Data diambil dari siswa kelas VIII MTs N 1 Lampung Timur dengan teknik cluster purposive sampling. Tujuan dari penelitian ini adalah untuk menganalisis jenis kesalahan yang dilakukan siswa saat mengurutkan kata dalam teks menceritakan kembali. Peneliti tidak dapat berdiri sendiri, banyak pihak yang telah memberikan sumbangsih yang berarti dalam penyelesaian skripsi ini, yang tidak dapat penulis sebutkan satu persatu.
The researcher would also like to thank the principle of IAIN Metro; Prof. As a human being, the researcher is fully aware that this research proposal still needs many corrections. The researcher apologizes for all errors made in writing and presentations.
INTRODUCTION INTRODUCTION
Background of Study
It requires a number of aspects such as broad perception, thought process and understanding of word order. In this case, the strong foundation in word order becomes an aspect that must be understood to make meaningful sentences in writing a recount text. Although high school students had studied English since grade school, there are some students who still make word order errors, especially in recount texts.
Regarding the justifications above, the author attempts to conduct a study that consists of a common error in the use of word order in the retelling text performed by the students in Grade Eight. In this research, the researcher focused on what errors are commonly found in the student assignment in the use of word order SVO. Therefore, the researcher limits the problems only to the analysis word order used in retelling text by the students of the Grade Eight at MTs N 1 East Lampung.
Research Questions
The researcher realizes that it was impossible to investigate the entire problem of typing errors.
Objectives and Benefits of the Study 1. Objectives of the study
This study is expected to yield some benefits, especially for teachers, students, and other researchers. The result of this study can show the progress in learning the word order and we hope that it can be a motivation for the students to learn English, especially writing. The result of this study can show progress in learning word order and it is hoped that the students can be a motivation in learning English, especially writing.
Focus of Study
Prior research
Based on the total result of types of errors, the writer found that the number of total sources of errors in communication strategy is 428 or 51.14%. source of errors, interlingual transmission has 295 or 35.24% source of errors, intralingual transmission has 94 or 11.23% source of errors, and context of learning has 20 or 2.39% source of errors.).2. This study will aim to investigate student error in using word order when creating SVO recount texts. 2Cholipah, an analysis of a student's error in writing a recount text in the eighth grader of .
Harmer argued that writing is a process in which we write is often strongly influenced by the constraints of genres, and then the elements must be present in learning activities.3 It means that writing is part of learning activities that affect the language style to make our lives . On the other hand, Thomas said at another time that something about us, experience and feeling is expressed by writing.4 It means that writing is the activity of transferring the information to the others. Writing is central to children's intellectual, social and emotional development and plays a vital role in learning.
The Concept Of Recount Text 1. The Definition Of Recount Text
- Generic Structure of Recount Text
- Sources Of Error
- Classification Of Error
- The Differences Between Mistakes and Errors
- Simple Noun Phrases
- Complex noun phrase
- Classification Of Word Order
- The Function of Word Order in Sentences
14 John Algeo. Origins And Development Of The English Language, sixth edition (wadsworth cengage learning, USA, 2010) p.4 .. writing or speaking and that is caused by lack of attention, fatigue, carelessness or any other aspect of performance. 15. Prepositional modifier Occurs before the subject of a complex noun phrase and can be an ordinal or cardinal number, for example the fifteenth voter. In single-word noun phrases, only the subject is used and the phrase is described as a simple noun phrase.
If the determiner comes before the main word, the phrase is still grammatically described as a simple noun phrase. It is important to remember that pronouns can also be the head of a simple noun phrase because they act as a substitute for a noun. In this example, the main word of each noun phrase is in bold, and additional information is underlined.
RESEARCH METHOD
- Data Resources
- Data Collection Technique
- Data Analysis Technique
- Research Approach
- General Description of Research Data
In this research, by processing the data resources, the researcher would divide them into primary and secondary. In this research the researcher uses qualitative method, sampling technique used in qualitative research is purposive sampling. This means that the researcher conducts the research using documents such as the task of making narrative text of teacher. In this research, the author requires subject in the first semester at the eighth grade, because these students have material and experience.
During this period, the researcher observed the students' behavior, activities, conditional and environment around the participants by taking field notes to directly know how the process in the class is. For this step, the researcher would conduct among the eighth graders of MTs 1 East Lampung as a subject. The researcher also investigated some errors in the use of the word order for each student who talks about text writing.
The researcher can therefore know the types of errors in the use of word order on the students' writings. The fifth step, the researcher carries and generates the descriptive information to find other analysis about the writing result. In this situation, the researcher analyzes the students writing and calculates the proportions (frequency and percentage) of some mistakes in writing retelling text made by the students.
The researcher will code and then label data on the narrative text of the students' accounts using word order. Therefore, the researcher will choose this method because he wants to know the occurrence of word order errors made by students in writing Reread the text and explore the deeper problems that students face in writing. In this chapter, the researcher specifically analyzed the types of word order errors in MTs N 1 East Lampung eighth graders' recount text and discovered the reason why the students made mistakes.
From the above data analysis of the table, the researcher obtained the frequency of word order errors found in the text narrated by the students.
Total Of Errors About Word Order In Recount Text
- Do you know what recount text is?
- Do you like writing a recount text ? AF : No, I dont like
- Have you ever write a recount text ? AF : Never
- When do you write a recount text?
- Do you know the generic structure of recount text?
- Do you use a dictionary when write a recount text?
- What do you feel when write a recount text in the class?
- What Is your opinion about your English teacher in the school?
- Is writing a recount text difficult to you?
- In your opinion, what factor that makes you difficult to write a recount text?
- Discussion
- Suggestion
Based on the diagram above, it was seen that the number of mistakes made by the students for word order was 58 mistakes. Factors that caused errors in word order in renumbering text in the eighth grade of MTs n 1 East Lampung. To know the factor that caused the word order error in the recount text, the writer used the questionnaire method to collect the data.
In this case, most students answered that they know what the recount text is. In this case, most students write a recount text in class during English class. In this case, most students feel unhappy in class when they write a recount text.
It means that the teacher is not the only one who made a mistake in the recount text. The dominant factor that caused the word order error in recount text made by eighth grader students of MTs N 1 East Lampung is carelessness of English draft. It is revealed that there were some errors based on the students' recount text.
In the questionnaire section, some students said that the most difficult in making retelling text is the English concept. Based on the data analysis, the researcher would eagerly conclude this research that some types of errors were still found, some types of errors of using word order in retelling text among students at the Graders Eight of MTs N 1 East Lampung. The dominant factor that caused word order error in retelling text made by students at grade eight of MTs N 1 East Lampung is carelessness of the English concept.
And students should pay more attention when the teacher explains the material to improve their understanding of English.
BIBLIOGRAPHY
APPENDICES
SILABUS
Kompetensi Dasar dan Indikator
Tujuan Pembelajaran
Materi Pembelajaran
- Fungsi Sosial dari ungkapan
- Struktur Teks ( gagasan utama dan informasi rinci )
- Unsur Kebahasaan dari ungkapan sapaan dan pamitan, yaitu
Metode Pembelajaran Questioning Technique
Media, Alat, dan Sumber Pembelajaran
Kegiatan Pembelajaran Pertemuan Ke 1
Guru meminta siswa untuk mengamati teks yang berkaitan dengan materi di buku. Dengan bimbingan dan arahan guru, siswa bertanya dan mempertanyakan fungsi sosial, struktur teks, dan unsur kebahasaan dari masing-masing teks tersebut. Secara bersama-sama, siswa mencari dan mengumpulkan berbagai teks naratif yang berkaitan dengan pengalaman masa lalu pribadi, pendek dan sederhana dari berbagai sumber, antara lain dari internet, film, surat kabar, majalah, buku pelajaran, dll.
Para siswa membaca semua teks recount yang dikumpulkan tentang pengalaman pribadi dari masa lalu. Siswa membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan dari berbagai teks recount yang berhubungan dengan pengalaman pribadi masa lalu, dikumpulkan dari berbagai sumber yang telah disebutkan di atas. Siswa membuat sejumlah teks recount sangat pendek dan sederhana yang berkaitan dengan pengalaman masa lalu pribadi yang ada dalam kehidupan siswa di rumah, di kelas, di sekolah dan di sekitarnya dalam bahasa Inggris, dengan struktur teks dan unsur kebahasaan yang sesuai dengan realitas sosial yang sebenarnya. fungsi yang harus dicapai (bangga, memperkenalkan, mengidentifikasi, memuji, mengkritik, dll).
Siswa berusaha lancar berbicara dengan lafal, tekanan kata, intonasi yang benar dan menulis dengan ejaan dan tanda baca yang benar serta tulisan yang jelas dan rapi. Guru memotivasi siswa dan mengucapkan kalimat “selamat pagi siswa”, pastikan semua siswa menjawab. Secara bersama-sama, siswa mencari dan mengumpulkan berbagai teks recount yang berkaitan dengan pengalaman masa lalu pribadi dengan sangat singkat dan sederhana dari berbagai sumber, antara lain internet, film, surat kabar, majalah, buku teks, dll.
Setiap anggota kelompok bergiliran memberikan pertanyaan untuk menyusun beberapa teks naratif yang sangat pendek dan sederhana terkait dengan pengalaman pribadi masa lalu yang ditemukan dalam kehidupan siswa di rumah, kelas, sekolah dan lingkungan dalam bahasa Inggris, dengan struktur teks dan unsur kebahasaan yang sesuai dengan fungsi sosial harus dicapai (membanggakan, memperkenalkan, mengidentifikasi, memuji, mengkritik, dll.). Siswa berusaha lancar berbicara dengan pelafalan, penekanan kaa, intonasi yang benar dan penulisan dengan ejaan dan tanda baca yang benar, serta tulisan tangan yang jelas dan rapi.
Penilaian Hasil Belajar 1. Teknik Penilaian
Rubrik
VERY GOOD TO EXCELLENT - effective complex constructions - few errors of agreement, tense, number, word order/function, articles, pronouns and prepositions. VERY GOOD TO EXCELLENT - demonstrates mastery of rules - few errors in spelling, punctuation, capitalization and paragraphs.
