CHAPTER 1
INTRODUCTION
A. Background of the Problem
English as an international language has
an important role to develop science and technologies. Many countries in the
world use English as a medium of communication among people in different
countries, and also of writing many kinds of books which are spread in different countries. In
Indonesia there are many kinds of foreign books written in English, whether
they are Medical, Economical, Botanical, or other books. So Indonesian students
are expected to learn English in order they can understand the book they read
so that the development of science and technologies in Indonesia can be
obtained.
English teaching in high schools covers
four skills, namely listening, speaking, reading, and writing. Among the basic
skills, writing is considered to be the most complicated skill because in
writing the writer should be able to combine and express his/her opinions in
good written forms. In writing, the writer should not neglect the language
components (structure, vocabulary, and spelling)because the content of writing
can only be understood if those language components are written in correct
forms.When the writing skill is taught in the classroom, the students are
expected to be able to write in English usingacorrect structure. Structure or
grammar is one of the basic components of language which must learn.
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Harmer (2001: 12) defines grammar as the
description of the ways in which words can change their forms and can be
combined into sentences in that language. Gerot and Wignell (1994: 2) state that
grammar is a theory of a language, of how language is put together and how it
works.However, the structural differences between Indonesian and English could
causestudentstomake some grammatical errors. In other words,the Indonesian
students may find difficulties in using the correct structure in English. This
mightmostlybebecause the students are influenced by their mother tongue on the
acquisition of the new structures. Sincestudents’learning English isstill
affected by theirmother tongue, they often find problems in grammar,
vocabulary, spelling, and the like. Nevertheless, the students usually face a
difficulty in English grammar, particularly in arranging words into correct
utterances or sentences. It means that grammar is one of the most important parts
of English to communicate with others. There are many topics of grammar that
cannot be ignored. They are articles, parts of speech, modal auxiliaries,
tenses, etc. However, there is part of the grammar that is considered to be the
most difficult to learn for the Indonesian students, namely, tenses. Simple
past tense is the example. The use of simple past tense often makes students
confused with its complexity, especially for the eighth graders of junior high
schools. Comrie (1985:41), states that :The meaning of the past is this
location in time period to the present moment and any further deduction about
temporal location that are made on the basic of individual sentences in the
past tense are the result of factors other than simply the choice of tense.
According to Djuharie (2008), Recount is
a reconstruction of something which happened in the past. It is the unfolding
sequence of event over time and the purpose is to tell what happened. Recount
text begins by telling the reader who was involved, what happened, where this
event took place and when it happened. The sequence of event is then described
in some sorts of order, for instance a time order. The generic structure of a
recount consists of three parts; they are the setting or orientation, events,
and conclusion. The setting or orientation is the background information
answering who, when, where and why. It is also where you give an outline of
what you are writing about. Events are where the students write about the
things that happened and are identified and described in chronological order.
And the conclusion expresses a personal opinion regarding the events described.
A recount has a title, which summarizes the text. Since recount tells about
past experiences, it uses past tense. A recount describes events, so plenty of
use is made of verbs (action words), and of adverb (describe or add more detail
to verb). It describe the events word which link event such as next, later,
when, then, after, before first. The lexicogrammatical features of recount
focuses on specific participants, use of past tense, use of material processes,
circumstances of time and place, and temporal sequence.
Error is the flawed side of learner
speech or writing. They are those parts of conversation or composition that dedicated
from some selected norm of mature language performance. Meanwhile, Brown
(2000:76) stated that error as noticeable deviation from the adult grammar of a
native speaker. Language learners have different competences levels in learning
English and they are automatically involved different from error. Error is
systematic deviation form the accepted language code (Norrish, 1982 : 139). An
error is a noticeable deviation from the adult grammar of a native speaker,
reflecting the inter language competence of the students (Brown, 1980:165). Mistake
is different from error. A mistake refers to a performance error that is either
random or a slip of tongue, it is failure to utilize a known system correctly
(Brown, 1980:165). A mistake refers to performance of error that is a random
guessing or slip. Mistakes are caused by hesitation, slips of the tongue. The
learner, who makes mistakes, will sometime use one form and sometime the
others. This shows an inconsistency. Error is systematic deviation form the
accepted language code (Norrish, 1982 : 139). An error is a noticeable
deviation from the adult grammar of a native speaker, reflecting the inter
language competence of the students (Brown, 1980:165).
The above information is based on the
theorical consideration. Empirically, the studies about error analysis have
carried out by a number of researchers such as Rina (1994), Andi Muhtar (2006),
and Mansur (2008). The first research was done by Rina (1994). Her research is
about error analysis. The objectives of this research entitled “ An Analysis Of Errors In Using The Simple
Past Tense In The Students Short Composition (A Case Study At The Eighth Grade
Students Of SMPN 3 Rongga Cihampelas)”. She employed descriptive case study
research. The results of this research showed that 66% of the students answered
correctly and 33% of the students answered incorrectly . The causes of students
errors made by in using the simple past tense were lack of knowledge in using
“to be” related to the subject of sentence and inability to form the irregular
verb correctly. The second research was done by Andi Muhtar (2006). His
research is “ Errors In Using Simple Past
Tense Inrecount Texts Written Bytheeighthgraders Of Smp Lab Um “. He used
descriptive quantitative, and the result of his research is (1) there are three
out of eleven types of errors classified as the the dominant errors, namely
Omission of to be, Wrong form of to be, and Wrong form of verb; (2) the types
of errorsare intralanguage and interlanguage errors. The last is by Mansur
(2008). His research is “ An Error
Analysis In Recount Writing On The Use Of Simple Past Tense By The Tenth Year
Students At SMK PGRI 2 Tuban “. The result of the analysis shows that: (1)
the errors in recount writing made by the tenth year students of SMK PGRI 2
Tuban are 57 occurrences of all errors. In term of each type errors, the errors
of misformation 27 times, errors of addition 18 times, errors of omission 6
times, and errors of misorder 6 times, (2) the writer attempts to find out the
causes of errors. The causes of errors are over-generalization, ignorance of
rules restrictions, and false concepts hyphothesized, (3) the students’
problems in recount writing are structure problem (88,9 %), vocabulary problem
(77,8 %), composing sentences (95,6 %), recount text comprehension (37,7 %).
Besides those problems, psychological factors also influence the students, such
as motivation and interest.
Based on the reason above the writer
will like to choose the title “Errors In
Using Simple Past Tense In Recount Texts Written By The Tenth Year Students Of
Sman 4 Kediri ”. This research tries to describe and analyze the areas of
difficulties in written English in sentences made by senior high school
students. This includes errors on tenses in student’s writing assignment.
B.
Scope
of the Research
Based
on the reason above that there are many errors that students make when they
wrote a text the writer decide to research it. The scope of this research is “ Errors Using Simple Past Tense In Recount
Texts Written By The Tenth Year Students Of SMAN 4 Kediri “. And the writer
focus in using simple past tense in recount texts.
C.
Research
Questions
According to the background of the
problem above, the writer has some questions that will answers as follows:
1. What
errors on the use of simple past tense in recount writing are made by the tenth
year students at SMAN 4 Kediri ?
2. What
are the causes of errors on the use of simple past tense in recount writing by
the tenth year students at SMAN 4 Kediri ?
D.
Purpose
of The Research
Based on the research questions above
there are some purposes :
1. To
identify and classify the errors on the use of simple past tense in recount
writing by the tenth year students at SMAN 4 Kediri.
2. To
find out the causes of errors in doing item of simple past tense.
E.
Significance
of The Research
The writer expects that
this research will be useful for the teachers and students.
1. To the Teachers
The
result of this study is intended to become an input for them for the importance
of giving more exercises about simple past tense and also can improve their
teaching technique while teaching grammar.
2. To
the Students
The
writer hopes the students will be able to do simple past tense items well and
improve the students’ mastery of simple past tense.
CHAPTER
II
THEORITICAL
FRAMEWORK
In order to sharpen the theoretical framework of
this research, this chapter is devoted to review some relevant theories and
studies concerning with the review of references on writing, recount text,
errors and grammar (simple past tense).
1). Writing
Writing is considered to be the most
complicated skill because in writing the writer should be able to combine and
express his/her opinions in good written forms. In writing, the writer should
not neglect the language components (structure, vocabulary, and
spelling)because the content of writing can only be understood if those
language components are written in correct forms.When the writing skill is
taught in the classroom, the students are expected to be able to write in
English usingacorrect structure. Structure or grammar is one of the basic
components of language which must learn.
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a. Writing Skill
Writing
skill can be defined as a skill of communicating ideas through written symbol
by organizing the idea based on the rules of language system to convey meanings
so that others can understand the message of the writers. This skill includes
the following abilities (1) ability to write word, (2) ability to arrange words
into phrases (3) the ability to white paragraph and (4) the ability to compose
long text. The ability to write depends much on two aspects; they are (1)
knowledge of the world and (2) knowledge of the language (Depdiknas, 2001). It
means that it is impossible for someone to write if someone does not have
knowledge or experience.
2).
Recount Text
There
are many text that have learned bay students one of them is recount text. Recount
is a reconstruction of something which happened in the past (Djuharie : 2008).
It is the unfolding sequence of event over time and the purpose is to tell what
happened. Recount text begins by telling the reader who was involved, what
happened, where this event took place and when it happened. The sequence of
event is then described in some sorts of order, for instance a time order. The
generic structure of a recount consists of three parts; they are the setting or
orientation, events, and conclusion. The setting or orientation is the
background information answering who, when, where and why. It is also where you
give an outline of what you are writing about. Events are where the students
write about the things that happened and are identified and described in
chronological order. And the conclusion expresses a personal opinion regarding
the events described. A recount has a title, which summarizes the text. Since
recount tells about past experiences, it uses past tense. A recount describes
events, so plenty of use is made of verbs (action words), and of adverb
(describe or add more detail to verb). It describe the events word which link
event such as next, later, when, then, after, before first.
a. Generic Structure of Recount
1. Orientation: Introducing the
participants, place and time
2. Events: Describing series of event that
happened in the past
3. Reorientation: It is optional. Stating
personal comment of the writer to the story
b. Language Feature of Recount
•
Introducing personal participant; I, my group, etc
• Using
chronological connection; then, first, etc
• Using
linking verb; was, were, saw, heard, etc
• Using
action verb; look, go, change, etc
• Using
simple past tense
3). Grammar
a. Definition Of Grammar
Harmer
(2001: 12) defines grammar as the description of the ways in which words can
change their forms and can be combined into sentences in that language. Gerot
and Wignell (1994: 2) state that grammar is a theory of a language, of how
language is put together and how it works.However, the structural differences
between Indonesian and English could causestudentstomake some grammatical
errors. In other words,the Indonesian students may find difficulties in using
the correct structure in English. This might mostly because the students are
influenced by their mother tongue on the acquisition of the new structures.
Sincestudents’learning English isstill affected by theirmother tongue, they
often find problems in grammar, vocabulary, spelling, and the like.
Nevertheless, the students usually face a difficulty in English grammar,
particularly in arranging words into correct utterances or sentences. It means
that grammar is one of the most important parts of English to communicate with
others. There are many topics of grammar that cannot be ignored. They
are articles, parts of speech, modal auxiliaries, tenses, etc. However, there
is part of the grammar that is considered to be the most difficult to learn for
the Indonesian students, namely, tenses.
In addition, Thornbury (2003: 1)
states that grammar is partly the study of what form (or structure) are
possible in a language. Traditionally, grammar has been concerned almost
exclusively with analysis at the level of the sentence. This grammar is a
description of the rules that govern how language’s sentences are formed.
Furthermore, a learner of a certain language should understand the elements of
grammar.
c. Simple Past Tense
Simple past tense is the example of
tenses. The use of simple past tense often makes students confused with its
complexity, especially for the eighth graders of junior high schools. Comrie
(1985:41), states that :The meaning of the past is this location in time period
to the present moment and any further deduction about temporal location that
are made on the basic of individual sentences in the past tense are the result
of factors other than simply the choice of tense.
1.
Forms of Simple Past Tense
There are
some forms of simple past tense. According to Thomson, A.J. and A.V. martinet
(1986: 116) state :
-
Be as an auxiliary verb:
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Affirmative
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Negative
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Interogative
|
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I was
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I was
not/wasn’t
|
Was I ?
|
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You were
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You were
not/weren’t
|
Were you ?
|
|
He/She/It was
|
He/She/It
was not/wasn’t
|
Was
he/she/it ?
|
|
We were
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We were
not/weren’t
|
Were we ?
|
|
They were
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They were
not/weren’t
|
Were they
?
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- Regular verb
a) The simple
past tense in regular verbs is formed by adding ed to the infinitive:
Infinitive : to work
Simple past : worked
b) Verbs ending in e add d only:
Infinitive : to loved
Simple past : loved
c) The same
form is used for all persons:
Example: I worked
You worked
He worked, etc.
d) The negative of regular and
irregular verbs is formed with did not (didn’t) and the infinitive:
I did not/
didn’t work
You did not/ didn’t work
e) The
interrogative of regular and irregular verbs is formed with did + subject + infinitive:
Example: Did I work?
Did you work?
f) Negative
interrogative
Example: Did you not/ didn’t you work?
-
Irregular verb
These vary considerably in
their simple fast form:
Infinitive
: to eat, to leave, to see, to speak
Simple
past
: ate, left, saw, spoke
The simple past form of each irregular verb must therefore be learnt, but
once this is done there is no other difficulty, as irregular verbs (like
regular verbs) have no inflexions in the past tense.
-
Time Signal
There are
time signals used in simple past tense, as follows:
Just
now
Last Monday
This
morning
Last week/month/year
Yesterday
Three days ago
The day
before
yesterday
A few weeks ago
Last
night
many years ago, etc.
2. Uses of Simple Past Tense
While according to
Walker, Elaine and Steve Elsworth (2000:37)
-
Completed
actions
To
talk about events and actions in the past that are now finished. The past
simple refers to the complete event. The time or approximate time that the
event took place is stated or is understood from the context. It may be in the
very recent past.
Your
mother phoned a few minutes ago.
Who opened this window?
Or it may be in the more distant past:
I never learnt to swim as a child.
-
Past habit
or regular event
To
talk about a regular, repeated or habitual event:
He
went out for a meal every evening on
holiday.
He
got up at 7 o’clock every morning to
go to work.
Or a past habit or
situation of some duration:
He
worked for most of his life.
He
worked there for twenty years.
-
Past
situation at a point in time
With stative verbs, to talk about a
situation that existed at a certain time in the past.
In 1950, there were fewer than 50
million cars in use around the world.
At the time, I had a poorly-paid
job in the local shop.
4). Errors
Meanwhile,
Brown (2000:76) stated that error as noticeable deviation from the adult
grammar of a native speaker. Language learners have different competences
levels in learning English and they are automatically involved different from
error. Error is systematic deviation form the accepted language code (Norrish,
1982 : 139). An error is a noticeable deviation from the adult grammar of a
native speaker, reflecting the inter language competence of the students
(Brown, 1980:165). Mistake is different from error. A mistake refers to a
performance error that is either random or a slip of tongue, it is failure to
utilize a known system correctly (Brown, 1980:165). A mistake refers to
performance of error that is a random guessing or slip. Mistakes are caused by
hesitation, slips of the tongue. The learner, who makes mistakes, will sometime
use one form and sometime the others. This shows an inconsistency. Error is
systematic deviation form the accepted language code (Norrish, 1982 : 139). An
error is a noticeable deviation from the adult grammar of a native speaker,
reflecting the inter language competence of the students (Brown, 1980:165).
b. Causes
of Errors
The
causes of learner's errors sometimes are easy to identify. On the contrary, it is
confusing because the teacher has already explained more but the learners still
make the same errors. They are some of the causes of errors.
1. Interlingual Error
Interlingual
is a system that has a structurally intermediate status between the native
language and the target language. In addition errors that happened caused of
the interference of mother language. It happened because the features of two
languages are different. To identify an interlingual errors the researchers
usually translate the grammatical form of the learner's phrase or sentence into
the learner's first language to see if similarities exist.
2. lntralingual Error
Intralingual
error is errors made by the learners’ cause of the feature of L2 itself.
Richard (1974: 174) defined that intralingual errors are caused by:
a.
Over-generalization
The learner has tendency to simplify
the formations or the rules of the target language. It seems that the learner
tends to use the simple rules to generalize the other uses. In the past tense,
for instance, we should add-ed to the regular verb. Thus, the learner may
produce: did you visited her last week? He gives several reasons only a
few of which were valid.
The learner also often mixes the
rules learned previously with the present rules taught. The learner over learns
of structure, which many patterns interfere with each other. For example: the
man who wears glasses walks with he is walking. Then man who wears
glasses sings with he can sing. Then the learner produces he is walks
and he can sings.
b.
Ignorance of Rules Restrictions.
It
is still closely related to over-generalization. In this case the learner
violates the restriction of existing structure that is the application of rules
to contact where they do not apply. The examples of this type are:
The
man who I saw, mother ask him to tell the truth. Some of these types of
errors are as a result of false analogy, especially in using preposition. The
learner who uses a particular preposition with one type of verb will use the
same preposition with similar verbs. For example:
She said to me may create *She asked
to me.
They talked about it leads to
*They discussed about it.
Ask him to do it produces *Make him
to do it.
c.
Incomplete Application of Rules
It
happens due to life deviation of structure that neglects the development of
rules to produce the acceptable sentence. For example: in teaching foreign
language, teacher often uses question as a teaching device to get the learner's
responses. The learners' incomplete knowledge of the target.
Language
makes them neglect the rules of the target language in answering or giving
responses to the teacher's questions.
d.
False Concepts Hypothesized
It
happens due to missconception of the difference in the target language. The low
teaching techniques sometimes create this error comprehension. For instance, in
the teaching of present tense the teacher
usually starts with the teaching of to be am, is, are, then teaching the verbs.
It is also often found in the teaching of past tense. When the teacher presents
the items poorly, the learner may have a false assumption. Such as am, is are
the sign of present activities and was, were, are the sign of past activities.
e. Context
of Learning
Context refers to the class in which
its teacher and its material in this case of teaching of the target language
learning. Errors can arise because of a misleading explanation from the
teacher, faulty presentation of a structure or a word in textbook rarely
memorized in a drill but not properly contextualized or faulty distinction in
the target language.
f.
Psychological Factors
In the language teaching, the
teacher can not neglect the psychological factors that support the successful
of teaching learning process. The first psychological factors are:
a.Motivation
Motivation is something causes
someone to act. Haycraft stated: “motivation can be summed up, briefly, as the
students’ desire and need to learn the driving force that makes him work hard
and pay attention (1978: 6). Therefore it is necessary for the teacher to
convince the students that they will successful in learning his subject if they
are motivated. If we connected to the errors made by the students, motivation
has significant influence. Lim adds that the lack of motivation in second
language learning can also caused errors (1975: 108). It is obvious that to
minimize the presence of errors made by the students, the teacher has to give
motivation.
b.
Interest
Learners will learn more
effectively if they have interest in whatever they are doing and also learners
will learn anything if they are interested in what they are learning. If the
learners who are not interested in learning material are forced to be involved
in the class, they will not learn anymore.
Connected with the presence of errors,
the students will make a large of errors if they felt that materials and
techniques that applied by the teacher is not suitable with their interest. Interest
always has a relation with the individual’s feeling, objects, activities and
situations. So, the teacher should be flexible in using approaches for the
learners and must be able to apply different principles and techniques that
suitable with learners’ interest.
CHAPTER III
METHOD OF THE RESEARCH
In
this chapter, the writer will discuss the research methodology. For this
purpose, four points of discussion are presented. Those are, A)Approach and Type of the Research,
B) The Research Existence,
C) Procedure of the Research,
D)Place and Time of the
Research,
E) Sources of the Data, F)
Procedure of the Collecting the Data, G) Technique of Analyzing the Data, and
H) Checking the Research Finding Validity.
A.
Approach
and Type of Research
1.
The
approach of the research
The
design of this research is qualitative research approach. According to Strauss
and Corbin (2003), qualitative research is purposed as kinds of research that
the result is not got through statistic procedure or another form arithmetic.
This means qualitative approach will be choosen in this research, because the
researcher steady research that based on experience and method of qualitative
can give detail more complex than quantitative research. The qualitative
approach usually produces descriptions or typologies, along with expressions
from subjects reflecting how they view the social world. By this means, the
perspectives of the producers of the text can be better understood by the
investigator as well as the readers of the study’s results (Berg, 2001). In
here, The researchers want to know about errors on the use of simple past tense in recount text
written by the tenth year students of SMAN 4 Kediri.
2.
The
Type of Research
The
researcher use a content analysis to explain this research. The researcher use a content analysis because it use to a
general set of techniques useful for analyzing and understanding collections of
text. Content analysis usually use to study in the field of education. In this
research, researcher want to know about errors on the use of simple past tense in recount text
written by the tenth year students of SMAN 4 Kediri. There are any three
definitions about qualitative content analysis, the first is a research method for the subjective
interpretation of the content of text data through the systematic classification process of
coding and identifying themes or patterns” (Hsieh & Shannon, 2005, p.1278).
The Second definition is an approach of empirical, methodological controlled
analysis of texts within their context of communication, following content
analytic rules and step by step models, without rash quantification” (Mayring,
2000, p.2). The third is any qualitative data reduction and sense-making effort
that takes a volume of qualitative material and attempts to identify core
consistencies and meanings” (Patton, 2002, p.453). These three definitions
illustrate that qualitative content analysis emphasizes an integrated view of
speech/texts and their specific contexts. Qualitative content analysis goes
beyond merely counting words or extracting objective content from texts to
examine meanings, themes and patterns that may be manifest or latent in a
particular text. It allows researchers to understand social reality in a
subjective but scientific manner.
B.
The
Researcher Existence
In this research, the researcher as human instrument
of the research, because they have more background knowladge, understanding of method about the
context is researched, and they ready to do research in object area of
research. That means the position of researchers are also the key instrument.
According to (Prof. Dr. Sugiyono, 2012) state that “dalam penelitian
kualitatif, yang menjadi instrumen atau alat peneliti adalah peneliti itu
sendiri”. In here, collecting data is done by researchers in natural setting.
The source of data is primer that means it give data according to directly to
the researcher. The researcher is collecting the data to pass observation and questionnaire.
In this research, the researcher is complete participation means the researcher
is a natural participant. This is the highest level of involvement and usually
comes about when the researcher studies something in which they are already a natural
participant.T
The
researcher is doing analysis according to inductive toward getting the data.
Qualitative content analysis involves a process is designed to condense raw
data into categories or themes based on valid inference and interpretation.
This process uses inductive reasoning, by which themes and categories emerge from
the data through the researcher’s careful examination and constant comparison.
But qualitative content analysis does not need to exclude deductive reasoning
(Patton, 2002).
C. Research Procedure
In this research, the researcher will study
about erorrs on the use simple past tense in recount text written by tenth year
of SMAN 4 Kediri . Bases on type of the research that the researcher use
content analysis research so there isn’t pemenimary research. There are some
steps that will the researcher do :
1. Planing
In
this step the researcher will choose recount text as the source of the data.
This text is written the tenth year at SMAN 4 Kediri. The text will be analyzed
based on students errors on using simple past tense.
2. Observation
and Questionnaire
According to
Arikunto (1498 : 150), instrument is the tool or facility used by the observer
to collect the accurate data in order to get the easier and better research. According
to Sutrisno Hadi (1987 : 67) in collecting the data. The researcher can use some
instruments that can use in research namely a test-, an interview, an observation,
a questionnaire, an experiment, a field note. It is the way to getting the data
it is more systematically, accurately, and completely.
According to
Arikunto, observation is one ways that used collecting data by using sight,
smelt, hearing, touching and tasting. In
observation the researcher will observe errors on the use simple past tense in
recount text written by the tenth year students of SMAN 4 Kediri.
According to
Arikunto (2006: 151), questionnaire is a number of written questions which is
used to get information from the respondent. Based on answer sites in
(www.answers.com), questionnaire is a form containing a set of questions,
especially one addressed to a statistically significant number of subjects as a
way of gathering information for a survey. In the end of the implementation,
the writer will give questionnaire to the students in order to know about their
opinion. The students will be asked by the writer to choose their answer which
related to the questions given in the questionnaire. In this case, the writer
use closed questionnaire.
3. Reporting
In
this step the researcher will try to analyze the result of the observation and interview.
The analyze is done to know the errors on the use simple past tense in recount
text written by the tenth year students of SMAN 4 Kediri. All of observation
data will reported to measure the students error in writing recount text. The
result of observation data will consider the researcher to write the report.
D. Place
and Time of The Research
Selection
and determination of the location of the research is on SMAN 4 Kediri. As for
the choice of location for the reason that the location is
This
research will conduct at the tenth year of SMAN 4 Kediri to the period October 2013 to March 2014. The month of October was chosen as
preliminary studies related to the provisions of the institutions that set the
time research is 6 months.
Planning
Table.
|
|
|
|
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1
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PREPARATION
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o Agree a schedule and assignments
o Agree a schedule and assignments
o Drafting instruments
o Seminar concept implementation
|
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2
|
THE IMPLEMENTATION
|
o
Sets up tools
o
Do Observation
and Documentation
|
|
3
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The
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E. Sources
of The Data
According to S. Nasution primary data is data that
can be obtained directly from the field or place of study. Meanwhile, according
to Lofland that the primary source of data in qualitative research is that the
words and actions. The words and actions is a source of data will be obtained from the field by observing.
Researchers use these data to obtain direct information about errors on the use
simple past tense in recount text written by the tenth year students of SMAN 4
Kediri.
In this case the
technique collecting data that researchers will use are observation and questionnaire. First, Observe the recount text. Recount is a reconstruction of
something which happened in the past (Djuharie : 2008). It is the unfolding
sequence of event over time and the purpose is to tell what happened. Recount
text begins by telling the reader who was involved, what happened, where this
event took place and when it happened.
The first aspect is the generic structure. The
generic structure of a recount consists of three parts; they are the setting or
orientation, events, and conclusion. The setting or orientation is the
background information answering who, when, where and why. It is also where you
give an outline of what you are writing about. Events are where the students
write about the things that happened and are identified and described in
chronological order. And the conclusion expresses a personal opinion regarding
the events described.
The second aspect is grammar. There are many topics
of grammar that cannot be ignored. They are articles,
parts of speech, modal auxiliaries, tenses, etc. However, there is part of the
grammar that is considered to be the most difficult to learn for the Indonesian
students, namely, tenses. In addition,
Thornbury (2003: 1) states that grammar
is partly the study of what form (or structure) are possible in a language.
The
third aspect is tenses. Simple past tense is the example of tenses. The use of
simple past tense often makes students confused with its complexity, especially
for the eighth graders of junior high schools. Comrie (1985:41), states that
:The meaning of the past is this location in time period to the present moment
and any further deduction about temporal location that are made on the basic of
individual sentences in the past tense are the result of factors other than
simply the choice of tense.
F. Procedure
of Collecting the Data
The
most common sources of data collection in qualitative research are interviews, observations,
and review of documents (Creswell, 2009b: Locke, Silverman, & Spirduso,
2010: Marshall& Rossman, 1999). Cheswell (2003) places the data-collecting
procedures into four categories: observations, interviews, documents, and
audiovisual materials. In this research, we use observation and interview for
collect the data.
The
first procedure of collecting the data is observation. According to Nasution in
Sugiyono (2010:310) stated that, observations is the basic of all science.
Scientists can only work based on the data, is facts about the world of reality
is gained through observation.
In the other hand Marshall
in Sugiyono (2010: 310) stated that, through observation researcher learn about
behavior and the meaning attached to those behavior to facilitate understanding
of range observation. The variety of observation that is:
a)
Participant
observation
In this observation, researcher involved with the daily activities of
people who are in observing or being used as a source of research data.
b)
Nonparticipant
observation
Researcher is not mixed up in observation so the researcher as
independent observer.
i.
Structured
Observation
Structured Observation is observation that had planned
systematically so the observer knows certainly about the variable that will observe.
ii.
Unstructured
Observation
Observation in qualitative research conducted with
unstructured, because the focus of research is not yet. Observations will focus
on the activities develop during the last observation.
c)
Frank
or Covert Observation
In this case, researcher in conducting data collecting
declare openly to the data, so they studied knew from the beginning to the end
of the activities of researchers.
In this research, we use nonparticipant observation to
collect the data because the researcher just observes the variable by
analyze errors
in using simple past tense of recount text written by tenth year students at
SMAN 4 Kediri. The writer will use questionnaire to know
students comprehension about recount text. And the observation will do at the high
school level to the period October
2013
to March
2014.
G. Technique
of Analyzing The Data
Qualitative analysis are justifiably wary of
creating an unduly reductionistic or mechanistic picture of an undeniably
complex, iterative set of processes. Nonetheless, evaluators have identified a
few basic commonalities in the process of making sense of qualitative data. In
this chapter we have adopted the framework developed by Miles and Huberman
(1994) to describe the major phases of data analysis: data reduction, data
display, and conclusion drawing and verification.
1.
Data Reduction
First, the
mass of data has to be organized and somehow meaningfully reduced or
reconfigured. Miles and Huberman (1994) describe this first of their
three elements of qualitative data analysis as data reduction. "Data
reduction refers to the process of selecting, focusing, simplifying,
abstracting, and transforming the data that appear in written up field notes or
transcriptions." Not only do the data need to be condensed for the sake of
manageability, they also have to be transformed so they can be made
intelligible in terms of the issues being addressed. In this step the writer
will selecting, focusing, simplifying, abstracting, and transforming the data
that appear in written up field notes or transcriptions.
2.
Data Display
Data display
is the second element or level in Miles and Huberman's (1994) model of
qualitative data analysis. Data display goes a step beyond data reduction to
provide "an organized, compressed assembly of information that permits
conclusion drawing..." A display can be an extended piece of text or a
diagram, chart, or matrix that provides a new way of arranging and thinking
about the more textually embedded data. Data displays, whether in word or diagrammatic
form, allow the analyst to extrapolate from the data enough to begin to discern
systematic patterns and interrelationships. At the display stage, additional,
higher order categories or themes may emerge from the data that go beyond those
first discovered during the initial process of data reduction. From the
perspective of program evaluation, data display can be extremely helpful in
identifying why a system (e.g., a given program or project) is or is not
working well and what might be done to change it.
3. Conclusion Drawing and Verification
This activity is the third element of qualitative analysis.
Conclusion drawing involves stepping back to consider what the analyzed data
mean and to assess their implications for the questions at hand. Verification,
integrally linked to conclusion drawing, entails revisiting the data as many
times as necessary to cross-check or verify these emergent conclusions.
"The meanings emerging from the data have to be tested for their
plausibility, their sturdiness, their ‘confirmability’ - that is, their
validity" (Miles and Huberman, 1994, p. 11). Validity means something
different in this context than in quantitative evaluation, where it is a
technical term that refers quite specifically to whether a given construct
measures what it purports to measure. Here validity encompasses a much broader
concern for whether the conclusions being drawn from the data are credible,
defensible, warranted, and able to withstand alternative explanations.
H. Checking The Research Finding Validity
In this case, the
writer will do the
checking of the validity of the findings by using triangulation techniques that
utilize data validity checking something else outside of this data for the
purposes of checking or as a comparison against the data. Researchers will use observation
and questionnaire method to
obtain reliable information, the truth and the whole picture concerning
information about errors in using simple past tense of
recount text. In addition,
to avoid doubts about the correctness of the data obtained, the researchers
also will use the documentation in the form of drawings or photographs as an
alternative. The writer also assume that later, this research will be applied
in other studies still have similarities in collecting data, forms, and
concepts when making interpretations to draw conclusions.
CHAPTER IV
CLOSING
The writer hopes
that this proposal can fulfill the research’s assignment. And also the writer hopes that teacher can teach their student using textbook
which a good quality. This
proposal is being far from perfect, so the writer will accept any suggestions
and criticisms to make the proposal more perfect.
APPENDIX
QUESTIONNAIRE
FOR THE STUDENTS
Adopted from Mansur
Give a cross (X) for the questions below !
1. How is your comprehension about recount text ?
a. Excelent
b. Very
good
c. Good
d. Bad
2. Do you know the generic structure of recount text ?
a. Very
know
b. Know
c. Less
know
d. Don’t
know
3. Do you know the language features of recount text ?
a. Very
know
b. Know
c. Less
know
d. Don’t
know
4. Do you get difficulty when you write recount text ?
a. Often
b. Sometime
c. Seldom
d. Never
5. Is
recount text eassy to learn ?
a. Very
eassy
b. Eassy
c. Difficult
d. Very
difficult
6. Do you feel difficult about the tenses when you
write recount text ?
a. Often
b. Sometime
c. Seldom
d. Never
7. Have
you found a difficulty about your vocabulary when you write recount text ?
a. Often
b. Sometime
c. Seldom
d. Never
8. Do
you feel interested when your teacher teach recount text ?
a. Very
interested
b. Interested
c. Bored
d. Very
bored
9. Did
you ever have a homework to make recount text from your teacher ?
a. Often
b. Sometime
c. Seldom
d. Never
10. Can
you find the differences between recount text and the other text ?
a. So
eassy
b. I
can’t
c. I
can
d. I
don’t know
BIBLIOGRAPHY
Arikunto, Suharsimi. 2006. Prosedur
Penelitian: Suatu Pendekatan Praktik. Jakarta: Asdi Mahasatya.
Ary, Donald. 1979. Introduction to
Research in Education, Second Edition. New York: Holt, Rinehart and
Winston.
Azar, Betty Scrampter. 1989. Understanding
and Using English Grammar, Second Edition. Englewood Cliffs, New
Jersey: Prentice-Hall, Inc.
Brown, H. Douglas. 1980. Principles
of Language Learning and Teaching. Englewood Cliffs: Prentice-Hall, Inc.
Corder, S. P. 1973. Introducing
Applied Linguistics. Baltimore: Pinguin Publisher.
Depdiknas. 2003. Kurikulum 2004 Mata
Pelajaran Bahasa Inggris SMA. Jakarta.
Dulay, Heidi et al. 1982.
Language Two. New York: Oxford University Press.
Ellis, Rod. 1989. The Study of Second
Language Acquisition. New York: Oxford University Press.
Encyclopedia of Educational Evaluation.
London: Jossy-Boos.
Francis, W. Nelson. 1958. The
Structure of American English. New York: The Ronald Press Company.
Haycraft, J. 1978. An Introduction to
English language Teaching. London: Longman.
Heaton, J. B. 1975. Writing English
Language Test. London: Longman Group, Ltd.
Hendrickson, James M. 1980. Error
Correction in Foreign Language Teaching: Recent Theory, Research and Practice.
In Reading on English as second Language (2nd ed.),K Croft (Ed.). Cambridge,
MA: Withrop Publisher.
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