AN ANALYSIS ON THE USE OF CONNECTION DEVICE IN THE RENUMBERED TEXT OF WRITING STUDENTS IN JUNIOR HIGH SCHOOL 8 OF. A Case Study in the State Institute for Islamic Studies IAIN Metro). In this research the researcher took 10 recount writing texts on the writing product made by the student as her purposive sample.
My lovely sister, Shifa Nur Fauziya. Thanks for your support and love
Thank you for your support, advice, guidance, suggestions, love and everything you give me, support, advice, guidance, suggestions, love and everything you give me.
INTRODUCTION INTRODUCTION
Background of Study
Therefore, the researcher proposes a study titled: "An Analysis on the Usage of Conjunction Device on the Student's Writing Recount Text of Junior High School 8 Metro in Academic Year of 2018/2019". The students have many problems with writing, one of which is less understanding of using conjunctions.
Focus of Study
Research Questions
Objectives and Benefits of Study
- Objectives of Study
- Benefits of Study a. For Students
Prior Research
- Types of Cohesion Device a. Grammatical Cohesion
- Kind of Conjunction
With reference to the previous research, the researcher wanted to know the quality of the students who write at Junior High School 8 Metro. Conjunction refers to the other parts of the text to make relationships between sentences extremely understandable.
The concept of writing recount text
- Drafting
- Editing (Reflecting and Revising)
- Final version
- Narrative
- Recount
- Report
- Procedure
- Exposition
- Explanatory
- Discussion
- Coherence
- Cohesion
- Unity
- Concept of Recount Text
In this context, the author chooses the retelling text as the type of writing skill that will become the object of the research. In addition, narrative text is one of the easier non-fiction text types, because this text focuses on telling what happened.
Types and Characteristics Research
According to Nunan, a case study is an empirical one that examines a current phenomenon within its real-life context; when the boundaries between phenomenon and context are not clearly visible; and in which various sources of evidence are used.46 This means that the researcher investigated the problem in which the source was used as evidence. Based on those explanations, the author uses qualitative research to analyze conjunction device in the writing of narrative text at junior high school 8 of Metro.
Data Source
The secondary source of this research is anything related to this research that can support this research, such as eighth grade Junior High School 8 students, books, articles, magazines, and some relevant documents from the English teacher.
Data Collection Technique
In this step, the writer had observed the activity and situation using format observation. The writers will directly observe the contestant writing recount text using a conjunction device at Metro's Junior High School 8. Field Note is an observation tool in the form of narration in which the observer provides the paper and records the activity related to classroom practice before and after doing the action.
In this research, the researcher will use field notes to record the student's activity during the learning process in narrative form.
Data Analysis Technique
- Data collection
- Data Reduction
Data collection is the step when the researcher will collect the data from observation and documentation to complete the research. The researcher will verify the data of the research by making the conclusion of the data findings. The researcher will collect and analyze the data, after obtaining the data, the next step is to determine the case and then collect the data to analyze.
In order to collect the data, the researcher will use various preparations namely preparing the data collection schedule and the research instrument. In this research, the researcher will take data from the students' scores from the eight classes of Junior High School * in Metro. Accordingly, the researcher collected the data that is very necessary to support this research.
Febriti Progene Hasyanah) Holiday in Sari Ringgung Beach
Based on the focus of the research mentioned earlier in Chapter I, the researcher should be able to find the types of the conjunction apparatus. Before we got home, we rested before we went and ate meatballs on the side of the road. The sentence contains an additive device "And". It connects or adds the ideas between two nouns i.e. "brothers and my sisters".
The sentence contains an additive device "And". It connects or adds the ideas between two nouns, namely "fort, houses and sand hills". The sentence contains an additive device "And". It connects or adds the ideas between two nouns, namely "went and ate". The sentence contains an additive device "And". It connects or adds the ideas between two nouns, namely "fort, houses and sand hills".
F. Aldo Ivansyah )
The sentence contains an additive device "And". It connects or adds the ideas between two nouns namely "Dika, Didi, Yoe, Wahyu and Nuri".
Ega Ramadani)
The sentence contains an additive device "And". It connects or adds the ideas between two nouns i.e. "Me and my cousin".
Amelia Indah Pratiwi)
Filla Dian Andrian)
Last holiday, my beloved friends and I visited Lembah Pelangi Waterfall in Ngarip District, Tanggamus Lampung Selatan. Finally the day got dark and it was time for us to go home. The sentence contains an adjunct "And". It connects or adds the ideas between two noun phrases, namely "Me and my beloved friends".
The sentence contains an adjunct "And". It connects or adds the ideas between two noun phrases, namely "green and green". The day was getting dark and it was time for us to go home. The above sentence contains an adjunctive device "And". It connects or adds the ideas between two nouns, namely "The day was getting dark and it was time for us to go home.
Dikha Ramadhan)
Finally we went to my aunt's house and spent the rest of the day there. It connects or adds the ideas between two nouns, namely "five o'clock and pray". The above sentence contains an adjunctive device "And". It connects or adds the ideas between two noun phrases, namely "opor, ketupat, and many more".
Damar Aji Rahmanda)
Next, we visited our family cemetery to pray for my grandmother, who had passed away a long time ago. The next day we went to the geological museum and talked to the guide about geology. After that I went to Bandung bus station because we were going home to Brebes.
The sentence above contains an additive device "And". It connects or adds the ideas between two nouns.
Dela Erista)
After performing the dawn prayer, having bath and breakfast, I immediately went to the mosque with my family to perform Eid al-Fitr prayer. I also tasted a variety of cakes made by my mother and my sisters. The above sentence contains an adjunct "And". It connects or adds the ideas between two noun phrases "my mother and my sisters".
Ridho Ferdika)
The above sentence contains an additional device "And". It connects or adds ideas between two noun phrases, that is, "my cousins came and asked. The sentence above contains an accessory 'And.'" It connects or adds ideas between two noun phrases, that is.
Muhammad Nouval ari P ) Holiday to the Zoo
We also saw many other fauna such as crocodiles, snakes, frogs, fish and a hundred other creatures. The above sentence contains an additional device "And". It connects or adds ideas between the two noun phrases "crocodiles, snakes, frogs, fish, and a hundred other creatures."
Febriti Progene Hasyanah)
Because the sentence contains two contra-clauses, namely spent a lot of time swimming, but the water was so dirty. The students prefer to use it as a conjunction. We screamed and screamed for help, but no one was there to help us. Because the sentence contains two contra-clauses, namely cried for help, but no one was helped. The students prefer to use it as a conjunction. Because the sentence shows two contra-clauses, namely tired that day, but we felt so happy. The students prefer to use only if.
Because the sentence shows two contrasts, namely I could only see green. The students prefer to use only as. Because the sentence shows two contrasts, namely They only came back. The students prefer to use only as. Because the sentence shows two contrasts, namely two days, but it made me happy. The students prefer to use but as a conjunction.
Ega Ramadani) Lebaran Day
The above sentence consists of the temporal middle namely the last which modifies the sentence which shows the series of activity namely "I went to Mahitam beach". The sentence consists of the temporal agent, namely the last one that modifies the sentence that shows the series of activity, namely "My family and I went to my grandparent's house". The sentence consists of the temporal object, namely after which modifies the sentence that shows the series of activity, namely "we went up to the top of the temple".
The sentence consists of the temporal unit, namely the last one that modifies the sentence showing the sequence of activity, namely "I went to Bandung with my friend". The above sentence consists of the temporal unit, namely the first one that modifies the sentence that shows the series of activity, namely we went to Bandung zoo. The above sentence consists of the temporal unit, namely in the next day, which modifies the sentence showing the series of activity, namely "we went to the geological museum and talked to the guide about geology".
Ridho fFerdika)
- Discussion
- Suggestion
- Profile of SMPN 8 Metro a. History of SMPN 8 Metro
- Structure Organization of SMPN 8 Metro
Factors that cause the students to use specific types of conjunction devices to write text. The dominant for the student The conjunction device found in Repeat text 1 is additive conjunction. The figure above is the percentage of the use of conjunction device on the students' writing-narrative text.
In conclusion, the dominant type of Conjunction device that exists on the students' writing-narrative text at Junior High School 8 of Metro 2018/2019 is Additive Device. The connecting device used on the student's recount text is 44% adjunctive, 8% adversative, 9% causal and 39% temporal. The highest percentage of the used Conjunction device found in students' writing-narrative text at Junior High School 8 of Metro was 44 additions.
Based on the results of the data analysis, the researcher eagerly concluded with this research that it is possible to identify some types of connective devices, that there are some connective devices on the student who writes the narrative text of Junior High School 8 in Metro. The types of conjunctions found in the written narrative text of Junior High School 8 students of Metro during the academic year were found to be additive, adversative, causative, and temporal.
CURRCULUM VITAE
