Analysis of Transition Devices in Essay Writing of Tenth Grade Students in SMA Negeri 19 Gowa), during the thesis of English Education Department, Faculty of Teacher Education and Training, Muhammadiyah University of Makassar, supervised by Eny satriana and Saiful. This research aimed to find out the transition devices that students used in their essays and students' ability to use transition devices in their essays on tenth grade students of SMA Negeri 19 Gowa. The population of this research was the tenth grade students of SMA Negeri 19 Gowa, academic year 2018/2019.
The findings of the research showed that class X Mia 2 SMA Negeri 19 Gowa scored well in their ability to use transitive device clause connector based on student essays. Eventually, based on the findings and the above discussion, the researcher concluded that the X MIA 2 SMAN 19 GOWA student has a good category in using the transition device. To the Dean of the Faculty of Education and Teacher Training Erwin Akib, Ph.D. Pd., Head of Department of English Education Ummi Khaerati Syam, S.P., M.Sc. Pd., for their guidance and assistance.
Si, the teachers and class X MIA 2 students of SMA Negeri 19 Gowa who helped them achieve.
Background
Transitive devices in writing are also complex, and therefore, they must be made clear to students' writing. In her research ability of students in the use of transition signals, the result of this study the ability of students in the use of transition signals is in the right category. According to the review of previous studies, students' skills in using transient signals were different in each school or university.
Through this research, the researcher can find out the ability of students in using transitive means in essay writing. Therefore, the researcher is interested in conducting research that emphasizes the use of transitive aids in the student's writing ability, which focuses on coordinating conjunction and subordinating conjunction.
Problem Statement
Objective of the Research
Significance of the Research
Scope of the Research
Previous Related Findings
Writing
- What is writing?
- The Importance of Writing
- The Characteristic of Good Writing
- Components of good writing
- Writing Process
The activity that can be done by the writer in this step is to check the content and organization, including the unity and coherence of the written sample (oshima and hogue, 1998:11), which also means checking the use of the topic sentence and the phrase that develops. the topic sentence and also the use of transition words. Another aspect to check in this step is the grammar of the writing test. In relation to the organization of the ideas on paper, a writer should have an ability to balance purpose, audience and topic as well as in speaking activity.
Most writing activities are related to the writing process where a writer uses words to form sentences and then constructs the sentences to form paragraphs and so on. Writing facilitates reflection and expression and allows individuals to formulate their thoughts, giving us the framework for one of the most prominent methods of everyday communication. Good writing reflects the writer's ability to use the approach appropriate to the purpose and audience of the occasion.
The main idea is stated in the topic sentences and any or all of the supporting sentences and is related to that idea of the topic sentences. If a writer wants his writing to be unified, he should not include sentences that do not support the main idea of the topic sentences. It is expected that the content of the record will be clear and understandable to the readers.
In the organization of writing, it deals with the paths through which the writer arranges and organizes ideas in the order of the message in words. An English learner and an English teacher should consider vocabulary as one of the important components of writing; because there is no doubt that learning the words of a language. Capitalized words, names (e.g. A.E. Housman) and titles (e.g. Secretary of State), the pronoun I, months (e.g. November), days (e.g. Monday) and holidays (e.g. Memorial Day), names of organizations (e.g. Democratic Party) and institution (e.g. Wright Junior College), etc.
Revising is the examination of the draft to find errors, shortcomings or irrelevant points, and then to improve the text. Revising should be done better after the completion of the first draft, so that it will not interrupt the flow of writing.
Essay
If we consider the purpose of control, we need to determine whether there is adequate support and whether our essay development fulfills the commitment initiated or indicated by the purpose of control. All of our details, evidence, or counterarguments should not only clearly relate to our controlling purpose, but should have the purpose of strengthening the essay. Focus and content are strengthened and enhanced by the organization of the essay, which should follow an overall organizational strategy.
We may want to test the effectiveness of such a strategy by outlining or summarizing our essay. The organization of our essay must logically follow the commitment established by our controlling purpose. We need to make sure that our readers can follow the organization and make sense of it easily.
Additionally, we should ask ourselves whether the introduction and conclusion can more effectively open and close our essay. After all the above have been noted; now things like grammar, spelling, word choice, sentence structure, and mechanics must be considered.
Transitional Devices
The use of transitional devices within a paragraph is necessary to achieve paragraph coherence. The agreement of pronouns with their antecedents above is very clear and understandable, but the exception to this rule is the use of several pronouns, although they may appear plural and are always singular. The function of pronouns as transitional devices within a paragraph is necessary to avoid repetition of nouns (pronoun antecedents), which can very often cause reader boredom.
In most cases, the author establishes the central logical relationship between the paragraphs in his topic sentence. In addition, how to understand them, the author must understand the form of the essay. In the introduction, the paragraph gives the author more space to develop into the topic he wants to discuss.
In the first and third paragraphs of the essay is the body of the essay. Finally, in the conclusion of the essay, the writer rewrites or recalls the proposal sentence that the writer puts at the end of the introductory paragraph. In this case, the writer inserts sentences to create a close relationship and a smooth transition of the paragraph and the one before it.
And how to use these sentences as transitions between the paragraphs, the author should focus his concentration on the proposal sentence of the essay, which contains the theme of the entirety of the essay usually placed at the end of the introductory paragraph. This requires the author to use the transition words or phrases between the paragraphs. Using the sentence as a transition between paragraphs is the same as using the transition sentences between paragraphs.
Theoritical Framework
It is no different from how to use the word or phrase, or sentence as a transition in an essay, where they transmit the idea within, the previous paragraph to the next paragraph without problems. It is only if it summarizes all the ideas within the previous paragraph before starting the next unit, or introduces a series of illustrations, or shows what the author intends to do next. This chapter presents the research design, population and sample, variable, research instrument, data collection procedure and data analysis technique.
Research Design
- Population
- Sample
Among the population, the researcher took 27 students from SMA 19 Gowa academic year 2018/2019 as a sample of this research by using purposive sampling technique. Arikunto (2014) states that random sampling technique is a sample determination technique that gives members of the population equal chances of being selected as the sample.
Instrument of the Research
Data Collecting Technique
Then, the annotation of transitional devices made by the students was used to classify the transitional devices using a sentence linker that corrects usage and misuse in the students' descriptive text writing.
Technique of Data Analysis
By calculating the frequency of students' proficiency in using the transitive device, the researcher can identify the exact most common use made by students. The findings show the description of the result from the data collected through the written test, which are described in tabular form.
Findings
- Clause Connector of Transitional Device
- Students’ ability in using Transitional Device
Students' ability to use Transitional device in writing described through the percentage of students' essay. The use of transitional devices by the word "and" mostly than other use in students' essay writing. Based on the examples above, the use of the word "and" in a sentence by the students is correct.
Based on the examples above, the use of the word "and" in a sentence by the student is incorrect because there are words that are repeated.
DISCUSSION
This was proven by looking at the most correct student essays, such as "and, but, or, if, so, because, that, and when."
Conclusion
Suggestion
Pengajaran menulis dengan teknik reproduksi kepada siswa tahun pertama SMU Neg.1 Sungguminasa. Nur Rahmawati. 2013. Meningkatkan keterampilan menulis siswa melalui penilaian proyek menulis komprehensif. Tesis. Makassar: Unismuh Makassar. Rahmatia, 2010. Menggunakan teknik dikte untuk meningkatkan kemampuan menulis siswa. Tesis. Makassar: Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Makassar.
Salmawati.2014. Improving students' reading comprehension through question-answer-relationship strategy. Thesis.Unismuh Makassar Saraka.1988. Improving students' writing skills: learning to use transition words. Available online hosted by (http://www.SciRP.org/journal/ojml)\.
APPENDIX A
THE RESULT OF STUDENTS’ WRITING A.2 LIST NAME OF THE SAMPLE
ATTENDENCE LIST A.4 DOCUMENTATION
LIST NAME OF THE SAMPLE
ATTENDENCE LIST
APPENDIX B
