Berdasarkan temuan tersebut, dapat disimpulkan bahwa kesalahan yang paling sering dilakukan siswa saat menulis teks recount dengan Google Classroom di SMP Muhammadiyah 12 Makassar adalah kesalahan misformasi. Penelitian ini bertujuan untuk mengidentifikasi jenis kesalahan siswa yang paling umum dan penyebab utama kesalahan siswa saat menulis teks recount menggunakan Google Classroom di SMP Muhammadiyah 12 Makassar.
INTRODUCTION
REVIEW OF RELATED LITERATURE
RESEARCH METHOD
FINDINGS AND DISCUSSION
CONCLUSION AND SUGGESTION
Objectives of the Research
The most common types of student errors in the narration of texts written by the eighth grade students of Smp Muhammadiyah 12 Makassar. The main cause of students' mistakes in writing text review using Google Classroom for students of eighth grade Smp Muhammadiyah 12 Makassar.
Significance of the Research
Teachers can help students better understand changes in past forms by knowing students' difficulties, English teachers can teach better and be more creative. Being a motivation to keep learning to create new things in the learning process and concepts that can be used in the classroom.
Scope of the Research
Cholipah (2017) had a project on the analysis of grammatical errors in writing recount texts in a case study of second grade students of SMP Nusantara Plus. The aim of his research was to analyze the common writing errors of junior high school students.
Google Classroom
The similarity of this study above with my own research concerns the analysis of student errors in writing narrative texts and the effectiveness of using the Google Classroom application in language learning. There are many activities we can do with Google Classroom while being stylishly managed.
Error Analysis
Dulay illustrated an example of the use of error correction in the word "sheep". There is an error in the use of the plural marker in the word "sheep". The correct word is "sheep". 12 3) Simple addition. The example of simple addition given by Dulay is illustrated in (1). 1) The train will break it.
Writing
It is a phase where the errors are discovered so that the researcher becomes aware of their presence. Mechanical skills: the ability to correctly use the conventions inherent in the written language, for example: punctuation, spelling. Judgment skills: the ability to write appropriately for a particular purpose with a particular audience in mind, along with the ability to select, organize and organize relevant information.
From the statement of definition of writing above, the researcher concludes that writing is a process of exploring the mind in written form, the generalization thought, exploring the mind in complex by using the correct grammatical interior. Related to improving writing skills according to Saiful (2014) The research results indicated that the use of Generative Learning Model could increase students' writing skills. Students in a piece of writing use one of these modes exclusively, but typically they are found in combination, with one or two predominating to achieve the researcher's primary rhetorical purpose and operational goals.
This means that paragraphs are arranged in such a way that the reader can understand the researcher's thought. There are three main types of letters namely: formal letters, business letters and personal letters.
Recount Text
Literary narrative is generally written in the first person using I or we, creating a relationship between researcher and reader or speaker and listener, for example my diary as a child in space. It is generally written in the first or third person using me or we, but it can be written in the passive voice. The passive voice is sometimes used to allow the researcher to leave out the person doing the action.
After collecting the test documents, the researcher analyzed the documents one by one to obtain data on their writing skills. The researcher has used descriptive methods to collect data that serves as evidence for their distilled description. The means, descriptive, was a research design where the researcher has presented the data using a description.
From the above explanation, the researcher has concluded that the researcher who used qualitative research should be objective to give an opinion in his research. Moreover, the researcher has been consistent in giving an opinion because the qualitative result is static.
Population and Sample 1. Population
According to Polkinghorne (2005) "Qualitative research is inquiry aimed at describing and clarifying human experience as it occurs in people's lives". The researcher has taken 10 students from an eighth grade class of junior high school students in Smp Muhammadiyah 12 Makassar.
Research Instrument 1. Writing Test
Procedure of Collecting Data
The researcher checked it to find out whether the students can correct the wrong word or not. The pie chart above, based on student writing data, explains the variety of mistakes students made. Especially for the past tense, which was divided into regular and irregular verbs, it was quite confusing for students because it was not available in Indonesian.
It happened when the students did not know the appropriate structure to compose a sentence because they directly translated the Indonesian language into English, which becomes a mistake. The students did not know how to write the right words to interpret their intention and so they tried to write everything in their mind based on their version and this strategy turns into mistakes. The researcher prepared the pie chart of students' cause of error above for explanation starting from the highest to the lowest rank as follows.
The main cause of the students' error was first language interference which the total result was 57 or 50%. First language interference related to the students' learning style First language interference occurred when the students were influenced by the first language in the use of the target language.
Discussions
The result shows that the most common mistake made by the students when writing the story text was a misformation, which was 52 or 45% wrong. The leading cause of student writing errors is retelling text using Google Classroom in Smp Muhammadiyah 12 Makassar. The second question of this study was about the main cause of errors in writing narrative texts using Google Classroom among 8th grade students of Smp Muhammadiyah 12 Makassar.
Based on the findings, the researcher found that the cause in writing the recount text was the interference of the first language. This cause of error was closely related to the previous cause of error in first language interference. When the student tries to translate the first language into the target language, the first language would interfere with the target language in their translation.
Second, the researcher found the causes of grammatical errors in writing retelling text using Google Classroom in the eighth grade students of Smp Muhammadiyah 12 Makassar that were carelessness, first language interference and translation. In this study, the researcher found less carelessness because there were no interview and discussion processes in the application.
Suggestion
Ordforrådsundervisningsteknikker; A Review of Common Practices, International Journal Research in English Education, Vol 1 nr. 1, 2016, s.22. The Use of Media Music Video to Improve Students’ Competence in Writing Skills, Journal of Computer Interaction in Education (JCIE), Vol 1 side 7-17. Bidrag af fejlanalyse til fremmedsprogsundervisning: Mersin University Journal of the Educational Faculty.
A correlation between students' vocabulary mastery and their reading comprehension for reading academic texts in their English textbooks. 34; Narrative Configuration in Qualitative Analysis." In Life History and Narrative. Edited by Amos Hatch and Richard Wisniewski.
DEFINITION OF RECOUNT TEXT
PURPOSE OF RECOUNT TEXT
GENERIC STRUCTURE OF RECOUNT TEXT
LANGUAGE FEATURES OF THEDESCRIPTIVETEXT
- A Trip To Borobudur Temple
Orientation) My mom was getting me ready for school so I had to wait for her to brush my hair and place each strand in the perfect position. Events) I had to show her my shoes, which I had cleaned the night before, and my school bag had to be put neatly on my shoulder before I could get close to the door. Only after my mother was completely satisfied was I allowed to rush out the front door.
After about 700 meters of walking, I could see the tall steeple of the school. -orientation)The field would be full in the summer and the noise would make me want to rush to the yard and start a good game of football before the bell even rang. Orientation) Last Wednesday I came to school late because I played playstation until 2:00 in the morning.
I arrived at school at 7.15, I ran to my class, but I saw that my teacher has stood in front of the class to teach. I entered my class and of course my teacher was mad at me for being late.
Students Workshee
The first time to use Google Classrom, you must have an active Internet connection to sign in and follow the steps detailed below. To enter a brief description, grade level, or class time, click Section and enter the details. To add a subject, click Subject and enter a name or click one from the list that appears when you enter text.
Classroom automatically creates a class code that you can use to invite students to the class. To use Klaskamer, you log in on your computer or mobile device and join classes. After joining a class, you can get work from your teacher and communicate with your classmates.
Note: If you need to switch accounts, click Switch Accounts before trying to join. If you are already logged in and need to change accounts, click your profile picture in the top right corner, select or add your account. If you are already logged in and need to change accounts, click your profile picture in the top right corner / select or add your account.
If you see Class not found, click the down arrow / and sign in with the account you use for Classroom.
