AN ANALYSIS OF STUDENTS' PROBLEM IN WRITING ...

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AN ANALYSIS OF STUDENTS’ PROBLEM

IN WRITING RECOUNT TEXT AT THE FIRST GRADE

OF MAN KEBUMEN 1 IN 2013/2014 ACADEMIC YEAR

THESIS

Submitted in Partial Fulfillment of the Requirements

to Acquire Sarjana Pendidikan Degree in English Education Program

of Teacher Training and Education Faculty of Muhammadiyah University of Purworejo

KHANIFATUL HIKMAH

102120226

ENGLISH EDUCATION PROGRAM TEACHER TRAINING AND EDUCATIONAL FACULTY

MUHAMMADIYAH UNIVERSITY OF PURWOREJO 2014

APPROVAL SHEET

AN ANALYSIS OF STUDENTS' PROBLEM


OF MAN KEBUMEN 1 IN 201312014 ACADEMIC YEAR

KHANIFATUL IDKMAH

102120226

This Thesis has been approved to be defended in front of the Team ofThesis Examiners

The Consultant I The Consultant II

APPROVED BY:

Tusino. M.Pd.B.I. Juita Triana. M.Pd.NIDN. 0616088201 NIDN. 0622017702

The Head of English Education

Program

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RATIFICATION SHEET

AN ANALYSIS OF STUDENTS' PROBLEM


OF MAN KEBUMEN 1 IN 2013/2014 ACADEMIC YEAR

KHANIFATUL HIKMAH

102120226

This thesis has been defended in front ofthe team Thesis ExaminersTeacher Training and Edncation FacultyMuhammadiyah University ofPurworejo

On the date of July 14tb,2014

The Board Examiners Signature

First Examiner : Abdul Ngafif, M.Pd.B.I

Second Examiner : Ismawati Ike N, M. Hum

Third Examiner : Tusino, M. Pd., B.I.

rlrftuje

(/~~~~.~..•......•~

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STATEMENTS

The student who sign in the following:

Name : Khanifatul Hikmah

Student Number : 102120226

Department : English

Faculty : Teacher Training and Educational Sciences

States that the thesis entitled “An Analysis of Students’ Problem in

Writing Recount Test at the First Grade of MAN Kebumen 1 in the 2013/2014

Academic Year” is absolutely her own work and the content of the thesis are not

written by someone else except in the certain parts that have been taken as

reference. If the statement is not true, it fully becomes her responsibility.

Purworejo, July 2014

The researcher

Khanifatul Hikmah

32ide

Stamp

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MOTTOS

So remember Me; I will remember you. And be grateful to Me and do not deny

Me. O you who have believed, seek help through patience and prayer. Indeed,

Allah is with the patient.

(Al Baqarah 152-153)

If you can imagine it, you can achieve it.

If you can dream it, you can become it.

(William Athur Ward)

Do nothing means get nothing (Anonymous)

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DEDICATIONS

With a great of love, this thesis is especially dedicated to:

My beloved father (H.M.Solahudin Afandi) and my beloved mother

(H.Tumiatun), thanks for your love, motivation, and all of you have done for

me. I will never forget you have given to me. You are my everything.

My beloved sisters Hesti Ardiyanti, Febrianti Rahmadani Rahma, Nur Atika

Bazla and Ghoziantun Setya Ningsih. Thanks for your pray, love, laughter,

and all you have done for me. You are my best sisters.

My nice and cute nephew, Muhammad Ahsan Abdilah (acan) who always

gives me smile and makes me smile.

My best friends, amy, mita, esti, septi, nita, widya and others that I could not

mention one by one who accompany me in happiness and sadness. Thanks for

your spirit, help, and friendship.

All of my friends in English Department 2014.

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ACKNOWLEDGEMENT

First and for most, the researcher says Alhamdulillahi Rabbil ‘alamin to

express her high gratitude to Alloh who has given the researcher blessing,

guidance, and strength in completing this thesis. This thesis was written to fulfill a

requirement for obtaining the Sarjana Pendidikan Degree in the English

Department of Teacher Training and Educational Science Faculty of

Muhammadiyah University of Purworejo.

In this occasion, the researcher would like to express her greatest gratitude to

several people who participated in finishing this thesis. She extends her sincere

gratitude and appreciations to:

1. Drs. H. Supriyono, M.Pd, as the Rector of Muhammadiyah University of

Purworejo.

2. Drs. H. Hartono, M.M, as the Dean of the Teacher Training and Education

Faculty of Muhammadiyah University of Purworejo.

3. Semi Sukarni, M.Pd as the Head of English Education Program of the Teacher

Training and Education Faculty of Muhammadiyah University of Purworejo.

4. Tusino, M.Pd.B.I as the consultant who with all his patience has given ideas,

advice, and valuable time in correcting every part of this thesis.

5. All the lecturers of Muhammadiyah University of Purworejo.

6. The Big Family of MAN Kebumen 1, especially the first grade students of

MAN Kebumen 1 in the 2013/2014 academic year as the object of the thesis.

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7. All of the researcher’s friends in English Department on 2013/2014 academic

year of Muhammadiyah University of Purworejo.

8. All of friends who always help in doing this thesis.

Last but not least, the researcher would welcome comments and criticism for

this thesis. However, there is a hope that this thesis will be useful for the English

teaching and learning improvement, especially in the English Department of

Muhammadiyah University of Purworejo

Purworejo, July 2014

Khanifatul Hikmah

32ide

Stamp

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TABLE OF CONTENTS

Title ..................................................................................................................... i

Approval Sheet ................................................................................................... ii

Ratification Sheet............................................................................................... iii

Statement .......................................................................................................... iv

Motto .................................................................................................................. v

Dedications ........................................................................................................ vi

Acknowledgement ............................................................................................ vii

Table of Contents .............................................................................................. ix

List of Table ..................................................................................................... xii

Abstract .......................................................................................................... xiii

CHAPTER I INTRODUCTION

A. Background of Study............................................................................. 1

B. Identification of the Problem ................................................................. 3

C. The limitation of the Problem ................................................................ 5

D. The Formulation of the Problem ............................................................ 5

E. The objectives of the Problem................................................................ 6

F. The Significant of the study .................................................................. 6

G. Organization of The thesis..................................................................... 7

CHAPTER II REVIEW OF RELATED LITERATURE

A. Previous Study ...................................................................................... 9

B. Writing ................................................................................................ 11

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1. Definition of Writing ....................................................................... 11

2. The Purpose of Writing .................................................................. 12

3. Writing Skills .................................................................................. 13

5. Problem in Writing .......................................................................... 15

6. Scoring Method for Writing............................................................. 18

C. Text ..................................................................................................... 28

1. Definition of Text ............................................................................ 28

2. Kind of Text .................................................................................... 29

D. Genre .................................................................................................. 30

1. Definition of Genre ......................................................................... 30

2. Kinds of Genre ............................................................................... 31

E. Recount Text ....................................................................................... 32

F. Conceptual Framework ........................................................................ 33

CHAPTER III RESEARCH METHOD

A. Type of Research ................................................................................ 35

B. Place and the Time of Research ........................................................... 36

C. Subject of the Research ....................................................................... 36

D. Unit of Analysis .................................................................................. 36

E. Research Instrument ........................................................................... 37

F. Technique of Collecting Data.............................................................. 37

G. Technique of Analyzing Data .............................................................. 38

CHAPTER IV RESEARCH FINDING AND DISCUSSION

A. Research Finding ................................................................................ 43

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B. Discussion ........................................................................................... 51

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ......................................................................................... 65

B. Suggestion........................................................................................... 66

Bibliography .................................................................................................... 68

Appendices ....................................................................................................... 69

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LIST OF TABLE

Table 1 The Students’ Score in Writing Recount Text ............................. 43

Table 2 The Classification of the Students’ Writing Ability ..................... 44

Table 3 The Frequency Distribution of Students’ Score ........................... 44

Table 4 The Area of Students’ Problem ................................................... 47

Table 5 The Frequency of Students’ Problem .......................................... 48

Table 6 The Discussion of Research Finding ........................................... 64

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ABSTRACT

Hikmah, Khanifatul. 2014. An Analysis of Students Problem in writing Recount Text at the First Grade of MAN 1 Kebumen in the 2013/2014 Academic Year. A Thesis. English Department, the Faculty of Teacher Training and Educational Science, Muhammadiyah University of Purworejo. Consultant: Tusino, M.Pd.B.I Keywords: Writing, Problems in Writing, Recount Text.

The objectives of this research were to know how was the students’ ability in writing recount text, what were the students’ problems and the most dominant problem in writing recount text. The research was conducted on 5th April 2014 at the first grade of MAN Kebumen 1 2013/2014 Academic Year. In this research, the researcher took one class (X10) as the subject. The class consisted of 22 students. The researcher used writing test as the instrument of this research.

This research was presented using descriptive qualitative method. The instrument the researcher used to collect the data iswritten test. In collecting the data, the researcher did some steps. They were: preparing the research instrument, giving test to the students, collecting data in written form, reading and analyzing the result of students’ writing which was written by the students on April 5th, 2014.

To analyze the result of the test, the researcher used descriptive analysis. The result of this research shows that the mean score of students was 60.36. It means that the students’ ability in writing recount test at the first grade of MAN Kebumen 1 in the 2013/2014 was sufficient. The students’ problems in writing recount text were grammar (34.10%), vocabulary (29.54%), contents (22.72%) and organization (13.64%). Based on the result of the research, it is suggested that the first grade students of MAN 1 Kebumen should be given more explanation and exercise in writing recount text.

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CHAPTER I

INTRODUCTION

A. Background of the Study

Language as means of communication has important position in the

world. English as one of the languages in the world is considered and applied

as International Language. Therefore, English has become a very popular and

powerful language in the world. Most of people in the world use English in

communication. In Indonesia itself, English is the most important foreign

language because English has influenced many aspect of life. The

development of science and technology is also mostly transferred through

English. Consequently, English becomes one of the compulsory subjects

taught in Junior High School (SMP), Senior High School (SMA), and

University.

Based on English curriculum, there are four language skills that the

learners should master. The four language skills are listening, speaking,

reading, and writing. Listening is an active activity that involves receiving,

deciphering, and perceiving a message with intent to respond. Speaking is an

interactive process of constructing meaning that involves producing,

receiving, and processing information. Reading is the process of extracting

meaning from a written or printed text. Then, writing is a skill that learns about

how to express the writer idea in written form that involves the mastery of all

elements in the target language namely are grammar, content, organization,

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vocabulary, punctuation, spelling, and mechanics. Writing needs a complex

process. Consequently, the students may have difficulties to do so.

Most of people know, recently, there is much information which is

transferred using discourse or article from the Internet. It becomes a fact that

writing skill has crucial role. The students should be given many exercises

and practices by writing sentence, essay, paragraph, and so on. So, to support

the language skill especially writing skill, the process of English teaching in

Senior High School is focused on genre. The students are introduced by kinds

of genre in the texts. Those genres involve: Recount, Report, Narrative,

Procedure, Description, News Item, Analytical Exposition, Spoof, Hortatory

Exposition, Explanation, and Review.

For some Indonesian students, learning genre and its writing is

difficult. It is caused by the complication of its rules. Each genre is

characterized by a distinctive schematic structure, social function and

grammatical features. Each schematic structure of genres has a distinctive

beginning, middle, and end structure. The content or the social function of

each genre is also different. The grammatical features of genres also have

their own rules. For example, if students make a recount text, they have to use

past tense. But, if students make a procedure text, they have to use present

tense especially imperative sentence. As we know, there are many student

who still do not understand tense and aspect of it correctly and the teacher

cannot ignore the fact. Consequently, if the teacher does not explain the

schematic structure, grammatical features, and the social function in detailed,

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the students will have a lot of problem in writing genre and they will easily

make an error.

From the explanation above, it can be conclude that learning genre is

complicated for students, because it has language complex rule. In this

research, the researcher chooses recount text because it mostly tells past

experiences by retelling events which students happened. It also can be used

to attract, motivate, inform, and entertain the students. As a result, the

students would be interested in studying English in order to increase their

mastery in writing.

Based on those backgrounds above, the researcher is interested in

analyzing the students’ problem in writing recount text. Thus, this research is

entitled "An Analysis of Students’ Problem in Writing Recount Text to the

First Grade of MAN Kebumen 1 in 2013/2014 Academic Year ".

B. Identification of the Problem

As anyone knows, the students have many problems in learning

English as foreign language. One of the general problems faced by students is

when they explore their idea in written form like writing genres. There are

many areas encountered by the students when they are ordered writing

genres.

From the researcher’ observation, the common problems appear in writing

genres at least five areas; they are problems in content, organization,

vocabulary, grammar, and mechanic.

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The first is content. There are many students who still have difficulties

in producing longer paragraph. When they wrote a text, they also could not

produce an effective paragraph. It is because they have limited knowledge to

develop a topic and have difficulties to express their idea in writing form. So,

it makes the content of their writing is not clear and sometimes are weak.

The second is organizing. An effective paragraph of text is easily to

understand. The good paragraph of the text appears in the topic of the text and

it describe specifically in details. A good organizational pattern of texts can

help the reader understand the author’s message easily. The ideas contained

in genre of texts can be organized in many different ways. If the students

ignore the organization pattern in writing, they cannot make a good writing.

Their writing is also difficult to understand.

The third is vocabulary. Vocabulary has an important role in creating

a good paragraph. By choosing appropriate words, the writer will be able to

communicate their ideas clearly. The problems of vocabulary happen since

the lack of reading. So, the students have limited vocabulary which makes

them cannot easily expressing their idea. Sometimes, the students also use

inappropriate word which makes their writing difficult to be understood.

Those problems can be solved by reading more and practicing writing more.

The fourth is grammar. Having strong skills in grammar allows

writers to get their message to their readers in a clear and understandable

way. It is important to know the rules of grammar and how to use them

properly. However, for some Indonesian students, learning grammar

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especially tenses is difficult because there is no tense in Indonesia. Although

tense has been though since Elementary school, the students still cannot apply

a tense rules. Many of them still have difficulties on it.

The fifth is mechanic. Mechanic word is referred to punctuation,

spelling, and capitalization as well as guidelines to use them in sentences.

Briefly, we can understand its asset of rules to be followed for making a

perfect sentence. A good mechanic makes a paragraph easy to read, and that

will attract more readers. Some students still make errors on it.

C. The limitation of the problem

To avoid misunderstanding to the problem, it is necessary to make the

limitation. Based on the background of the study and identification of the

problem above, the researcher is interested in analyzing the problem at the

first grade students of MAN Kebumen 1 in writing recount text. The

components of writing text include organization, content, vocabulary, and

grammar. The problems are taken from students’ writing.

D. The Formulation of the Problem

Based on the problems above, the researcher would like to formulate

the problems as follows:

1. How is the students’ ability in writing recount text?

2. What are the students’ problems in writing recount text?

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3. What is the most dominant problem done by the first grade students of

MAN Kebumen 1 in writing recount text?

E. The Objectives of the Study

Considering the fourth of problems above, the study is oriented

towards the following objectives:

1. To know students’ ability in writing recount text of the first grade students

of MAN Kebumen 1.

2. To analyze kinds of students’ problems in writing recount text of the first

grade students of MAN Kebumen 1.

3. To find out the most dominant problem did by the first grade students of

MAN Kebumen 1 in writing recount.

F. Significance of the Study

The researcher hopes that the result of her thesis will be valuable for:

1. The teachers

The result of the research not only can be used as the description and

information about how far the students catch what the teacher teaches from

the process of the study. By knowing the most students’ problem in

writing genre, it also can be used as a reference when the teacher wants to

improve students’ writing skill.

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2. The students

After knowing the result of the students’ writing, they will know

how far their ability in writing recounts text. It also can be used as

information about what problems do they have in writing genre especially

in writing recount text. By knowing their problem, the students can

improve their writing and they can make an effective and good text.

3. The other researchers

The result of this research might become a reference for other

researchers who want to conduct the further research on then similar

problem. This research also can help the other researcher in improving the

knowledge about the analysis of students’ problem in writing genres and

getting more useful experience and information in order to be the best for

the future.

G. Organization of the Thesis

This thesis contains five chapters. Each chapter will explain different

topics. There are the following:

Chapter I is introduction. In this chapter, the researcher states

background of the study, identification of the problem, limitation of the study,

formulations of the problem, objective of the study, significance of the study,

and organization of the study.

Chapter II is review of related literature. This chapter gives the readers

underlying theories of the research. This part tries to place the problems into

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theoretical framework which consists of previous of the study, the definition of

writing, purpose of writing, writing skills, problems in writing, scoring method

of writing, definition text, kinds of text, definition of genre, and definition of

recount text. The researcher also presents the definition of syllabi and

conceptual framework of the thesis.

Chapter III is research methods. This chapter contains type of the

research, place and time of the research, subject of the researh, unit of analysis,

research instruments, technique of collecting data, and technique of analyzing

data.

Chapter IV is research findings. In this chapter, the researcher presents

the descriptive analysis and discussion.

Chapter V is conclusion and suggestion. In this chapter, the researcher

puts forward the research conclusion and suggestion.

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Study

The researcher took some previous studies as inspiration and

consideration in conducting the study. There are two studies about writing

problem which have been conducted and have been becoming inspiration. The

first study was conducted by Doni Ramli (Teacher Training and Education

Faculty Tanjungpura University Pontianak, 2013) entitled “An Analysis on

Students’ Errors in Writing Recount Text of the Tenth Grade Student of

SMAN1 Siantan in Academic Year 2012/2013”. The method used in this

research is a descriptive where the researcher explained the result of research

by describing the data gained. The techniques used for collecting data are

measurement technique and direct observation technique. The tool of

collecting data is written test. The objective of this study is to find out the

students’ problem in writing Recount Text. Based on the finding in this

research, there are 275 errors made by the students in writing recount text. The

error are 95 or 34,54% errors at the writing content of the text, 21 or 7.63%

errors at vocabulary, 123 or 44.74% errors grammar, and 36 or 13.9% errors at

mechanic.

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The second study was conducted by Ellaneri Karani (The Faculty of

Teacher Training and Education of University Palangkaraya, 2008) entitled

“An Analysis of Students’ ability and Problem in Writing Recount Text at the

Eight Grade of SMP N Palangka Raya”. The study applied descriptive

method in order to gain the data needed. The data were gained by using

writing test as instrument. The objectives in this study are to find out the

students’ ability in writing recount text and the students’ problem in writing

recount text. Based on the finding in this research, the percentage of problem

encountered by the students in term of content was 56,6%. The next problem

in term of organization was 59.2%. The problem in term of vocabulary and

spelling was 56.6%. The highest of the percentage of the problem appeared

when the students wrote recount text were in the area of grammar, it was

89,5%.

The similarities among those previous studies and this study are the

objective is to find out the students’ problem in writing recount. And the

differences both of the previous studies are there are five component of

writing were evaluated. They are content, organization, grammar, vocabulary,

and mechanics.

Based on those previous studies above, the researcher is interested in

conducting a research entitled “An Analysis of Students’ Problem in Writing

Recount Text at The First Grade of MAN Kebumen 1 in 2013/2014 Academic

Year”.

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B. Writing

Based on English curriculum, there are four language skills that the

learners should be learned. The four language skills are listening, speaking,

reading, and writing. In this chapter, the researcher tries to explain the

definition of writing and purpose of writing.

1. Definition of Writing

Some definitions are given by linguists about writing according to

Boardman & Frydenberg (2002: 11) define writing as a continuous

process of thinking, organizing, rethinking, and recognizing. It means

that writing is a process by drawing something based on writer

background knowledge and organizes their knowledge into a good

paragraph. So, the students have to read a lot of books to get inspiration

and write a lot to increase their capability.

For students, writing is usually thought to be the most difficult skill

to acquire. In fact, writing is more complicated than the other skills. It is

because writing needs more aspects not only grammatical and vocabulary

but more. It is as Lindstrom in Westwood (2006:57) said that writing is a

complex skill involving multiple processes and abilities that problems

can arise for some students. There is reason to suppose that the number

of students with writing difficulties is even greater than the number

experiencing difficulties in reading with understanding. It can be

concluded that writing is complex activities that every students have

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different difficulties to do it. This skill is more difficult than the other

skill.

Considering the definition above, the researcher concludes that

writing is complicated activities which need of knowledge about what we

are going to write. However, the students can learn writing by much

practicing and reading a lot to get inspiration. The students hopefully can

convey their ideas, feeling, and desires, and knowledge by writing.

2. The Purpose of Writing

There are some purposes given by some linguist in writing.

According to Ur (2003:163) the purpose of writing, in principle is the

expressing the people ideas, the conveying the message to the reader, so

the ideas themselves should arguably be seen as the most important

aspect the writing. It means the purpose of writing is to express writer

idea to the reader in written form.

Meanwhile according to Diestch (2003:4-5) the general purpose of

writing may be primary to inform, to persuade, to express and to

entertain. The specific purpose involves responding to certain need in

writing” From the statement, we know there are two purposes of writing:

the general and specific purposes. The general purpose is to inform,

persuade, express and entertain the reader. The specific purpose is

depending on someone who writes the written.

From both definitions above, the researcher can conclude that the

purpose of writing is to express someone’s idea to the reader in written

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form. It can persuade something, give information, and express

someone’s feeling. Hopefully the students can express their idea in

written form.

3. Writing Skills

According to Brown (2001:357) there are five indicators of writing

skill as follows:

a. The pupils are able to produce writing with the high degree of

organization in the development of ideas and information.

b. The pupils are able to produce writing with the control of content.

c. The pupils are able to use the complex grammatical devices for focus

and emphasis (syntax).

d. The pupils are able to use correct spelling, punctuation, and

capitalization. (mechanic)

e. The pupils are able to use careful choice of words (vocabulary).

Brown (2004:221) says that there are two categories of writing

skills. They are micro and macro skills. Micro skills and macro skills

assist us in defining in the ultimate creation of an assessment procedure.

Micro skills of writing are appropriately applied to imitative and

intensive types of writing task, while macro skills writing are essential

for the successful mastery of responsive and extensive writing.

a. Micro Skills

1. Produce graphemes and orthographic pattern of English

2. Produce writing at an efficient rate of speed to suit the purpose.

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3. Produce an acceptable core of words and use appropriate word

order pattern

4. Use acceptable grammatical systems (e.g. tense, agreement,

plural), patterns, and rude.

5. Express a particular meaning in different grammar forms.

6. Use cohesive in written discourse.

b. Macro Skills

1. The rhetorical forms and convention of written discourse.

2. Appropriately accomplish the communication the communicative

functions of written texts according to form and purpose.

3. Convey links and connections between events, and communicative

such relation as main idea, supporting idea, new information, given

information, generalization, and examplication.

4. Distinguish between culturally specific references in the context of

the written text.

5. Develop and use a battery of writing strategies, such as accurately

assessing the audience’s interpretation, using paragraph and

synonym, soliciting peer and instructor feedback, and using

feedback for revising and editing.

From the explanation above, the students should be able to produce

writing with the high degree of organization in the development of ideas

and information; the content of context; the use of grammatical devices

for focus and emphasis (syntax); the correct spelling and punctuation,

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and capitalization (mechanic); and the careful choice of words

(vocabulary).

4. Problems in Writing

Developing clear and accurate expression through writing presents

major problems for most students with learning difficulties. Sturm and

Koppenhaver in Westwood (2008:57) told us that the composing for

writing involves complex thinking that must integrate multiple

components including the topic of the theme, choice of words,

organization, purpose, audience clarity, sequence cohesion, and

transcription. From that statement, we know that writing is complicated

activity which the competence in writing in different purposes relies

heavily on possession of adequate vocabulary, knowledge of syntactical

structure, and appropriate strategies for planning, composing, reviewing

and revising written language which the problems can arise for some

students.

According to Westwood (2008: 60-62), there are some areas

encountered by the students when they are ordered to write a text. The

main problems appear in at least four areas. They are problems in

content, process approach, mechanics, and spelling.

The first problem is content. Weak writer produce a much smaller

amount of work than a proficient writer. It means that the students have

difficulty in expressing their idea in written form or producing longer

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written test. Hess and Wheldall in Westwood (2008: 61) said that weak

writers spend little or no time thinking and planning before they start to

write. It means that lack of planning is one of the reasons why some

students write very little, and why their ideas are not pretended in logical

order.

The second is process approach. Weak writers usually reluctant to

review, edit, and polish a first draft. Wojosinski and Smith in Westwood

(2008:61) acknowledge that students with learning difficulties are often

resistant to going through the stages of process writing preferring instead

to write quickly to get the job done. Graves in Westwood (2008:61) said

that process approach to writing helps young writers understand that a

first attempt in writing rarely produces a high-quality finished product. It

can be concluded that process approach is very important in writing but

some students do not aware about that so it makes their writing are poor.

The third is mechanics. Weaker writer tend to be preoccupied with

the mechanical aspects of writing. According to Graham and Harris in

Westwood (2008: 62) said that mechanics has been identified as one of

the mean characteristics of students with a specific learning disability in

writing; it is also a common problem with almost all weak writers too.

He also stated that it is reported that 23 percent of students have

significant difficulties with handwriting and that poor handwriting and

spelling interfere with the composition process by draining too much

cognitive effort away from the creative and expressive component.

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The last main problem is spelling. Weaker writer have a problem

with spelling. Learning to spell in a language like English is not an easy

task, and many students have difficulties generating the correct spelling

of the words. They invent to use in their writing. Thomson and snow in

Westwood (2008:62) said learning to spell, like learning to read, is not a

natural language process so students need instruction that equips them

with effective strategies for analysis and decoding words. Spelling

difficulties are present not only in students who exhibit general problems

in writing but also in some students who are otherwise very good reader

or writer.

Meanwhile According to Sadler in Westwood (2008: 58) said that

poor writer typically exhibit major difficulties at two levels, namely

copying with grammar, spelling, punctuation, and hand-writing (lower

level) and generating ideas, sequencing the content and revising (high

level). The content of students writing is less coherent than that of

proficient writers and lacking necessary elaboration of main points.

While Ngabut (2003:20) said that there are many general areas

encountered by the students when they are ordered to write a text. The

common problems appear in at least four areas. They are problems in

content, organization, vocabulary, and grammar.

The first problems in writing appear in content. When the students

were encountered with the problems of identifying main ideas and

supporting sentences, they could not produce an effective paragraph of

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text. This happens since they are not able to formulate main ideas and

supporting sentences into a paragraph.

The Second is organizing. An effective or good paragraph of text

describes all the things in the paragraph logically, clearly, and easily to

understand. The good paragraph of the text appears in the topic of the

text and it describe specifically in details.

The third is vocabulary. Vocabulary plays a very important role in

constructing a good paragraph. By choosing appropriate words, the writer

will be able to communicate her/his ideas, opinions even disagreements

smoothly. By selecting appropriately and writing smoothly linking

words, the writer can deliver so many things gently to the readers in

terms of ideas, opinions even disagreements.

The fourth is grammar. A good grammar of a text describes the

sentence structure comprehensively covers the pattern of sentences

construction and the good order of the words in sentence sequence.

From the explanation above, the researcher will analyze four

common problems in writing made by the students. They are content,

organization, grammar, and vocabulary.

5. Scoring Method for Writing

According to Brown (2004: 242-245) there are three major

approaches to scoring writing performance are commonly used by test

designers: holistic, primary trait, and analytical.

19

Holistic Scoring

Holistic Scoring is a method of scoring which each point in holistic

scale is given a systematic set of descriptors, and the reader-evaluator

matches an overall impression with the descriptors to arrive at a score.

Descriptors usually (but not always) follow a prescribed pattern. For

example, the first descriptor across all score categories may address the

quality of task achievement; the second may deal with organization, the

third with grammatical or rhetorical considerations, and so on. Scoring,

however, is truly holistic in that those subsets are not quantitatively

added up to yield a score.

Primary Trait Scoring

According to Weigle in Brown (2004:240) said that Primary Trait

Scoring is a method of scoring which focuses on “how well students can

write within a narrowly defined range discourse “. This type of scoring

emphasizes the task at hand and assigns a score based on the

effectiveness of the text’s achieving that one goal. It means that the

students’ score for their writing would rise or fall depends on their

effectiveness to accomplish the goal of the texts.

The advantage of this method is that it allows both writer and

evaluator to focus on function. In summary, a primary trait score would

assess the accuracy of the account of the original (summary), the clarity

of the steps of the procedure and the final result (lab report), the

20

description of the main features of the graph (graph description), and the

expression of the writer’s opinion (response to an article).

Analytic Scoring

Brown and Bailey in Brown (2004:243) designed an analytical

scoring scale specified five major categories (organization, content,

vocabulary, syntax, and mechanics) and a description of different levels

in each category, ranging from ‘unacceptable” to “excellent”.

An Analytic scale for rating composition tasks by Brown and

Bailey will be explained as follows:

1. Organization

Organization consists ofIntroduction, Body, and Conclusion.

There are five levels in this scoring:

a. Excellent to Good (20-18)

Appropriate title, effective introductory paragraph, and

topic is stated, leads to body: transactional expression used;

arrangement of material shows plan (could be outlined by

reader); supporting evidence given for generalization;

conclusion logical and companies.

b. Good to Adequate (17-15)

Adequate tittle, introduction, and conclusion; body of essay

is acceptable, but some evidence may be lacking, some ideas

21

aren’t fully developed; sequences logical but transactional

expressions may be absent or misused

c. Adequate to fair (14-12)

Medicare or scant introduction or conclusion; problems

with the order of ideas in ‘body; the generalizations may not be

fully supported by the evidence given; problems of organization

interfere.

d. Unacceptable (11-6)

The criteria of this level: Shaky or minimally recognizable

introduction; organization can barely be seen; severe problems

with ordering of ideas; lack of supporting evidence; conclusion

weak or illogical; inadequate effort at organization.

e. Not college level work (5-1)

Absence of introduction or conclusion; no apparent

organization of body; severe lack of supporting evidence; writer

has not made any effort to organize the composition (could not

be outlined by reader.

2. Content


Essay addresses the assigned topic; the ideas are concentrate

thoroughly developed; no extraneous material; essay reflects

thought

22


Essay addresses the issues but misses some points; ideas

could be more fully developed; some extraneous material is

present.

c. Adequate to Fair (14-12)

Development of ideas not complete or essay is somewhat off

the topic paragraphs aren’t divided exactly right.


Ideas incomplete; essay does not reflect careful thinking or

was hurriedly written; in adequate effort in area of content.

e. Non college-level work(5-1)

Essay is completely inadequate and does not reflect college-

level work; no apparent effort to consider the topic carefully.

3. Grammar


Native–like fluency in English grammar, correct use of

relative clauses, prepositions, modals, articles. Verb forms, and

tense sequencing; no fragments or run-on sentence.


Advanced proficiency in English grammar; some grammar

problems don’t influence communication, although the reader is

aware them; no fragments or run-on sentences.

23


Ideas are getting through to the reader, but grammar

problems are apparent and have a negative effect on

communication; run-on sentences or fragments present.


Numerous serious grammar problems interfere with

communication of the writer’s ideas; grammar review of some

areas clearly needed; difficult to read sentences.


Several grammar problems interfere greatly with message;

reader can’t understand what the writer was trying to say;

unintelligible sentence structure.

4. Mechanics


Correct use of English writing convention: left and right

margins, all needed capitalist, paragraphs, indented, punctuation,

and spelling; very neat


Some problems with writing conventions or punctuation;

occasional spelling errors; left margin correct; paper is need and

legible

24


Uses general writing conventions but has errors; spelling

problems distract reader; punctuation errors interfere with ideas.


Serious problems with formal of paper; parts of essay not

legible; errors in sentence punctuation and final punctuation;

unacceptable to educate readers


Complete disregard for English writing conventions; paper

illegible; obvious capitals missing, no margins, severe spelling

problems.

5. Vocabulary


Practice vocabulary usage; use of parallel structures; concise;

register good


Attempts variety; good vocabulary; not wordy, register OK;

style fairly concise


Some vocabulary misused; lacks awareness of register; may

be too wordy

25


Poor expression of ideas; problems in vocabulary; lacks

variety of structure


In appropriate use of vocabulary; no concept of register of

sentence variety

In this research, the researcher uses analytical scoring. Based on

Brown and Barley analytical scoring, there are five categories were

given, but in this research, the researcher modifies into four categories

because the common problem encountered by the students when they are

order to write a text appear at least four areas namely organization,

content, vocabulary, and grammar. The scoring as follows:

1. Organization

a. Excellent (25-22)

Using appropriate title, the major point of the text are

supported by effective and relevant orientation, events and

reorientation in detail.

b. Good (21-16)

Using adequate title, the major points of the texts are

supported by acceptable orientation, events and reorientation.

c. Fair (15-9)

The major points of the texts are supported by less relevant

orientation, events, and reorientation.

26

d. Poor (8-1)

The major points of the texts are supported by unrelated

orientation, events and reorientation.

2. Content


The ideas are concrete and thoroughly developed. Event

explicitly stated clearly.

b. Good (21-16)

The ideas could be more fully developed. Events fairly

clearly stated

c. Fair (15-9)

Development of idea is not complete. Events rally sketchy.

d. Poor (8-1)

The ideas incomplete, no recognizable events

3. Grammar

a. Excellent(25-22)

Correct use of simple past tense, subject-agreement, article,

conjunction and pronoun. No fragment or run-on sentences.

b. Good (21-16)

There are still few grammar problems in simple past tense

subject-agreement and article. no fragments or run-on sentences.

27

c. Fair (15-9)

There are frequent grammar problems in using past tense,

subject agreement, article and conjunction and have a negative

effect on communication. Run-on sentence or fragment present.

d. Poor (8-1)

The paragraph shows that the writer does not master the

numerous serious grammar problems interfere with

communication of writers ideas.

4. Vocabulary


Precise vocabulary usage; use of parallel structures;

concise; register well.

b. Good (21-16)

Attempts variety good vocabulary; not wordy; register OK;

style fairly concise.

c. Fair (15-9)

Some vocabulary misused; lacks awareness, may be to

wordy.

d. Poor (8-1)

Poor expression of ideas, problems in vocabulary; lacks

variety of structure.

28

C. Text

1. Definition of Text

According to Knapp (2005:30) said that a text means language as a

system of communication’s organized as cohesive units. In another

words, he also said that a text is any complicated act of communication

such as a greeting between friends in the street, a television

advertisement, a novel, or a film and so on.

Meanwhile Oxford Advanced Learner’s Dictionary stated that text

is the main written or printed part of a book or page, contrasted with

notes. Creating a text requires us to make choices about the words. They

use and how they put them together. If they make the right choices then

we can communicate with others. Our choice of words will depend on

our purpose and our surroundings (context). In other references also state

at the same point that text is a discourse or composition on which a note

or commentary is written; the original words of an author, in distinction

from a paraphrase, annotation, or commentary. And Longman Dictionary

of Applied Linguistics stated that text is a piece of spoken or written

language. A text may be considered from the point of view of its

structure and / or its functions.

Thus from the explanation above, the researcher concludes that text

is a passage that has composition on which a note is written, also it has

structure and function.

29

2. Types of Text

According to Knapp (2005: 31-32) there are three types of the text,

they are:

a) Lliterary Texts

Literary texts are the broad range of texts that reflect and

interpret individual andsocial life, whether real or imaginary. These

texts can deal with everyday experience in a way that lifts readers

beyond the everyday. Literary texts often use figurative language

(metaphor, rhythm, repetition) and poetics (language for the sake of

language) to create images in readers’ minds. Text types in this

category: novels, epics, poems, dramas and sagas.

b) Factual Texts

Factual texts are texts that have the primary aim of

communicating knowledge. They present information or ideas and

aim to show, tell or persuade the audience. In the everyday sense they

include all of the texts that weuse from day to day to ‘get things done’.

The text types in these categories are descriptions, explanations,

essays, reviews, and arguments, are more rhetorical and take time to

position and persuade readers.

c) Media Texts

Media texts are any texts (whether literary or factual) thatare

used in channels of mass communication such as print,

broadcastingcable, film and video. Depending on the media, these

30

texts can use different modes of communication: writing, speech,

pictures or sound or all of these. The shape of media texts is

determined to some extent by the technology employed by the

particular media.

D. Genre

1. Definition of Genre

There are some definitions given by some linguist about genre.

According to Hyland (2007:4) stated that genre is a term for grouping texts

together, representing how writers typically use language to respond to

recurring situations.

Meanwhile according to Richard and Schmidt (2002:549) genre is a

type of discourse that occurs in a particular setting that has distinctive and

recognizable patterns and norms of organization and structure, and that has

particular and distinctive communicative functions.

According to Knapp (2005:21) genre is:

1. Genre is an organizing concept for our cultural practice;

2. Any field of genres constitutes a network of contrasts according to a

variety of parameters;

3. Genre is place occasion, function, behavior, and interactional

structures, it is very rarely useful to think of it as a kind of ‘text’;

31

4. Cultural competence involves knowing the appropriateness principle

for any genre, knowing the kind of margin you have with it, being

able to vary it, knowing how to shift from one to another and how

many factors would be involved in any such shift.

In addition, genre is specific text which has its own characteristic such

as generic structure, language feature, purposes that make it different

among each of genre.

2. Kinds of Genre

According to Hyland (2007:29), There are some example genres, they

are:

a. Recount

To recontstruct past experiences by retelling events in original

sequence

b. Procedure

To show how something is done

c. Narrative

To entertain and instruct via reflection on experience

d. Description

To give an account of imagined or factual events

e. Report

To present factual information, usually by classifying things and then

describing their characteristics

32

f. Explanation

To give reasons for a state of affairs or a judgment

g. Exposition

To give arguments for why a thesis has been proposed

E. Recount Text

Knapp and Watkins (2005:223) state that recount is the simplest text

type. Formally, recount is a sequential text that does little more than sequence

series events. It is a kind of genre or text type that has been taught in first

grade student of senior high school. Recounts and stories are typically written

in the past tense form, unless quoting direct speech. Like others stories,

recount has an orientation. In simple recounts, the orientation can be just a

sentence. In a recount there must be a characters, time, and place.

Furthermore, Knapp and Watkins (2005:228) explain that there is a

predominance of an action verbs and temporal conjunctions in recount.

Recount also has the structural features, which described as follow:

1. Starting with the orientation stage, which indicates the people involved,

place, and time.

2. The sequence of events stage, which sets up the sequence of events in time

and circumstance.

3. The evaluation stage, which provide writer’s interpretation of the event or

what has happened. (Knapp and Watkins, 2205:234)

33

Example of Recount Text

F. Conceptual Framework

To sum up this chapter provided some of the explanation about

theoretical framework relate the study. The definition of writing is complicated

activities which need of knowledge about what we are going to write. Writing

has a purpose as a media to express someone’s idea to the reader in written

Mt. Bromo

On Saturday I went to Mt. Bromo. I stayed at

Nisa’s house at Cemara Lawang, Probolinggo. It has

a big garden with lots of colorful flowers and a

fishpond.

On Sunday Nisa and I saw Gunung Batok and

went on the scenic ride on horseback. It was scary.

Then we went to get a closer look at the mountain.

We took pictures of the beautiful sceneries there.

On Monday we went to the zoo at Wonokromo.

We saw cockatoos having a shower. In the afternoon

I went home.

34

form. There are many general areas of problems in writing encountered by the

students when they are ordered to write a text. The common problems appear

in content, organization, vocabulary, grammar, and mechanics.

The next is about the definition of text and genre of text. Text is a

passage that has composition on which a note is written; also it has structure

and function. Genre is kind of text, defined in terms of its social purposes; also

level of context dealing with social purpose. There are many kinds of genres.

They are recount, description, report, etc. In this research, the researcher took

recount text to be analyzed because it mostly tells past experiences by retelling

events which students happened. This text also has more complex rules

especially in linguistic features then the other texts.

35

CHAPTER III

RESEARCH METHOD

A. Type of Research

This study belongs to descriptive qualitative analysis in form of

Qualitative Research about analyzing and describing the students’ problem in

writing recount text at the first grade students of MAN Kebumen 1 in the

academic year of 2013/2014. The researcher took from Arikunto’s note that

descriptive study is a research which is conducted to investigate a condition

or other phenomenon of which the result represented in a report. This study is

called analysis because it tries to analyze objectively about students’ problem

in writing recount text.

This study was aimed at describing and analyzing about (1) how is the

ability of the first grade students of MAN Kebumen 1 in writing recount text,

(2) what are kinds of problems made by the first grade students of MAN

Kebumen 1 in writing recount text, and (3) what is the most dominant

problem done by the first grade of MAN Kebumen 1.

To avoid bias, the researcher evaluated the real condition as

objectively as possible. The researcher took a position as an outsider who saw

the objective condition of MAN Kebumen 1.

35

36

B. Place and Time of the Research

The research was held at MAN 1 Kebumen which is located at JL.

Cincin Kota no 44, Kebumen. This research was carried out on April 5th

2014. The researcher took the first grade students of Madrasah Aliyah Negeri

Kebumen 1 in the Academic Year of 2013/2014 as the subject of research.

C. Subject of this Research

The research subject of this research was the first grade students of

Madrasah Aliyah Negeri Kebumen 1 in the academic year 2013/2014. The

researcher just took one class, X 10 which consists of 22 students.

D. Unit of Analysis

In this research, the researcher analyzes the students’ ability and

problem in writing recount text which focused on the component of writing.

There are five components of writing, namely content, organization,

vocabulary, grammar, and mechanics. But in this research, the researcher

only evaluates four components of writing. They are organization, content,

vocabulary, and grammar. Arikunto (2010:187) states that unit of analysis is a

certain unit that is measured as the subject of the research. The unit analysis

in this research includes what are the student problems and the most dominant

problem did by the first students in writing recount text. The researcher found

them by analyzing the writing made by the students.

37

E. Research Instrument

An instrument plays an important role in collecting the data. Research

instrument is a tool which is used to measure the natural phenomenon that is

observed. Arikunto (2010:203) states that research instrument is a tool or

facility used by the researcher when collecting the data in order to be easier in

doing her or his work to get a good result.

The research instrument which is used for this study is written test.

The test is used to know how well the students have already understood in

writing recount text and their problems in writing text. The test focused on

writing past experience.

F. Technique of Collecting Data

Data collection is one of procedure in systematic research. In

collecting the data, the researcher used test method. By using the test method,

the researcher takes all the students’ writing in the printed form. The steps of

data collection are described as follows:

1. Preparing the research instrument.

2. Giving test to the students. The test was given once.

3. Collecting the data in written form.

4. Reading and analyzing students’ writing which was written by the students

on April 5th, 2013

38

G. Technique of Analyzing Data

In analyzing the data the researcher applied descriptive method. In doing

the analysis, the researcher goes through the following steps:

1. Scoring the students’ writing

To compute the result of students writing, the researcher use

Brown and Bailey analytical scoring. Based on that writing, there were

five categories given. But in this research, the researcher modified into

four categories that will be evaluated. The scoring as follows:

The item to be

evaluated

Description Score

1. Organization

Excellent, using appropriate title, the

major point of the text are supported by

effective and relevant orientation,

events and reorientation in detail.

25-22

Good, using adequate title, the major

points of the texts are supported by

acceptable orientation, events and

reorientation.

21-16

Fair, the major points of the texts are

supported by lest relevant orientation,

15-9

39

events, and reorientation.

Poor, the major points of the texts are

supported by unrelated orientation,

events and reorientation.

8-1

2. Content Excellent, the ideas are concrete and

thoroughly developed. Event explicitly

stated clearly events and personal

comment.

25-22

Good, the ideas could be more fully

developed. Events fairly clearly stated

21-16

Fair, difficulty in expressing idea,

formulating main idea and supporting

sentence, and producing small

paragraph.

15-9

Poor, the ideas incomplete, no

recognizable events.

8-1

3. Grammar

Excellent, correct use of simple past

tense, subject-agreement, article,

conjunction and pronoun. No fragment

or run-on sentences.

25-22

40

Good, there are still few grammar

problems in simple past tense subject-

agreement and article. No fragments or

run-on sentences.

21-16

Fair, There are frequent grammar

problems in using past tense, subject

agreement, article and conjunction and

have negative effect on communication.

Run on sentence and fragment present.

15-9

Poor, the paragraph shows that the

writer does not master the numerous

serious grammar problems interfere

with communication of writers ideas.

8-1

4. Vocabulary

Excellent, precise vocabulary usage; use

of parallel structures; concise; register

well.

25-22

Good, attempts variety good

vocabulary; not wordy; register OK;

style fairly concise.

21-16

Fair, some vocabulary misused; lacks 15-9

41

awareness, may be to wordy.

Poor, poor expression of ideas,

problems in vocabulary; lacks variety of

structure.

8-1

2. Classifying the problems based on the category of the problem.

There are four categories of the problem. They are content,

organization, grammar, and vocabulary. In this research, there are also

four levels in writing scoring. The students who categorize have

problems if the students writing on fair or poor level in each categories.

3. Analyzing the data

The researcher also computes the percentage the student’s

problems and the dominant problem that students made in writing recount

text. In order to compute the percentage of problems made by each

student, the researcher uses the percentage descriptive analysis. The

researcher uses this formula:

Note:

P : Percentage

X : Total of each category

N : Total of the problem

42

4. Discussing problems and dominant problem made by the students.

5. Drawing the conclusion and suggestion based on the data analysis.

43

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

A. Research Findings

In the research finding, the researcher identified the students’ ability

and problems by reading, analyzing,and describing the students’ writing

recount text. The objective is to know the students’ ability in writing recount

text, kinds of students’ problem in writing recount text, and the most

dominant students’ problem in writing recount text which focused on aspects

of writing.

The research findings of this research are described as follows:

1. Score of Students’ Writing

The data were collected after doing the research on April 5th, 2014

towards the first grade students of MAN Kebumen 1 in the academic year

2013/2014who became the sample in this research. The researcher only

took one class (X10) which consist of 22 students.

After giving test, the researcher collected some data concerning the

students’ writing test result. To compute the scoring of students’ writing

result, the researcher modified Brown and Barley analytical scoring which

being uses four aspect of writing. They are organization, content,

grammar, and vocabulary.

In table 1 below, the researcher shows the result of the students’

score in writing recount text as follows:

43

44

Table 1. The Students’ Score in Writing Recount Text

Students Organization Content Grammar Vocabulary Total

S.1 14 15 17 14 60

S.2 16 15 12 12 55

S.3 16 16 12 12 56

S.4 19 22 20 20 81

S.5 16 12 10 12 50

S.6 15 15 16 14 60

S.7 16 16 12 16 60

S.8 16 14 12 16 58

S.9 16 14 10 12 52

S.10 15 16 12 16 59

S.11 16 16 16 16 64

S.12 17 16 12 16 61

S.13 15 17 16 16 64

S.14 17 16 16 16 65

S.15 14 15 8 12 49

S.16 16 16 14 13 60

S.17 19 17 17 17 70

S.18 15 15 15 14 59

S.19 16 15 13 15 59

S.20 16 16 16 15 63

S.21 16 16 13 15 60

S.22 17 15 14 17 63

∑ : 1328

Mean : 6036

45

Based on table above, it could be seen that the student (S.4) belongs to the

highest score with the score is 81. The student (S.15) belongs to the lowest

score with the score is 49. The mean score of students are 60.36.

Moreover, the researcher also categorized the result of the students

score based on the level ability. The level of ability was defined based on

the creation referenced scale ( Arikunto, 2006:245). They are as follows:

Table 2. The Classification of the Students’ Writing Ability

Value Grade Level of achievement

80- 100 A Excellent

66- 79 B Good

56- 65 C Sufficient

40- 55 D Fairly Sufficient

<39 E Poor

In table 2 below, the researcher shows the frequency distribution of

students’ score. The table is as follows:

Table 3. Frequency Distribution of Students’ Score

Score Category Frequency Percentage

80- 100 Excellent 1 4.54 %

66- 79 Good 2 9.10%

56- 65 Sufficient 15 68.18 %

40- 55 Fairly Sufficient 4 18.18 %

<39 Poor 0 0%

46

From table 2, the researcher concludes that the students who are

included in the first level (excellent) were 1 student. The students who are

included in the second level (good) were 2 students. The students and the

students who are included in the third level (sufficient) were 15 students

and the students who were included in the fourth level were 4 students.

From table 3, the researcher concludes that the percentage of the

students who belong to the highest level (excellent) was 4.52%, for the

students who belong to the good level was 9.10%, for the students who

belong to the sufficient level was 63.63% and for the students who belong

to fairly sufficient level was 18.18% . There was no student includedinto

poor level.

2. The Classification of Problems

After scoring the students’ writing, the researcher classified the

students’ problems based on the item of specifications. There were four

classifications of problems, namely organization, content, grammar, and

vocabulary. The researcher classified the problem based on Brown and

Barley writing assessment which was modified by the researcher. In this

research, the students will be classified having a problem if they are on fair

or poor level.

47

The classification of students’ problem based on Brown and Barley

(2004:243) which was modified by the researcher are described as follows:

1. Organization

a. Fair, the major points of the texts are supported less relevant by

orientation, events, and reorientation. Problems with the order of

ideas in paragraph

b. Poor, the major points of the texts are supported by unrelated

orientation, events, and reorientation.

2. Content

a. Fair, have difficulty in expressing idea, formulating main idea and

supporting sentence, and producing small paragraph.

b. Poor, the ideas incomplete, no recognizable events

3. Grammar

a. Fair, there are frequent grammar problems in using past tense,

subject agreement, article and conjunction and have a negative

effect on communication. Run-on sentence or fragment present.

b. Poor, the paragraph shows that the writer does not master the

numerous serious grammar problems interfere with communication

of writers ideas.

4. Vocabulary

a. Fair, some vocabulary misused; lacks awareness, may be to wordy.

b. Poor, poor expression of ideas, problems in vocabulary; lacks

variety of structure.

48

In this table 4 below, the researcher shows the area of students’

problem in writing recount text. The table is as follows:

Table 4. The Area of Students’ Problem

Students Organization Content Grammar Vocabulary

S.1 Fair Fair Good Fair

S.2 Good Fair Fair Fair

S.3 Good Good Fair Fair

S.4 Good Good Good Good


S.6 Fair Fair Good Fair

S.7 Good Good Fair Good

S.8 Good Fair Fair Good

S.9 Good Fair Fair Food

S.10 Fair Good Fair Fair



S.13 Fair Good Good Good


S.15 Fair Fair Poor Fair



S.18 Fair Fair Fair Fair


S.20 Good Good Good Fair


S.22 Good Fair Fair Good

49

After computing the students’ problem, the next thing that the

researcher did was finding out the problems and most dominant problem

made by the students. The table 4 above shows that not almost students

made problems. There were only 3 students who did not have problem.

They were the students with students’ code (S.4), (S.11), and (S.17). There

were also two students who made problems in all aspect of writing. They

were the students with students’ code (S.15) and (S.18). And there were 17

students who made problem in two or three aspect of writing.

The table 4 also showed that the students who has problem in

organization are 6 students. The students who has problem in content are 10

students. The students who has problem in grammar are 15 students and the

students who has problem in vocabulary are 13 students. From the table

above we can conclude that the dominant problem made by the students

were on grammar aspect.

In the table 5 below, the researcher shows the frequency distribution

based on the area of students’ problems. The table is as follows:

Table 5. Frequency Distribution of Students’ Problem

No Problem Total Percentage

1 Organization 6 13.64%

2 Content 10 22.72%

3 Grammar 15 34.10%

4 Vocabulary 13 29.54%

Total 44 100%

50

The table 5 above showed the problems made by the students. The

students made problem in organization, content, grammar, and vocabulary

in different percentage. Based on the table above, it was clear that the

grammar was the most dominant problem made by the students. It has the

highest percentage, namely 34.10%. It indicates that the students have

problem in using simple past tense, subject agreement, conjunction, and still

have difficulties in making a complete sentence.

The second rank of problems made was on vocabulary. The

percentage of problem in vocabulary was about 29.54%. It means that when

students write a sentence, their writing have poor expression of ideas, some

vocabulary misused and wordy. It showed that the students still have

difficulties in attempting a good vocabulary, not wordy and simple sentence.

In this research, the vocabulary problem appeared when they create wordy

sentence.

In this research, content was on the third rank. The percentage of

problem in content was 22.72%. Based on students writing shown that the

students still have difficulty in producing effective idea and formulate main

and supporting idea. Students also have difficulties in expressing their idea

in written form. So it makes their writing weak and not clear.

The less frequent problem that the students made was in

organization. It had the lowest percentage among the item of problems

51

namely 13.64%. It means that there were only few students who still

supported their orientation, events and reorientation mediocre.

B. Discussion

After showing the research finding, the researcher is going to discuss

about the result of students’ writing ability and problems analysis. The

discussion of students’ writing ability and problem analysis is described as

follow:

1. Analysis of Students’ Writing Ability

In this section, the researcher discusses the students’ writing

ability in writing recount text by analyzing students’ written test.

Based on research finding, the mean score of students’ writing was

60.36. It means that the students were on sufficient level. The interval

score of sufficient level is 60-65. The discussions of students’ ability

in detail are as follows:

a. Excellent level

The student (S.5) got the highest level which score of her

writing is 81. It came up because the students can fulfill one

excellent and three levels of good in aspects of writing. The major

points of the student’s recount text are supported by acceptable

orientation, events and reorientation. The ideas are concrete and

thoroughly developed and events clearly stated. There is only few

grammar problems in simple past tense and no fragment run on

52

sentence present. The students attempted variety good

vocabulary, not wordy and style fairly concise.

b. Good Level

There were two students who in good level. They were

student (S.14) with the score 66 and student (S.17) with the score

70. Both of them could reach the good level in all aspect of

writing. Both of the texts are supported by acceptable orientation,

events and reorientation. The ideas could more fully develop and

events fairly clearly stated even if there are still few grammar

problemsin simple past tense, pronoun but there is no fragment

and run-on sentence. The students attempt good vocabulary and

the style not wordy.

c. Sufficient Level

There were 15 students who in sufficient level. The student

(S.13) and (S.11) got the highest sufficient level which the score

is 64 and the student (S.3) got the lowest of sufficient level which

the score is 56. Most of students who were in sufficient level have

one or more than one fair level in aspect of writing.

d. Fairly Sufficient Level

There were 4 students in fairly sufficient level. The student

(S.15) had the lowest score of this level with the score is 49. The

student got three fair levels in organization, content and

vocabulary and one poor level in grammar. The students got poor

53

level in grammar because the paragraph showed that the writer

does not master the numerous serious grammar problems and the

problem had a negative effect on communication.

2. Analysis of Students Problem

In this section, the researcher discusses the students’ problem.

The researcher takes the problem from the students writing test. The

following is the example of students writing which has problem in

aspects of writing.

To specify the students problem that the students made in

writing recount text, the problems classified into four aspect of

writing, namely organization, content, grammar, and vocabulary.

The analysis of the students’ problem based on the aspect of

writing is presented as follows:

a. Organization

1) Interpretation of Orientation Analysis

Based on the students writing, the orientation analysis

of students’ works in writing recount text was still less

relevant. Some of students did not understand how to write

orientation correctly. Few of them write the series of events

in orientation paragraph. It can be seen from the example

below:

Formely . . . time I still sit in bench MTs, I once similar

to gift my mother, for follow to Somalangu. That actually

54

already routine quality gift in habitant my village. This is one

year two river. Because I no wish disappointed my mother,

Final I shall for accompany my mother to Somalangu. I’m

leave fromhous possibly strike 14.30 WIB.(Text. 15).

“On the first id day I wake up at 5 clock. I made my bed

was neatly, then I had Pray Subuh and I got take a bath, the

clock was 06.30 time to IdulFiti pray. After pray idulfitri, I ate

with my family.” (text.18)

Both paragraph above not only refer to a background of

information about who, what, when, and where the experience

happened, but also tells about series of events. So, it can be

concluded that the orientation of student writing in recount text

is still less relevant because a good and relevant orientation

should only tell about the background information by

introducing the participant and the setting of the past

experience.

2) Interpretation of Events Analysis

In this part, the events analysis of students’ works in

writing recount text was relevant. Most of students know that

the function of the second schematic structure of recount text is

to retell series of events which happened in the past. It can be

seen from the example below:

55

Point in road to Somalangu my bike ran out of petrol and

fortunately, I was close to the gas station, because I fear that I

will add, at the end, I ran out of gas again when already in full

fill my contens walked through the exit. Suddenly, I was in hit

by a bike that runs from the back untul I was throuwn about 3

m from my bike. Luckily, I use so I do not what heim only

scratched the thighs but my bike was broken and bent

proseneing profit gas station attendant would help me.

(text.15)

I and my friends started at 05:00 am O’clock and arrive

in there at 06.00 am. The first, we looked sunrise. After that we

played football together and then we swimmed in the sea . We

were very happy. At 08.00 am we back to home and in the trip

back to home we bought some sea food. It is very fasty. (text.8)

Bothparagraphs above show that the students know the

function of second schematic structure in recount text is to

retell series of events which happened in the past. So, it can be

conclude the event is relevant even if there is still some

problem in content, grammar, vocabulary and spelling.

3) Interpretation of Re-orientation Analysis

The Re-orientation analysis of students’ works in writing

recount text was still less relevant. The function of stage of re-

orientation is to express personal opinion regarding the events

56

described. But the students still tell some events in re-

orientation. It can be seen from the example below:

Finally, be able to wolk my bike again and was

gratefullfo the same gas station attendant and I went on a trip

to Somalangu, I thank good up to Somalangustill in good

health. (text.15)

At 21.15 pm we went to our school. We felt so happy

although we were tired because of monkey make us afraid and

run away and at bus we were sleepy. At 22.30 we arrived to

our school. This is the best experience during I was junior high

school. (Text.1)

From the research finding and discussion above, it can be seen

that some of students still make mistake in organizing recount text.

Few of them are on Fair level. It is because the students still wrote

less relevant orientation and reorientation. So, it can be conclude if

the students still have a problem in organizing a recount text.

b. Content

The descriptions of content problem in fair level are the

students have difficulty in expressing idea and only producing

small paragraph. The descriptions in poor level are the ideas of

writing incomplete, no recognizable events. The example of

students’ problem in content as follows:

57

Holiday to Jakarta

Last Holiday I went to Jakarta. I went to Jakarta in the

morning. I went to Jakarta with my father. I went by bus.

First Day at Jakarta, my hearted beated. Last time I and my

father to cousin home. I went by Bajaj, arrive in the home, I rest,

Last day I wolked around Jakarta. Fulday I walked around

Jakarta with my father. I rest in the causin home. Last day I

went to back in the Kebumen.

I think very happy in the Jakarta. Jakarta is amazing city.

Unfortable experience. (Text.5)

From the students’ writing above, we know that the student

has difficulty to formulate main idea and develop supporting

idea. It is still very difficult to students to create an effective

paragraph. The students writing still was on fair level.

c. Grammar

The most difficulties that the researcher finds were grammar.

The descriptions of grammar problem in fair level are error in

simple past tense, subject-agreement, pronoun, punctuation,

fragment or run-on sentence present. The problem explained as

follows:

1) Problem in past tense

The problem in this case was related to the use of to be

was/were, auxiliary verbs, regular, irregular verbs etc. The

58

following examples of past tense problem are the ones in bold

typed taken form some text, for instance:

1. We were happy and we can took the picture. (text.1)

2. We are very happy (text.3)

3. I help the farmers to planted and harvested the

garlic.(text.14)

4. I and my friends following a competition of footsal. (Text.8)

All sentence above, the students failed to recognize the

use of auxiliary in their sentences. In the first sentence, they

should have used ‘could’ after subject ‘We’ because it should

have been used the form of S + aux + V1 + object. The second

sentence, the students should use ‘was’ after subject ‘We’

because the students talk about past experience. The students

should use form S + was/were + Adjective. The last sentence,

the students should use ‘helped’ after subject ‘I’, and they

should use ‘plant’ and ‘harvest’ after to infinitive. The students

should use form S + V2 + Object + to + V1. So, the sentence

should have been:

1. We were happy and we could take the picture.

2. We were very happy.

3. I helped the farmers to plant and harvest the garlic.

4. My friends and I followed a futsal competition.

59

2. Problem in Pronoun

The following examples of pronoun problem are the ones in

bold typed taken form some text, for instance:

1. I picked up she with motorcycle. (text.17)

2. First, me enter to into Vander wick entrancement.(text.16)

3. When my still in bench SMP, I follow to study tour to

Jakarta. (text.19)

All sentence above, the students failed to use appropriate

pronoun in their sentences. In the first sentence, the pronoun

‘she’ should be changed into ‘her’ because the word has a

function as object. In the second sentence, the word me should

be changed into ‘I’ because the pronoun has a function as a

subject. The last sentence, ‘my’ should be changed into ‘I’

because in this sentence the pronoun has a function as a

subject. So, the sentence should have been:

1. I picked up her by motorcycle.

2. First, I entered to Vander wick entrancement.

3. When I was Junior High School, I had study tour to Jakarta.

3. Problem in Punctuation

The following examples of past tense problem are the ones in

bold typed taken form some text, for instance:

60

1. When I was third of Junior High School. I and my friends

following a competition of footsal which be held at the

regency.

2. I and my younger sister went to Suwuk beach. To Attenda

Market Night.

3. I very happy,because we could win the competition.

4. After pray I with my family went to my house

grandmother’s in Cirebon City (Text.18)

In the first sentence, the students should put comma

not a full stop because the bold type in the first sentence is

not sentence but that is a subordinate clause. It is because

there is a word “When” before subject “I”. In the second

sentence, the students should not put punctuation mark

because the sentence does not finish yet. In the last

sentence, the student should not put a comma before word

‘because’.So, the correct sentences are:

1. When I was third grade of Junior high school, my friends

and I followed a competition of futsal which held at the

regency.

2. My younger sister and I went to Suwuk beach to attenda

Market Night.

3. I was very happy because we could win the competition.

61

4. After praying, my family and I went to my grandmother

house in Cirebon.

4. Run on and Fragment present

The following examples of fragment and run-on are the

ones in bold typed taken form some text, for instance:

1. I very happy (text.9)

2. I felt happy, satisfied and shamed. Unforgettable

experience. (text.11)

3. I wanted to rode a horse although I very afraid with horse.

(Test.12)

In the first sentence, the students present fragment because

there is no predicate in the second sentence. The students

should add to be ‘was’ after subject ‘I’. In the second

sentence, there is no subject and predicate so it also called

fragment sentence. So, the sentence should have been:

1. I was very happy.

2. I felt happy, satisfied, and shamed. It was Unforgettable

experience.

3. I wanted to ride the horse although I was afraid with horse.

2) Vocabulary

The descriptions of vocabulary problem in fair level are some

vocabulary misused; lacks awareness, may be to wordy. The

problem explained as follows:

62

1. Some vocabulary misused

The following examples of misused of vocabulary are the ones

in bold typed taken form some text, for instance:

1. Holiday Yesterday, I and my family had holiday to Ambal

beach. (text.11)

2. Time I still sit in bench MTs, . . . (text.15)

3. Finally, be able to walk my bike again. (text.15)

4. She school in SMK Batik 1 Kebumen. (Text.17)

The sentences above showed that students still have

difficulties to choose appropriate vocabulary. They just

change Indonesian word into English. The students are still

not familiar with common phrase in English. So, the correct

word and phrase are:

1. Last holidaymy family and I had holiday to Ambal beach.

2. When I was still junior high school, . . .

3. Finally, I could drive my motorcycle again.

4. She studies in SMK Batik 1 Kebumen.

2. Style wordy and not concise

1. Last week, my parent and I went to Brebes. We went there

by car. (text.14)

2. Last Holiday I went to Jakarta. I went to Jakarta in the

morning. I went to Jakarta with my father. I went by bus.

(text.5)

63

3. That experience, really not to can forgot. I very happy when

study in Jakarta.

The sentences above shown that he students wrote their

writing too wordy and not concise, the effective sentence

should be:

1. Last weekmy parent and I went to Brebes by car.

2. Last holidaymy father and I went to Jakarta by bus in the

morning.

3. I was very happy. It was unforgettable experience.

From the explanation above, we know if the students still

have difficulty in attempting variety good vocabulary; not

wordy; and concise. So, it can be conclude that the students

were on fair level and have a problem in vocabulary.

3. The Most Dominant Problem

From the research finding, it could be seen that grammar was the most

dominant problem made by the students in writing recount text. There are

14 students from 22 students who have grammar problem in writing

recount text. The aspects of students’ grammar problem in writing recount

text were in using simple past tense, pronoun, punctuation, and some

fragment present.

64

Table 6 below, the researcher shows the conclusion of the description

of research finding. The table below is as follows:

Table 6. The Discussion of Research Finding

No Aspects Problems Example

1 Organization The major point of the texts are

supported by less relevant

orientation, events, and

reorientation. Problem with the

orderof ideas in paragraph.

Page 53-56

2 Content Have difficulty in expressing

idea, formulating main idea and

supporting sentence, and

producing small paragraph.

Page 56-57

3 Grammar Past Tense

Pronoun

Punctuation

Run on & Fragment

Page 57 – 58

Page 59

Page 59 – 61

Page 61

4 Vocabulary Vocabulary misused

Style wordy and concise

Page 61 – 62

Page 62 - 63

65

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

The objectives of this research are to analyze the students’ ability,

kinds of students’ problems, and the most dominant problem in writing

recount text by the first grade students of MAN Kebumen 1 in the 2013/2014

Academic Year. There are four categories which were evaluated. They are

content, organization, grammar, and vocabulary.

Based on previous research findings and discussion, the researcher

concluded that:

1. The mean scores of the students were 60.36. It means that the ability of

first grade students of MAN Kebumen 1 were in the sufficient level.

2. The research findings also showed that the students still have problems in

writing recount text especially in aspect of organization (13.64%), content

(22.72%), grammar (34.10%), and vocabulary (29.54).

3. In this research, the aspect of grammar is the most dominant problem

made by the first grade students of MAN Kebumen 1 in the 2013/2014

Academic Year in writing recount text with the total percentage is 34.10%.

65

66

B. Suggestion

In line with the research findings previously, here are some

suggestions that can be given related to the researcher conclusion and

hopefully can take the benefit to anyone who read this “thesis”. The

suggestions are as follows:

1. Teacher

a) The teacher should give more explanation of grammatical rule in

English, especially in simple past tense. So, the students will more

understand about how to write recount text especially in

grammatical feature.

b) The teacher should give more writing exercise to make the students

more familiar with English writing form.

c) The teacher should give more attention to the weak students in

comprehending the lesson.

2. The students

a) The students should read more and practice to write more to

increase their ability in writing especially recount text.

b) The students should learnt more about grammar and do not

hesitate to ask the teacher if they have difficulties on it.

c) The students should have motivation in learning English.

67

3. Other researcher

The researcher hopes that after reading this thesis, the other

researcher can take the information inside it and improve this thesis

to be better, so that the English teaching and learning in senior high

school will be more successful.

68

BIBLIOGRAPHY

Arikunto, Suharsimi. 2010. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.

Boardman, Cynthia. A, and Frydenberg, Jia. 2002. Writing to communicate: Paragraph and Essays. University of California, San Francisco: Longman.

Brown, H.D. 2001. Teaching by Principle: An Interactive approach to Language Pedagogy. San Fransisco: Adision Wesley Longman.Inc.

2004. Language Assessment: Principle and Classroom Practices. Person Education, Inc.

Diesch, B. M. 2003. Reasoning and Writing Well, Third Edition. New York: McGraw-Hill Companies, Inc.

Hornby, A. S. 1987. Oxford Advanced Learners Dictionary. CNY: Oxford University Press.

Hyland, Ken. 2007. Genre and Second Language Writing. United Stated of America: University of Michigan Press

Karani, Ellaneri. 2008. An Analysis of Students’ Ability and Problem in Writing Recount Text at the Eight Grade of SMP N Palangka Raya in scripta number1, volume 4, September 2008, page 10-13.

Knapp, P., Watkins, M.2005. Genre, Text, Grammar. Australia: University of New South Wales Press.

Ngabut, C.Y. 2003. Instructional Material of Writing II. Handout: Unphublished.

Ramli, Doni. 2013. An Analysis on Students’ Errors in Writing Recount Text of the Tenth Grade Student of SMA N 1 Siantan in Academic Year 2012/2013 in scripta numer 1, volume 1, page 6-10.

Ricard, Jack and Schmidt. 2002. Longman Dictionary of Language Teaching and Applied Linguistic. London: Person Education Ltd.

Ur, Penny. 2003. A Course in Language Teaching: Practice and Theory. London: Cambridge University Press.

Westwood, Peter. 2008. What Teachers Need to Know about Reading and Writing Difficulties. Australia: ACER Press.

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UNIVERSITAS MUHAMMADIYAH PURWOREJOFAKULTAS KEGURUAN DAN ILMU PENDIDlKANAIamat: Jalan K.H.A.Dahlan No.3 Telepon/Fax (0275) 321494

PURWOREJO 54111

SURAT KEPUTUSAN PENETAPAN DOSEN PEMBIMBING SKRIPSINomor: 13178/A.40/FKIPIUMPIVI/2014

Demikian ketetapan ini dibuat agar dilaksanakan dengan sebaik-baiknya.

Berdasarkan usulan Ketua Program Studi Pehdidikan Bahasa Inggris tentang Pembimbing Skripsi,Dekan FKIP Universitas Muhammadiyah Purworejo menetapkan:

•

: Juita Triana, M. Pd: 0622017702: Asisten AWi

: Tusino, M. Pd.B.I: 0616088201: Asisten AWi

Dalam penyusunan skripsi mahasiswa:

Nama : Khanifatul Hikmah

NIM : 102120226

Program Studi : Pendidikan Bahasa Inggris .

Judul Skripsi : An Analysis of Students' Problem in Writing Recount Text

at the First Grade of MAN Kebumen 1 in 2013/2014

Academic Year

2. NamaNIPINBMlNIDNJabatan Akademik':Sebagai Pembimbing 11,

1. NamaNIPINBMlNIDNJabatan AkademikSebagai Pembimbing I,

32ide

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UNIVERSITAS MJJHAMMADIYAH PURWOREJOFAKULTAS KEGURUAN DAN ILMU PENDIDIKANAlamat: Jalan K.H.A.Dahlan No.3 TeleponfFax (0275) 321494

.PURWOREJO 54111

Nomor : 13049/B.02/FKIPfUMP/III/2014Lamp.Hal : Permohonan Izin Penelitian

Kepada Yth.Kepala MAN Kebumen 1DiKebumen

Assalamu'alaikum wr.v/L.

Purworejo, 14 Maret 2014

Dengan ini kami beritahukan bahwa berdasarkan kurikulum Fakultas Keguruan dan

Hmu Pendidikan Universitas Muharnmadiyah Purworejo, mahasiswa. semester VIII

dapat menyelesaikan Program Studi Strata 1 dengan mengambil jalur Skripsi.

Sehubungan dengan hal tersebut, kami mohon perkenan Saudara, mengizinklin

mahasisvya kami untuk mengadakan penelitian di sekolah yang Saudara pimpin.

Adapun mahasiswa yang akan melakukan penelitian tersebut adalah :

Nama Khanifatul Hikmah

NIM 10 212 0226

Program Studi

Judul Penelitian

Pendidikan Bahasa Inggris

An Analyisis of Students' Problem in Writing Recount

Text at the First Grade of Madrasah Aliyah 1 Kebumen

in 201312014 Academic Year

Atas bantuan dan kerjasama Saudara, kami ucapkailterima kasih.

Wassalamu'alaikum wr. wb.

Dekan FKIP,

rt0l10, M. M.105 198103 1002

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~,

KEMENTERIAN AGAMA

MADRASAH ALlYAH NEGERI KEBUMEN 1Jalan Cincin Kota Nomor 44 't!f (0287 ) 381546

website: www.mallsakebumen.sch.idKEBUMEN - 54351

kMLL..J

Nomor:Sifat-LampHal

Ma.Il.l01TL.00/195/2014Biasa

Sural Ijin Penelilian

KepadaYth. Dekan Fakultas Keguruan dan Ilma Pendidikan

Universitas Muhammadiyah PurworejoPurworejo

Assalamu'alaikum Wr. Wb

28 Maret 2014

Menanggapi surat dari Dekan Fakultas Keguruan dan Ilmu PendidikanUniversitas Muhammadiyah Purworejo nomor: 13049IR.02iFKIP/UMP/III/2014tanggal 14 Maret 2014 hal Permohonan Ijin Penelitian. Bersama ini kami sampaikanpada prinsipnya tidak keberatanlmengabulkan permohonan ijin penelitian gunapenyusunan Skripsi an.

NamaNIMProg Studi

KHANIFATUl HIKMAH102120226Pendidikan Bahasa Ingg-ris

Demikian kami sampaika:l dan untukdigunakan sebagaimana mestinya.

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THE LIST OF RESEARCH SUBJECT

NO NAMA GENDER

1 Afi Zahrotul Khanan F

2 Aliza Azka Masih Puji Lestari F

3 Asih Puji lestari F

4 Bina Urrizgiyatish S F

5 Fajar Bogi A M

6 Fajar Musofa M

7 Farah Nadia Alkhusna F

8 Fikri Al Jauhari M

9 Gilangadi P M

10 Indri Muflikhatul Kh F

11 Laeni Khasanah F

12 Muhammad Samsurido M

13 Nida Farhani M F

14 Noni Ashiki F

15 Prawito M

16 Riki Aswar M

17 Robiah al Adawiah F

18 Siti Ngismah Solihah F

19 Supriyanti F

20 Tia Sulastri F

21 Tri sukma Setyana F

22 Uly Fikriyah F

F: FEMALE = 14

M : MALE = 8

TOTAL = 22

-------- -------------------,--~...

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Class X· \0

Write a recount text based on your holiday experience.

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Write a recount text based on your holiday experience.

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NameStudent NumberFaculty

Title

UNIVERSITAS MUHAMMADIYAH PURWOREJOFAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Alamat :Jalan K.H.A Dahlan 3 Telepon 1Fax (0275) 321494PURWOREJO

CARD OF A THESIS GUIDANCE

: KhanifatulHikmah: 102120226: English Depertment of the Teacher Training and

Educational Sciences Faculty of MuhamrnadiyahUniversity ofPurworejo.

:An Analysis of Students Problem in Writing Recount Textat the First Grade Students of MAN I Kebumen in the2013/2014 Academic Year.

No DateMaterial

consultationResult Consultant Student

1. March, 6'" 2014 Proposal Revised ~ h II'-

2. March,19"' 2014 Chapter I Revised f-" ~

3. March,22"' 2014 Chapter I Revised ir' (' ff}fv4. April, 2'" 2014 Chapter I Accepted V \~

5. April, 12'" 2014 Chapter 2 Revised tI ~ (r;]n V

6. -. April, 191n 2014 Chapter 2 Revised ( _ r rn..--------,=__+,.--,,-~=c:_:__c-,--+___:::=_-_,_-_+--_,__,_-I____1,_-___!----''<_I:!~_.._-_1

7. May, 7"'20I4 Chapter 2 Accepted ....- (" ne--8. May, 17'" 2014 Chapter 3 Revised V- or/)-

9. June, 4'" 2014 Chaptt:r 3 Revised :-- (7O-r10. June, II'" 2014 Chapter 3 Accepted (V- ~ I dln---

II. June, 17"'2014 Chapter 4 Revised 1-:- en12. June, 19m 2014 Chapter 4-5 Revised I--- ~

13. June, 23'" 2014 Chapter 4-5 Accepted l-' ( ;r~

14. June, 25'" 2014 Chapter 1-5 Accepted ~ ~

IPembimbing,

Tusino, M.Pd.B.INIDN.0616088201

NameStudent NumberFaculty

Title

UNIVERSITAS MUHAMMADIYAH PURWOREJOFAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Alamat :Jalan K.H.A Dahlan 3 Telepon 1Fax (0275) 321494PURWOREJO

CARD OF A THESIS GUIDANCE

: KhanifatulHikmah: 102120226: English Depe11Jnent ofthe Teacher Training and

Educational Science"s Faculty of MuhammadiyahUniversity ofPurworejo.

:An Analysis of Students Problem in Writing Recount Textat the First Grade Students of MAN I Kebumen in the2013/2014 Academic Year.

Material ~

No Dateconsnltation

R~nlt Consnltant Stndent

1. March, 8"' 2014 Proposal Revised rf ~2. March,20'" 2014 Chapter I Revised U 5' r rhtv3. March,22m 2014 Chapter 1 Revised eV

( ~

4. April, 3"' 2014 Chapter I Accepted U;: 'tv..S. April, 14'" 2014 Chapter 2 Revised ;jU ,[1""6. April, 21m 2014 Chapter 2 Revised (j~ ~7. May,8m2014 Chapter 2 Accepted ~ \ IY1v8. May, 19m 2014 Chapter 3 Revised l./~ ( ~9. June, Sm 2014 Chapter 3 Revised ;:u (" K.---10. June, 12m2014 Chapter 3 Accepted ut: ( rrt::-11. June, 18m 2014 Chapter 4 Revised tU ( v12. June, 20m 2014 Chapter 4-S Revised Vi" F-13. June, 24m2014 Chapter 4-S Accepted ~. r~

14. June, 2Sm 2014 Chapter I-S Accepted v.?\ prrr-~

Pembimbing II,

Juita Triana, M.Pd

NIDN.0622017702

AN ANALYSIS OF STUDENTS' PROBLEM IN WRITING ...

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