• Tidak ada hasil yang ditemukan

sidang skripsi ppt

N/A
N/A
Protected

Academic year: 2017

Membagikan "sidang skripsi ppt"

Copied!
26
0
0

Teks penuh

(1)

An Analysis Students’ Errors in Writing Narrative Text

by Using Simple Past Tense

B Y:

Y O V I A L K A U S A R 8 8 2 0 3 1 3 0 2 0

E N G L I S H E D U C AT I O N P R O G R A M O F I N S T R U C T I O N A N D T E A C H E R T R A I N I N G S C H O O L S T K I P B I N A M U T I A R A S U K A B U M I

(2)

CHAPTER 1

A.Background of the Research

1. English is a language that is used almost every one in the word. 2. English is to develop communicate ability

3. Writing is one of four skill in English

4. According Guth “ writing is more than making our though and idea visible and concrete.

5. Narrative is telling of some true or factious event or connected sequence of event.

6. According Larry Lewin “ the narrative must be heavy on historical and light on the fictional.”

(3)

8. According George E and Julia M. Burk “ the simple past tense is used to report a state or activity which can be ascribed to a definite past time.”

9. Students still many make errors in writing

10. Error analysis has an important role to reveal what kinds of errors the students do most.

(4)

A. Identification of Problem

• Based on the background of the research, the researcher classified the problems dealing with the research as follows:

1. Low interest students to write because of not having motivation to do

2. Lack of student mastery of vocabulary

3. The lack of media and chance / time for students to learn English

4. The students are lazy to learn English at home

(5)

The Limitation of Problem

The writer is interested analyzing the errors made by the first grade

students of SMP PGRI 01 Cisolok in writing Narrative text focus on

Simple Past. And the writer used the error analyses based on surface

(6)

D. Research Question

1. What kind of student’s error in narrative text by using simple

past?

2. What is the most student errors in writing narrative text by

using simple past tense?

3. What is the factors students error in writing narrative text by

(7)

E. The objective of the Study

1. To analyze the students’ error in narrative text by using simple past tense.

2. To analyze the most students’ error in narrative text by using simple past

tense

3. To analyze the factors students’ error in narrative text by using simple

(8)

F. The Method of Research

• This study uses descriptive analysis method. At first, the writer

focuses on the problem such as the errors on using simple past in writing

narrative text, and then, he collects the data by giving the first years

students of SMP PGRI 01 Cisolok, a test writing narrative text using

simple past. Then, he analyzes them by classifying their errors and getting

(9)

G. The significant of The Research

1. Theoritical

- Students know narrative text, simple past,

- be source information for improving in Teaching English - it is expected to increase of improve the student writing 2. Practical

- Students can make narrative text

(10)

CHAPTER II

THEORITICAL FRAME WORK

A. Writing

According to Barnet and Stubb’s “ Writing as physical act, it requires material

and energy.

Writing is important to express the idea without sound

The important thing of writing for the students is to express their feelings and

produce their own language on the paper

Types of Writing

• Exposition (how some thing work, how to do some thing)

• Description (person, particular, place)

Narrration

(11)

• There are the writing serves to explain and inform

1. Descriptive writing, writing that serves to show and describe.

2. Narrative writing tells a story

3. Persuasive writing, arguing for or against an issue.

4. Creative writing. interestingly, creative writing paragraph is a vague term, but it

includes(while isn't limited to) fiction(across the genres), poetry, drama, screenwriting

autobiographies and more.

5. The purpose of writing

(12)

B. Errors

According to Brown “ the fact that learners do make errors and that errors can be

observed, analyzed, and classified to reveal something of the system operating within

the learner, led to a surge of study of learners " errors, called error analysis.

1. Cause of errors

• Mother -Tongue Interference

Overgeneralization

(13)

Error Based on Surface Strategy taxonomy

Omission

Omission errors are characteristic by absence of an item that must appear in a well- formed utterance, although any morpheme or word in a sentence is a potential candidate for omission, some types or morphemes are omitted more than others.

Addition

Addition errors are the opposite of omissions. They are characterized by the presence of an item, which must not appear in a well- formed utterance.

Misinformation

Misinformation errors are characterized by the use of the wrong form of the morphemes or structure. While in omission errors Misordering

Misordering

(14)

C. Simple Past Tense

• Betty Schramfer Azar said “ the simple past tense indicate that an activity or situation began and ended at particular time in the past.

Example:

Jhon played football yesterday

I studied last night

She visited me two day ago

• Wishon and Julia M Burk idea that “ if the time is mentioned or implied,

(15)

2. Form of Simple past tense

• English verb are divided into two classes; they are regular form and irregular form.

Regular verb have predictable past tense form; ie-d or –ed is added to the

end of the base form.

(16)

CHAPTER III

RESEARCH METHODOLOGY

Place : SMP PGRI 1 Cisolok

Time : May to June 2017

Research type : Qualitative Research

Research Design : Descriptive Analysis Population & Sample : Class 7th C

Instrument : Writing Test and Questionnaire Data Collecting : Test and Essay

(17)

CHAPTER IV

FINDING AND DISCUSSION

1. The Students’ error in Writing Narrative text

(18)

Percentage of students error on Simple Past Tense using Regular Verb

a. Addition 7 x 100 % = 7,77 % 90

b. Omission 20 x 100% = 22,22% 90

c. Misinformation 48 x 100 % = 53.33% 90

(19)

Based on the table of student’s error in writing it can be stated that:

1. Total errors of addition using irregular verb are on percentage 14,63 %

2. Total errors of omission using irregular verb are on percentage 28,45 %

3. Total errors of misinformation using irregular verb are on percentage 29,26%

4. Total error of miss ordering using irregular verb are on percentage 27,64 %

5. Total errors of addition using regular verb are on percentage 7,77 %

6. Total errors of omission using regular verb are on percentage 22,22 %

7. Total errors of misinformation using regular verb are on percentage 53,33%

(20)

Percentage of Students Narrative writing focused on simple Past Tense

a. Irregular Verb 123 x 100 % = 57,74 %

213

b. Regular Verb 90 x 100 % = 42,26 %

(21)

The sequence of errors in narrative writing focused on simple past tense based on its high frequency of error

Regular verb 42, 26 %

(22)

The most of Error student in Writing

No Kinds of Errors Percentage

1 Omission 50. 67 %

2 Addition 22. 44 %

3 Misinformation 80.97 %

(23)

3. The Factor of Students Error in Writing

1. Seldom review the lesson at home

2. Tenses is difficult

3. Students don’t study out school ( Course, English Club and etc)

4. Student seldom make a note

5. The students don’t interest in English

(24)

CHAPTER 5

CONCLUSION AND SUGGESTION

The kinds of students error in writing narrative text by using simple past tense at seventh

grade of SMP PGRI 01 Cisolok, namely; Omission, Addition, misinformation and

Misordering.

The most students error in writing narrative text by using simple past tense at seventh

grade of SMP PGRI 01 Cisolok is in irregular verb 57,74 % and misinformation 80,97%).

The most factor student make errors in writing narrative text by using simple past tense is

students just learns English in school, it can be known from the percentage almost 80 %.

The students don’t study out school like Joining course, study club with friends or student

(25)

Suggestion

1.The teacher explain the irregular verb clearly to the students and make sure that the

students understood about it

2.The teacher has to be creative in teaching writing , so it make them interest to study more.

3.The teacher ought to motivate his students to be more relax in learning english, tell them

that English is easy to learn, and do not be afraid to make mistake, because it is a process to

reach a success.

(26)

Referensi

Garis besar

Dokumen terkait

Silakan menggandakan bahan ajar ini, selama tetap mencantumkan nota hak cipta ini.. 1

Misalnya bandeng duri lunak, bandeng bakar, bandeng asap, bandeng pepes, lunpia bandeng, bandeng teriyaki, otak- otak bandeng Untuk jumlah varian produk yang dijual tetap

Menurut Sutrisno (2014;149) kinerja adalah sebagai catatan tentang hasil – hasil yang diproleh dari fungsi – fungsi pekerjaan atau kegiatan dan selama kurun

Puji dan syukur penulis panjatkan kepada Tuhan Yang Maha Esa atas berkat dan kasih karuniaNya sehingga penulis dapat menyelesaikan skripsi ini dengan judul

HARI EFEKTIF SEKOLAH, HARI EFEKTIF FAKULTATIF DAN HARI LIBUR MADRASAH DI PROVINSI JAWA TIMUR KALENDER PENDIDIKAN PROVINSI JAWA TIMUR. TAHUN

Media adalah sarana yang digunakan dalam proses pembelajaran. Adapun secara luas yang dimaksud dengan media pembelajaran adalah setiap orang materi atau peritiwa yang memberikan

Penelitian ini bertujuan untuk meningkatkan: (1) kemampuan berpikir kritis siswa melalui penerapan model pembelajaran Problem Solving , (2) prestasi belajar siswa pada

The International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences, Volume XL-1/W4, 2015 International Conference on Unmanned Aerial Vehicles