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.
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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)
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter consists of findings of the research and discussion. The findings of the research present the data that obtained from the results in order to see students‟ difficulties in using transition signals of narrative paragraph of the second year students at SMA Amanah Nusantara Makassar. Then the discussion contains the description and interpretation of the research findings.
A. Findings
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:
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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:
12.__________ Jack and Jyll still play at being neighbours, but Jack won‟t go near the water pail
20 students answered incorrect and 9 students answered correct.
The percentage of wrong question is 68.9%
The difference of mistakes percentage is caused by the different functions of timely transition of narrative paragraphwhere the students have not really understood yet. Based on the data analysis, the researcher gives some suggestions for teachers and students. For the teachers, they have to give explanation or exercise more than before. For the students, they have to know that in learning about transition signals of narrative paragraph, they should understand deeply about the time sequence with the beginning, middle, and end of paragraph.
2. The Factors that Cause Students’ Difficulties in Using Transition Signals of Narrative Paragraph.
The researcher gave questionnaire to the students that obtained of 8 items that based on the two factors caused students‟ difficulties, namely teacher‟s teaching method and students‟ attitudes.
Factors cause students‟ difficulties in using transition signals of narrative paragraph based on the questionnaire, the researcher found that:
Table 4.12. Description of Factors Cause Students’ Difficulties in Using Transition Signals of Narrative Paragraph.
No Factors Cause Students’ Difficulties Percentage (%)
1 Teacher’s Teaching Method 70.1
2 Students’ Attitudes 72.9
Teacher's teaching Method Students' Attitudes 70,1%
72,9%
Percentage of Factors Cause Students' Difficulties in Using Transition Signals of Narrative Paragraph.
Based on table above, the researcher found that there were two factors cause students‟ difficulties in using transition signals of narrative paragraph. There were teacher‟s teaching method and student attitudes to forward of the subject. It also showed that, the factors causestudents‟
difficulties of teacher‟s teaching method was 70.1% and student‟ attitudes was 72.9%.
Figure 4.2 Factors Cause Students' Difficultiesin Using Transition Signals of Narrative Paragraph
Based on the Graphic 4.2 above, the researcher found factors cause students‟ difficulties in using transition signals of narrative paragraph were teacher‟s teaching method and student‟ attitudes . The graphic showed that the students‟ difficulties in using transition signals was problem from students' attitudes forwards the subject. The fact, there were 72.9% followed by teacher‟s teaching methodwere 70.1%.
B. Discussion
1. Difficulties in Using Transition Signals of Narrative Paragraph Faced by the Students Based on Test.
This research revealed that the time order when (17.3%) had the most mistakes found in the students‟ test. The following time order then (14.7%). Turning to afterwards (12.2%), today (10.2%), after (9.1%), before (7.6), and later (6.6%). Then, misused of time order first (1.5%) was the least mistake found in the students‟ test. This time order was more easy to use beacause usually appears at the beginning of a sentence, not in the middle or at the end. The kind of mistakes made by students influence the time order of paragraph which presented the events.
One of the objectives this study was to identify the difficulties that faced by students in using transition signals of narrative paragraph. The result of the data shows that a variety of mistakes occurred in students‟ test and these related to mistake in using time order transition, such as time sequence at beginning, middle, and end of paragraph. These mistakes appeared the difficulties faced by students in using correctly time relationship order. Students had difficulty to use time sequence with definite and the function of time order transition as subordinating conjuction and conjuctive adverb of paragraph.
2. Factors Cause Students’ Difficulties in Using Transition Signals of Narrative Paragraph on Questionnaire.
It was previously stated that there were two factors of students‟
difficulties in using transition signals, namely teacher‟s teaching method and student‟ attitudes. There were 4 items questionnaires of each factors cause students‟ difficulties. So, the total items of questionnaires were 8 items.
There were 29 students of the second year in SMA Amanah Nusantara Makassar that have given questionnaire by the researcher. The questionnaire used to know factors cause students‟ difficulties in using transition signals of narrative paragraph, especially in using time order. Based on the result of the questionnaire, the researcher found that the students‟ difficulties is caused by students‟ attitudes and teacher‟s teaching method.
a. Students’ Attitudes
Student‟ attitudes was the highest factors caused students difficulties. Based on the rate percentage,there were 72.9% students at the second year of SMAAmanah Nusantara Makassar chosethe students‟
attitudes of factors caused their difficulties. In the questionnaire, there were fouritems student attitudes factor.
Based on the result of the questionnaire, for the first item of the student attitudes was the students are not like to learn transition signals in narrative paragraph. There were 7 students strongly agree chose student are not like to learn transition signals in narrative paragraph because it isvery difficult, there were 9 students agree, there were 12 students
undecided, there were 1 student disagree and there was no student strongly disagree in first item of student attitudes factor .
The second item of student attitudes was the student is difficult to understand the function of transition signals in narrative paragraph. There were 16 students chose strongly agreefelt difficult to understad the function of transition signal in narrative paragraph, 12 students agree, 1 student undecided, and there was no students disagreeand strongly disagree.
The third item of student attitudes was student does not the meaning of transitions which are used in narrative paragraph. There were 4 students strongly agree chose one factor caused of students‟ difficulties is they don‟t know the meaning of transitions in narrative paragraph, 2 students agree, 15 students undecided, 8 students disagree and there was no students strongly disagree.
The fourth item of student attitudes was student does not know the common of timely transition in narrative paragraph. There were 4 students strongly agree chose one factor caused of students‟ difficulties is they don‟t know the common timely transition, 9 students agree, 6 students undecided, 10 students disagree and there was no students strongly disagree.
There were 5 kinds of scoring the questionnaire based on the Likert‟ scales namely strongly agree point 5, agree point 4, undecided 3point, disagree 2 point and strongly disagree 1 point. Scoring of the
firstitem “Using transition signals in narrative paragraph is very difficult.
It makes them are not like to learn it” was 109 point, the second item “the student is difficult to understand the function of transition signals in narrative paragraph“was 131point, the third itemwas“the student does not know the meaning of transition in narrative paragraph” was 89 point.
And the fourth item was “the student does not know the common of timely transition in narrative paragraph. So, the total score of the four items of students attitudes factor was 423point and the percentage was 72.9%.
b. Teacher’s Teaching Method
Teacher‟s teaching method was one of factors caused students difficulties. Based on the rate percentage,teacher‟s teaching method was the low percentage than student attitudes. There were 70.1%
studentschose teacher‟s teaching method of factors caused their difficulties. In the questionnaire, there were four items of teacher‟s teaching method.
Based on the result of the questionnaire, for the first item of the teacher‟s teaching method was the teacher‟s method is less varies. So, the students are not interested in learning. There were 8 students strongly agree chose the teacher‟s method less varies, there were 13 students agree, there was no students undecided, there were1 student disagree, and there were 7student strongly disagree in first item of teacher‟s teaching method.The second item of teacher‟s teaching methodwas the