Analyzing Students' Difficulties in Writing Recount Text at Eleventh Grade Students of SMAN 1 Tanete Rilau at Barru. In other words, Taneta Rilau's SMAN 1 students in Barru still have some problems in writing a paragraph. Analyzing Students’ Difficulties in Writing English Recount Text at Eleventh Grade Students of SMAN 1 Tanete Rilau at Barru”.
Scope of the Study
Previous Related Research Findings
Muhammad Shiddiq (2015), in his thesis entitled, "An Error Analysis In Writing A Paragraph by the Third Semester' of English University Makassar Muhammadiyah", from the results of data analysis, most students do not complete their paragraphs . with the closing sentences. In grammar errors, most students do not write the verb tense and verb/subject agreement in the correct form. The difficulties students have had in writing a paragraph are grammatical errors in the use of the verb tense, because they do not follow the rules of the present verb for the present tense and the past tense for the past tense.
Writing
The Definition of Writing
Based on the above statement, it can be stated that writing skill is an ability to express an idea, opinion, feeling or experience that someone has heard in written form. The ability to write is often considered to reflect the level of their education. It shows the researcher's ability to express his ideas, to select what is important and to present it in the possible order.
The Function of Writing
Form of Writing
34; a scarecrow draped in a tattered blue-blue bathrobe that hung like rags from his bony shoulders." The report is a text that describes the way things are organized by reference to natural, human, and social phenomena in our environment.
Recount
- The Meaning of Recount
- Purpose of Recount
- Types of Recount a. Personal Recount
- Features of Recounts and Conventions
- Generic Structure
Derewianka argues that the purpose of storytelling is to list and describe past experiences by recounting events in the order in which they occurred (chronological order). In order to achieve its purpose, the text will move through a different set of stages: a) orientation, which tells the reader who is involved, where, when, etc. b) retelling a series of events in chronological order. Narratives are written to retell events to inform or entertain an audience (or both).
Frequent use is made of words, which link events in time, such as we next, after, when then, after, before, first, at the same time. It describes events, so much use is made of verbs (action words), and of adverbs (which describe or add more detail, often chosen to add interest or humor to the retelling). Past tense verbs are used, and regular use is made of words that connect events in time, such as next, later, when, then, after, before, first.
Narratives describe events, so verbs (action words) and adverbs (which describe or add more detail to verbs) are used a lot.
Analyzing the Difficulties
Errors of omission are characterized by the absence of an item that should appear in a well-formed phrase or sentence. They are characterized by the presence of an item, which does not occur in a well-formed utterance. Malformation errors are characterized by the use of the wrong form or morpheme of structure.
This taxonomy is used because it is expected to hold much promise for the researcher in identifying cognitive processes underlying the learner's construction of language. They are not the result of laziness or sloppy thinking, but of the learner's use of a temporary principle to produce new language. In this phase of the interpretation of the causes or sources of errors, the researcher makes use of the comparative taxonomy based on comparisons between the constructions of L2 errors and certain other types of constructions.
According to this taxonomy, interlanguage errors are the result of negative transfer or interference from the learner's native language. However, if they are different and the learner uses transfer, they will cause errors called cross-linguistic errors. Based on the above opinion, we can conclude that one of the characteristics of cross-language errors is that the errors reflect the learner's first language structure.
Students have made mistakes because they are more interested in communication, so they think they don't need to master the rules of the language.
Conceptual Framework
Difficulties in writing will occur if the researcher does not have sufficient knowledge or grammar. Corder also says that human learning is essentially a process that involves making mistakes. Mastery of the mother tongue, in fact, has a great impact on the process of learning a second or foreign language.
Therefore, the researcher believes that the errors and difficulties in the study are the writing problems for the students. It is difficult to tell the differences between errors and mistakes, especially in written form. The researcher agrees with Corder who argues that the problem of determining what mistakes students make and what mistakes students make is one of the same problems and involves a much more sophisticated study and analysis of errors.
For that reason, in this research, the presence of errors is committed. Narrative text is text that tells about what had happened in the sequence of events. Sudirman states that the generic structure of this text is orientation, sequence of events, and reorientation. To teach writing in retelling text is to start from the title, orientation, sequence of events and reorientation.
Conceptual Framework
This chapter presents the research methodology used by the researcher in this research.
Research Design
Research variable and indicators 1. Variable
Subject of the research
Research Instrument
Procedures of Data Collection
The researcher analyzes the students' writing to see what the students did in their writing, focusing on organization and structure/grammar.
Technique of Data Analysis
Bungin Assessment of the students' test results based on the two aspects given by (Heaton 1988) aspect is grammar and form organization. Errors in grammar and word order very frequent, readers often have to really on their own interpretation. This chapter consists of the results of the research and the discussion containing data analysis in detail.
The finding covers the result of the data from error analysis and discussion covers the description of the findings in detail.
Findings
Text organization
From table 4.1, it shows that the percentage of students' errors in the organization of the text is dominated by the conclusion of the paragraph (52.50%). The conclusion has a high percentage because most of the students and their paragraphs without giving a conclusion/concluding sentence. The sentences in their paragraph are not connected to each other and the students have not made any transitions to make relationships between ideas.
Errors in paragraph development and topic statement are also found in students' paragraphs with a low percentage.
Grammatical
Discussion
Text organization a. Topic sentence
The researcher states that the paskibraka selection they passed, but the researcher does not write it in detail. Giving conclusion here means to end the development of the paragraph with concluding sentence and ending can remind the reader what the paragraph is talking about. After analyzing the students writing, the researcher finds that there are many students who did not finish their paragraph with concluding sentence.
On vacation, I talked with my friends about the plan, the agenda for the new year, what was at home. When I wanted to go rian to the home, my father and I talked about the announcement of the agenda for the New Year in the anha home, but my mother neglected me. Therefore, like student 09's paragraph, it also had no links to the established relationship between ideas and allowed the reader to understand the story in a sequence of events.
The paragraph also talked about *And I hope that the new year will not be like this again without some transition like moreover, moreover, besides, etc. Based on the data analysis, most of the students' difficulties in organizing the text, especially in writing the conclusion. They don't write the conclusion of their text, so they don't do the task clearly as the goal of recounting.
Furthermore, she also says that the conclusion of comments expresses a personal opinion about the events described.
Grammar a. Verb
Derewianka(2004:18) states that the purpose of a recount is to list and describe past experiences by recounting events in the order in which they happened. Verb tense errors have the highest percentage because most of the students do not apply the form of verb for past tense. One day I want to *go explore GAPPEMBAR in Barru (went) Must be: One day I have to.
From the example above, most of the students do not write correct tenses for the verb in the sentences, especially when distinguishing between the present tense and the past tense. An article is a word used with a noun to indicate the type of reference the noun makes. So preposition is a word used when we talk about (at) time of day, (on) for days, date, special days, special days holiday, (in) for months years, seasons, part of time/days.
Based on the example above, the students did not apply the rules for using the article and preposition. They are divided into different types, i.e. the personal pronoun, the demonstrative pronoun, the interrogative pronoun, the indefinite pronoun, the relative pronoun, the reflexive pronoun, and so on. They did not know how to distinguish between subject pronoun, object pronoun and possessive pronoun when writing sentences.
Based on the data analysis, most of the students make a mistake in grammatical especially in verb tense, this is relevant with the theory by Johansson &.
Conclusion
Suggestion
This research has attempted to analyze text organization errors and grammatical errors in writing a paragraph faced by eleventh grade students of SMAN 1 Tanete Rilau in 2016/2017. The researcher suggests that teachers care more about the future of students, use more strategies for teaching, make the classroom life as the priority of students, so that students have better achievement in English. The researcher suggests that the head of the SMAN 1 school Tanete Rilau implement the vision, that of determining the direction, change agent, sokesman and coach.
Analysis of Grammatical Errors in Writing Descriptive Essay Among the Grade 8 Students in MTS AmalSholehSumogawe, Getasan. An Error Analysis In Writing A Paragraph by the Third Semester Students' of English Department Makassar MuhammadiyahUniversity.Skripsittidakditerbitkan.
