AN ERROR ANALYSIS ON THE USE OF WORD ORDER IN THE NUMBERING TEXT MADE BY STUDENTS' OF SMK N 3 METRO. What are the errors of word order forms in the recount text made by the student of SMK N 3 METRO?. To know what mistake the word order forms made in the recount text of SMK N 3 METRO students.
INTRODUCTION
- Background Of The Study
- Focus On The Study
- Problem Formulation
- Objective And Benefit Of Study
15 Natanael Saragih and R Silalahi, "The Effectiveness of Using Recount Text to Improve Writing Skill for Grade III Students of Kalam Kudus Primary School 2 Pematangsiantar". A reorientation that "rounds out" the sequence of events or retells what happened in the end.
REVIEW OF THE LITERATURE
Prior Research
The man finished the work' and 'The work finished the man' have very different meanings, as do 'He died happy' and 'Happy he died'. . In this study, the researcher specifically analyzed the errors in using word order in recount text.
Theorical Framework
- Basic Concept of Word Order
The Concept Of Recount Text
- The Definition of Recount Text
- Types of Recount Text
- Generic Structures of Recount Text
- Language Features of Recount Text
- Constructing in Written Recount Text
- The Example of Recount Text
According to Knapp, Recount Text was basically written to make an account of an experience of a series of related events. On the other hand, Pardiyono said that retelling text is the record of events directed to give information about the past activities. Retelling text has a rhetorical structure that includes orientation, event and reorientation.16 This means that text that tells about activity in the past has a rhetorical structure.
From all the several definitions above, it can be concluded that Retell text is a text that tells about something that happened in the past in order to. In other words, retelling text is a type of text that retells past events chronologically to provide information or entertainment. From three kinds or retelling texts above, they generally have the same characteristic which is to retell past events chronologically.
Generic structures of retelling text The generic structures of retelling text are:18 The generic structures of retelling text are:18 a. Below is an example of narrative text adapted from: English in Focus for Basic School Grade III.
The Concept of Error Analysis
Richards divides errors into three main categories consisting of: interlanguage errors, intralingual errors and developmental errors.23 Interlanguage errors refer to "errors caused by the interference of the learner's native language." Intralingual errors refer to. To observe, analyze and classify the mistakes made by students, error analysis is important to do. Richards24 says that error analysis is the study of errors made by second and foreign language learners.
Error analysis can be performed in order to (a) find out how well someone knows a language, (b) find out how a person learns a language, and (c). In addition, Crystal also states that error analysis is a technique for systematically identifying, classifying and interpreting unacceptable forms produced by someone learning a foreign language, using any of the principles and procedures provided by linguistics.25. He defined error analysis as the process of observing, analyzing and classifying deviations from the rules of this second language and then discovering the systems operated by the learner.26.
Based on the above definitions, it is clarified that error analysis is an activity to identify, classify and interpret or describe the mistakes made by someone in speaking or writing and is carried out to obtain information about the common difficulties faced by someone in spoken or written English. the sentences. In foreign language learning, error analysis becomes a useful tool to recognize students' ability in language mastery.
RESEARCH METHOD
Research Design
Based on the explanations above, the writer used a qualitative approach to investigate and analyze students' errors in word order in retold text. In this case study, the researcher gave interview to the tenth grade students in SMK N 3 METRO to collect data about the students' errors using word order on retelling text. Then the researcher classified those kinds of errors using word order in retelling text.
Unfortunately, the use of word order in recount texts is still poorly understood by BB's tenth grade students. Based on the table above, it can be said that there is a common mistake in using word order in recount text. The writer focused on finding the only errors in the use of word order in the recount text.
The percentage of errors in using word order in tenth grade recount text in SMK N 3 Metro. The table above describes examples of the error in using word order in the recount text. Here the researcher can deduce that the students are still complicated in using word order in recount texts.
Based on the analysis data above, the researcher found common mistakes in using word order in retelling text.
Data Source
Data Collection Technique
Data Analysis Technique
Approach
The researcher observed the participant directly from the participant's writing product using word order on retelling text in tenth grade of SMK N 3 METRO to collect data on students' errors using word order on retelling text. In this study, documentation data comes from the document review, which consists of books, transcript, personnel record, annual record and the history book of SMK N 3 METRO. In order to get a general overview of the information in order to reflect on its overall meaning, the researcher tries to understand the structural word order that students normally use in retelling texts.
The researcher then took data from this general view to arrive at the next data. The researcher conveys a chronology of descriptive information about the students' knowledge of word order, which is discussed in a table. The researcher made an interpretation by presenting a list of the students' knowledge of the word order in the graph or diagram.
When analyzing the students' ability in word order of the SMK N 3 Metro, the researcher should take a brief approach to investigate a deep phenomenon of an individual, event or a few people in a group. The design is the researcher's plan for the research, including the method to be used, what data will be collected, where, how and from whom.
Description of Research Setting
The total of the students in SMK N 3 Metro is 1039 from 9 expertise programs spread over 33 classes (group learning).
General Description of Research Data
As primary data, the researcher collected from the writings of students in the tenth grade of SMK N 3 Metro. Students often make mistakes in the order of sentence components and sometimes they omit one sentence component or there may be more. While distributing the noun phrases, the students made mistakes to correct the modifier that should precede the noun.
From the data collected, the researcher found 107 common errors using word order in retelling text which was obtained from ten students which were categorized into declarative sentence and noun.
Data Analysis
Based on the result and the interview in the explanatory sentence, she has 1 mistake and 3 mistakes in the noun sentence, the cause of the mistakes is that she knows only a little English, so she is still confused and sometimes less focused. Based on the result and the interview in the explanatory sentence, she has 4 errors and 2 errors in the noun sentence, the cause of the errors is that she is still confused because she has no understanding of how to apply the rule of English. Based on the result and the interview in the explanatory sentence, she has 2 errors and 7 errors in the noun sentence, the cause of the errors is that she still uses words with difficulty and gives "his" for each of the used words.
Based on the results and the interview, there are no errors in the declarative sentence and 3 errors in the noun phrase, the cause of the errors is if she is sleepy and does not understand the meaning, it makes thinking difficult. Based on the result and the interview, he has 3 mistakes in the declarative sentence and 9 mistakes in the noun phrase, the reasons for the mistakes are that he still has a hard time learning English and needs to agree with the tense and the verb. Based on the result and the interview, he has 1 error in the declarative sentence and 6 errors in the noun phrase, the causes of the errors are that he does not yet understand the material clearly, so he often makes mistakes.
Based on the result and the explanatory sentence interview, she has 5 errors and 3 errors in the noun phrase, the causes of errors are difficult to translate into English, and the atmosphere in the classroom makes her sleepy. Based on the result and the interview in the declarative sentence, she has 5 errors and 4 errors in the noun sentence. The causes of the errors are that she has difficulty translating and arranging the sentence in English.
Discussion
In the previous chapter, the writer gave illustrations related to the word order error in the narrative text committed by the tenth grade students of SMK N 3 Metro in the academic year 2016/2017. 69 incorrect sentences were found, either in word order, an error in the composition of declarative sentences, especially in the arrangement of S, P and O, or in the distribution of words in a noun phrase. In sentence construction, the dominant error occurred in the omitted sentence, followed by the omitted subject, the omitted object, and the incorrect order of the sentence component.
So it is important for the teachers to pay more attention to students' ability and interest in learning English so that the students can improve their knowledge and make better use of English. The students should pay more attention when the teacher explains the material to improve their understanding of English. The material should be presented creatively so that the students can easily understand and remember the lesson.
It is important that the teachers instruct the students to bring the dictionary into the English lesson. The latter is for the next researchers, the researcher hopes that the result of this study can guide the next researchers who are doing research in the same field as the reference or comparison which can be informative for the researchers.
Conclusion and Suggestion
Conclusion
The mistakes made by students are caused by a number of factors consisting of external and internal factors. The internal factor is carelessness, first language, translation, lack of knowledge and the external factor is errors encouraged by teaching material or method. The dominant factor that caused the error is carelessness and the minor factor is error encouraged by teaching material or method.
Suggestion
