain about grammatical features applied when retell
past experience. Second, teachers should promote certain activities which allow
the students to train their capability of speaking after given the exposures as stated
before.
The current researcher also provides some suggestions for other
researchers who are interested in related topic. First, this study can be a reference
for other researchers who are interested in the issue. Furthermore, the other
researchers can analyze the students’ difficulties in other text types or other
context of speaking such as describing others, discussing particular matter, etc.
Yogi Saputra Mahmud, 2015
STUDENTS’ DIFFICULTIES IN RETELLING PAST EXPERIENCE: (A Case Study at One Private Junior High School in Bandung)
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
literature. Second, since the students’ problems have been revealed in the current
research, the other researchers may also attempt to discover certain techniques to
Yogi Saputra Mahmud, 2015
STUDENTS’ DIFFICULTIES IN RETELLING PAST EXPERIENCE: (A Case Study at One Private Junior High School in Bandung)
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
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