In the name of Allah, the Beneficent, the Merciful. All the praises be to Allah who has given the ease and smoothness to the researcher, so the researcher can finish this research paper entitled “AN ANALYSIS OF STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXT AT ETP’S STUDENTS OF ACCOUNTING EDUCATION”. This research paper is one of the requirements for getting bachelor degree of English Education Department of Muhammadiyah University of Surakarta. This research paper cannot be finished without the help and the contributions from many people. Thus, the researcher would like to express big thanks to:
Reading is one of important English skills that must be acquired well by all of English learners who want to learn English as a foreign language. It is one of the activities to know information and knowledge in the world. Reading can give some advantages to the students. First, reading will make the students to be someone who has wide knowledge. Second, it can improve the students’ ability that will support their study and will be used for them in daily life. Third, the students will get some information and ideas from the sources that are needed for certain purposes, like answering questions that are related to the text and it is a common activity that happens in the process of learning reading. In addition, the students should have an effective way to comprehend the text in reading process.
Reading comprehension was a process of getting the information from the text. The comprehension talks not only about being read, but also understanding the meaning of what the written material talks about. In teaching reading the teacher has to use strategy; one of them was Cause and Effect Strategy to increase the students’ ability in reading skill. Cause and Effect was important in teaching-learning process to help students identify what happened and why it happened in both fictional and non-fiction texts. In other words by teaching Cause and Effect Strategy, the students are able to comprehend, analyze the meaning all of the content of the text and it can be getting a good arranging sentences in a good order.
The situation above is caused by some problems, such as; the lack of students’ training to pronounce English frequently, the lack of students’ ability in mastering grammar and vocabularies so that they sometimes misunderstand each other, the strategy used by the teacher in teaching English especially in speaking skill was very uninteresting, the teacher did not give the opportunity for the students to practice their speaking, the students did not get fun that could motivate themselves to practice their speaking. In this case, for each meeting the teacher used Convensional Strategy in teaching and learning process. According to Reostiyah (1998:78), “The Conventional Strategy is a traditional strategy and it had been long time ago underwent by the teacher in the teacher story in from of speech strategy”. Conventional strategy is defined as the oldest teaching method in which the teacher has full responsibility for presenting facts and principles orally. In this strategy, the teacher is more active and the students are passive. The teacher gives and reads the material while the students just listen to the teacher’s explanation without saying anything. After that, the teacher gives some explanation based on the material and asks to do exercises. So, the students get bored during the teaching and learning process and they were uninterested to learn English. Conventional strategy is not appropiate to be applied in recent time because it is a part of teacher-centered technique, so it is unable to improve the students’ ability in speaking skill.
The purpose of the research is to increase the Students’ Ability in Vocabulary Mastery by Using Vocabulary Drill Strategy at the Eighth Grade of SMP Negeri 1 Hilimegai which the total numbers of the students was 26 persons. The research was conducted by using CAR method. It was applied into two cycles. Each cycle consisted of planning, action, observation, and reflection. The instruments used by the researcher to collect the data were observation sheet, evaluation sheet and field note. In the students’ observation sheet the researcher searched about the students’ activities during teaching-learning process while in the observation sheet for the researcher noted by the teacher during teaching vocabulary by using Vocabulary Drill Strategy and in the evaluation sheet the researcher evaluated about the students’ ability in multiple choice.
researcher reviewed and reminded the last material by giving some questions to the students orally. Then, the students responded the researcher’s question s. The next activities that the researcher did were to distribute the material to the students. Before the researcher drilled the students, the researcher re-explained the general information about descriptive text and asked the students to pay attention. After that, the researcher continued drilling the students by using the steps of procedure of Exclusion Brainstorming Strategy. For the next, after the researcher had drilled the students, s he improved the students’ mistakes during implementing the procedu re. Then, the researcher taught the students how to write descriptive paragraph correctly. In the last of whilst teaching-learning activities, the researcher gave test to the students was aimed to know the students’ ability in writing especially in writing descriptive paragraph. After that, the researcher asked them to submit their paper.
Vocabulary is called as the language component. It can be defined as a total number of the words. Ur (1991:60) says that vocabulary can be defined, roughly as the words that teacher teaches in the foreign language. Ligon (2000:6) argues vocabulary skill is based on a clear understanding of language itself. One of the most fundamental vocabulary skills is how to use context to determine meaning. Moreover, Brassell and Rasinski (2008:19) assert that vocabulary is the ability of readers to grasp the meaning of individual words and phrases used in written texts. From the theory above, it can be concluded that vocabulary contains the knowledge of words in a language which has meaningful that should be mastered by the students. Through vocabulary the students can express their ideas to increase the students’ ability in vocabulary.
In conducting the research, speaking is chosen as the skill that is searched. In the syllabus of KTSP-2006 there are competence standard, basic competence, indicator, and MCC that should be achieved by the students in studying speaking skill. But the students could not achieve because there are some problems that influence the students’ ability in speaking. So , the researcher has applied one strategy namely Global Presentations Strategy. Global Presentations Strategy is a strategy which invited the students to work in group to present a material based on the topic they got when pulling out a piece of paper from the box, while they presented the material the researcher did the pre-record. To find the students ’ ability in speaking, the treatment was done by the researcher using “Giving information” as the material. To obtain the result of the research, the researcher conducted speaking test to the students.
In Cycle I especially in the second meeting, the researcher gave test to the students was extend to kno w the students’ ability. In fact, the students’ result showed that most of the students did not pass on Minimum Competence Criterion (MCC). The higher value that the students got in Cycle I was 90 and the lower value was 20. Moreover, the average of the st udents’ value was 53.33. Although in Cycle I there were students who got value classified in “Very Good” and “Good” level, the researcher was not satisfied because there were many students did not pass on MCC. Therefore, the researcher decided to continue in Cycle II, by implementing the improvements, there were: First, the researcher suggested the students to find out how to pronounce the words in dictionary. Second, the researcher explained more the generic structures and language features of descriptive text. Third, the researcher taught the students about descriptive text. Fourth, the researcher suggested the students to learn the new words from dictionary. And fifth, the researcher suggested the students to learn more how to followed the procedure of Guessing Game.
The purpose of this research is to increase the students’ ability in speaking by using Theme Based Model. To achieve the purpose, the research used Classroom Action Research. The subject of this research is the students at the seventh grade especially class VII-a of SMP Negeri 2 Lotu which the total students of the class VII-a are 25 persons. This research applies in two cycles. Each cycle consists of two meetings. In conducting each cycle the researcher did it in some steps, they are; planning, action, observation and reflection. The instrument used by the researcher to collect the data are observation paper, field notes, oral test and camera (recorder). In collecting the data, the researcher uses two data; they are qualitative data and quantitative data.
criterion (20.0%), nine students in bad criterion (25.7%), and fifteen students in very bad criterion (42.9%). The highest mark was 86 and the lowest mark was 19. However, most of the students were unsuccessful if it was confirmed to the MCC score, this was caused by the conditions of the students who were still lack of vocabulary, lack of comprehending the teaching-learning material, and most of them were still included on worse writers. Reflecting to the condition of Cycle I, it can be said that the teaching- learning activity of Cycle I itself was failed, so that, the researcher continued the research to the Cycle II and made improvement for the lesson plan as described before. As in Cycle I, Cycle II consisted of two meetings. During teaching-learning activity, the researcher noticed that the students had progression in writing recount text. Step by step, they were able to express their idea in written text form. Even the students were still made mistakes in the first meeting of Cycle II, but fortunately, they can write correctly in the second meeting of Cycle II. What is wonderful, the researcher was also noticed the students’ ability progression through the result of evaluation sheet. In Cycle
In the Cycle I, the researcher conducted the research into three meetings and each meeting the researcher taught the students about teaching material and applied the steps of procedure of Project-Based Learning. Then, to know the students’ ability individually in writing descriptive text, the researcher gave test to them. In fact, in Cycle I most of the students did not past on Minimum Competence Criterion (MCC) can be known in their average value was 36.77, it caused by vary background of the students. Moreover, the students were lack in identifying the generic structures and language features in descriptive text. Therefore, in writing the example of descriptive text especially describing person, they could not make the identification and description of their project. So, the researcher decided to conduct the research in the Cycle I, by doing some improvements. There were:
In fact, the expectation of the syllabus cannot be achieved yet. It is proven when the researcher observes the students’ ability in school of SMP Swasta Nurani Pelita Agung “NUPELA” especially eighth grade. The researcher found some students’ difficulties;most of the students do not know vocabularies well. So, the students cannot comprehend the content of the writing text and their mark is under MCC. The problem appears because of many factors such as: First, the students were lack to identify generic structure of expository text, Second, the students were lack to pronouncing vocabularies, Third, the students were lack to write vocabularies, Fourth, the students did not master expository vocabularies, Fifth, the game was used a little media in teaching learning.
Abstract : The purpose of the study is to know the studen ts’ improvemen t writing personal recount text by using personal experiences in students’ journal for the eighth grade students of SMPN 2 Sungai Pinyuh in academic year 2013/2014. It is expected that the research would be useful for the teachers and students in language teaching and learning process. The form of this research is classroom action research. The subject of the study is the Eighth Grade Students of SMPN 2 Sungai Pinyuh in academic year 2013/2014. The technique used for collecting data is written test. In the research the writer also applied field notes. The field notes were used to take notes about teaching learning activities which related to the used of students’ journal in writing recount text. Based on the students’ mark, there was significan t improvement of the students’ achievement. In the first cycle the students’ mean score was 52.9. At the second cycle the students’ mean score was 65.8. And at the third cycle the students’ mean score was 78.5. The improvement the students’ personal journal was effective to improve the students’ ability to develop ideas in recount writing. It was because by using students’ personal journal students could write their personal experiences then rewrite the journal into a good form of recount writing.
As the previous research, the present research also focuses in analyzing News Item Text using SFL. News Item Text is chosen because as stated before that the News Item Text is a text type which the Indonesian senior high school students have to write and the source regarding the News Item Text writing is still limited as it is one of multi-generic text. Therefore, the present research investigates the News Item Text written by students from an Indonesian senior high school using SFL to find out students’ ability and difficulties in writing
Abstract: The objective of this research was to improve the students' ability in writing procedure text through demonstration for the ninth grade students of SMPN 22 Pontianak in academic year 2015/2016. The method used in the research is classroom action research was conducted in three cycles. The observation checklist was used to support the researcher in monitoring the teaching and learning process in the classroom. Field note was used to provide additional data regarding the behavior of students and situation happened in the teaching and learning process. The findings showed that demonstration technique improved the students’ ability in writing procedure text. The improvements covered: 1) the students considered writing as an interesting lesson, indicated by their enthusiasm to write, 2) students generated and organized their ideas more easily in a good order, and 3) demonstration improved the students' ability in writing procedure text in terms of grammatical, vocabulary, and sentence structure.
The purpose of this research was to improve the students’ ability in mastering vocabulary. In improving the students’ ability in mastering vocabulary, the researcher used Quartet Game. The subject of this research is the students of SMP Swasta Kristen Tomosa 1 Gido at the eighth grade which is the total number of the students was 18 students. This research was applied in two cycles. Each cycle consists of planning, action, observation and reflection. The researcher collected the data from the result of the observation paper and evaluation paper. In the observation paper, the researcher searched about the activities of the students during teaching-learning process, while the observation paper for the researcher is noting the researchers’ activities in teaching vocabulary by using Quartet Game. In the evaluation paper, the researcher searched about the students’ ability by m atching the words to the text.
This research focuses on students’ ability in writing descriptive text , the development of main idea, the students’ grammatical aspects, and cohesion and coherence at ETP’s students of accounting education in Muhammadiyah University of Surakarta. The type of this research is qualitative research. The data source is the task to write descriptive paragraphs by ETP's students and giving information from informants or tutor who teaching the students. The researcher collects the data by giving assignments to students to write descriptive text. The techniques for analyzing data are reading the students’ writing of descriptive text, analyzing the aspects of descriptive text; the development of main idea, grammatical aspects of writing, cohesion and coherence. The researcher classifying and scoring the students test of writing descriptive paragraph, and drawing conclusion based on the result of the research of the students’ ability in writing descriptive text. The results show that (1) there are six techniques of developing the paragraph in students’ descriptive texts, i.e. classification, deductive pattern, giving facts, objective pattern, subjective pattern, and storytelling. The highest percentage that is using deductive pattern with 29.8%, the second technique frequently used is giving the facts with 28.6%. The third frequently used is storytelling with 19%. The fourth frequently used is subjective pattern with 13%. Furthermore is the using of objective pattern with 6%. And the last is classification technique with 3.6%. (2) There are four types of error found in students writing; addition, misformation, misordering, and omission. The grammar errors which often appear are misformation error with 37%. Second, the frequent error made by the students is omission error with 29%. Furthermore, there is addition error with 19%. And the last is misordering error with 15%. (3) Cohesion aspects that in students descriptive text are seven types of conjunction, namely “ although ”, “ and ”, “ because ”, “ but ”, “ however ”, “ so ”, and “ then ”. The use of conjunction mostly used is “ because ” with 34.7%, then the second is word “ but ” with 27%. The third frequent is conjunction “ and ” with 23.1%. Furthermore is the use of conjunction “ although ”, “ however ”, “ so ”, and “ then ” with 3.8%.
The objective of this research was to know the third year students’ ability to comprehend figurative language as found in some short stories. The design of this research was descriptive. The population of this research was the third years students of English Department of UIR. The writer used cluster random sampling to take the sample. The total number of members of the population is 149 students. They were distributed in four class; A,B,C,D. The writer took class B and the number of members of sample in class B is 30 Students. The data were gathered through the reading test. The reseacher limited her research to comprehend figurative language; Simile, Metaphore, Personofication, Hyperbole, and Onomatipoeia as found in some short stories. From the result of the study, the researcher found that the ability of the third year students of FKIP UIR in generally was maderate (53.3%). In specific, their ability in comprehending simile was moderate (63.3%), their ability in comprehending metaphore was moderate (63.3%), their ability in comprehending personification was moderate (66.7%), their ability in comprehending hyperbole was moderate (70%), their ability in comprehending onoatopoeia was moderate (56.7%). Therefore, by knowing the st udents’ ability to comprehend figurative language found in some short stories, the lecturers are suggested to give more exercise especially in comprehending figurative language and introduction to Litarature and reading comprehension subject the lecturer is expected to give more material about figurative language and motivation in order to improve the ability of the students in comprehending figurative language. For students, they are suggested to do more exercise related with figurative language in literary work and the students have to study effectively and looking for the best way to mativate them to comprehend figurative language as a part of literary work. They can add their knowledge in reading literary work, especially fiction stories.
There are many good reasons for encouraging the students to imagine the picture while listen. In the first place, they got to see ‘language in use’. This allows them to see a whole lot of paralinguistic behavior. For example, they can see how intonation matches facial expression and what gestures accompany certain phrases (e.g. shrugged shoulders when someone says I don’t know). The sound from the story has a number advantages, they are recorded materials allows the students to hear a variety of different voices apart from just their bown teacher’s and also it gives them an opportunity to ‘meet’ a range of different characters’ especially where ‘real’ people are talking. (Kearsley, 2001: 304).