The purpose of this research was to know the most dominant type of hedging and to find problems in the use of hedging in writing skill in letter text writing of the eleventh grade students at SMA N 1 Seputih Raman Central Lampung. The method of this research was qualitative research in the form of a case study conducted at SMA Negeri 1 Seputih Raman Central Lampung. The primary source of this research is the eleventh grade students at SMA Negeri 1 Seputih Raman Central Lampung which consists of 10 students.
Tujuan dari penelitian ini adalah untuk mengetahui interferensi susunan kata bahasa Indonesia dalam menulis teks ekspositori dan mencari solusi untuk mengatasi interferensi susunan kata bahasa Indonesia dalam menulis teks ekspositori pada siswa kelas XI SMA N 1 Seputih Raman Lampung Tengah. Metode penelitian ini adalah penelitian kualitatif dalam bentuk studi kasus yang dilakukan di SMA Negeri 1 Seputih Raman Lampung Tengah. Sumber utama penelitian ini adalah sepuluh siswa kelas XI SMA Negeri 1 Seputih Raman Lampung Tengah.
Selanjutnya, hasil penelitian lain mengakar masalah dalam penulisan akademik siswa SMAN 1 Seputih Raman, antara lain kurangnya kemampuan memahami kosa kata.
INTRODUCTION INTRODUCTION
- Research Question
- Objective of The Study
- Benefits of The Study
- Prior research
- THEORICAL REVIEW
- The nature of writing skill
- Types of writing a. Description
- Writing assessment
- The purposes of hedging
- Types of hedging
The difference between previous research and this research lies in the research objectives and research samples. The aim of the research from the first previous study is to find out whether hedging can improve writing skills. The aim of the research from the second previous study is to identify patterns, themes or biases and to focus on detailed systematic investigation of how Indonesian and English native authors used hedges in their published research articles.
8 Scott Barry Kaufman and James C.Kaufman.2009.The Psychology of Creative Writing.New york:Cambrige University Press,p188. 14 Ken Hyland, "The author in the text : Hedging scientific writing," Hong Kong Papers in Linguistics and Language 18 (September 1995): 32. The use of hedging by some experts has the different thoughts about the goals of the authors with the use of hedging in their writing.
Also, the use of hedging can anticipate the possible negative consequences of the perception that writers' arguments or claims are false. Finally, the use of hedge can contribute to the development of the relationship between writer and reader.
RESEARCH METHOD RESEARCH METHOD
Type and Characteristic of Research
In addition to the above explanation, the aim of this researcher is to know the students' mistakes in covering the writing skills of the 11th grade students of SMAN 01 Seputih Raman.
Data Resources
- Primary sources
- Secondary sources
Data Collection Technique
An interview takes place when the researchers ask one or more participants general, open-ended questions and record their answers.28 This means that by interviewing, the participants can best express their experiences, not constrained by the researcher's perspectives or past research results . Interview provides useful information when the researcher cannot directly observe the participants and the researcher allows the participants to describe detailed personal information. Therefore, in this study, the researcher will use interviews to collect the data from the students.
Qualitative researchers can use written documents or other objects to gain knowledge of the phenomenon under study.
Data Analysis Technique
Data collection is the step as the researcher gathers all the data that can be used to complete the research.
Research Approach
A first step is to gain a general understanding of the data and to reflect on its general meaning. Coding is the process of organizing the text segments before making sense of the information. The writer takes text and labels these categories with a term, often a term based on the students' actual language.
In this case, the researcher will analyze entrenchment in students' writing document among the eleventh scrapers of SMA Negeri 01 Seputih Raman. The data can be easily obtained, then the writer will interpret and description of category of the word after the procedure is done.
Description of Research Setting
- Profile at SMA Negeri 1 Seputih Raman
- Description of the Research Result
- What are the students’ difficulties in using hedging in writing skill at SMAN 1 Seputih Raman in the academic of 2019/2020 SMAN 1 Seputih Raman in the academic of 2019/2020
The condition of teachers and official employers in SMA Negeri 1 Seputih Raman in the academic year. The number of students at SMA Negeri 1 Seputih Raman in the academic year 2020/2021 is what can be seen in the figure below:. It was analyzed that in the first data there are no epistemic lexical and Sami aids.
In addition, there is the modal auxiliary verb that expresses possibility. consists of a will and two cans. It was analyzed that there are modal verbs in the second data. consists of two cans. It was analyzed that in the data of Thridi there is the expressive possibility of the modal verb. consists of two cans and a will.
In addition, there are modal verbs and lexical verbs consisting of two can and will. It was analyzed that in the sixth there are modal verbs, adverbs. usually consist of can and will. It was analyzed that in the seventh data there is a modal auxiliary verb that expresses possibility. consist of can and will.
It was analyzed that in the eighth data there is no epistemic lexicon and auxiliary Sami. In addition, there is the modal auxiliary verb that expresses possibility. consists of two can and suggest. It was analyzed that there are modal verbs in the nine data. consists of power and will.
It was analyzed that in the tenth data there is a modal auxiliary verb that expresses possibility. consists of two wills. Based on the results of interviews with English teachers, it turned out that the students had difficulty writing expository texts in the form of a lack of vocabulary and ideas because they were interconnected.
Discussion
Based on the results of the interview, the English teacher explained that it is important to stimulate students to do exercises with verbs and tenses in order to minimize cover-up difficulties in writing. This is because, before writing, students are asked to observe a text, then they must first look for the object object of the predicate, especially cover, so if the predicate leads to the tense. The results of interviews with teachers who asked students to make grammar strategies that were found to still get errors, namely driving in Indonesian, which was interpreted in English without knowing grammatical writing.
In addition, the student's difficulty factor is inattentive to the objects and predicates used. Based on the results of observations, each percentage type of hedging includes 50% of modal verbs, 37.5% of lexical verbs, and 12.5%. It is known that the type of hedging in the written text of student English appears in sentences containing hedging modal verbs, adverbs, lexical verbs.
Covers that appear infrequently in students' writing are nouns and modal adverbs. The difficulties of the students in using hedging in writing skills at SMAN 1 Seputih Raman in the 2019/2020 academic. In conclusion, the difficulty of hedging in academic writing of student SMAN 1 Seputih Raman is the lack of ability to understand vocabulary, when writing, the student feels that he has no choice to use hedging word for our writing, less students to do exercises with verbs and tenses, the capacity for grammatical strategy is still low.
Hedging
Conclucion
Based on the results of hedging analysis in the written works of 11th grade students at Public Senior Secondary School (SMAN) 1 Seputih Raman, Lampung Central Province, the researcher wants to describe the conclusion of this research. The conclusion is related to the results of the research that the most dominant type of hedging used by the eleventh graders at SMAN 1 Seputih Raman and the students' difficulties in using hedging in writing skills at SMAN 1 Seputih Raman. The most dominant type of hedging that occurs in student writing is modal verbs, because 50%.
This proves that the kind of hedging that occurs least in children's writing is not very interesting and difficult for students to understand in the text. Knowing the difficulties of hedging in academic writing of student SMAN 1 Seputih Raman, including the lack of ability to understand vocabulary, When writing, the students feel that they have no choice to use hedging words for our writing, Fewer students to do exercises with verbs and tenses, The capacity for grammatical strategy is still low.
Suggestions
A comparative genre analysis of fuzziness in research articles: Is fuzziness forever Wicked? English Language and Literature Studies 2, no. Comparison of Hedging Devices in Published Research Articles by Indonesian and English Narrative Writer: A Corpus Based Study.”. Hedges Used by Indonesian Elt Students in Written and Spoken Discourses.” Indonesian Journal of Applied Linguistics 7, no.
APPENDICES
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran 3.1 Implementasi Fungsi. sosial, struktur teks dan unsur-unsurnya. melibatkan transaksi lisan dan tertulis. hubungan interpersonal dengan guru, teman dan lain-lain. Dengarkan, baca dan tiru, guru. membaca beberapa teks pendek yang berisi saran dan penawaran dengan pengucapan dan penekanan yang benar. Melakukan observasi di lingkungan sekolah dan sekitarnya untuk membuat rangkaian saran dan tawaran. tentang proses dan hasil belajar. transaksional, lisan dan tulisan, pendek dan sederhana, melibatkan tindakan memberi dan meminta informasi mengenai usul dan penawaran, dengan. memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks 3.2 Penerapan fungsi. sosial, struktur teks dan unsur-unsurnya. melibatkan transaksi lisan dan tertulis. tindakan memberi dan meminta informasi mengenai pendapat dan pemikiran, sesuai dengan konteks penggunaannya.
Identifikasi dan sebutkan bagian undangan dengan pengucapan dan penekanan yang benar - tinjau beberapa. Membacakan secara lisan di depan kelas uraian masing-masing produk budaya secara bermakna dengan pengucapan dan penekanan yang benar. Bacalah uraian lengkap setiap produk budaya di depan kelas secara bermakna dengan pengucapan dan penekanan yang benar - Renungkan.
Baca dengan lantang dan bermakna dengan pengucapan dan tekanan yang benar - Lihat satu meja.
