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THESIS PROPOSAL
By
Anita Hanum
0304171052
2021
ANALYSIS STUDENT’S ABILITY IN USING PUNCTUATION MARKS IN
WRITING RECOUNT TEXT AT EIGHT GRADE OF SMPN 1 PAKANTAN
MANDAILING NATAL
THESIS PROPOSAL
By
Anita Hanum
0304171052
Advisor I Advisor II
NIP: 197006062000031006
i
STATE ISLAMIC UNIVERSITY OF NORTH SUMATERA
TABLE OF CONTENT
TABLE OF CONTENT.....................................................................................................ii
CHAPTER I INTRODUCTION........................................................................................1
A. BACKGROUND...................................................................................................1
B. The Identification of the Study...............................................................................4
C. Limitation of the Study..........................................................................................4
D. Research Problem.................................................................................................4
E. The Objective of the Study.....................................................................................4
F. Significant of the Study..........................................................................................5
CHAPTER II REVIEW OF LITERATURE......................................................................6
A. Theoritical Framework...........................................................................................6
B. Relevant Research..................................................................................................9
C. Conceptual framework.........................................................................................10
D. Actional Hypothesis.............................................................................................11
CHAPTER III Research Methodology................................................................................12
A. Research Design...................................................................................................12
B. Research Setting...................................................................................................12
C. Research Method..................................................................................................12
D. Procedure of Collecting Data...............................................................................13
E. Technique of Collecting Data...............................................................................15
F. Technique of Analyzing Data...............................................................................16
REFERENCE..................................................................................................................17
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iii
CHAPTER I
INTRODUCTION
A. Background
Alexander LG said that all of four basic language skill are listening, speaking,
reading and writing. In his book he also said the most important of all basic
language skill are speaking and writing. “ speaking and writing are most
important of these skills, since to some extent they pressuposse the other two”.2
Writing is one of language skills. It has taught from primary school to senior
high school. Morever, it has also been taught at play group students,although they
only study to write and to pronounce a single words. It shows this aspect is very
fundamental,where the students start writing words and then arrange them into
sentences and the last making paragraphs. Surely, writing is not easy as the
students think, because they should use corect dictions, chronologies, and
speeling word.
1
H. Douglas Brown, Principles of Language Learning and Teaching,(4th Ed),(New York:
Prentice Halls Inc,1994),p.5
2
Alexander LG. Practic and Progress. (London: Longman Group Ltd.1975).p.vii
1
Writing is one of the important to be mastered by students. It is because
nowdays people, who take technology as their means of communication, seem
to be impossible to be separated from the activity of writing, from the simpelst
like sending short message through mobile phones and to the more complex
like making bussiness letter via e-mail. The importance of writing is also seen
from the fact that skill has become a need for people to compete in global era.
Students need to prepare themselves for their future. They need to be able to
write an application letter when applying for a job and many others kinds of
written texts when doing their job later. In addition, writing is a means of
expressing ideas or communicating with others.
Punctuation marks are essential when you are writing. They show the reader
where sentences start and finish and if they are used properly they make your
3
Ann Raimes,Technique in Teaching Writiing, (London:Oxford University Press,1983),p.3
4
Jeremy Harmer,How to Teach Writing,(London: Longman,2004), p. 49
2
writing easy to understand. Punctuation does have others uses, however, because
much writing is never meant to be read aloud. Punctuation used to organize the
structure of written words, to separate parts of a sentence such as conversation,
direct quotes and lists. As with all other aspects of English, punctuation has it
rules and exceptions. There are even situations in which correct answer could be,
“it depends on what you mean”.
Recount text is one of the text genres that students learn. This is text is writen
with the purpose to inform the readers or people about something that happens in
the past. It can be expriences and events. Many students do not understand how to
write this correctly, especially to using punctuation mark.
3
The problem in learning writing above make me intersted in conducting this
study entitled” An Analysis of Students Ability Using Punctuation Marks In
Writing Recount Text At The VIII SMPN 1 Panyabungan”.
Based on the background of the study, the problem that can be identified
follows :
1. The students abillity using punctuation marks in writing recount text
still low.
2. The students were lest pay attention in using punctuation marks in
writing recount text.
Based on identification of study above, there are some factors that can
influence the students ability in using puctuation marks in recount writing
text. In this case, researcher will focus on analyzing kinds of punctuation
marks (capital letter, comma, fullstop, aposthrope, exlamination mark, and
colon) that used in writing recount text at the VIII grade SMPN 1 Pakantan.
D. Research Problem
4
2. To find the most common mistake made by students at the VIII grade
SMPN 1 Pakantan when using punctuation marks in writing recount
text.
5
CHAPTER II
REVIEW OF LITERATURE
A. Theoritical Framework
To support a research there are some theories are needed to explain some
concept and terms applied in the research concerned. This study also uses some
concern and terms need to the theoritical expalined. The theoritical elaboration on
the concepts and termsused will be presented in the following part.
1. Ability
There are two terms definition of ability in this research which related to
the context. Jhon M. Echols and Hasan Shadly in an English-Indonesia
dictionary, ability is, kecakapan, bakat dan kemampuan. 5 It explain that
ability is talent, interst and power to do something. And according to
Robert N.Singer,ability is general and enduring or others qualities that are
needed in order to do something.6
2. Punctuation Marks
The use punctuation marks can be very complex. Each punctuation mark
can be used many ways. Here are punctuation marks that are most commonly
used when writing and the most typical ways they are used. The punctuation
consist of7
a. Full stop (.) which used : at the end of a sentence (statement) and for
the abreviation.
b. Comma (,) which used: between three or more series items in a list.
Afte r adverb phrase or adverb clause that come before the main
clause. Before coordinate conjuction to combine two independent
clause in compound sentence, before and after transition. Separrates
5
Jhon M.Echols and Hasan Sadily, kamus Inggris Indonesia,( Jakarta : PT Gramedia,1996). p.2
6
Robert and Singer,Motor Learning and Behaviors, New York : The Florida States University,
1980). p.31
7
Dewi, Utami, 2012, How to Write, Medan Latansa Press,p.102
6
extra (non-restrictive) words,phrase or clause frm the rest of sentences.
Separates an introductory clause with the quotation in direct speech.
Separates a take question from the statement, and separates a mild
interjection (well, yes, no, why).
c. Semicolon (;) which used between closely related independent clauses
which not joined by coordnating conjuction, between independent
clauses joined by conjuction adverb. And separates items in a list when
at least of the item contains a comma.
d. Colon (:) which used : to introduce an additional explanation.
Between hour and minutes, and after saluatation of a formal latter.
e. Apostrophe (‘) which indicates: the lace in a contraction where letter
or letters have have been commited possession.
f. Quatation marks (“”) which used : to enclose the exact words of
speaker or writer (direct quotation), and the slang words or special
words reffered as term.
g. Hypen (-) which used : to arange the compound word, and to arange
the compound word separated by preposition.
h. Bracket ( ), which used to enclose the additional information (word,
phrase and clauses) in sentence.
i. Question mark (?), which used at the end of exclamatory sentence, and
to express sense of urgency or very strong emotion to end imperative
sentences and statements with an exclamatory mark.
3. Definition of Writing
8
Ken Hyland. (2004). Genre and Second Languae Writing. Ann Arbor : Univesity of Michigan
press. p.9
7
second language to master.9 According Harmer, writing is a way to
produce language and expert ideas, feeling and opinions.10
It Writing is expression of language in the form of letter,symbols or
words. The writing process includes prewriting, composing, revising,
editing and publishing. There are many kinds of writing such as
expository, narrative, descriptive, and persuasive. Regardless of the
language, writing has many rules including grammar, spelling, and
punctuation.11
4. Recount text
a. Definition of Recount Text
According Hyland, recount is a kind of genre that tell what happened in the
past. 12 It means that recount is a kind genre to tell the exprience in the past.
Knapp and Watkins, recount text basically it is a written out to make report
about a exprience of a seriesof related events.14 It means a recount is written out
to inform an event or to entertain people.
So, recount text is a text to retell exprience in the past that used to inform an
event and entertain people.
9
Jack C.Richards and Willy A. Renanya, Methodology in Language Teaching : An Anthology of
Current Practice,( Cambridge University Press, 2002),p.303
10
Jeremy Harmer,(2004). How to Teach Writing. New York : Longman Limited. p.3
11
Utami Dewi.2013. How to Write.Medan :La-Tansa press.p.2
12
Ken HyLand.(2009). Teaching and Researching Writing. London :Pearson Education Limited.
P.85
13
Mark Andreson, op.cit. p.49
14
Peter Knapp and Megan and Watkins,(2005), Genre Text Grammar : Technologies for Teaching
and Assessing Writing, Sidney : University of New South Wales Press Ltd,p.223
8
b. Generic Structure of Recount Text.
According Anderson generic structure of recount text are:
Orientation : the first paragraph that gives background information about
who, what,where and when.
Sequence of events: a series paragraph that retell events in the other which
they happened.
Reorientation : a concluding paragraph.
B. Relevant Research
1. Anggi Arini Mora Sofyana, Aan Erlyana Fardhani, Sugeng Ariyanto was
conducted a journal researcher entitle a study of the Eighth Years Students
Ability of Using Capitalization and Punctuation in Recount Text. the
subject of this study was the students the eight year at MTS at Thohiriyah
jember. Based on the theorist, the findings, and the analysis, the results of
the study reveal that eight year students ability of using capitalization and
punctuation in writing recount text was categorized as good. Meanwhile,
15
Anderson, Mark .op.cit.49
9
they still had difficultes in the indicators of capitalizating the first letter in
sentence and using comma since the total score of eight year students of
thosse indicators were the lowest among the other indicators. The total of
eighth year students of MTS At-Thohiriya Jember in the 2013/2014
academic year in indicator of capitalizing the first letter in sentences was
the lowest among all the indicator of capitalization, the total score was
71.9 but it still in the category good. The total in indicator of using comma
was the lowest among all indicator of punctuation. It was 55.8 or in the
category of fair.
2. Anna Faradilla was conducted a journal research entitle “ The students
Ability in Using Punctuation Marks in Paragraph Writing, a case study at
the second grade students of SMP 2 Kediri in Academic 2016/2017.
Based on the theorist, the findings, and the analysis, the results of the
study reveal that the students mean score in using punctuation marks is
70.84. it can be said the majority of the students 68% are capable in using
punctuation marks in paragraph writing. And it can be into “good” level of
students ability in using punctuation marks in paragraph writing at the
second grade students of SMPN 2 Kediri.
3. Fiber Yun Ginting was conducted a journal research entitle “ An analysis
of Students Ability in Using Punctuation Marks in Descriptive Paragraph
Writing”. Based on the theorist, the findings, and the analysis, the results
of the study reveal that the students ability in using punctuation mark in
descriptive writing was categaorized into low, since the mean of the
studets was 55.47. It was because most of the students were unable to
know the function of punctuation mar in writing paragraph. It can
classfied that 1 or 2 % was categorized into excellent who get score 80
from the total students were 53 students. And 10 students were categorized
into good. 17 students or 32% were categorized into fair. And 13 students
or 24.5% were categorized into low, and 12 or 22.5% were categorized
into failed.
C. Conceptual framework
10
Writing is very important, because it is one of the language skill to be
mastered. It is because nowdays people, who take technology as their means of
communication, seem to be impossible to be separated from the activity of
writing, from the simpelst like sending short message through mobile phones and
to the more complex like making bussiness letter via e-mail. The importance of
writing is also seen from the fact that skill has become a need for people to
compete in global era. Students need to prepare themselves for their future. They
need to be able to write an application letter when applying for a job and many
others kinds of written texts when doing their job later. And using punctuation
correctly is important, because it make the students writing good and they can be
a good writer.
In this study was intending to investigate line with the problem of the study,
this research, the researcher will analyze the writing ability and difficulties of
students in writing recount text. The researcher will focus on analysing
punctuation mark.
D. Actional Hypothesis
11
CHAPTER III
Research Methodology
A. Research Design
This research used a descriptive quantitative method, the researcher
describe students ability in using punctuation marks in writing recount text
based on the students test results. The technique of collecting data used in this
research is test and interview, to know students ability in using punctuation
mark in writing recount text. In this research do the case in SMPN 1 Pakantan,
Mandailing Natal.
B. Research Setting
1. Research Place
12
C. Research Method
13
Action means the process of activity that was done. Action is the
implementation of planning. On order hand, action is guided by
planning that has been formerly. There are some activities in action,
they are: The researcher as a teacher expalain material, and ask the
test to the students to put some punctuation marks in writing recount
text.
c. Reflecting
This step is analyzing the whole action that has been done. Based on
the data that had been collected, teacher and researcher discuss and
make evaluation to determine the next cycle.
2. Second Cycle
a. Planning
Planning is the arrangeme nt for doing something. In planning , it is
considered everything that will be need teaching and learning process.
Any activities were done planning they are : preparing the topic for the
test, prepare the facilities, prepare the instrument for collection data,
such as observation sheet and interview sheet.
b. Action
Action means the process of activity that was done. Action is the
implementation of planning. On order hand, action is guided by
planning that has been formerly. There are some activities in action,
they are: The researcher as a teacher expalain material, and ask the
test to the students to put some punctuation marks in writing recount
text.
c. Observation
Observation is aimed at finding out the information that is used to be
evaluated and was basic reflection. Therefore, doing the observation
must be carefully. In observation, the research was record every action,
comment, feeling and certain behavior the apear during in writing
recount text. The atitudes of the students while doing their writing
procedure text.
d. Reflecting
14
This step is analyzing the whole action that has been done. Based on
the data that had been collected, the researcher makes an evaluation
based on the activities before. The researcher analyzes the result of all
tests and compares the whole reslt of the students achievement. As a
results, researcher can make coclusion in cnducting classroom action
research.
2. Interview
3. Observation
4. Documentation
15
A documentation study in anything written that contains
information serving as proof. Document study includes some media
such as photo, video wich related to research focusing. In this
research, the research only use photo as the documentation. The
researcher took while learning process and around the school.
f
p(% )= x 100 %
n
p = percentage
f = requency errors
After the writer having frequency and percentage of diffuclty, the writer will
calculate the average mark by using formula in below
f
p= x 100 %
N xn
P = Percentage
f = frequency
N = number of students
16
REFERENCE
Alexander LG. Practic and Progress. (London: Longman Group Ltd.1975).
Andreson Mark .(2003). Text Types English I and II. Sount Yarra : Machmillan
Education Australia.
Brown, H. D. (1994). Principle of Languae Learning and Teaching. New York:
Prentice Halls inc.
Dewi, Utami. 2012. How to Write.Medan : La-Tansa press.
Dewi, Utami. 2013. How to Write.Medan : La-Tansa press.
Harmer, Jeremy. (2004). How to Teach Writing. New York : Longman Limited
Hyland, Ken. (2004). Genre and Second Writing. Ann Arbor :University of
Michigan Press
Hyland, Ken. (2009) Teaching and Researching Writing. London : Longman :
Pearson Education Limited.
Jhon M.Echolas and Hasan Shadily. kamus Inggris Indonesia, Jakarta:PT
Gramedia,1996.
Knapp and Petter and Megan Watkins. (2005). Genre Text Grammar :
Technologies for Teaching and Assessing Writing. Sidney :University of New
South Wales Press Ltd.
Raimes,Ann. 1983. Technique in Teaching Writing. London : Oxford University
Press.
Richards, jack C. and Willy A.Renandya.(2002). Methdology in Language
Teaching : An Anthology of Current Practice. Cambridge University Press.
Robert and Design, Motor and Behaviors, New York : The Florida States
University,1980.
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