An Undergraduate Thesis Yuda

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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
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AN UNDERGRADUATE THESIS
AN ANALYSIS OF STUDENTS’ COGNITIVE PROBLEM IN WRITING RECOUNT
Presented as a Partial Fulfillment of the Requirements
For the Degree of Sarjana Pendidikan (S.Pd)
In English Education Department
by
Student’s Number: 1801073006
Tarbiyah and Teachers Training Faculty
English Education Department
Sponsor : Yeni Suprihatin, M.Pd
STATE INSTITUTE FOR ISLAMIC STUDIES OF METRO
1444/2022
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ABSTRACT
AN ANALYSIS OF STUDENTS’COGNITIVE PROBLEM IN WRITING RECOUNT

by :
This thesis aims to analyze students' cognitive problem in writing recount texts, and the
most dominant cognitive problem in writing recount texts. Modification of problem in this study
is divided into five categories; namely: content, organization, capitalization, spelling, and
punctuation.
This research is a descriptive study that uses qualitative methods and total sampling
technique to collect data where the researcher takes only one class, namely class VIII which
consists of 20 students. The data in this study were obtained from observations, interviews and
documentation.
The results of this study are that there are five cognitive problem faced by the students in
writing recount text, which are content, organization, capitalization, spelling, and punctuation.
The result of this research points out the most five cognitive problem that faced by the students
in writing recount text. Those are (19,6%) content, (13%) organization,( 23%) spelling,(
28,30%) capitalization, and, (15,20%) punctuation. The most cognitive problem made by the
students are capitalization with the number of errors is 28,30%. The result of interview shows
that the most domination problem that hinders students‟ in writing explanation text was
capitalization. The capitalization mostly tended to find in the beginning of first word in the
sentences after it was separated by period.
Keywords: Error Analysis, Recount Text, and Writing Skills.
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ABSTRAK
ANALISIS MASALAH KOGNITIF SISWA DALAM MENULIS TEKS

RECOUNT UNTUK KELAS VIII SMP MA’ARIF 5 METRO
Oleh:
Tesis ini bertujuan untuk menganalisis masalah kognitif siswa dalam

menulis teks recount, dan masalah kognitif yang paling dominan dalam menulis
teks recount. Modifikasi masalah dalam penelitian ini dibagi menjadi lima
kategori; yaitu: isi, organisasi, kapitalisasi, ejaan, dan tanda baca.
Penelitian ini merupakan penelitian deskriptif yang menggunakan metode

kualitatif dan teknik total sampling untuk mengumpulkan data dimana peneliti
hanya mengambil satu kelas yaitu kelas VIII yang terdiri dari 20 siswa. Data
dalam penelitian ini diperoleh dari observasi, wawancara dan dokumentasi.
Hasil dari penelitian ini adalah bahwa ada lima masalah kognitif yang
dihadapi siswa dalam menulis teks recount, yaitu isi, organisasi, kapitalisasi,
ejaan, dan tanda baca. Hasil penelitian ini menunjukkan lima masalah kognitif
yang paling banyak dihadapi oleh siswa dalam menulis teks recount. Itu adalah
(19,6%) konten, (13%) organisasi, (23%) ejaan, (28,30%) kapitalisasi, dan,
(15,20%) tanda baca. Soal kognitif yang paling banyak dibuat siswa adalah
kapitalisasi dengan jumlah kesalahan 28,30%. Hasil wawancara menunjukkan
bahwa masalah yang paling mendominasi yang menghambat siswa dalam menulis
teks eksplanasi adalah kapitalisasi. Kapitalisasi kebanyakan cenderung ditemukan
di awal kata pertama dalam kalimat setelah dipisahkan dengan titik.
Kata Kunci: Analisis Kesalahan, Teks Recount, dan Keterampilan Menulis.
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MOTTO
Jadilah orang baik, bermanfaat bagi orang lain, dan yang terpenting kebaikan yang
paling baik adalah kebaikan yang tidak di ketahui oleh orang lain
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DEDICATION PAGE
This undergraduate thesis is dedicated to:
1. My beloved parents, my great father Mr. Haryono and my patient mother Mrs. Suyami who
always loves, prays and supports my success, because of their great sacrifice, her son was
able to complete her studies at this campus.
2. My beloved siblings, my young brother Hanif Kurnia Rahman who always support me to
finished my undergraduate thesis as soon as possible.
3. My lecturer, Yeni Suprihatin, M.Pd, thank you for always guide, support and motivating me
during the writing process of my undergraduate thesis.
4. My friends, all my friends who have helped me and supported all my processes so far.
5. My girlfriend, Najmatul Falachiyah, a person who looks like she doesn't do anything, but
really helps, and supports me in any situation.
6. My beloved Almamater of State Institute for Islamic Studies of Metro.
7. Last but not least, I wanna thank me, I wanna thank me for believing in me, I wanna thank
me for doing all this hard work, I wanna thank me for having no days off. I wanna thank me
for, for never quitting
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ACKOWLEDGEMENT
I am very thankful to Allah SWT, who always gives the researcher blessing to
complete a study under titled “AN ANALYSIS OF STUDENTS’ COGNITIVE
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, Desember 2022

ST.ID.1801073006
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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 ofWriting.....................................................................................11
2. TheIndicatorsofWriting.................................................................................13
3. TheCharacteristicof GoodWriting................................................................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
C. Data Collection Techniques..............................................................................41
1. Observation...................................................................................................41
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2. Interview.......................................................................................................42
3. Documentation..................................................................................................42
D. Data Validity Assurance Techniques...............................................................43
E. Data Analysis Techniques................................................................................44
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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.
Itmeans that people use it to interact with others around the world.
Englishlanguage is commonly accepted as an active universal language in
theworld. English in Indonesia is as a foreign language taught at formaleducation
started from kindergarten to universities. An English teacher hasto equip students
with four language skills such as listening, speaking,reading and writing. In
science-technology, education, bussiness, sport andall aspects in life people
always use English. It is proved that English is veryuseful 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
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get the 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.
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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 arethe 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
pastexperiences 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 inwrite. 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 Ibrahim MuhamedAlfaki, University Students Writing Problem. …., ibid

4NofviYanti, Interview an English Teacher… ibid
4

.
3. ATF 57 Incomplete
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
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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:
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
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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 Metroare 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 whenthey 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
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
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score. Afterconducted 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.
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, theobjective 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.

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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
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-

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quantitative study is a method that describes characteristics about the population
or phenomenon being studied, and they are focused on analyzing the
students’cognitiveproblems 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
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.6The 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 differencesThe study was
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.
6 A journal entitled “Student’s Problem in Writing Thesis: Case Study at English
Department Mataram University” by Bq. Rani Swarni.
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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 waswritten 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,
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
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”.
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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.

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CHAPTER II
REVIEW OF THE LITERATURE
The Concept of Writing
1. Definition ofWriting
Writing(asoneofthefourskillsoflistening,speaking,reading,andwritin
g)hasalwaysformedpartofthesyllabusintheteachingofEnglish.However, it
can be used for a variety of purposes and it is produced in
differentpattern.8 Based on definition above, writing is one productive skill
through sets ofsymbols to represent the sounds of speech for such things as
punctuation andnumerals. It is important to note that writing is process,
not a product. The resultsin a text but the text must be read and
comprehended. Writing can be defined asthe activity to make letters or
number on a surface, especially using pen or pencil. 9It is an activity in
arranging words, phrases, and sentences that is grammaticallycorrect and
appropriate with its purposes. Generally, writing can be interpreted asthe
act of forming or tracing a character on paper or other suitable materials
with apen or pencil. Most of people have little time to write. They spend
more their timeto listen, speak, or read. It is because the writing is a
conversation that is
8
JeremyHarmer,HowtoTeachWriting,Longman:PersonEducationLimited,2004, p. 31.
9
VictoriaBull,OxfordLearner’sPocketDictionary,NewYork:OxfordUniversitypress,
2003, 4thedition,p. 502.
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writtendown,itincludesasequenceofsound,fromletter,vocabulary,grammatic
alstructures,and punctuation.
Writing a composition means we compose meaning of something
what wewant to tell through awritten material. Writing is a major tool for
learning.Writingisproductiveskill.Writingistheprocessofinscribingcharacter
sona medium.10Langan 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 intowritten form.11
In addition, writing is one of language skills in English and it is
oneactivity that students should do most in their study. Through writing
assignment,the students can express their ideas, respond the other ideas tell
stories and conveyinformation and they are expected to be able to compose
well organized pieces ofwriting. Writing is the skill to express ideas,
feeling opinion and other in thewritten form.12
AccordingtoLingdblom,“Writingisastudytofocusourmindonimporta
nt matters, and learning about them. 13 By this activity, a person can findthe
solution of problem, master the facteven by writing, a person canalso
communicate their mind that cannot be done through other way. We can
saythat writing is the act of expressing something through the application
10 JeremyHarmer,ThePracticeofEnglishLanguageTeaching,America:1991,p.54
11
JohnLangan.EnglishSkill,SeventhEdition,NewYork:AtlanticCapeCommunityCollege,2000,P.2
12
AbdulRafab,IncreasingStudents’writingAbilityThroughFreeTopicWriting.Makassar:UniversitasMu
hammadiyahMakassar,2008,P.4
13
PeterLingdblom,WritingWithConfidence,NewYork.HarperCollinsPublsher:1983,P.1
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of languagesystem. Whenwearewriting, therearetwo problematic
areasrarely “whattowrite and how to write it”. It is then understandable
that language skills are
meantastheskilltomanipulatetherulesoflanguageusageconventionally,while
extra linguistic system or knowledge of the world refers to what the writer
knows aboutthesubject to write.
Writingisnotasimplelanguageskilltoperformbecauseofitislargeareast
hatmustbeinvolved.Inproducingapieceofwriting,linguisticcompetence and
extra linguistic competence are always involved. The fact is thatwriting is
not only a means of expression, but it is also an essential of competencein
any field. This means that to write is to seek expression or to have
something tosaythrough theapplication oflinguisticsystem.
Basedondefinitionabove,thewriterconcludesthatwritingjustnotwriti
ng andspeaking butwe mustthink aboutwhatyou write, thewriter musthave
idea, express about some imagination, and writer have to usually think
aboutwhat to sayand howto sayit.
2. TheIndicatorsofWriting
There are five indicators of writing: contents, organization,
vocabulary,grammar, and mechanic.14
a. Contents
The contents of writing should be clear to readers so that the
reader canunderstand the message convoyed and gain information
14 J.BHeaton,WritingEnglishLanguageTest,NewYork:1998,p.146
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from it. There are at leastthink that can be measure in connecting with
component, the composition shouldcontain one central purpose only,
should have unity, should have coherence andcontinuity,and should
beadequatelydeveloped.
b. Organization
In organization of writing concerns with the way he writes
arrange andorganized the ideas or the massage in the writing.The
purpose of the organizingmaterials in writing involves coherence,
order of importance, general to specific,specific to general,
chronological order which happened from the beginning to theend.
c. Vocabulary
Theeffectiveusedofthewordswillalwaysresultgoodwriting
bothspecific and technical writing, the dictionary is very considerable.
Vocabulary
isoneofthecomponentsofwriting.Toexpressideas,wealwaysdealwithvoc
abulary.Thelackofvocabularymakessomeonefailstocomposewhattheya
regoing to say, because she/he feels has problem to choose what
appropriate willhelpthewrites to composethewritingand
alsomakereaders easyto understand.
d. Grammar
Language use in writing description and other form of
writing involvescorrect language and point of grammar. An
adequate grammar should be one thatis capable of producing

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grammar. We should not be able to do anything more thanutter
separate items of language for separate function. And also
grammar can helpstudentsimprovetheuseofformal language.
e. Mechanic
There are at least two parts of mechanic in writing,
namely function andcapitalization. Function is important as they
way to clarify meaning. In
English,writingcapitalletterhastoparticiples.First,theyusedtodistin
guishbetween.
Particularandthings.Second,itusedasfirstwordinquotations,aforma
lstatement and proper adjective, act. This aspect is very important
since it leadsreaders to understand or recognize immediately
what the writer means to expressdefinitely
Based on the explanation above, the writer conclude that in
indicatorswriting, the writer firstly have to pay attention of five
indicators mentionedabove,in orderto makeourwritingbegood.
3. TheCharacteristicof GoodWriting
There aresomecharacteristicofgood writing,15 asfollows:
a. Goodwritingreflectsthewritingskilltoorganizedthematerialintocoher
ence whole so that it moves logically from a sentence, dominate
idea, tothe supporting and finally to consistent ending, conveying
to the reason senseofawell thought put plan.
15 Adhelstein,MichaelE,andPrival,JeanG,TheWritingCommitment,New York:1980,P.124
17
b. Good writing reflects the writing skill to write to interest readers in
subjectanddemonstrateathought sound understandingofit.
c. Goodwritingreflectsthewriterskilltowritetocriticizethedraftandrevis
eit.Revision is thekeyofeffectives writing.
d. Good writing reflects the write skill to use the approach vice suit
the purposeand audienceoftheoccasion.
Goodwritingistheresultofmuchpracticeandhardwork.Thisfactsh
ould encourage you: it means that the skill to write well is not a gift
that somepeopleareborn with, notaprivilegeextended to onlyafew.
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 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
16 Nabeela Sanjana Chowdhury, Thesis “Observing Writing Classes to Explore Students’

Writing Problem”, BRAC University, Dhaka, Bangladesh, 2015
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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.
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
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 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
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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 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
19 Elise Drijbooms , Cognitive and Linguistic Factors in Writing Development,

(Belgia:Enschede) , p.15
20 Ibrahim Muhamed Alfaki, University Students Writing Problems….., p. 4
20
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 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.24In 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
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
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
21
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 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
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
27 Ibrahim Muhamed Alfaki, University Students Writing Problems….., p. 46
22
conclusion. Each paragraph logically leads to the next one.28The 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.
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.
28 Zahid and Rubina, “Enhancing Writing Skills: An Analytical Study. , p.3

29 Ibid
23
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.31The text section 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 retellevents 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
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
24
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.
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.

25
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.
1. Focus on generic participants
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.
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.

26
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
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.
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.
1) Short, telegraphic information about story captured in
headline.
2) Use of material / processes to retell the event.

27
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.
1) Abstract signals the retelling of an unusual incident.
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
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.
28
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)
a. Focus on generalized human agents
b. Use of simple present tense, often imperative
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.
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
1) Focus on specific and usually individualized participation

29
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.
a. Social Function
To describe a particular person, place or thing.
a. Identification: identifies phenomenon to be described
b. Description: describes part, qualities, characteristics
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.
1) Thesis : announcement of issue of concern

30
2) Arguments : reason for concern, leading to
recommendation
3) Recommendation: statement of what ought or ought not to
happen
1) Focus on generic human and non-human participant except
for speaker or written referring to self
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.
a. A general statement to position the reader
b. A sequenced explanation of why or how something occurs

31
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
a. Social Function
To present (at least) two points of view about an issue
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
a. Focus on generic human and generic non-human participants
b. Use of :
1) Material processes
2) Relational processes
3) Mental processes
32
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
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.
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.
32 Linda Gerot and Peter Wignell, Making Sense of Functional Grammar (Sydney:
GerdStabler, 1994). p. 192-220.
33
d. Evaluative Summation: provides a kind of punch line which sums up the
reviewer opinion of the art event as a whole : is optional.
a. Focus on particular participants.
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.
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.
33Linda 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
2. Event: It is usually told in a series of paragraphs which retell the events in
the order of sequence when they happened.
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)
36 Anderson, M., & Anderson K, Text Types in English…, ibid

37 A.Cynthia, Boardman, Writing to communicate (New York: Pearson Education, 2008)
When I was in my off day, I played video game from afternoon
to evening. After spent hours playing video game, my stomatch
felt pain and my heart was pounding.
I tried to eat but the pain still there. After went to doctor, I realize.
35
CHAPTER III
RESEARCH METHODOLOGY
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 a personal evaluation of the appropriate description according to

36
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.41The characteristics of qualitative
research according to Creswell, as follows:42
1. Investigating an issue and gaining a thorough understanding of a
central phenomenon.
2. Having a literature review that confirms the problem but plays a
minor role.
38John 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)
40John W. Creswell, Research Design: Qualitative, Quantitativeand Mixed Methods
Approaches 4 rdEd (New Delhi: Sage Publications, 2012), 16
41 Ibid, 23.
42Ibid, 173
37
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 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

38
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 factors that cause them. The
effect of students' mistakes in writing recount text at eight grade junior
high school Ma' Arif 5 Metro.
Data Source
43 Jon. W. Craswell, Qualitative Inquiry and Research Design: Choosing among Five
Approaches.2nd edn (California:Sage, 2007), p. 145
39
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 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.
44 Ahmad Tanzeh, Metodologi Penelitian Praktis (Yogyakarta:Teras, 2014, p. 25

40
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.
Data Collection Techniques
This research is a field Triangulationconducted at eight grade
junior high school Ma' Arif 5 Metro, to analyze students' cognitive
problems in 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:
45 Ibid., 29
41
1. Observation
Observation is the process of gathering open-ended, firsthand
information by observing people and places at a research site. 46The
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, existingfacilities 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. 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
46 John W. Creswell, Education Research Planning Conducting and Evaluating

Quantitative and Qualitative Research (England: Pearson Education, 2002), 53.
47 John W. Creswell, Qualitative inquiry and research design (Vicki Knight, 2007), p. 145
42
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'
cognitiveproblem 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:
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.
48 Henning Kagerman, Willian Kinney and et al, Internal Audit Handbook, (Germany:
Springer, 2008), 432.
43
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 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.
Data Analysis Techniques
49 Todd. D. Little, The Oxford Handbook of Quantitative Methods (Oxford University

Press, Inc. 2013), p. 354
44
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
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
50Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods

Approaches, 185.
45
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
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
51Creswell, 185
46
Analysis Components of Creswell Model

47
CHAPTER IV
RESULT AND DISCUSSION
A. Description of Research Setting
1. The profile of SMP Ma’arif 5 Metro
SMP Ma’arif 5 Metro was established by the Ma'arif NU
Educational Institution, Lampung Tengah Regency, on July 1, 1988 with
notaries deed No. 07 of 1972 by PPAT Joenoes Mugimon, SH in Jakarta
dated March 15, 1972 with an operational permit from the Minister of
Education and Culture No. 103 / I / 986 concerning approval to establish a
school on the basis of education at SMP Ma'arif 05 metro city as follows:
1. As a charitable effort of the Ma'arif NU Educational Institution which
is real in its achievements in helping government programs in the field
of education
2. here is still a limited number of Ma'arif 05 Metro City Junior High
School in Metro while elementary school graduates every year increase
3. The mandate of the Ministry of Education and culture in order to
educate the life of the nation.

48
1. Vision and Mission of Smp MA’Arif 5 Metro
A. Vision
The realization of an outstanding, quality, school in science
and technology based on the Islamic Teachings of Ahlussunnah
Waljama'ah An Nahdhiyah
Indicators The success of the aforementioned vision is as follows:
 Creation of schools which is conducive
 Implementation of quality K13
 Achievement of learning completion standards and Graduates
and the quality of graduates who are able to compete in the era
of globalization
 Creation of professionalismof educators and education staff
 Increased faith, devotion, ethics and noble morals
 Outstanding in academics and nonacademic
 Improving the welfare of school residents
 Fulfillment of facilities and infrastructure for improving quality
education
B. MISSION
 Create a conducive school environment
 Implement K13 effectively and efficiently

49
 Implement learning and guidance effectively and efficiently
 Improve the quality of educational and teaching staff
 Implement and improve the quality of religious activities
 Following various competitions at all levels (levels)
 Improve the well-being of school students
 Create facilities and infrastructure to support learning and
extracurricular activities.
B. Description of Research Result
The result of this research is described based on the problem formulation. The
objective is to know the students’ cognitive problem in writing recount text, and
the most dominant students’ cognitive problem in writing recount text which
focused on aspects of writing. To describe the result of the research, the
researcher explained the following parts:
1. The students’ cognitive problem in writing recount text
The data were collected after doing the research on November
17 th 2022 at eighth grade junior high school ma’arif 5 Metro.The
researcher only took one class (VIII8) which consist of 20 students.
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 cognitive problem
in writing.
50
To specify the students problem that the students made in writing
recount text, the problems classified into four aspect of writing, namely
organization, content, capitalization, punctuation and spelling. After the
researcher collected students’ documentation, the researcher got the
students’ data to be analyzed to know the cognitive problem of students in
writing recount text. The researcher used initial students’ name to make
identification easier. The researcher described the five difficulties that
were found as the follow:
1) Content.
There were some indicators in this aspect. They were whether
the paragraph understandable or not and paragraph unity.
Paragraph unity itself had sub indicators consists of main idea
clearly, change opinion clearly, topic sentence. The result of
document students’ written showed that the students have problem
in making good content. Based on the data from DNA“I think I
have a problem problem in writing recount text, my vocabulary is
less and my grammar is very badand don't know about the setup”,
researcher found he wrote recount text just in a one paragraph. He
wrote a paragraph very short. His idea was still ambiguous.
Researcher was unable understand the paragraph. It was caused
due to the main ideas were not at all clear.

51
The students have difficulty in expressing idea and only producing
small paragraph. The example of students’ problem in content as
follows:
Visiting Grandmother’s House
On Saturday, 31th desember, I and family went to
grandmothers’ house. We walked down and go on the
individual car. After we arrived at the gardens, we walked
down to the livestock cow. We looked at all the lovely plants
with beautiful and air fresh. In the morning we had drank tea
warm. After that, we want to grandmother’s house and arrived
at 02.00 P.M. Grandma asked us to have a lunch together and
took a break.
From recount text above, researcher found that the students did not
compose his writing in recount text coherently. It means that, the
paragraph has no unity. Researcher found that the content of each
paragraph did not appropiate with the topic and also the title does
not fit with the content or paragraph.
2) Organization
The indicator of organization was coherence.It has sub
indicators consists structuring the paragraph, topic development of a
paragraph. Researcher found some students got difficulties in

52
organizing idea. It can be seen from theMNA recount text, “I don't
know much vocabulary and grammar. It makes me feel difficult and
confused about writing”He didn’t understand how to make a good
writing well. But, it was quite to be understood. Her sentence was
not too jump. It can be seen from the example below:
My Holiday
On Saturday, after the stroll, my friend and I go to town there,
Citra Graha. Me and my friends want a pictures was not long
before his days of rain. There we were rained on and we want to
shade it turns out we could hardly find a place shelter.
After the rain let up a bit we also left the place, and there my friend
who was driving around with my friends.
After that they also come, me and my friends soon left again even
more heavy rain my friend is very cold. There, we drink hot tea and
the body become warm. (There is no conclusion/re-orientation).
From the recount text above, the researcher found that the
student did not make the end of his writing, also he could not make
the re-orientation or conclusion well. It means that almost students
still did not understand how to make a good writing, although their
teacher had taught it before. They could make a long content in his
writing and they had enough vocabularies but they did not pay
attention of recount text’s organization itself.
3) Spelling
53
Then, The writing from students ZNS has an error in the
spelling. Researcher calls it an error because the mistake has been
made repeatedly. For example, as the word thanfound in the first
line is written as then. This indicates that there was a spelling error
in the writing made by the student ZNS.“I am less thorough and
bad at mastering vocabulary”.In addition, she also wrote the tried
with spelling that was wrong. The word tried was written into
tired. This is done by students because the writing process is done
quickly.
4) Punctuation
An example of an error in punctuation we can see from the
results of wrote by student HA. In the text wrote by her, there are
two paragraphs. However, within these two paragraphs only has
two punctuation points in each paragraph. This makes the writing
that he made becomes uncool. and difficult to read. Should, she
could use one of kind punctuation like komma to make every
sentence which it writes to be more readed and understanded. Most
of them didn’t pay attention to use the correct punctuation because
perhaps the students didn’t realize yet the importance punctuation
in writing. Therefore, they sometimes missed and misused
punctuation or even ignored to use it. The example isYesterday i
and my friends…itshould Yesterday, i and my friends.

54
In its writing, students do not use even punctuation that
becomes explanation in every sentence which he writes. This is not
just done by one student only, numbers are generally done and
done again. This is interesting for analyze because, something that
does happen then already becomes habit and hard to fox, a few
students do not realize that use of punctuation is very important in
a writing. If the punctuation is stated not according to actual
writing.
5) Capitalization
Based on the analysis that had been done by the students’
documentation, the researcher found that the students have written
every first word in the sentence by using capitalization. On the
other hand, the mistakes occurred at first beginning of sentence
when the student was wrong on using the appropriate punctuation.
For example, it should be capitalized when the sentence should be
stopped by period.Most of students made error in capitalization. An
example sentence of it is “First, we Look The Elephants.” It should
be “First, we look the elephants.”. The other example of it is “east
lampung” it should be “east Lampung.”. The writer assumes that
the error caused by communication strategy. This also happens to
student PK. She experienced an error in capital letters in each word
that has the letter R. For example, pictuRe, afteR, otheR, gaRden,
and moRning. This error is also repeated. in this case, the error
55
made by student PK occurred because of the style he had in
writing. She has the habit of passing the letter r in capital for any
word.Writing is different from speaking.“I don't really understand
the rules in recount text, because I don'tpaying too much attention
to the teacher when studying”.When speaking the students don’t
pay attention to the capital letter and in writing the students have to
pay attention in capital letter. Therefore, capitalization error
occurred because the students didn’t capitalize the letter properly.
In this table below, the researcher shows the area of students’
problem in writing recount text. The table is as follows:
Table
The Area of Students’ Problem
No. Students Organization Content Capitalization Spelling Punctuation
1. AAH Fair Fair Good Fair Good

2. AW Good Fair Fair Fair Good
3 ATF Good Good Fair Fair Fair
4 DR Good Fair Fair Fair Fair
5 DNA Fair Fair Good Fair Good
6 DA Good Good Fair Good Good
7 FNH Good Good Fair Good Good
8 FA Good Fair Fair Good Fair
9 HA Good Fair Fair Good Fair
10 IDS Fair Good Fair Fair Fair
11 MA Good Good Good Good Good
12 MNA Good Good Fair Good Good
13 NRA Fair Good Good Good Good
14 NRD Good Good Fair Good Good
15 PK Fair Fair Poor Fair Good
16 RSA Good Good Fair Fair Fair
56
17 RJM Good Good Good Good Good

18 RR Fair Fair Fair Fair Fair
19 SAF Good Fair Fair Fair Good
20 ZNS Good Good Good Fair Good
Source: The result student’s score
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 above shows that not almost students made problems. There were only 3
students who did not have problem. They were the students with students’ (MA),
(RJM), and (NRA). There were also only one students who made problems in all
aspect of writing. They were the students (PK). And there were 16 students who
made problem in two or three aspect of writing.
Figure
Percentage of the Result Student’s Sognitive Problem in Writing
Recount Text
Cognitive problem in writing

16
14
12
10
0
capitalization Content Organization Spelling Punctuation
Source: result student’s cognitive problem in writing recount text, taken on
November 17th, 2022
57
The chart also showed that the students who has problem in organization are
6 students. The students who has problem in content are 9 students. The students
who has problem in capitalization are 13 students. The students who has problem
in spelling are 11 studentsand the students who has problem in punctuation are 7
students. From the table above we can conclude that the dominant problem made
by the students were on capitalization aspect.
2. The most dominant cognitive problem in writing recount text
The dominant problems that faced ateight grade junir high school
ma’arif 5 Metro were displayed in table 1. To see the percentage of the
problems, it could be seen in the table below :
Table
Frequency Distribution of Students’ Cognitive Problem
No Problem Total Percentage
1. Organization 6 13%
2. Content 9 19,6%
3. Spelling 11 23%
4. Capitalization 13 28,3%
5. Punctuation 7 15,2%
Total 46 100%
Source: The result Frequency Distribution of Students’ Cognitive Problem

58
The table above showed the problems made by the students. The
students made problem in organization, content, capitalization, spelling
and punctuation in different percentage. Based on the table above, it
was clear that the capitalization was the most dominant problem made
by the students. It has the highest percentage, namely 28,3%.It
indicates that the studentserror occurred because the students didn’t
capitalize the letter properly.
Figure
The most dominant percentage
30% 28.30%
25% 23.00%
19.60%
20%
15.20%
15% 13.00%
10%
5%
0%
Organization Content Capitalization Spelling Punctuation
Percentage
Source: The result most dominant percentage
The table and graphically above shows the highest percentage was
the capitalization, (28,3%). The second place was the spelling (23%), The
59
third iscontent(19,6%). Followed by punctuation (15,2%). Then, the
lowest highest was the organization (13%).
Capitalization are categorized as dominant problems because of the
five general problems capitalization have the highest percentage. This
calculation was obtained from the results of the analysis conducted by the
researcher. based on students' writing results, and the types of mistakes
made by students, as well as matching the results of interviews conducted
by reseracher to the English teacher and some students. The researcher
found that in general the mistakes made by students were always related to
the use of theses, vocabulary, and language.But the most common
mistakes and the most commonly done by students are capitalization. So,
the researcher gets the result that the linguistic problem becomes a
dominant problem in writing explanation text.
C. Discussion
In this part, the researcher would like to discuss about finding of the
students’ cognitiveproblem in writing recount text and the most dominant
cognitive problem in writing recount textproduced by participants of
eighth grade junior high school Ma’arif 5 Metrowhile the results of the
discussion are explained as follows:
1) The students’ cognitive problem in writing recount text
Based on the data analysis above, the researcher has found five
aspects students’ cognitive problem identified in 20 students’ writing

60
recount text. Those problems include content, organization, capitalization,
spelling, and punctuation.Based on the preliminary observation that had
been done by the researcher, they still made mistakes in writing it;
although they have learned.
From the data above, it can be concludes that students still had
difficulty in writing. Writing becomes the most difficult skill when it is
learned by the foreign language learners. According to Rass in Zulaikha
stated that writing is a difficult skill for native speakers and non-native
speakers due to writers must be able to write it multiple issues such as
content, organization, purpose, vocabularies, audience and mechanics such
as spelling, punctuation, and capitalization.52This statement support this
research, due to for all off aspect, there was students that got the problems.
The result of interview of the English teacher showed that the
students’ ability of students were still under criteria of minimum mastery
(KKM). The questions of interview made according to the theory which is
stated in previous chapter, there were content, organization, capitalization,
spelling, and punctuation.The interview had given to know the cognitive
problem of the students in writing recount text. The result of interview
shows that the most domination problem that hinders students‟ in writing
explanation text was capitalization. The capitalization mostly tended to
find in the beginning of first word in the sentences after it was separated
by period. For proper noun and adjectives, it did not find in all of essay,
52 Zulaikah, “An analysis students’ ability in writing descriptive text of second semester of
English Educational Program at STKIP Nurul Huda OKU Timur”. Jurnal Darussalam; Jurnal
Pendidikan, Komunikasi dan Pemikiran Hukum Islam. Vol. X, No 1. September 2018. P.13
61
but it can be analyzed from some students that wrote capitalization. For
capitalization in titles, they tended to made faults, and for acronyms and
abbreviation was rare to use in their essay.
As a result, based on analysis that had done by the researcher, the
phenomenon above also was found in the others data. Some of them wrote
capitalization in article, prepositions, or conjunction. Then, some principal
word that required capitalization, sometimes it required capitalization.
2) The most dominant cognitive problem in writing recount text
From the research description research result, it could be seen that
capitalization was the most dominant cognitive problem made by the
students in writing recount text. There are 13 students from 20 students
who have grammar problem in writing recount text.Based on the data
analysis above, the researcher found the most problem of was
capitalization. The researcher concluded that capitalizationin a writing
recount text could be a most problem due to when students wrote it,
they tried to improve their language. They tend to wrote what they
think without think about capitalization.
Researcher also found the most dominant cognitive problem in
writing recount text. Based on the data, it was found 19,6% students
who got the problem in content, 13% who got the problem in
organization, 23% who got the problem in spelling, 28,30% who got
the problem in capitalization, and the last, 15,20% who got the
62
problem in punctuation. In summary, the most dominant problem in
writing recount text is capitalization.
BAB V
CONCLUSION AND SUGGESTION
A. Conclusion
The objectives of this research are to analyze the students’ cognitive
problem in writing recount texts, and the most dominant cognitive
problem in writing recount text by eight grade junior high school
Ma’arif 5 Metro. There are four categories which were evaluated. They
are content, organization, capitalization, spelling, and punctuation.
Based on the data collection method that had been analyzed by the
researcher, the researcher concluded that there are five cognitive
problem faced by the students in writing recount text, which are
content, organization, capitalization, spelling, and punctuation.
The result of this research points out the most five cognitive problem
that faced by the students in writing recount text. Those are (19,6%)
content, (13%) organization,( 23%) spelling,( 28,30%) capitalization,

63
and, (15,20%) punctuation. The most cognitive problem made by the
students are capitalization with the number of errors is 28,30%.
B. Suggestion
Considering the influence of the research which was conducted in the
eight grade junior high school Ma’arif 5 Metro, the researcher propes
suggestion as follow:
1. For the Teacher
The theacher should suppose to teach writing to the students with
more detail explanation and the teacher should use appropriate
strategies in teaching writing especially writing recount text.
2. For the Students
The students should read more and practice to write more to
increase their ability in writing especially recount text.

64
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67
APPENDIXES
68
Appendix 1
The blue print of Observation sheet

No. Aspect Sub Aspect References
1. The cognitive problems in The Appropriate found in Sanjanna, Nabeela.

writing recount text at the writing recount text. 2015. Obesrvng
eight grade junior high Wrting Classes to
school ma’arif 5 Metro Explore Students
The Inappropriate found in Wrting Problem.
writing recount text. Bangladessh: BRAC
2. The most dominant to The cognitive problems: Alfaki, Ibrahim

analyze cognitive Muhamed. 2015.
problems in writing a. Punctuation University Students
recount text at the eight b. Capitalization Writing Problems:
grade SMP Ma’Arif 5 c. Spelling Diagnosis and
Metro d. Content Remedy.
e. organization International Journal
of Language
Teaching. Vol.3
69
Appendix 2
Research Instrument
Name :
Class :
Instruction!
1. Write your name and class on the top of paper.

2. Write recount text about your unforgetable memory or your last holiday
(choose one of the topic)
3. The duration of writing is 60 minutes.
4. If it is necessary, you can open dictionary.
Title_________________________________________
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
70
Appendix 3
INTERVIEW GUID LINE FOR ENGLISH TEACHER
School :
Teacher :
Day/Date :
1. How is students’ ability in writing recount text?
2. Is there any problem that students’ faced in writing recount text?
3. What are the students’ problem in writing recount text?
4. Are students have problem in content when writing recount text?
5. Are students have problem in organization when writing recount text?
6. Are students have problem in punctuation when writing recount text?
7. Are students have problem in capitalization when writing recount text?
8. Are students have problem in spelling when writing recount text?

71
TRANSCRIPT INTERVIEW FOR ENGLISH TEACHER
School :
Teacher :
Date :
1. How is students’ ability in writing recount text?

Answer : The students’ ability in writing recount text was quite enough,
although some students got score under KKM.
2. Is there any students’cognitive problem in writing recount text?
Answer : Yes, they have cognitive problems in writing recount text.
3. What are the problems that students’ faced in writing recount text?
Answer : They have problem in organize ideas, lack of vocabulary, and
lack of grammar.
4. Are students have problem in content when writing recount text?
Answer : Yes, sometimes the paraghraph has no unity.
5. 5. Are students have problem in organization when writing recount text?
Answer : Yes, some students often write recount text without conclusion
in the last paraghraph.
6. Are students have problem in punctuation when writing recount text?
Answer : Yes, they are lack of understanding of students against the use of
punctuation marks so that giving rise to the interference in communications
writing.
7. Are students have problem in capitalization when writing recount text?
Answer: Yes, they sometime make mistakes for the capitalization, because
for not being carefully.
8. Are students have problem in spelling when writing recount text?
72
Answer : Yes, the mistakes were in using capital letters, fullstop, commas
and pronouns, because students did not understand the right spelling in
writing.
73
Appendix 4
Blue print of documentation sheet
No. Aspect
1. The profile of SMP Ma’arif 5 Metro.
2. The condition teachers and officials employs in SMP Ma’arif 5 Metro.
3. The quantity of Students’ at SMP Ma’arif 5 Metro.
4. Organization structure of SMP Ma’arif 5 Metro.
5. Location sketch of SMP Ma’arif 5 Metro.

74
Appendix 5
The profile of SMP Ma’arif 5 Metro
SMP Ma’arif 5 Metro was established by the Ma'arif NU Educational
Institution, Lampung Tengah Regency, on July 1, 1988 with notaries deed No. 07 of
1972 by PPAT Joenoes Mugimon, SH in Jakarta dated March 15, 1972 with an
operational permit from the Minister of Education and Culture No. 103 / I / 986
concerning approval to establish a school on the basis of education at SMP Ma'arif
05 metro city as follows:
4. As a charitable effort of the Ma'arif NU Educational Institution which is real in
its achievements in helping government programs in the field of education
5. here is still a limited number of Ma'arif 05 Metro City Junior High School in
Metro while elementary school graduates every year increase
6. The mandate of the Ministry of Education and culture in order to educate the life
of the nation.
On the basis of the foregoing, SMP Ma'arif 05 metro city was established in
the Academic Year 1989/1990, and the founders of SMP Ma'arif 05 metro city
are:
75
1. Drs. Dimyati 5. Drs. Mudai Yunus.
2. Drs. Mispani Ramli 6. Drs. Usman Gatri
3. Drs. A. Fatoni 7. Drs. Syamsudin
4. Drs. A. Haryono 8. Dra. Nurhayati
SMP Ma'arif 5 Metro is not a junior high school in general, because at
smp Ma'arif 5 Metro in addition to teaching subjects in accordance with the
National curriculum, it also maintains hidden curiculum as follows:
a. Tahfidzul Qur'an, this program was held with the aim of every SMP Ma'arif
5 Metro alumni able to memorize (Tahfidz) the Qur'an Juz. 30, each student
is given his Hafala notebook, and every one month one time every Friday, a
sholad duha is held, and istighozah, the next all the students are built by their
respective teachers in simak hafalanya one by one.
b. Tahsin Qira'atul Qur'an: This progam aims to improve the reading of SMP
Ma'arif 5 Metro students who have been able to recite the Qur'an but do not
understand its Tajwid knowledge.
c. The Blind Liberation of the Qur'an (PBBQ): For SMP Ma'arif 5 Metro
students who are not yet able to read the Qur'an, are grouped themselves,
and are appointed by tutors to educate their students to learn to read the
Qur'an using the Iqra' method. This activity is provided 3 times a week with
76
a duration of 2 x 40 minutes, so that first-year freshmen can be dealt with the
problem of blind reading the Qur'an.
d. Ubudiyah: This program aims to educate all students of SMP Ma'arif 5
Metro to be able to worship properly in accordance with the Islamic religion,
the material from this program includes Toharoh (Holy), Shalat Fardlu 'ain,
Sholat Fardlu Kifayah, Shalat Sunnah, dzikir practice, do'a do'a, etc
e. Computer Skills: Ma'arif 5 Metro high school students with computer skills,
both operating systems and application systems, also introduced basic
internet networks.
f. PagarNusa : Pagar Nusa is a typical martial art of Nahdlatul Ulama, This
nusa fencing art is taught only to students who are interested in me, and
educated by professional teachers.
g. Ahlussunnah Wal Jama'ah:Ahlussunnah Wal Jama'ah is a compulsory lesson
for all schools under the Ma'arif NU Board of Education, the Head of the
Ma'arif Centre Issues its basic standards of competence and competency.
This education is intended for students of Ma'arif 5 Metro High School to
Know What Nahdlatul Ulama is and the teachings it brings
The principle is a person who have the high status in coordinator all
of duty in school activity. To do it, the principal of MA Muhammadiyah
Metro is helped by school committee, official employee, the head vice of

77
student, the head vice of general, and the head vice of curriculum. Therefore,
the principle of SMP Ma’arif 5 Metro in academic year 2016/2017 is Drs. H.
Abdul Manaf. M.Pd.
2. Vision and Mission of Smp MA’Arif 5 Metro
D. Vision
The realization of an outstanding, quality, school in science and
technology based on the Islamic Teachings of Ahlussunnah Waljama'ah An
Nahdhiyah
Indicators:
Indicators The success of the aforementioned vision is as follows:
 Creation of schools which is conducive
 Implementation of quality K13
 Achievement of learning completion standards and Graduates and the
quality of graduates who are able to compete in the era of globalization
 Creation of professionalismof educators and education staff
 Increased faith, devotion, ethics and noble morals
 Outstanding in academics and nonacademic
 Improving the welfare of school residents

78
 Fulfillment of facilities and infrastructure for improving quality
education
E. MISSION
 Create a conducive school environment
 Implement K13 effectively and efficiently
 Implement learning and guidance effectively and efficiently
 Improve the quality of educational and teaching staff
 Implement and improve the quality of religious activities
 Following various competitions at all levels (levels)
 Improve the well-being of school students
 Create facilities and infrastructure to support learning and extracurricular
activities.
3. Scholl Identify Of SMP Ma’arif 5 Metro
a. School Name : SMP MA'ARIF 5 METRO
b. Address : JalanMr. Gele Harun No. 22 15 Kauman Metro
c. Hometown : Metro
d. District : Central Metro
e. City : Metro
f. No. tel. :
79
g. Email : smpmaarif5metrolampung@gmail.com
h. Name & Address ofFoundation/Organizer Schools (for the private sector)
:MA'ARIF NU EDUCATIONAL INSTITUTIONSMETRO CITYJl.
Mr. Gele Harun No. 22 15 Kauman Metro
i. NSS/NPSN : 202126101014
j. NPSN : 10807623
k. NDS : L. 02012032
l. Accreditation Level : ACCREDITED B
m. Year Established : 1988
n. Year of Operation : 1988
o. Land Ownership : Government Owned / Foundation Owned / Privately
Owned / Owned
p. Land Status : HM/HGB Certificate/ Right to Use/Deed of
Purchase/Sell/Grant
q. Land Area : 1527 m2
r. Building Status : Government Owned / Foundation Owned / Privately
Owned / Rented / Owned
s. Building Permit :
t. Building Size : 875.5m2

80
Appendix 6
4. The Buiding Condition And Facility In SMP Ma’arif5 Metro
a) Classroom Data b) Space Condition
Number
Number
of
Numbe Numbe Of Good
demaged Damege
Rooms Name r Of r Of Rooms
Rooms category
Rooms Rooms Conditio
Conditio
n
n
(a) Original Classroo Undemandin

5 3 2 2
classroom m g
(b) Another Library 1 - 1 Medium

room that is
used as a Science 1 - 1 Undemandin
classroom that lab room g
1
is :
- -
Stedent council Skills - -
room
The total 6
number of Language
1 - 1 Medium
classrooms(a+b lab/TIK
)
81
UKS Undemandin
1 - -
UKS Room 1 Room g
a. The Condition of Teacher and Official Employers in SMP Ma’arif 5 Metro
Table 4
List of the Teacher of SMP Ma’arif 5 Metro
No Teahers Name Gender Occupation
1 Drs.H. Abdul Manaf, M.Pd Male Indonesian language teacher
2 Dra. Evi Haryanti Female Lampung language teacher
3 Hj. Herawati, S.Pd.I Female Civic education teacher
4 Deniar,S.Pd Female Natural science teacher
5 Ela Novita, S. Pd. Female Indonesian language teacher
6 Machmud Nurokhim,S.Ag Male Computer teacher
7 Dra. Hj. Daimatun Female Social sciences teacher
8 Female Guidance and counseling

Nailul Fauziah, S.Pd.I
teacher
9 Darman,MR Male Art and culture teacher
10 Yadi Basuki.S.Pd Male English teacher
11 Jujuk Juliyaman.S.Pd.I Male Physical education teacher
12 M. Jailani Male Mathematics teacher

82
13 Nur’aini, S.H Female Tahfizul qur’an teacher
14 Nita Indah Sari, S.Pd Female Staff administration
Source : Data of SMP Ma’arif 5 Metro
Appendix 7
The Quantity of students at SMP Ma’arif 5 Metro
Number Class VII Class VIII Class IX

Jml Total
of Number Number
R Jml Jml Jml Siswa
Year applicant Of Of
sisw Rombe sisw Rombe (Kls.I+II+III
s for new Studend Rombel
a l a l )
studendts t s
2019 – 2020 24 17 1 29 1 34 2 80
2020 – 2021 22 14 1 18 1 28 1 60
2021 – 2022 29 13 1 13 1 19 1 45
2022 - 2023 34 26 1 12 1 10 1 48
Appendix 8
1. Organization Structere Of SMP Ma’arif 5 Metro
Academic Year 2022-2023
Kepala Sekolah
Drs.H.Abdul Manaf,M.Pd
KTU
Nailul F,S.Pd.I
83
TU/Dostik Keuangan
Nita iNdah Sari,S.Pd. Deniar, S.Pd
Wk. Kurikulum
Bim. Konseling Pramuka IPNU & IPPNU Wali Kelas
Nailul Fauziah,S.Pd.I M. Jaelani,S.Pd. Yadi Basuki,S.Pd, VII,VIII dan IX
Siswa
Appendix 9
The Classification of Problems
84
The researcher classified the students’ ofcognitive problems, namely organizatioqn,
content, spelling, capitalization, and punctuation. In this research, the students will
be classified having a problem if they are on fair or poor level. The classification of
students’ problem based on Brown and Barley 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. Punctuation
a. Fair, can certainly make the message to be conveyed will be conveyed properly
b. Poor, the paragraph shows that the writer does not master the separating
sentences, grouping or attaching attaching foreign information, connecting, and
instilling meaning.
4. Spelling
85
a. Fair, some word misused; lacks awareness, may be to wordy.
b. Poor, poor expression of ideas, ; lacks variety of structure.
5. Capitalization
a. Fair, have misstake universal and classifying noun as proper and common nouns.
b. poor, poor in beginning of important words
Percentage of Error Formula:
F
P= x 100
N
Where: P: Percentage of Error
F: Frequency of wrong answer or number of error
N: Number of sample or error item observed

86
Appendix 10
Documentation research instrument
87
s
88
89
90
91
Appendix 11
documentation
92
93

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2

AN ANALYSIS OF STUDENTS’ COGNITIVE PROBLEM IN WRITING RECOUNT

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

Andika Pratama Yudha

Student Number: 1801073006

TARBIYAH AND TEACHER TRAINING FACULTY ENGLISH

STATE INSTITUTE ISLAMIC STUDIES OF METRO

AN ANALYSIS OF STUDENTS’ COGNITIVE PROBLEM IN WRITING RECOUNT

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

Presented as a Partial Fulfillment of the Requirements

For the Degree of Sarjana Pendidikan (S.Pd)

In English Education Department

Andika Pratama Yudha

Student’s Number: 1801073006

Tarbiyah and Teachers Training Faculty

English Education Department

Sponsor : Yeni Suprihatin, M.Pd

STATE INSTITUTE FOR ISLAMIC STUDIES OF METRO

AN ANALYSIS OF STUDENTS’COGNITIVE PROBLEM IN WRITING RECOUNT

Keywords: Error Analysis, Recount Text, and Writing Skills.

ANALISIS MASALAH KOGNITIF SISWA DALAM MENULIS TEKS

Andika Pratama Yudha

Tesis ini bertujuan untuk menganalisis masalah kognitif siswa dalam

Penelitian ini merupakan penelitian deskriptif yang menggunakan metode

Kata Kunci: Analisis Kesalahan, Teks Recount, dan Keterampilan Menulis.

This undergraduate thesis is dedicated to:

able to complete her studies at this campus.

finished my undergraduate thesis as soon as possible.

during the writing process of my undergraduate thesis.

really helps, and supports me in any situation.

6. My beloved Almamater of State Institute for Islamic Studies of Metro.

for, for never quitting

Metro, Desember 2022

Andika Pratama Yudha

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

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.

Englishlanguage is commonly accepted as an active universal language in

theworld. English in Indonesia is as a foreign language taught at formaleducation

started from kindergarten to universities. An English teacher hasto equip students

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

science-technology, education, bussiness, sport andall aspects in life people

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

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

a message, and to clarify their thought into written form.

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

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

student should master writing skill.

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

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

students arethe use of punctuation, spelling and the other4.

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

pastexperiences 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

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

3 Ibrahim MuhamedAlfaki, University Students Writing Problem. …., ibid