Therefore, the writer would like to thank the Dean of the Faculty of Education Dr. The writer expresses his deepest gratitude to both mentors: Hj.
Background
- Problem Statement
- Objective of Research
- Significance of the Research
- Scope of the Research
What is the skill of students in writing a descriptive text in VIII. to class SMPN 8 Makassar in the academic year 2018/2019. To know the student's skill in writing a descriptive text in VIII. class SMPN 8 Makassar in the academic year 2018/2019.
REVIEW OF RELATED LITERATUR
General Concept of Writing
- Definition of Writing
- The Importance of Writing
- Element of Writing
- Purpose of Writing
- The Component of Writing
- The Writing Process
- Types of Writing
- The Requirements of Good Writing
It is therefore influenced by both the personal attitudes and social experiences that the writer brings to writing after the impact of the particular political and institutional context in which interviews, analyzes of surrounding practices and other techniques, writers attempt to develop more complete accounts of local writing . context. From the definition above, the writer can conclude that writing is a way of producing language that comes from our thinking. It is influenced by both the personal attitude and social experiences that the author brings to writing and the impact of the particular political and institutional contexts.
In conclusion, any purpose of writing will tell the readers the reason why the writers write the text or composition and show it to them; except each goal will lead to different product or form of writing. For example, in the first test they found an uninformative text. So the readers did not catch the idea of writing the text. It means that, in the description component, the student must describe parts, qualities and characteristics of objects.
Students can use: first, second, next, etc. to explain the future of the places. The main function of punctuation is to help the reader understand the writer's meaning. However, taking a comma in a coordinated independent clause is a convention (for example, the sun had already set and the air was getting colder).
When students revise, they revise their text based on the feedback provided in the previous stage. All the sentences in a paragraph must express one thing in the topic sentence: the whole sentence sticks together.
Definition of Analysis
Krippendorff (2010:p.53) also notes that much content analysis research is motivated by the finding that techniques for inferring from symbolic data would be either too expensive or too intrusive using other techniques. Neudorf quotes: "Content analysis is a summative, quantitative analysis of messages that relies on the scientific method (including attention to objectivity, intersubjectivity, a priori design, reliability, validity, generalizability, reliability, and hypothesis testing) and is not limited as types of variables that can be measured or the context in which the messages are created or presented." (Neudorf, 2007:10). Holsti (2011) divides the use of analysis into three categories. a) make inferences about the antecedents of a communication.
General Concept of DescriptiveText
- Definition of DescriptiveText
- Purpose of DescriptiveText
- Kinds of DescriptiveText
- Language Features of Descriptive text
To express feeling: a description of your favorite outdoor retreat so that your readers understand why you enjoy it so much. To narrate experiences: a description of your childhood home to give an idea of the poverty in which you grew up. For information: a description of an apple to help readers rediscover the joys of this fruit.
As we know that descriptive text is a text to describe something, such as people, places or things. You are probably aware of some of the complications because you have often been asked, "What is so-and-so?" in response, you can use The most complete description of people is usually called a character sketch; literary portraits and biographical sketches may also be referenced.
To make the paragraph more interesting, you can a controlling idea that indicates an attitude or impression about the place being described, and the arrangement of details in your description depends on your topic and purpose. c. Description of things. Writers use verbs to make descriptions more specific, accurate and interesting.. the wind had chiseled deep grooves into the sides of the rocks" is more specific than "the wind had made deep grooves". The verb chiseled also gave the reader a more accurate picture of the wind's action , than it did.
Conceptual Framework
In writing skill, students must complete the five components of writing, they are grammar, mechanics, content and.
RESEARCH METHODOLOGY
Population and Sample
- Population
- Sample
Research Instrument
Procedure of Data Collection
By classifying the students' score for each component of descriptive text writing, the researcher analyzed the data in each component to find out which components are good and which are weak. In terms of grammar, the result of the percentage of students who wrote descriptive texts was: 4 students (13.3%) who received an excellent rating, 7 students (23.3%) who received a good rating, 18 students (60%) that received a reasonable rating. classification and 1 student (3.3%) who received a poor classification. In terms of content, the result of the percentage of students who wrote a descriptive text was: 3 students (10%) who received an excellent rating, 5 students (16.7%) who received a good rating, 22 students (73.3 %) who received a good rating. classification and no student (0%) received a poor classification.
In terms of content, the result of percentage of students who wrote descriptive text was 3 students (10%) who got excellent classification, 12 students (40%) who got good classification, 15 students (50%) who got fair classification and no student (0%) who received poor classification. The finding shows that the result of percentage of students who wrote descriptive text was 4 students (13.3%) who got excellent classification, 7 students (23.3%) who got good classification, 18 students (60%) who got fair. classification and 1 student (3.3%) who received a poor classification. The finding shows that the result of percentage of students who wrote descriptive text was 3 students (10%) who got excellent classification, 5 students (16.7%) who got good classification, 22 students (73.3%) who got fair. classification and no student (0%) who received poor classification.
The finding shows that the result of percentage of students who wrote descriptive text was 3 students (10%) who got excellent classification, 12 students (40%) who got good classification, 15 students (50%) who got fair classification and no student (0%) who received a poor classification. Based on the students' mean score in each component, it could be seen that the students' weakness in writing descriptive text lies in the content. Based on the result, we can also state that the students' strength in writing descriptive text lies in the mechanics with an average score of 3.63.
Based on the above result, it can be concluded that students' grades for descriptive text writing ability were well classified. TITLE: An Analysis of Students' Writing Skills in Descriptive Text in Class VIII of SMPN 8 Makassar.
Data Analysis Technique
Finding
As mentioned in the previous chapter, the writer conducted the study using a writing test to determine the students' writing skills in descriptive texts. The data of 30 students was analyzed in three stages: assessing the descriptive text that the student wrote, classifying the student's score for writing descriptive text, and calculating the percentage that the student wrote descriptive text. The given test was writing descriptive text written by students of VIII.5 SMPN 8 Makassar based on the writing component (grammar, mechanics, content and organization).
Based on Table 4.1, it can be seen that the total component of grammar was 104 items, component of mechanics was 109 items, component of content was 101 items and component of organization was 108 items. The total students' score for the students' writing skill in descriptive text as a whole was 422, and the mean score for the students' . writing skill in descriptive text was 14.06. In terms of mechanics, the result of percentage of students who wrote descriptive text was 4 students (13.3%) who received excellent classification, 11 students (36.7%) who received good classification, 15 students (50%), who received a fair classification and no students (0%) who received a poor classification.
Based on the explanation of students' scores for each component of writing descriptive text above, it showed that none of the students get bad scores for mechanic, content and organization component. Calculating the percentage of the student's writing descriptive text After the writer got the result of the students' score, then the writer calculated their percentage in analytical writing ability in descriptive text. To obtain the percentage of students' writing skill in descriptive text, the author applied them in the following formula.
Discussion
The finding shows that the result of the percentage of students in writing the descriptive text was 4 students (13.3%) with an excellent classification, 11 students (36.7%) with a good classification, 15 students (50%) with a classification of right and none. student (0%) who received poor classification. This research was conducted on the writing skill in the descriptive text that was written by class VII.5 of SMPN 8 Makassar. The first point is that the students' writing ability in descriptive text of grade VIII.5 students in SMPN 8 Makassar in terms of four components (grammar, mechanics, content, organization) was considered as fair classification.
Thus, overall the average score of students' writing ability, especially in descriptive text was 14.06 and was considered as good classification. Based on the above explanation, it can be concluded that the descriptive text writing ability of grade VIII.5 students in SMPN 8 Makassar was in good classification. Based on the conclusion presented in the previous sub-chapter, the researcher gave some suggestions for the teacher, students and future researcher about teaching English, especially in teaching descriptive text writing.
Teachers are suggested to develop their own method in teaching writing, especially in teaching writing descriptive text. They need to somehow continue to develop their writing ability, especially in descriptive writing in other aspects that support their writing, so that their achievement can also improve. Hopefully, the result of this study could be a contribution to those who wish to conduct developmental research on the topic of teaching descriptive text writing.
CONCLUTION AND SUGGESTION
Suggestions
The result of this study was hopefully able to provide input for those who want to conduct developmental research especially in analyzing students' writing skills or other English skills. The researcher also suggests the further researcher to do a research about analyzing the writings of students in different genres and even at different levels of students. The effect of planning instruction and self-regulation training on the writing performance of young writers with autism spectrum disorders.
What teachers need to know about literacy, (online), Victoria: Acer Press, www.en.bookfi.org, retrieved July 2018.
