i

AN UNDERGRADUATE THESIS

AN ANALYSIS OF STUDENTS’ COGNITIVE PROBLEM IN WRITING

RECOUNT TEXT FOR EIGHT GRADE JUNIOR HIGH SCHOOL

MA’ARIF 5 METRO

By :

Andika Pratama Yudha

Student Number: 1801073006

TARBIYAH AND TEACHER TRAINING FACULTY ENGLISH

EDUCATION DEPARTMENT

STATE INSTITUTE ISLAMIC STUDIES OF METRO

1444H/ 2022

i
 ACKOWLEDGEMENT

I am very thankful to Allah SWT, who always gives the researcher blessing to
complete a study under titled “AN ANALYSIS OF STUDENTS’ PROBLEM IN
WRITING RECOUNT TEXT FOR EIGHT GRADE JUNIOR HIGH SCHOOL
MA’ARIF 5 METRO”. Shalawat and salam to our prophet Muhammad SAW, the
lord of Muslims in the world, who has guided us from the darkness to the brightness.
At this time, the researcher would like to certain her most deep gratitude, especially
to:
1. Dr.Hj. Siti Nurjanah, M.Ag.,PIA, as Rector of IAIN Metro
Lampung.
2. Dr. Zuhairi, M.Pd, as the Dean of Tarbiyah and
Teacher Training Faculty of IAIN Metro Lampung.
3. Andianto, M.Pd, as the Head of English Education Department of
IAIN Metro Lampung.
4. Yeni Suprihatin, M.Pd, as the advisor who valuable knowledge and
support in finishing this a research proposal.
The researcher apologizes for all the mistakes that she has made in writing
and finishing this a research proposal. All criticisms and suggestions are expected to
improve the quality of this research. Hopefully this research proposal can be useful
for researchers in particular, for our college and every reader in generic.

Metro, 29 September 2022

Andika Pratama Yudha

ST.ID.1801073006

ii
 TABLE OF CONTENTS

ACKOWLEDGEMENT................................................................................................2
TABLE OF CONTENTS..............................................................................................ii
CHAPTER I INTRODUCTION...................................................................................1
A. Background of Study..........................................................................................1
B. Research Question..............................................................................................7
C. Objective and Benefits of the Research..............................................................7
D. Prior Reasearch...................................................................................................8
CHAPTER II REVIEW OF THE LITERATURE......................................................11
A. The Concept of Writing....................................................................................11
1. Definition of Writing....................................................................................11
2. The Indicators of Writing..............................................................................13
3. The Characteristic of Good Writing.............................................................16
B. Problem in Writing...........................................................................................17
1. Cognitive Problem in Writing..........................................................................18
2. Concept of Text................................................................................................22
C. Concept of Recount Text..................................................................................33
CHAPTER III RESEARCH METHODOLOGY........................................................36
A. Types and Nature of Research..........................................................................36
1. Type of Research..........................................................................................36
2. Nature of Research........................................................................................38
B. Data Source.......................................................................................................39
1. Primary Data Source.....................................................................................40
2. Secondary Data Source.................................................................................40

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C. Data Collection Techniques..............................................................................41
1. Observation...................................................................................................41
2. Interview.......................................................................................................42
3. Documentation..................................................................................................42
D. Data Validity Assurance Techniques...............................................................43
E. Data Analysis Techniques................................................................................44

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 1

CHAPTER I

INTRODUCTION

A. Background of Study

English Language is the basic component of communication that is used to

make a relationship with other people. People use languages to express their

thoughts, feelings, ideas and opinions with others. According to Sapir language is

a purely human and non-instinctive method for communicating ideas, emotions,

and desires by means of a system of voluntarily produced symbols. Language is

very important to learn. Without language we cannot communicate with others to

share knowledge, culture, education and many things in this world.

English is one of language that is known as an international language. It

means that people use it to interact with others around the world. English

language is commonly accepted as an active universal language in the world.

English in Indonesia is as a foreign language taught at formal education started

from kindergarten to universities. An English teacher has to equip students with

four language skills such as listening, speaking, reading and writing. In science-

technology, education, bussiness, sport and all aspects in life people always use

English. It is proved that English is very useful for people to master in this

modern era. English is a crucial language that people use in the world. It might be

said that English is a gateway to discover wisdom. There are many books,

articles, and news written in English. In doing so, people learn English to get the
 2

knowledge. As foreign language, English has differences with Indonesian like

structure, tenses, pronunciation, and others. Meanwhile, students should master

writing because it is an important aspect in learning English. Writing skill is one

of four basic language skills that mean to communicate the idea, to convey a

message, and to clarify their thought into written form.

Writing is a way of communication and of course communicates all the

time. Then, Deporter and Heracki explain that writing is a whole brain activity,

which uses right brain side (emotion) and left-brain side (logic)1. Although right

and left-brain sides are used in writing, right brain side has a big position because

it is a place, which appears new ideas and emotion. Writing is very important

activity for everybody especially for the student because from Writing, they will

remember what they taught before. Furthermore the student are the next

generation who will give contributions to the future through their knowledge and

experience. The abilty to write is very important for the academic context,

business and personal relation in the global community2. This is reason why the

student should master writing skill.

However, writing is not an easy way to learn because writing is one of the

most complicated skill to learn because it contains some aspect such as grammar

competence, vocabulary and generic structure of the text. Some language learners

get some problems in writing process. As one of the skills in English,

1
Deporter, B. and Heracky. M. 2002. Quantum Learning. Bandung: Penerbit Kaifa
2
Weigle, S. C. 2002. Assessing Writing. Cambridge: Cambridge University Press.
 3

Cognitive problems divided into several points; they are punctuation

problems, capitalization problems, spelling, content, and organization problems.3

In this research, the researcher focused analyze student's cognitive problems

because based on information that got from the interview with the English

teacher, the English teacher said the problems in writing that often happened in

students are the use of punctuation, spelling and the other4.

Recount is one of genre texts, which is tought at the eight year students of

junior high school. The purpose of a recount is to list and describe past

experiences by retelling events in the order in which they happened

(chronological order) and to entertain.

In line with the writing problem referred to by students, Researchers have

conducted a pre-survey to find out students' problems in write. Pre survey was

conducted on August 08, 2022 at eight grade junior high school ma’arif 5 Metro.

The results of students score are illustrated in the following table:

Table 1
The Result of pre-survey data
at SMP Ma’arif 5 Metro.
No Student Name Grade Criteria
.
1. AAH 62 Incomplete
2. AW 77 Complete
3. ATF 57 Incomplete

3
Ibrahim MuhamedAlfaki, University Students Writing Problem. …., ibid
4
NofviYanti, Interview an English Teacher… ibid
 4

No Student Name Grade Criteria

.
4. DR 52 Incomplete
5. DNA 62 Incomplete
6. DA 57 Incomplete
7. FNH 67 Incomplete
8. FA 67 Incomplete
9. HA 77 Complete
10. IDS 67 Incomplete
11. MA 62 Incomplete
12. MNA 77 Complete
13. NRA 77 Complete
14. NRD 62 Incomplete
15. PK 82 Complete
16. RSA 57 Incomplete
17. RJM 77 Complete
18. RR 77 Complete
19. SAF 52 Incomplete
20. ZNS 62 Incomplete
Total Score 1330
Highest 82
Lowest 52
Average 66,5
Source : English teacher archieve, taken on August 08th, 2022

The pre-survey results above are categorized based on MMC into 2 categories:

complete and incomplete. The MMC in English class eight grades is 75. The

assessment is given based on the consideration of several indicators in writing,

namely the use of correct grammar which includes tenses and sentence patterns as

well as vocabulary development.

The results of the categorization of writing skill of the eight grades students of

junior high school Ma’arif 5 Metro are illustrated in the following table:
 5

Table 2

The Categorization of Pre Survey Results

at SMP Ma’arif 5 Metro

No. Grade Frequency Percentage Criteria

1. < 75 13 Students 65% Incomplete

2. >75 7 Students 35% Complete

TOTAL 20 100%

Based on the table above it is known that the percentage of students which

writing skills is less than MCC is 35%, while the percentage of students with writing

skills is more than MMC is 65%. That means that the percentage of students less than

MMC is less than the percentage of students who are more than MMC. Therefore it

can be concluded that the writing skills of eight grades students at junior high school

Ma’ arif 5 Metro are unsatisfactory.

The results of interviews conducted in the pre-survey, namely: conducted at

junior high school Ma'arif 5 Students who learn to write recount text by having some

problems when they make sentences in a paragraph. The researcher tried to identify

the students' problems in writing recount text.

Therefore, student problem analysis has an important role to solve students'

problems in writing recount texts, to find out the causes of students' problems in
 6

writing recounts, to find out what are the factors that affect student problems and to

find out how students can learn from their mistakes in writing recount text so that

students do it Don't make the same problem in writing recount text again. They the

reason why the researcher is interested in analyzing the problem of writing recount

text. In this study, the researcher wants to know problems in using the vocabulary

made by students in the eighth grade junior high school Ma'arif 5 Metro.

After getting student score data, the researcher then interviewed several

students and got answers from most students that they were still having problem

when asked to write a text, especially recount text both from the content of the text

to be written and the rules in writing, so this causes students got the unsatisfactory

score. After conducted interviews with the two parties, the teacher and students, the

researcher concluded that a teacher taught the material well but the values obtained

by the students were still unsatisfactory, so the researcher analyzed students'

problems in writing recount text.

Based on the phenomena, the researcher is interested in conduct the research

entitled “AN ANALYSIS OF STUDENT’S COGNITIVE PROBLEM IN WRITING

RECOUNT TEXT FOR EIGHT GRADE JUNIOR HIGH SCHOOL MA’ARIF 5

METRO”. In this research, the focus is to investigate the problems and the causes of

problem faced by students in English department of junior high school Ma’Arif 5

Metro in writing.
 7

B. Research Question

1. What are the student cognitive problems in writing recount text at the eight

grade junior high school ma’arif 5 Metro?

2. What are the dominant to analyze cognitive problems in writing recount text

at the eight grade junior high school Ma’Arif 5 Metro?

C. Objective and Benefits of the Research

1. Objective of the study

Based on formulation of the problem, the objective of the research are:

a. To describe students’ cognitive problems in writing recount text.

b. To analyze The most dominant cognitive problem in writing recount text.

2. Benefit of the study

This research is expected to have significant benefits for students,

teachers, and subsequent researcher.

a. For the students

The research is expected to give Grade Eight Junior High School

to make the students easier to understand writing recount text

b. For the Teacher

This research gave information to the teacher about the most

cognitive problem that faced by the students.

c. For the other researchers

 8

Who would conduct the relevant study this research could be used

as a source of information for other researchers who were interested in

conducting the relevant research.

D. Prior Reasearch

The writer takes review of related researcher from other thesis as principle

or comparative in this research. The first, previous research was done by entitled

Heni Yuni Mustika, Udin Udin, and Ni Wayan Mira Susanti “ An Analysis of

Students’ Dififfulties in Writing Recount Text: A Case Study at The Eleventh

Grade Students of MA Putra Alishlahuddiny Kediri Academic Year 2016/2017”.

The research design It uses descriptive qualitative study method. Descriptive-

quantitative study is a method that describes characteristics about the population

or phenomenon being studied, and they are focused on analyzing the

students’cognitive problems in writing recount text in each aspect of writing in

terms of content, organization, vocabulary and sentence structure, their

competence in each of those aspects can be classified.5

The concept of this whit that of Heni Yuni Mustika, Udin Udin, and Ni

Wayan Mira Susanti has similarities in the research in the topic and research

methods, especially in research on recount text. In comparison, these two studies

have the differences, which Heni Yuni Mustika, Udin Udin, and Ni Wayan Mira

5
Heni Yuni Mustika, Udin Udin, and Ni Wayan Mira Susanti “An Analysis of Students’
Dififfulties in Writing Recount Text: A Case Study at The Eleventh Grade Students of MA Putra
Alishlahuddiny Kediri Academic Year 2016/2017.
 9

Susanti was carried out on senior high school students, and this research was in

junor high school.

The second previous research was done by A journal entitled “Student’s

Problem in Writing Thesis: Case Study at English Department Mataram

University” by Bq. Rani Swarni.6 The object of the study is to investigate students

in English Department the Faculty of Teacher Training and Education of Mataram

University academic year 2011/2012 noon class. The investigation is focused on

investigating the problems faced by the students in writing thesis and the causes

of those problems. The concept of this research with that of Rani Swarni has

similarities in the topic on problem in writing. The differences The study was

aimed to find the factors of the student’s problems in writing their thesis and the

causes of their problems and research method, the method that use in the research

is descriptive quantitative.

The third study was written by Fitri Purnama, Refnaldi, and Rusdi Noor

(2013). The title of the research is An Analysis of Students’ Ability and Problems

in Writing Recount Texts at Grade VIII of SMPN 29 Padang. This research study

about the students' ability in writing a recount text and the problems faced by the

students in writing recount text. The results of the study show that the students

have the ability to write recount text at intermediate level. The researcher used the

test results to analyze based on aspects of writing, namely: content, organization,

6
A journal entitled “Student’s Problem in Writing Thesis: Case Study at English
Department Mataram University” by Bq. Rani Swarni.
 10

vocabulary, grammar, and mechanics. In addition, the researchers also used a

questionnaire and give it to the students. The averages of the students have

problems on the mastery.7The concept of this research with that of Fitri Purnama,

Refnaldi, and Rusdi Noor has similarities in the research topic on problem in

writing recount text. In comparison, these two studies have differences in terms of

research methods. The aim of descriptive research is to determine and describe

the things and also to analyze interrelationship of the data.

The novelty that distinguishes this research from previous research is the

method chosen and focused on the cognitive problems faced by students in

writing recount texts. In this study, researchers examines the cognitive problems

that occur in students in making recount texts. Cognitive problems faced by

students include problems in writing recount text is punctuation, capitalization,

spelling, content, and organization.

7
Fitri Purnama, Refnaldi, and Rusdi Noor.” An Analysis of Students’ Ability and Problems in
Writing Recount Texts at Grade VIII of SMPN 29 Padang”.
 11

CHAPTER II

REVIEW OF THE LITERATURE

A. The Concept of Writing

1. Definition of Writing

Writing (as one of the four skills of listening, speaking, reading, and

writing) has always formed part of the syllabus in the teaching of English.

However, it can be used for a variety of purposes and it is produced in

different pattern.8 Based on definition above, writing is one productive skill

through sets of symbols to represent the sounds of speech for such things as

punctuation and numerals. It is important to note that writing is process, not a

product. The results in a text but the text must be read and comprehended.

Writing can be defined as the activity to make letters or number on a surface,

especially using pen or pencil.9 It is an activity in arranging words, phrases,

and sentences that is grammatically correct and appropriate with its purposes.

Generally, writing can be interpreted as the act of forming or tracing a

character on paper or other suitable materials with a pen or pencil. Most of

people have little time to write. They spend more their time to listen, speak, or

read. It is because the writing is a conversation that is written down, it

8
Jeremy Harmer, How to Teach Writing, Longman:Person Education
Limited, 2004, p. 31.
9
Victoria Bull, Oxford Learner’s Pocket Dictionary, New York:Oxford
University press, 2003, 4th edition, p. 502.
 12

includes a sequence of sound, from letter, vocabulary, grammatical structures,

and punctuation.

Writing a composition means we compose meaning of something what

we want to tell through a written material. Writing is a major tool for learning.

Writing is productive skill. Writing is the process of inscribing characters

on a medium.10 Langan said that writing is a skill that anyone can learn with a

practice. When we write, we give full shape to our thought and feelings then

put into written form.11

In addition, writing is one of language skills in English and it is one

activity that students should do most in their study. Through writing

assignment, the students can express their ideas, respond the other ideas tell

stories and convey information and they are expected to be able to compose

well organized pieces of writing. Writing is the skill to express ideas, feeling

opinion and other in the written form.12

According to Lingdblom, “Writing is a study to focus our mind on

important matters, and learning about them. 13 By this activity, a person can

find the solution of problem, master the fact even by writing, a person can

also communicate their mind that cannot be done through other way. We can
10
Jeremy Harmer, The Practice of English Language Teaching, America:1991,p.54
11
John Langan. English Skill, Seventh Edition, New York:Atlantic Cape Community
College, 2000, P.2
12
Abdul Rafab, Increasing Students’writing Ability Through Free Topic Writing.
Makassar:Universitas Muhammadiyah Makassar, 2008, P.4
13
Peter Lingdblom, Writing With Confidence, New York. Harper Collins Publsher:1983,
P.1
 13

say that writing is the act of expressing something through the application of

language system. When we are writing, there are two problematic areas rarely

“what to write and how to write it”. It is then understandable that language

skills are meant as the skill to manipulate the rules of language usage

conventionally, while extra linguistic system or knowledge of the world refers

to what the writer knows about the subject to write.

Writing is not a simple language skill to perform because of it is

large areas that must be involved. In producing a piece of writing, linguistic

competence and extra linguistic competence are always involved. The fact is

that writing is not only a means of expression, but it is also an essential of

competence in any field. This means that to write is to seek expression or to

have something to say through the application of linguistic system.

Based on definition above, the writer concludes that writing just not

writing and speaking but we must think about what you write, the writer must

have idea, express about some imagination, and writer have to usually think

about what to say and how to say it.

2. The Indicators of Writing

There are five indicators of writing: contents, organization,

vocabulary, grammar, and mechanic.14

a. Contents

14
J. B Heaton, Writing English Language Test, New York:1998, p.146
 14

The contents of writing should be clear to readers so that the

reader can understand the message convoyed and gain information from

it. There are at least think that can be measure in connecting with

component, the composition should contain one central purpose only,

should have unity, should have coherence and continuity, and should be

adequately developed.

b. Organization

In organization of writing concerns with the way he writes arrange

and organized the ideas or the massage in the writing. The purpose of the

organizing materials in writing involves coherence, order of importance,

general to specific, specific to general, chronological order which

happened from the beginning to the end.

c. Vocabulary

The effective used of the words will always result good writing

both specific and technical writing, the dictionary is very considerable.

Vocabulary is one of the components of writing. To express ideas, we

always deal with vocabulary. The lack of vocabulary makes someone

fails to compose what they are going to say, because she/he feels has

problem to choose what appropriate will help the writes to compose the

writing and also make readers easy to understand.

d. Grammar
 15

Language use in writing description and other form of

writing involves correct language and point of grammar. An

adequate grammar should be one that is capable of producing

grammar. We should not be able to do anything more than utter

separate items of language for separate function. And also grammar

can help students improve the use of formal language.

e. Mechanic

There are at least two parts of mechanic in writing, namely

function and capitalization. Function is important as they way to

clarify meaning. In English, writing capital letter has to participles.

First, they used to distinguish between. Particular and things.

Second, it used as first word in quotations, a formal statement and

proper adjective, act. This aspect is very important since it leads

readers to understand or recognize immediately what the writer

means to express definitely

Based on the explanation above, the writer conclude that in

indicators writing, the writer firstly have to pay attention of five

indicators mentioned above, in order to make our writing be good.

3. The Characteristic of Good Writing

There are some characteristic of good writing,15 as follows:

15
Adhelstein, Michael E, and Prival, Jean G, The Writing Commitment, New York:1980,
P. 124
 16

a. Good writing reflects the writing skill to organized the material into

coherence whole so that it moves logically from a sentence, dominate

idea, to the supporting and finally to consistent ending, conveying to

the reason sense of a well thought put plan.

b. Good writing reflects the writing skill to write to interest readers in

subject and demonstrate a thought sound understanding of it.

c. Good writing reflects the writer skill to write to criticize the draft

and revise it. Revision is the key of effectives writing.

d. Good writing reflects the write skill to use the approach vice suit the

purpose and audience of the occasion.

Good writing is the result of much practice and hard work.

This fact should encourage you: it means that the skill to write well is

not a gift that some people are born with, not a privilege extended to only

a few.

B. Problem in Writing

In this research, the researcher focused on the problems faced by students

in writing. According to O’Donnell in Nabeela, some students are less careful

about their performance and some students have learning disabilities and these
 17

issues hinder students’ writing performance. It is very common to almost every

class that students’ have different spelling style; handwriting is not clear and

sometimes their writings do not make any sense.16 In other words, the problem

that occurs in writing is a problem caused by students. Some students are still not

careful in making writing, and also do not understand how to find ideas and

develop an idea.

The kind problems in writing are grammatical problems, sentence

structure problems, word choice problems, and cognitive problems. Grammatical

problems, mechanical problems, sentence structure problems and problems of

diction are linguistic problems that hamper students’ effective writing English. 17 It

means that expert in the opinion that the problem that occurs in students is the

ineffectiveness of students in applying grammar, structure and other rules of

writing. Good writing must have good meaning develop interesting ideas and

each sentence and paragraph that are coherent so that it can be understood by the

reader. then, the use of rules in writing such as word selection, use of grammar,

use of punctuation and other rules must be applied in a writing. So that writing

will be produced that is not only good in meaning but also true in writing. And

when a text does not meet the rules or criteria that have been mentioned, the

writing has a problem.

16
Nabeela Sanjana Chowdhury, Thesis “Observing Writing Classes to Explore Students’
Writing Problem”, BRAC University, Dhaka, Bangladesh, 2015
17
Ibrahim Muhamed Alfaki, "University Students Writing Problems: Diagnosis and
Remedy". International journal of English language teaching. Vol .3, no. 3, 2015, p. 44
 18

1. Cognitive Problem in Writing

Cognitive is one's thinking ability including decision making and

problem-solving, according to Pascarella and Terenzini acknowledge that these

cognitive skills receive many names: “critical thinking, reflective judgment,

epistemological development, and so on. 18

In other words, cognitive is the

thinking ability that occurs in brain processes, which can influence actions to do

something and supply something. It means cognitive problems are problems that

occur because of the influence of the ability to think and take action. In this case,

the researcher examines cognitive problems that occured in students. Given the

complexity of processes and knowledge that the writer needs to coordinate, it

should not surprise that writing makes considerable demands on the writer’s

cognitive skills.19

In other words when the writer does not have good cognitive abilities then

this will be a cognitive problem in writing. The cognitive problems that student’s

faces include problems in writing recount text are punctuation, capitalization,

spelling, content, and organization. The explanation is that when students make

mistakes in putting punctuation, capital letters or incorrect spelling and

organization as well as the contents in recount texts that they make are not

18
Young K. Kim, “Cognitive Skills Development Among International Students at
Research Universities in the United States”, Journal of International Students, vol. 5 no. 4, 2015,
p.527
19
Elise Drijbooms , Cognitive and Linguistic Factors in Writing Development,
(Belgia:Enschede) , p.15
 19

suitable or not following the specified criteria, all these problems are included in

cognitive problems.

The cognitive problems that student’s faces include problems in writing

recount text are punctuation, capitalization, spelling, content, and organization. 20

The explanation is that when students make mistakes in putting punctuation,

capital letters or incorrect spelling and organization as well as the contents in

recount texts that they make are not suitable or not following the specified

criteria, all these problems are included in cognitive problems.

1. Punctuation Problems

Punctuation is very important because they bring a big impact to

writing meaning.21 It means that punctuation is very useful in writing because

if writing is wrong in using punctuation or not using punctuation it can cause

misunderstanding the meaning of the writing. Motivating students to use

punctuation is very necessary for learning. According to Christensen,

punctuation marks include the comma, exclamation mark, question mark,

semicolon, and quotation marks.22In other words, because if you do not use

punctuation or problems in the use of punctuation can cause

misunderstandings in understanding the meaning of writing, then learning

how to use punctuation is very important. Each punctuation as mentioned

20
Ibrahim Muhamed Alfaki, University Students Writing Problems….., p. 4
21
Abbaker and Abdall, “Common Punctuation Errors Made by Secondary Schools
Students in English”, Journal of Humanities, vol. 17, no. 4, 2016, p. 74
22
Ibid p.75
 20

before has terms of use, which must be understood so that no errors occur in

its use.

2. Capitalization Problems

Teaching students to capitalization punctuate, and spell properly is

one of the most important tasks you face in teaching writing. 23 Using capital

letters correctly is a writing norm which is required in all languages. It is a

pedagogical problem which can be handled appropriately by professional

teachers in schools.24 In other words, capitalization is the rule of using upper

and lower case letters in a writing, which must be understood by students so

that a teacher is important to provide material about capitalization because

capitalization is one of the problems that can occur in writing.

3. Spelling problem

The problem of spelling in writing is a persistent problem which

applies even to professional writers, journalists, and academics. 25 It means that

not only students but also someone who has experience in writing can make

mistakes in spelling. Spell Check in the word processing can be rewarding in-

home assignments if the students pay attention to the misspelled words.26

23
Karen Kelaher, Capitalization, Punctuation, and Spellings (New York: Scolastic, 2001) p.5
24
Yohana, “Problem of Writing in Kiswahli" Nordic Journal of African Studies, vol.14 no.1,
2005, p.18
25
Ibid p.22
26
Zahid and Rubina, “Enhancing Writing Skills: An Analytical Study of Obstacles in
Writing at B. A. Level in Najran University, KSA”, Studies in Literature and Language, vol.7
no.3, 2013 p.4
 21

Besides by doing a spell check, students can get used to understanding the

mistakes made so that they can correct those mistakes.

4. Content Problems

According to Clifford learners of English as a second or foreign

language, also face problems of exploring ideas and though to communicate

with others.27 The content of the problem in writing problems in determining

the contents of writing like in the discovery of ideas and also the development

of the idea is good writing.

5. Organization Problems

Academic writing follows a standard organizational pattern. For

academic essays and papers, there is an introduction, body, and conclusion.

Each paragraph logically leads to the next one.28 The inability of students to

sort paragraphs with the correct organization, this is what is called an

organization problem. This means that every paragraph in an article must be

sequential following the existing rules. As for organizational rules are as

follows:

a. The introduction catches the readers' attention, provides background

information, and lets the reader know what to expect. It also has a thesis

statement.

27
Ibrahim Muhamed Alfaki, University Students Writing Problems….., p. 46
28
Zahid and Rubina, “Enhancing Writing Skills: An Analytical Study. , p.3
 22

b. The body paragraphs support the thesis statement. Each body paragraph

has one main point to support the thesis, which is named in a topic

sentence. Each point is then supported in the paragraph with logical

reasoning and evidence. Each sentence connects to the one before and

after it. The readers do not have to work to find the connection between

ideas.

c. The conclusion summarizes the paper’s thesis and main points and shows

the reader the significance of the paper’s findings.29

Based on the opinion of some experts above the research concluded

that cognitive problems in writing are one of the problems that greatly affect

the results of student writing, cognitive problems in writing include

punctuation, capitalization, spelling, content, and organization as described

above when considered these problems are fundamental.

2. Concept of Text

Text, which is sense, is anything in written Form. 30 In other words, what is

the content of the writing, whether the writing of scientific work or the writing of

experience and also a fiction, is also called text. A text is a meaningful linguistic

unit in a context; it is both a spoken text and a written text. 31 The text section

29
Ibid
30
Lisa M.Given, The Sage Ensiklopedia Qualitative Research Method (London: Sage, 2008)
p.863
31
Sanggam Siahaan and Krisno Shinoda, Generic Text Structure, (Yogyakarta: Graham
Ilmu, 2008), p.1
 23

according to the expert is divided into two, namely spoken text and written text.

In this study, the researcher will focus on written text.

According to Gerot and Wignel, there are thirteen types of text:

1. Recount

a. Social Function

To retell events for the purpose of informing or entertaining.

According to Paltridge recount purpose is to tell what happened, to

record events for the purpose of informing. He gives the schematic

structure of recount as orientation, events, reorientation, and (coda)

b. Generic (schematic) Structure

1) Orientation : provides the setting and introduces participants

2) Events : tell what happened in what sequence

3) Re-orientation : optional-closure of events

c. Significant Lexicogrammatical Features

1) Focus on specific participants

2) Use of material processes

3) Circumstance of time and places

4) Use of past tense

5) Focus on temporal sequences

2. Spoof

a. Social Function.

To retell an event with the humorous twist.

 24

b. Schematic structure.

1) Orientation : Sets the scene.

2) Events : Tell what happened.

3) Twist : Provides the punch line.

c. Linguistic features.

1) Focus on individual participants.

2) Use of material processes.

3) Circumstances of time in place.

4) Use of past tense.

3. Report

a. Social Function

To describe the way things are, with reference to a whole range of

phenomena, natural, synthetic and social in our environment.

b. Generic (schematic) Structure

1. General classification: tells what the phenomenon under discussion

is.

2. Description: tell what the phenomenon under discussion is like in

term of: 1) Part (and their function)

2) Qualities

3) Habits / behaviors, of living, uses, if non natural.

c. Significant Lexicogrammatical Features

1. Focus on generic participants

 25

2. Use of relational processes to state what is and that which it is

3. Use of simple present tense (unless extinct)

4. No temporal sequence

4. Analytical Exposition

a. Social Function to persuade the reader or listener that something in the

case.

b. Generic (schematic) Structure

1) Thesis.

2) Position : introduce topic and indicate writers position.

3) Preview : outline the main arguments to be presented.

4) Arguments.

5) Point : restates main argument outlines in preview.

6) Elaboration : developer and supports each point / argument.

7) Reiteration : restates writers position.

c. Significant Lexicogrammatical Features

1) Focus on generic human and non-human participants.

2) Use of simple present tense.

3) Use of relational processes.

4) Use of internal conjunction to state argument.

5) Reasoning through causal conjunction or nominalization.

5. News item

a. Social Function
 26

News text item is a text that presents new news to provide the most

updated information that occurs. To inform readers, listeners or

viewer, about events of the day what are considered news worthy or

important.

b. Generic (schematic) Structure

1) Newsworthy Events (S): recounts the events in summary form.

2) Background Events (S): elaborate what happened, to whom, in

what circumstances.

3) Sources: comments by participants in witness to and

authorities expert on the events.

c. Significant Lexicogrammatical Features

1) Short, telegraphic information about story captured in headline.

2) Use of material / processes to retell the event.

3) Use of projecting Verbal Processes in Sources stage

4) Focus on circumstances.

6. Anecdote

a. Social Function

To share with others on account of an unusual or amusing incident.

Anecdote text is text to tell strange things that usually happened in the

past.

b. Generic (schematic) Structure

1) Abstract signals the retelling of an unusual incident.

 27

2) Orientation sets the scene.

3) Crisis provides details of the unusual incidents.

4) Reaction : reaction to crisis.

5) Coda: optional-reflection on or evaluation of the incident

c. Significant Lexicogrammatical Features

1) Use of exclamations, rhetorical questions and intensifiers

(really, very quite, etc) to point up the significance of the

events.

2) Use of material processes to tell what happened.

3) Use of temporal conjunctions.

7. Procedure

a. Social Function

To describe how something is accomplish through a sequence or

action or steps.

b. Generic (schematic) Structure

a. Goal

b. Material (not required for all procedural texts)

c. Step 1 – n (I e goal followed by a series or steps oriented to

achieving the goal)

c. Significant Lexicogrammatical Features

a. Focus on generalized human agents

b. Use of simple present tense, often imperative

 28

c. Use of mainly temporal conjunctions

d. Use of mainly material processes

8. Narrative

a. Social Function To amuse, entertain and to deal with actual or

vicarious experience in different ways; Narratives deal with

problematic events which lead to a crisis or turning point of some

kind, which in turn finds a resolution.

b. Generic (schematic) Structure

1) Orientation : sets the scene and introduces the participants

2) Evaluation : a sleeping back to evaluate the plight

3) Complication : a crisis arise

4) Resolution : the crisis is resolved, for better of for worse

5) Re-orientation : optional

c. Significant Lexicogrammatical Features

1) Focus on specific and usually individualized participation

2) Use of Material Processes, (and in this text, Behavioral and

Verbal processes)

3) Use of Relational Processes and Mental Processes

4) Use of temporal conjunctions and temporal Circumstance

5) Use of past tense

9. Description

Descriptive is a text that contains a description of an object.

 29

a. Social Function

To describe a particular person, place or thing.

b. Generic (schematic) Structure

a. Identification: identifies phenomenon to be described

b. Description: describes part, qualities, characteristics

c. Significant Lexicogrammatical Features

a. Focus on specific participants

b. Use of attributive and identifying processes

c. Frequent use of epithets and classifiers in nominal group

d. Use of simple present tense

10. Hortatory Exposition

a. Social Function

To persuade the reader or listener that something should or should not

be the case.

b. Generic (schematic) Structure

1) Thesis : announcement of issue of concern

2) Arguments : reason for concern, leading to recommendation

3) Recommendation: statement of what ought or ought not to

happen

c. Significant Lexicogrammatical Features

1) Focus on generic human and non-human participant except for

speaker or written referring to self

 30

2) Use of :

1) Mental processes : to state what writer thinks or feels about

issue

2) Material processes : to state what happens

3) Relational processes : to state what is or should

3) Use of simple present tense

11. Explanation

Explanation text is a text that explains the occurrence of an event

clearly and completely and in detail.

a. Social Function

To explain the processes involved in the formation or working of

natural/ or socio cultural phenomena.

b. Generic (schematic) Structure

a. A general statement to position the reader

b. A sequenced explanation of why or how something occurs

c. Significant Lexicogrammatical Features

a. Focus on generic, non-human participants

b. Use mainly of material and relational processes

c. Use mainly of temporal and causal circumstances and conjunctions

d. Use of simple present tense

e. Some use of passive voice to get theme right

12. Discussion
 31

a. Social Function

To present (at least) two points of view about an issue

b. Generic (schematic) Structure

a. Issue: 1) Statement

2) Preview

b. Arguments for and against or statement of differing points of view:

1) Point

2) Elaboration

c. Conclusion or recommendations

c. Significant Lexicogrammatical Features

a. Focus on generic human and generic non-human participants

b. Use of :

1) Material processes

2) Relational processes

3) Mental processes

c. Use of comparative contrastive and consequential conjunctions

d. Reasoning expressed as verbs and nouns (abstraction)

13. Review

The review is a text that contains comments and evaluations about a

particular item or product.32

32
Linda Gerot and Peter Wignell, Making Sense of Functional Grammar (Sydney:
GerdStabler, 1994). p. 192-220.
 32

Based on the explanation above, we can find out that there are several

types of texts that are learned in schools and must be understood by students. In

this study, the researcher will focus on one type of text described above, namely

recount text.

a. Social Function

To critique an art work or event for a public audience. Such works of an art

include movie, TV shows, books, plays, operas, recordings, exhibitions, concerts

and ballets.

b. Generic (schematic) Structure

a. Orientation: places the work in its general and particular context, often by

comparing it with others of its kind or through analogue with a non-art object or

event.

b. Interpretative Recounts: summarizes the plot and / or provides an account of

how the reviewed rendition of the work came into being : is optional, but if

present, often recursive.

c. Evaluation: provides an evaluation of the work and / or its performance or

production : is usually recursive.

d. Evaluative Summation: provides a kind of punch line which sums up the

reviewer opinion of the art event as a whole : is optional.

c. Significant Lexicogrammatical Features

a. Focus on particular participants.

 33

b. Direct expression of opinions through use of attitudinal texts (value-laden

vocabulary) including attitudinal / epithets in nominal groups : qualitative

attributes and effective mental processes.

c. Use elaborating and extending clause and group complexes to package the

information (evident).

d. Use of metaphorical language33.

C. Concept of Recount Text

According to Anderson suggests that recount is a text which tells about

events happening in the past in a sequence of time. 34It means recount text is a text

that tell stories that have happened in the period before the text was written.

Knapp also says that recount text is a sequential text that does little more than

sequencing a series of events.35 In short, the recount text is a text that tells

something that has happened, in a certain time and is told sequentially into a

series of stories. Like other genres of text, recount text also has generic structure;

recount text has three main parts. They are:

1. Orientation: the opening of the text, the introduction of the topic of the text. It

gives background information about who, what, where, and when.

2. Event: It is usually told in a series of paragraphs which retell the events in the

order of sequence when they happened.

33
Linda Gerot and Peter Wignell, Making Sense of Functional Grammar (Sydney:
GerdStabler, 1994). p. 192-220.
34
Anderson, M., & Anderson K, Text Types in English (Australia: Macmillan 2003). P.50
35
Knapp, P., & Watkins, M, Genre, text, grammar: Technologies for teaching and
assessing writing. UNSW Press. 2005. P. 32.
 34

3. Reorientation: it functions as the closing statement. It is a paragraph which

contains a personal comment of the writer.36

In writing a recount text the writer must correct in sorting the generic

structures. The recount text will be wrong if the generic structure of the text is not

correct. Boardman the language features usually found in a recount:

1. Use of nouns and pronouns to identify people, animals or things involved.

2. Use of past action verbs to refer to the events.

3. Use of past tense to located events about speaker`s or researcher`s time.

4. Use conjunctions and time connectives to sequence the event.

5. Use of adverb and adverbial phrases to indicate place and time.

6. Use of adjectives to describe nouns.37

Each type of text has its linguistics features, as well as recount text.

Linguistics features that are having by recount text are different from another text.

Based on expert opinion above, about recount text has six language features, all of

which are must be understood by students that will be writing a recount text.

Here is an example of recount text:

Sometime I eat late. Until week a go, I got very sick because

of bad meal habit. (Orientation)

When I was in my off day, I played video game from afternoon

36
Anderson, M., & Anderson K, Text Types in English…, ibid
37 to evening. AfterBoardman,
A.Cynthia, spent hours playing
Writing video game,
to communicate (Newmy stomatch
York: Pearson Education, 2008)

felt pain and my heart was pounding.

I tried to eat but the pain still there. After went to doctor, I realize.
(Event)
 35

CHAPTER III

RESEARCH METHODOLOGY

A. Types and Nature of Research

1. Type of Research

This study followed qualitative research procedures. Creswell

pointed out that qualitative research is informative study, where you make
 36

a personal evaluation of the appropriate description according to the

situation or themes that capture the key knowledge categories.3838 It

means that qualitative research is a basically interpretive study that

examines personal evaluation toward the phenomenon, and the data was

interpreted by the researcher. Qualitative research examines the quality of

relationships, activities, events, or resources. Furthermore, the purpose of

qualitative research is to provide thorough knowledge about a particular

phenomenon, such as the environment, processes, or even beliefs.39

According to Creswell, a qualitative research study is needed to

explore this phenomenon from the perspective of distance education

students40. It can be said, that qualitative research reveals phenomenon

from an educational perspective.

In the qualitative approaches, Creswell states that qualitative

approaches make it possible to be creative and to work more within a

system developed by researchers.41 The characteristics of qualitative

research according to Creswell, as follows:42

1. Investigating an issue and gaining a thorough understanding of a

central phenomenon.
38
John W. Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, 4th ed (United States: Pearson Education, Inc., 2012), 238.
39
Robert C. Bogdandan Biklen Kopp Sari, Qualitative Research for Education (Inc:Boston
London, 1982)
40
John W. Creswell, Research Design: Qualitative, Quantitativeand Mixed Methods
Approaches 4 rdEd (New Delhi: Sage Publications, 2012), 16
41
Ibid, 23.
42
Ibid, 173
 37

2. Having a literature review that confirms the problem but plays a minor

role.

3. Defining the objective and research questions in terms of the

participant’s experiences in a broad and general way.

4. Collecting data from a limited number of people based on their words

in order to gain the participants’ perspectives.

5. Use text analysis to analyze the data for descriptions and patterns, as

well as understanding the results’ broader context.

6. By writing reports with a versatile framework and criteria, researchers.

Improves their reflexivity and reduces their subjective bias.

According to the preceding description, the researcher

investigation used descriptive qualitative analysis to explain and interpret

the data or the result.

Based on the description above, the researcher conducted to the

preceding description, the researcher investigation used descriptive

qualitative analysis to explain and interpret the data or the result by

collecting data on class eight students of junior high school Ma 'Arif 5

Metro.

2. Nature of Research

This research uses descriptive qualitative research according to the

problems. Descriptive research is research that is intended to investigate

 38

circumstances, conditions, or other things whose results are presented in

the form of a research report. Descriptive research is a design to obtain

information about the current status of the phenomenon. 43 In accordance

with the title and topic focus, the nature of this research is descriptive

qualitative, basically a description of settings and events. Descriptive

research is research conducted to produce a systematic, factual, and

accurate description of the facts and characteristics of a particular

population or situation. While qualitative research produces descriptive

data from people or observed behaviors in the form of written or spoken

words, quantitative research produces quantitative data from people or

behaviors that can be observed in the form of written or spoken words.

Based on the description above, it can be concluded that qualitative

research can also be interpreted as a research method, namely the subject's

behavior, subject's social relations, subject's actions, and others

holistically and by means of description in the form of words in a certain

natural context. The purpose of this descriptive research is to provide a

systematic, factual, and accurate description, description, or painting of

the facts, quality, and relationships between the phenomena studied, about

students' problem in writing recount texts through individual work and the

43
Jon. W. Craswell, Qualitative Inquiry and Research Design: Choosing among Five
Approaches.2nd edn (California:Sage, 2007), p. 145
 39

factors that cause them. The effect of students' mistakes in writing recount

text at eight grade junior high school Ma' Arif 5 Metro.

B. Data Source

Data is all information about everything related to the research

objectives. Data is the result of recording in the form of facts, numbers and

words that are used as material for compiling data information. Data is a unit

of information that can be analyzed and is relevant to the appropriate

problem.44 Based on this understanding, research subjects take data and then

draw conclusions, or a number of subjects studied in a study. Researchers

used several sources of data in this study, namely primary data and secondary

data.

1. Primary Data Source

The primary source is the original material on which the research

will be based. This is direct testimony and evidence on the topic under

consideration. This primary source presents information in its original

form, not summarized or evaluated by the writer. The main sources of this

research include recording student on preposition to be used in the

analysis of students' deficiencies on preposition in writing recount text. In

addition, the main source of this research is the results of observation with

44
Ahmad Tanzeh, Metodologi Penelitian Praktis (Yogyakarta:Teras, 2014, p. 25
 40

students to determine the problem in writing skill. In addition, the source

of this research is the results of interviews with english teachers related to

solutions to the preposition.

2. Secondary Data Source

Secondary data sources are data obtained through, not directly

obtained by researchers from the research subject. Secondary data, usually

in the form of available documentation or report data. In addition,

secondary data is the source of data obtained through library books written

by other people, documents that are the result of research and reports. 45

Secondary data sources are related supporting data sources, which can be

in the form of books on subject matter written by other people, documents

which are the results of research and reports. Secondary data sources are

expected to support the author in revealing the data needed in the study, so

that the primary data sources become more complete. The secondary data

that the researcher uses comes from pictures, documents and other sources

which are certainly very helpful in collecting data.

C. Data Collection Techniques

This research is a field Triangulation conducted at eight grade junior

high school Ma' Arif 5 Metro, to analyze students' cognitive problems in

45
Ibid., 29
 41

writing recount texts in individual works and the factors that influence

students in writing recount texts. Data collection techniques are used to

determine or complete the proof of the problem, so in this study the authors

use data collection methods:

1. Observation

Observation is the process of gathering open-ended, firsthand

information by observing people and places at a research site. 46 The

researcher used observation to get data about students and teacher

activities in learning process. The researcher noted their activities in

learning process in the class. An important component of any scientific

investigation is observation. In the context of science, observation means

more than just observing the world around us to get ideas for research.

This strategy is expected to obtain information about the learning process,

existing facilities and others. In this study, the writer is the only

participant who observed the eight grade students of junior high school

Ma’arif 5 Metro.

2. Interview

An interview is a meeting between two individuals where they

share information or ideas through questions and responses so that they

can be summarized into conclusions or meanings in a particular problem.

46
John W. Creswell, Education Research Planning Conducting and Evaluating
Quantitative and Qualitative Research (England: Pearson Education, 2002), 53.
 42

Interviews are usually face-to-face conversations between the researcher

and the participants that involve the transfer of information to the

interviewer.47 Interviews aim to record opinions, feelings, emotions, and

other matters relating to individuals in the organization. By conducting

interviews, researchers can obtain more data so that researchers can find

out through the language and expressions of the interviewees and can

clarify things that are not known. Researchers use guided free interviews,

because to avoid discussions that deviate from the problem to be studied.

The questions asked were prepared in advance, directed at the topic to be

worked on, for the interview. In this case, the researcher asked questions

about students' cognitive problem in writing recount texts in individual

work and the factors that influenced students' cognitive problem in writing

recount texts.

3. Documentation

Documentation is one of many processes that accompany an audit;

its primary goal is to list in writing all activities and facts relevant to the

audit.48 The instrument that will be used for documentation method is

books, magazine, notes, and data from internet, journal and others. The

writer uses the documentation method to get some information about:

47
John W. Creswell, Qualitative inquiry and research design (Vicki Knight, 2007), p. 145
48
Henning Kagerman, Willian Kinney and et al, Internal Audit Handbook, (Germany:
Springer, 2008), 432.
 43

2) The history of SMP Ma’arif 5 Metro.

3) The condition teachers and officials employs in SMP Ma’arif 5 Metro.

4) The quantity of the students of SMP Ma’arif 5 Metro.

5) Organization structure of SMP Ma’arif 5 Metro.

6) The regulation of SMP Ma’arif 5 Metro.

D. Data Validity Assurance Techniques

Triangulation refers to the use of multiple methods or data sources in

qualitative research to develop a comprehensive understanding of a

phenomenon.49 Researchers used a triangulation approach in this study. The

triangulation methodology is a credibility test that involves comparing data

from different sources, methods, and times. Maintain credibility of academic

study findings. Triangulation is a strategy to determine the authenticity of data

by viewing events from multiple perspectives or validating findings using

multiple sources. In research, verification or checking the validity of the data

used technology triangulation and source triangulation to check the validity of

the data. Triangulation technique is used to assess the reliability of the data by

comparing it with the same source using several methodologies. For example,

data collected through interviews and then verified by observation or

documentation. If the three data credibility verification procedures yield

different results, the authors conduct additional talks with relevant data
49
Todd. D. Little, The Oxford Handbook of Quantitative Methods (Oxford University Press,
Inc. 2013), p. 354
 44

sources to ascertain which data is considered correct, or whether all of them

are correct due to different points of view. While source triangulation is used

to assess the reliability of the data by comparing data collected from many

sources. As a result, the collected data is then cross-checked with additional

data sources to make new conclusions.

E. Data Analysis Techniques

Data analysis is very important to help researchers in this project. Data

analysis is the process of reducing data into a form that is easier to understand

and can be presented. Data analysis is the act of searching and collecting data

carefully through interviews, observations, and documentation by organizing

the data, synthesizing it, putting it into a pattern, choosing what is significant

and what will be studied, and reaching basic conclusions. In qualitative

research, data is collected continuously from various sources by utilizing

various triangulation of data collection procedures. The researcher applied the

Creswell model to analyze the data. The data analysis method included the

sensing of text and image data. In the next step, Creswell clarified the

technique of data analysis as follows:50

1. Organize and Prepare the Data

50
Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods
Approaches, 185.
 45

For this study, the researcher organized and prepared the data. This

includes scanning content optically, typing up field notes, or organizing and

grouping the data according to the information sources into various forms.

2. Read Through all the Data

In reading all the details, the researcher took a first step to obtain the

general essence of the information and to reflect on its significance. What

general thoughts do the participants say? What is the sound of those ideas?

What is the perception of the data’s overall depth, credibility, and use?

3. Coding the Data

With a coding process, the researcher began in detailed analysis.

Before the researcher did the coding process, the thing to do was grouping the

data to simplify the coding process. The method of coding is to produce a

definition for interpretation of the environment or people as well as categories

or themes.

4. Interrelating Themes and Description

It used to generate a description. The researcher described the

students’ self-esteem in writing performance to be analyzed.

5. Advance the Themes and Description

The researcher used examples of distractions in the discussion.

Because at this step, it explains how the description and theme would be

represented in a qualitative description.

6. Interpretation
 46

A final step in data analysis requires an interpretation of the data or its

significance. After completing all of the steps, the researcher interpreted the

outcome of the study.

The components of this analysis model by Creswell were pictured by

this figure below:51

51
Creswell, 185
 47

Analysis Components of Creswell Model

 48

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