CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion
In brief,...
In short,...
To conclude,...
To summarize,...
In conclusion,...
In summary,...
For these reasons,...
To show similaries
Likewise,... And Alike, like, just like
Similarly,... Both...and As, just as
Also Not only...but
also As well
Neither...nor As well as
Compared with or to In comparison with or to
To be similar (to) too
To show differences
However,... Instead of
In contrast,...
Instead,...
On the contrary,....
On the other hand,...
Rather,...
4. Types of transitions
According to The Writing Center, UNC Chapel Hill (2012), The types of transitions available to you are as diverse as the circumstances in which you need to use them. A transition can be a single word, a phrase, a sentence, or an entire paragraph. In each case, it functions the same way: first, the transition either directly summarizes the content of a preceding sentence, paragraph, or section or implies such a summary (by reminding the reader of what has come before). Then it helps the reader anticipate or comprehend the new information that you wish to present.
a. Transitions between sections
Particularly in longer works, it may be necessary to include transitional paragraphs that summarize for the reader the information just covered and specify the relevance of this information to the discussion in the following section.
b. Transitions between paragraphs
If you have done a good job of arranging paragraphs so that the content of one leads logically to the next, the transition will highlight a relationship that already exists by summarizing the previous paragraph and suggesting something of the content of the paragraph that follows. A transition between paragraphs can be a word or two (however, for example, similarly), a phrase, or a sentence. Transitions can be at the end of the first paragraph, at the beginning of the second paragraph, or in both places.
c. Transitions within paragraphs
As with transitions between sections and paragraphs, transitions within paragraphs act as cues by helping readers to anticipate what is coming before they read it. Within paragraphs, transitions tend to be single words or short phrases.
Example of Paragraphwith Transition Signals:
“One difference among the world's seas and oceans is that the salinity varies in different climate zones. For example, the Baltic Sea in northern Europe is only one-fourth as saline as the Red Sea in the Middle East. There are two reasons for this. First of all, in warm climate zones, water evaporates rapidly; therefore, the concentration of salt is greater. Second, the surrounding land is dry; consequently, it does not contribute much freshwater to dilute the salty seawater. In cold climate zones, on the other hand, water evaporates slowly. Furthermore, the runoff created by melting snow adds a considerable amount of freshwater to dilute the saline seawater.”
The paragraph more coherent because it contains transition signals.
Each transition signal has a special meaning; each shows how the following sentence relates to the preceding one.
For exampletells you that an example of the preceding idea is coming.
Two tells you to look for two different reasons.
First of alltells you that this is the first reason.
Second andfurthermoreindicate that additional ideas are coming.
Therefore and consequentlyindicate that the second statement is a result of the
first statement.
On the other handtells you that an opposite idea is coming.
Relation to the explanation above,transitional signalsis sometimes difficult for students because written material in some culture does not require the use of transitions and many transitions in English have limited meaning and some are use differently depending on the context.
5. Narrative Paragraph
Meyers (2005 : 52) states that narrative is one of the most powerful ways of communicating with others. A good written story lets your reader response to some event in your life as if it were own. They not only understand the event, but they can almost feel it. The action details, and dialogue put the readers in these seem and make it happen for them.
According to Scheppegrell (2003:10):
a. Narrative purpose and structure: narratives are more sophisticated than recounts. They focus on the action of participants in confronting problems, with a complicating action that results in a overall point to the story.
Narratives have a typical structure of orientation (introducing characters in a setting and esthablishing a sense of time), complication (in action), and resolution that brings the storyan end, often including the writers evaluative comment. The pattern of participant role changes, with more than one actor. Narratives may contain problem/solution or cause/effect
structuring. Expressions of attitude or reaction indicate the significant of the events.
b. Language features: A variety of verb types, including verbs of saying and thinking/ feeling verbs topresent characters motivation and thought. A variety of verb tense choices enables the writer to report events as well as to make timeless generalization and to set events in different time frames relative to each other. Dialogue is often included, during which the tense may change to the present of future. Noun phrase introduce and track variety of participants in the narrative, and these are often expanded with adjectives, prepositional phrases, relative clauses and other embedding.
Expeditionary Curriculum (2014:5) explainsthatin narrative, one common and important type of transition is a word or phrase that indicates that time has passed. Timely transitions help the reader know the order of events in a narrative. The common of timely transition that use in narrative such as:
after
after a while after that afterward a long time ago an hour later short while later as soon as at first at the start before by the time
in the evening in the meantime in the morning late the next . . . later on
later on that day meanwhile never next right away soon suddenly
during finally immediately in just minutes in the afternoon in the beginning
that night
the following day the next day then
when
In additional, narrative paragraph „tells a story‟. It tells about a series of events that happened to the narrator. It is usually told in time sequence with a definite beginning, middle and end. Any student writing a narrative paragraph for the first time must use transitions. These special words help the writer develop a logical, unified paragraph The most common kind of transition used in narrative writing is the time relationship transition such as after, afterwards, before, during, earlier, eventually, first, in the meantime, later, meanwhile, next, now, once, second, sooner, then, today, until, and when (Learning Resource Service, Bow Valley College: 2015).
From the theory above, the writer can conclude that narrative paragraph is the way in writing to give information for the reader with present the events in order in wich she or he happened. And it uses the timely transition in sentences to tell the story with smootly smooth out by signaling when one actionends and another begins.
C. Conceptual Framework
Some of the students think that writing is difficult subject. In this research, researcher decidedto do analysis of students difficulties especially in using transition signal of narrative paragraph namely the timely transition that order
events. Based on the conceptual framework, at the first step the researcher would give a preview to explain the outline of transition signal that common use in narrative paragraph. Then,she would give a test to the students. After that, she would analyze the result of the test to find the main or common mistake that students make. The last, she would give the questionnare to know the factors cause of students‟ difficulties in using transition signal.
Conceptual framework underline in this research is the following diagram:
Writing
Narrative Paragraph
Transition Signals
The Kinds of Difficulties
Factors Cause of students‟ difficulties English Teaching and
Learning
In this chapter, the writer presents the methodology of this research. It consists of research design, population and sample, research instrument, and data collection.
A. Research Design
The writer employeddescriptive research design in the study. Arikunto (2002:20) states:
“Descriptive research studies are designed to obtain information concerning the current status of phenomena. They are directed toward determining the nature of a situation, as it exits at the time of the study. There is no administration or control of treatment as is found in experimental research. The aimis to describe, what exits with respect to variables or conditions in a situation”.
In this research, the writer conducted the test to collect the data to find a descriptive study about the student‟s difficulties in using transition signals of narrative paragraph. First, the writer conducted test to the second year students of SMA Amanah Makassar. When the data are collected, they were classified based on its mistakes. From those data, the writer did analysis, and there was data analysis to come to conclusion.
23
B.Population and Sample 1. Population
The population of the research were students at the second year students of SMA Amanah Makassar.It consisted of one class namely XI IPA which consisted of 29 students.
2. Sample
In this research, the researcher used total sampling. The researcher took all of students at second year as the sample of this research.
C. Research Instrument
To collect the data from the students, the researcher administrated two kinds of instrument namely: test and questionnaire. They are explained as follow :
1. Test
The test wasusedto obtain the mistakes made by the students in using transition signals of narrative paragraph, especially timely transition. The test consistedof fill the blank narrative paragraph.
2. Questionnare
Questionnaire wasused to obtain students‟ difficulties and cause factors in using transition signals of narrative paragraph.Ears (2004:244) explains that a questionnaire is a document containing questions and other types of items designed to solicit information appropriate for analysis. Hence, this study provided close-ended question for the students. The questionnaire consisted of 10 questions. The researcher collected the data from the questionnaire that wasanalyzed to find out the cause factors of student‟ difficulties in using
transition signals by using Likert‟s scale as follow: 5,4,3,2, and 1 for positive statement and 1,2,3,4, and 5 for negative statement.
D. Data Collection Method
To collect the data, the researcher has procedure as follows:
1. Test
To collect the data from test, the researcher has procedure as follows:
a. The resercher explained to the students about the test
b. The resercher distributed the question and answersheet to the students.
c. The researcher gave 30 minute for students to answer all of questions.
d. The researcher analyzed the data. The mistakes made were recognized to find out of category of errors that appears frequent.
2. Questionnaire
To collect the data of questionnaire, the researcher has procedure as follows:
a. The researcher explained to the students about the questionnaire;
b. The researcher distributed the questionnaire;
c. The researcher gave 30 minutes for respondent to answer all of the questions;
d. The researcher collected the data from the respondent;
e. The researcher concluded all of the data.
E. Data Analysis
After collecting the data from test and questionnaire, the data were analyzed to draw the conclusion.
1. Analysis Data from Test
To analyze the data, the researcher looked the percentage of correct answer by using this formula:
P = 𝑁𝐹x100%
In which:
P = percentage of mistake
F = frequency is looking for percentage
N = number of cases (number of frequency / number of students)
Then the researcher also looked the average of the percentage of mistake by using this formula:
M = ∑𝑋
𝑁x100%
In which:
M = the average of the score (percentage) ΣX = the number of score (percentage)
N = the number of cases (Sudijono, 1991:41) 2. Analysis Data from Questionnaire
Data from questionnaire analyzed by measuring the percentage of the cause factors of students‟ difficulties in using transition signals of narrative paragraph with useLikert Scale. The total items of questionnaire were 10 items.
Table 3.1Likert’s scoring table
Statement
Scoring Strongly
Agree Agree Undecided Disagree Strongly Disagree
5 4 3 2 1
Creswell (2012: 198) The frequency of students‟ answers wasused to analyze data questionnaire. The formula of this analysis described as follows:
X = 𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒
highest score
𝑥 100
(Gay, 1981)
The result of the data analysis collected by using test and questionnaire was presented in this part. Test conducted to find out the students‟difficulties in using transition signals of narrartive paragraph with analyze the mistake that made by students as a sample of the research and questionnaire conducted to find out the factors cause students‟ difficulties in using transition signal of narrative paragraph. The data collected from students at the second year of SMA Amanah Nusantara Makassar namely class XI IPA 1.The finding of the main problem is described as follow.
1. Kinds of Difficulties in Using Transition Signals of Narrartive Paragraphasthe Sample of the Research.
The students of Class IX IPA 1 as the sample is 29. The researcher found that there are 196 total mistakesmade by the students with 12 number of test for each student, she would present the students‟ mistake in using transition signals of narrative paragraphper item as follow:
28
Table 4.1 Students’ Mistakes in Using Transition Signals of Narrative Paragraph
Type of Mistake Frequency of
Mistake Percentage (%)
First 3 1.5
Before 15 7.6
When 34 17.3
Then 29 14.7
Eventually 19 9.6
Later 13 6.6
After 18 9.1
Afterwards 24 12.2
In the meantime 22 11.2
Today 20 10.2
From the data presentation above, the researcher explains the percentages of mistakes in using time transitions in narrative paragraph, where the percentage of mistakes in using time order in narrative paragraphfirst is1.5%, Before is 7.6%,When17.3%, Then is 14.7%, Eventually is 9.6%, Later is 6.6%, After is 9.1%, Afterwards is 12.2%, In the meantime is 11.2%, and Today is 10.2% . The greatest numbers of errors is when 17.3% and the smallest numbers of mistakes in using time order is first 1.5%.
More than half of students were not able to use transition signals in narrative paragraph. The finding indicated that, the students had mistakes in
putting transition. Those there were to show time order. Students were difficult to understand the different rules of time order for position in a sentence. The different rules were first at the beginning, before, when, then, afterwards, eventually, later, after, and In the meantime at the middle, and today at the end of paragraph.
It is more clearly shown in the figure below:
Figure 4.1 Students’ Mistakes in Using Time Transition
a. Analysis per Item
1.) Analysis of TimeOrder First
Table 4.2 Students’ Mistakes in Time OrderFirst Kinds of time
order
Number of Items
Frequency of Mistakes
Sum of Students
Percentage of Mistakes
Average
First 1 3 29 10.3% 10.3%
0 10 20 30 40
3 15
34 29
19
13 18
24 22 20 1.5
7.6
17.3 14.7
9.6 6.6 9.1 12.2 11.2 10.2
Students’ Mistakes
The total mistake of time orderfirst is 3 mistakes by 29 students.
The question of time orderfirst is in question number 1 as follows:
The 1.__________ thing that happened was that Jyll was running out of fresh water at her cabin
3 students answered incorrect and 26 students answered correct.
The percentage of wrong question is10.3%
2.) Analysis of Time OrderBefore
Table 4.3 Students’ Mistakes in Time Order Before Kinds of time
order
Number of Items
Frequency of Mistakes
Sum of Students
Percentage of Mistakes
Average
Before 2 15 29 7.6 % 7.6 %
The total mistake of time orderbefore is 15 mistakes by 29 students. The question of time orderbefore is in question number 2as follows:
2.__________ she left she wanted to contact her neighbour, Jack, to let him know she would be out of the area for the day.
15 students answered incorrect and 14 students answered correct.
The percentage of wrong question is 7.6%
3.) Analysis of Time OrderWhen
Table 4.4 Students Mistakes in TimeOrder When
Kinds of time order
Number of Items
Frequency of Mistakes
Sum of Students
Percentage of Mistakes
Average
When 3 13 29 44.8% 58.6%
8 21 29 72.4%
The total mistake of timeorder when is34 mistakes by 29 students. The questionsof timeorderbefore are in questions number 3 and 8 as follows:
3.__________ she left the cabin, she grabbed the old wooden pail
13 students answered incorrect and 16 students answered correct.
The percentage of wrong question is 44.8%
8.__________ Jyll had gone to fetch the pail for water, she hadn‟t noticed Jack coming around the bend in the forest path.
21 students answered incorrect and 8 students answered correct.
The percentage of wrong question is72.4%
4.) Analysis of TimeOrder Then
Table 4.5 Students’ Mistakes in TimeOrder Then
Kinds of timeOrder
Number of Items
Frequency of Mistakes
Sum of Students
Percentage of Mistakes
Average
Then 4 13 29 44.8% 50%
6 16 29 55.2%
The total mistake of timeorder when is mistakes by 29 students.
The questions of time order before are in questions number 3 and 8 as follows:
4.__________ she would use it as a signal to Jack that she was absent from the cabin.
13 students answered incorrect and 16 students answered correct.
The percentage of wrong question is 44.8%
Jyll 6.__________ went off to town for the spring water not knowing that Jack had gone tumbling down
16students answered incorrect and 14students answered correct.
The percentage of wrong question is 55.2%
5.) Analysis of TimeOrder Eventually
Table 4.6 Students’ Mistakes in TimeOrder Eventually Kinds of timely
transition
Number of Items
Frequency of Mistakes
Sum of Students
Percentage of Mistakes
Average
Eventually 5 19 29 65.5% 65.5%
The total mistake of timeorder eventually is 19 errors by 29 students. The question of timeorder eventually is in question number 2 as follows:
She tied a rope around the handle of the pail and 5.__________ was able to toss the pail up into the air and over the giant arbutus tree next to the cabin
19 students answered incorrect and 10 students answered correct.
The percentage of wrong question is 65.5%.
6.) Analysis of Time OrderLater
Table 4.7Students’ Mistakes in Time OrderLater Kinds of time
order
Number of Items
Frequency of Mistakes
Sum of Students
Percentage of Mistakes
Average
Later 7 13 29 44.8% 44.8%
The total mistake of time orderlater is 13 mistakes by 29 students.
The question of time order later is in question number 7as follows:
7.__________ that day, it was discovered what had happened.
13 students answered incorrect and 16 students answered correct.
The percentage of wrong question is 44.8%
7.) Analysis of Time Order After
Table 4.8Students’ Mistakes in Time Order After Kinds of time
order
Number of Items
Frequency of Mistakes
Sum of Students
Percentage of Mistakes
Average
After 9 18 29 62.1% 62.1%
The total mistake of time order after is 18 mistakes by 29 students.
The question of time orderafter is in question number 7as follows:
9.__________ the doctor and police were able to reconstruct the scene of the crime.
18 students answered incorrect and 11 students answered correct.
The percentage of wrong question is 62.1%
8.) Analysis of Time Order Afterwards
Table 4.9 Students’ Mistakes in TimeOrder Afterwards Kinds of time
order
Number of Items
Frequency of Mistakes
Sum of Students
Percentage of Mistakes
Average
Afterwards 10 24 29 82.7% 82.7%
The total mistake of timely transition afterwards is 24 mistakes by 29 students. The question of timely transition afterwards is in question number 10 as follows:
10.__________ Jack has had his nob patched, but he hasn‟t seemed the same fellow.
24students answered incorrect and 5 students answered correct.
The percentage of wrong question is 82.7%
9.) Analysis of Time OrderIn the Meantime
Table 4.10 Students’ Mistakes in Time Order In the meantime Kinds of time
order
Number of Items
Frequency of Mistakes
Sum of Students
Percentage of Mistakes
Average
In the Meantime 11 22 29 75.8% 75.8%
The total mistake of time orderin the meantimeis 22 mistakes by 29 students. The question of time orderin the meantimeis in question number 11as follows:
11.__________ Jyll has been known to giggle at Jack‟s disaster which sometimes gets her in trouble with his mother
22students answered incorrect and 7 students answered correct.
The percentage of wrong question is 75.8%
10.) Analysis of Time Order Today
Table 4.11 Students’ Mistakes in Time OrderToday Kinds of time
order
Number of Items
Frequency of Mistakes
Sum of Students
Percentage of Mistakes
Average
Today 12 20 29 68.9% 68.9%
The total mistake of time ordertoday is 20 mistakes by 29 students. The question of time ordertoday is in question number 12 as follows: