ERIN+HAYFITMA+ (REVISI+26+juli) +pdf-524

AN ANALYSIS OF STUDENTS DIFFICULTIES IN WRITING RECOUNT TEXT AT
EIGHTH GRADE OF SMP N 1 BONJOL
A Thesis
Submitted as partial fulfillment of the requirements to obtain strata one (S1) degree on
English Education Department
By:
ERIN HAYFITMA
2316.125
Advisor:
Loli Safitri, M.Pd
NIP: 198805282015032003
ENGLISH EDUCATION DEPARTMENT
TARBIYAH AND TEACHER TRAINING FACULTY
STATE ISLAMIC INSTITUDE OF BUKITTINGGI
2021/1442 H
SURAT PERNYATAAN ORISINALITAS
Saya yang bertanda tangan dibawah ini:
Nama/NIM : Erin Hayfitma / 2316125
Tempat/Tanggal Lahir : Bangkinang, 10 Juli 1995
Fakultas/Jurusan : FTIK/ PBI
Judul Skripsi : An Analysis of Studens’ Difficulties in Writing Recount
Text at 8th Grade of SMP N 1 Bonjol.
Menyatakan dengan sesungguhnya bahwa karya ilmiah (skripsi) saya dengan judul
diatas adalah benar asli karya penulis. Apabila dikemukakan hari ini terbukti bahwa skripsi
ini bukan karya saya sendiri, maka penulis bersedia diproses sesuai hukum yang berlaku
dan gelar keserjanaan penulis dicopot sampai batas waktu yang tidak ditentukan.
Demikian pernyataan ini saya buat dengan sesungguhnya untuk diperguanakan
sebagaimana mestinya.
Bukittinggi, Juli 2021
Saya yang
menyatakan
Erin Hayfitma
2316125
ii
LETTER OF ADVISOR APPROVAL
Thesis entitled “ An Analysis of Students’ Difficulties in Writing Recount Text at 8th
grade of SMP N 1 Bonjol Academic Years 2020/2021” written by Erin Hayfitma NIM
2316125 has fullfilled the requirements to be tested and has been approved to be presented and
retained in Thesis Examination.
Advisor
LOLI SAFITRI,M.Pd
NIP : 198805282015032003
iii
ABSTRACT
Erin Hayfitma, 2316125. “An Analysis of students’Difficulties in Writing Recount

Text at 8th Grade of SMP N 1 Bonjol, Academic Years 2020/2021”. English Education
Study Program. IAIN Bukittinggi, 2021.
The background of the research was the difficulties faced by students in writing a recount
text at 8th grade of SMP N 1 Bonjol. There were some difficulties that researcher found. The first,
some students had limited vocabulary. The second, some students were confused in using tenses.
The last, some students could not develop ideas when writing. The purpose of the research were
to find out the students’ difficulties in writing recount text at 8th grade of SMP N 1 bonjol.
In this research, the researcher used descriptive qualitative method. The informants of this
research were the students of VIII 2 class, which is consisted of 25 students in SMP N 1 Bonjol.
The data were got through documentation and interview. Documentation was used to get
students difficulties in writing recount text and interview was used to get the causes of students
difficulties in writing recount text. The researcher asked the students’ writing task from the
teacher as a documentation. The interview was done directly.
In this research, researcher found five forms of students difficulties in writing recount
text. The difficulties are layout and punctuation, organize and sequence ideas, select of
vocabulary, checked for grammatical correctness, and linguistic problem. Then, the researcher
found three causes of students difficulties in writing recount text. The causes are psycholical
problem, linguistic problem, and cognitive problem.
Keywords : students’ difficulties, writing.
iv
ABSTRAK
Erin Hayfitma , 2316125. “Analisa Kesulitan Siswa dalam Menulis sebuah Teks
Recount Pada Siswa Kelas 8 SMP N 1 Bonjol”. Program Studi Pendidikan Bahasa Inggris.
IAIN Bukittinggi.
Latar belakang penelitian ini adalah kesulitan-kesulitan yang dihadapi siswa dalam
menulis teks recount pada siswa kelas 8 SMP N 1 Bonjol. Pertama, beberapa siswa yang
memiliki kosa kata yang terbatas. Kedua, beberapa siswa salah dalam pemilihan kata. Terakhir,
beberapa siswa tidak dapat mengembangkan ide-ide mereka ketika menulis. Penelitian ini
bertujuan untuk menemukan kesulitan-kesulitan dan penyebab-penyebab kesulitan dalam
menulis teks recount di kelas 8 SMP N 1 Bonjol.
Dalam penelitian ini, peneliti menggunakan metode deskriptif kualitatif. Informan dalam
penelitian ini adalah kelas 8 2 di SMP N 1 Bonjol. Data didapatkan melalui dokumentasi dan
wawancara. Dokumentasi digunakan untuk mendapatkan kesulitan-kesulitan siswa dalam
menulis teks recount dan wawancara digunakan untuk mendapatkan penyebab-penyebab
kesulitan siswa dalam menulis teks recount. Peneliti meminta hasil tulisan siswa dari guru.
Wawancara dilakukan secara langsung.
Dalam penelitian ini, peneliti menemukan lima bentuk kesulitan-kesulitan siswa dalam
menulis teks recount. Kesulitan-kesultannya adalah tata letak dan tanda baca, mengatur dan
merangkai ide, memilih kosa kata, memeriksa kebenaran tata bahasa, dan masalah bahasa. Lau,
peneliti menemukan tiga penyebab kesulitan-kesulitan siswa dalam menulis teks recount.
Penyebab-penyebabnya adalah masalah psikologi, masalah dalam linguistik, dan masalah
kognitif.
Kata Kunci : kesulitan siswa, menulis
v
ACKNOWLEDGEMENT
Alhamdulillahirabbil’alamin, all the pries to Allah SWT the Lord of all creatures, for His
blessing during my study and opportunity to accomplish this thesis. Sholawat and salam re
delivered to our beloved prophet Muhammad SAW. Hopefull we will get his syafa’at at the last
day.
This thesis was impossible to be completed without helps, guidence, and supports from
many person. Therefore, the researcher would like to express her sincere gratitude and graet
thanks to following persons:
1. Dr. Ridha Ahida, M.Hum as the Rector of IAIN Bukittinggi and her kindness who always
show the most exhauting struggle for the development of eduacation in our campus.
2. Dr. Zulfani Sesmiami, M.Pd as the Dean of the faculty of Tarbiyah IAIN Bukittinggi who
always helps students in everything related to academic purpose.
3. Loli Safitri, M.Pd as the Head of English Education Department of IAIN Bukittinggi and as
Advisor was highly appreciated for the care, time, attention, guidence, valuable advices, and
patience in accomplishing this thesis.
4. Reflinda, SS, M.Pd and Hilma Pami Putri as examiners who have given critics and
suggestions to the thesis.
5. All the lecturers of IAIN Bukittinggi who have given their knowledge , ideas, and helps.
6. The librarians of IAIN Bukittinggi who have sincerely helped and allowed the researcher in
collecting the references.
vi
7. Imbalo S.Pd, M.M.Pd as a head Master of SMP N 1 Bonjol who has accepted her to do the
research at school also Yesra Sefnida, S.Pd as a English teacher when doing research in
SMP N 1 Bonjol who has helped the researcher to get the data for this thesis.
8. Lots of thanks must be delivered to my beloved family who always give me prayers and
motivations, my parent Nuratini. My sister Ezya Rezky and Eza Rezky Amelila and my
brother Erik Syahdian.
9. The writer also shows thanks to my beloved friend, Mutia Rahmi Arnelia, Melia Sasnita,
Fitrah Nurjannah, Resti Ramadani, Rinola Absari Putri, and all members of PBI D. thanks
for their support, motivate, and gives suggestions to finish their study.
10. All of her friends at English Education Department for their helps, supports, and inspiration
that have encauraged me to have good spirit in studying and in accomplishing this thesis.
The researcher hopes Allah SWT always blesses all of the people who have helped her
whether the researcher who have been mentioned or not. Hence, the suggestions, valuables,
critics and the meaningfull advices from the reader are highly appreciated to make this thesis
become more meaningfull.
The Researcher
Erin Hayfitma
vii
TABLE OF CONTENT
CHAPTER I INTRODUCTION
ABSTRACT..........................................................................................................................iv
ABSTRAK............................................................................................................................v
ACKNOWLEDGEMENT..................................................................................................vi
CHAPTER I INTRODUCTION
A. Background of The Problem....................................................................................1
B. Problem and Focus The Research............................................................................3
C. Research Question....................................................................................................3
D. Purpose of The Research..........................................................................................3
E. Significance of The Problem....................................................................................3
F. Definition of the Key Term......................................................................................4
CHAPTER II REVIEW OF RELATED LITERATURE
A. Review of Related Theory........................................................................................5
1. The Nature of Writing......................................................................................5
a. Definition of writing..................................................................................5
b. The Process of Writing..............................................................................6
c. Concept of Writing....................................................................................7
d. The Characteristic of Good writing...........................................................9
e. The Purposes of Writing...........................................................................10
2. Concepts of Writing Recount Text....................................................................11
viii
a. Generic Structure of Recount Text.............................................................11
b. Language Feature of Recount Text............................................................12
3. Difficulties in writing.........................................................................................13
B. Review of Related Studies........................................................................................17
C. Conceptual Framework.............................................................................................18
CHAPTER III RESEARCH METHOD
A. Setting of the Research...........................................................................................20
B. Source of Data.........................................................................................................20
C. Instrumentation of the Research..............................................................................22
D. Technique of the Data Collection............................................................................23
E. Technique of Data Analysis....................................................................................23
F. Triangulation...........................................................................................................25
CHAPTER IV FINDING AND DISCUSSION
A. Findings...................................................................................................................26
B. Discussion................................................................................................................40
CHAPTER V CONCLUSIONS AND SUGGESTION
A. Conclussions..............................................................................................................44
B. Suggestion..................................................................................................................45
REFERENCES
APPENDICES
ix
x
LIST OF TABLES
Table 1 The Total Number of Second Grade Students (VIII Classes) SMP N 1.................21
Table 1.2 Students Difficulties in Grammar.........................................................................31
xi
LIST OF APPENDICES
Appendix I Research Guideline............................................................................................48
Appendix II Interview..........................................................................................................49
Appendix III Data of Students’ Difficulties.........................................................................64
Appendix IV Surat Penunjukan Pembimbing......................................................................67
Appendix V SK Pembimbing...............................................................................................68
Appendix VI Surat Izin Penelitian........................................................................................69
Appendix VII Surat Telah Melakukan Penelitian................................................................70
Appendix VIII Surat Izin Validasi........................................................................................71
xii
CHAPTER I
INTRODUCTION
A. BACKGROUND OF THE PROBLEMS
In learning English, there are four skills that should be mastered by students. One of
them is writing. Writing is skill that produced a pruduct. It needs process to transfer ideas by
written. The writer explored the message and mind to gives information to the readers
trhough writer thinking. When the writers start writing, they do not only write all ideas but
the writers also filter ideas. The writers need to convey and organized ideas into a meaningful
text that has some meanings. Thus, the writers should have good ideas and make ideas can be
understood easily to the readers. By writing, students can write what they feel and think
then they can reveal it in a paper.
In writing, the students should focus on grammar, vocabulary, content, organization,
and so on. All of them are essential aspects that students know when producing a good
writing. These devices do not come naturally. Therefore, students should improve their
writing and practice a lot to make a meaningful writing. Then students should be comprehend
the structure and materials in writing, because it is the key to make a good writing.
Based on the syllabus for junior high school, there are some types that students be
learned by the students such as descripticve text, recount text, narrative text, so on. In this
research, researcher chose recount text among these text because it helps students are able to
retelling their experience. According to Gerot and Wignel “ recount is retelling past events in
1
order to enteirtain or to inform what have already happend". 1 It means that recount text is text
that retells past events in order in which they happend.
There are generic structure such as, orientation, events, and re-orientation. First,
orientation is background information needed to understand the text, such as who was
involved, where it happaned, and when it happend. Second events are series of events,
ordered in a chronological sequence. Then, re-orientation is a personal comment about the
event or what happened in the end. All of them are essential aspects in producing recount text.
Based on the preliminary research on 7 March 2020 with the teacher of second grade of
SMP N 1 Bonjol, researcher found that writing recount text were difficult. Because it not only
focus on writing it self but also focuses on how to arrange ideas, make sentence with correct
grammatical structure, and how to develop ideas when writing. Besides, vocabulary is
importing thing for students when writing. The first phenomenon that researcher found by
interview with the teacher of SMP N 1 Bonjol were some students had lack of vocabulary.
When teacher asked the students to write, they often asked the teacher about the words in
English. The second, students made grammatical error in writing recount text. It can be seen
when the students made sentences. They often confuse with tenses. The last, students cauld
not develop ideas when writing recount text. It can be seen by their sentences was not
coherence.
Based on explanation above and seen the students’ assignment about writing recount
text the researcher conducted this research on tittle “An Analysis of Students Difficulties in
Writing Recount Text at Eighth Grade of SMP N 1 Bonjol”
1
Gerot, Wignell.1994. Making Sense of Functional Grammar. Fydney:Gerdstabler, Sntipodean Educational
Enterprises.p.154
2
B. Problem and Focus of the Research
Based on the background above, the researcher can identify the problem of students
difficulties in writing recount text cause of:
1. Some students have lack of vocabulary in writing.
2. Some students make grammatical errors in writing.
3. Some students could not develop ideas when writing.
C. Research Question
Referring of the problem and focus on the research above, the researcher formulated
the problems as follows:
1. What were the students difficulties in writing recount text?
2. What were causes of students difficulties in writing recount text?
D. Purpose of the Research
Based on formulation of the problem the purpose of this research are:
1. To find out the students difficulties in writing recount text.
2. To find out the causes of students difficulties in writing recount text.
E. Significance of the Research
1. For students, this research can improve students writing to become a good writer
especially in recount text.
2. For English Teacher, this research will give contribute to the educators and motivate
the teacher to use various methods when teaching writing especially recount text.
3
3. For SMP N 1 Bonjol, this research will contribute to the educators and motivate the
teacher to use various methods in learning especialli in writing recount text.
F. Definition of the Key Term
1. Writing is students’ ability in communicating their ideas in written form.
2. Difficulties is anything that gives a hard or difficult time for students in writing
recount text.
3. Recount text is a text that retells past events, in order in which they happend.
4
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Review of Related Theory
1. The Nature of Writing
a. The Definition of Writing
Writing is one of the important skills that have to be mastered by the
students. From writing students can explores their mind and gives information
to the readers. According to Brown, he states that “writing is a thiking
process”.2 It means that, writing is writer produces in written product based on
their thinking after through the thinking process. This idea is supported by
Nunan which also explains that “writing is the process of thinking to invent
ideas, thinking about how to express ideas into statement and paragraph
clearly”.3 It means that, writing is a process of putting ideas in students mind
indicates that students are expected to explore their ideas and arrange them
into good sentences and paragraph that have meaning. Therefore, writing is
not only the activity of producing language in written form, but also a mean to
deliver ideas. When writers start writing, they not only write all ideas but the
writers also filter ideas. The writers need to convey and organize ideas into a
meaningful text that has some meanings. Thus, the writers should can
explores ideas and know how to make ideas can be understood easily.
Meanwhile, Byrne stated that, writing is encoding message of some kind

2
Brown, H.D. 2001. Teaching by Principles: An Interactive Approach to Language pedagogy (2nd ed). New York :
Addison Wesley Longman.p.335.
3
Nunan, David.2003. Practical English language Teaching. Suingapore: MC Graw Hill Company
5
where the writer reveal thought into language.4 It means that, writing is a
process encode writer message in written.
It can be concluded that writing is a written productive language skill.
The purpose of writing skill is to share information from spoken language into
written language. Therefore, in writing recount text the writers should retalls
their thinking in written form that has some meaning.
b. The Process of Writing
According to Harmer, the writing process divided into four stages. 5 All
the stages of writing process are explained below:
1) Planning is the first stage of writing process when the writers
plan, try, and decide what they are going to write. Usually some
writers making detailed notes before starting to write.
2) Drafting is a piece of writing when the writers arrange their planning
before it be produce on the final version, as the writing process
proceeds into editing.
3) Editing (reflecting and revising) is a process where the writers have
produced a draft, then revise what they written to see where the
mistake in writing. Usually the writer asks to other reader to get
their adivices then make appropriate revisions.
4) Final Draft is the last stage of the writing process when the written
text is ready to send to its intended audience. In brief, writing process
4
Byrne, Donn. (1993). Teaching Writing Skill, Singapore : Longman Singapore Publishers Pte Ltd.p.1.
6
5
Harmer, J. (2004). How to Teach Writing. Pearson Education Limited.p.4.
6
is a series activities that helps the writer to make planning with writer
ideas, expressing them on the paper, make the change of draft, and
send its intended audience. Meanwhile, Oshima and Hogue stated that
there are several steps in writing process:
1) Prewriting is a way to get idea when writing. In tis step, the writer
chooses the topic and collects ideas to explain the topic. Then, the
writers write the topic and make list of words and pharases in
their mind quickly until the ideas stops.
2) Organize is process where the writers organize their ideas into a
simple outline.
3) Writing is when the writer writes a rough draft quicly, using outline
as a guide then without think about spelling, grammar, and
punctuation.
4) Polishing: revising and editing are the last step. Revising is attact the
big issues of content and organization. Then, editing is attact issues
of grammar, spelling, and punctuation.
It can be concluded that there are some process in writing that
should follow by the writers. Its help the writer to produce good
writing in the begin until finish.
c. Component of Writing
According to Harris, writing has five general components6:
1) Content
7
6
David P. Harris, 1996. Testing English as a Second Language .New York: Me.Graw Hill. P68-69
8
The ideas of the writer are described. Content refers to the sentence
that flow easily and not too hard to be understood by the readers
although a simple writing.
2) Form organization
The organization of the content is arranged his systematically in
order be cohesive. It contains reasonable sentences that support the
topic of the writing. The ideas of the writers are well organized and
can be understood to the reader.
3) Grammar
The grammatical from and syntactic patterns. Grammar is
connecting with how the words are arranged into good sentences
should be. Good means correct in the tenses and has meaning. It means
that the writers used the appropriate grammatical features to send her
message or information to the readers.
4) Vocabulary
To construct a good paragraph, vocabulary has importand role. By
choosing appropriate words, the writer was able to invent their ideas
smoothly. They can deliver the ideas to the readers by selecting
appropriately.
5) Mechanics
The use of conventions of the language. It means that, clear
information can be helped the readers by using appropriate
9
punctuation, spelling, capitalization, and etc. In writing, the writer
should understand how the way and mechanics in writing.
It can be concluded that, there are components in writing. Its must be
remember by the writer to produce good writing.
d. The Characteristics of Good Writing
According to Boardman and Frydenberg, there are three characteristics of
good writing7:
1) Coherence
Coherence in writing is the logical bridge between words,
sentences, and parapharase. Coherence in writing uses device to
connect ideas within each sentence and paragraph. It means that, each
paragraph should have the appropriate supporting sentence to support
the main and make each paragraphs has meaning realated by the topic.
2) Cohesion
Cohesion in writing really important because cohesion means that,
among words, pharaphase, sentences, and paragraphs should has
relationship to make clear and logical writing.
3) Unity
Unity in writing means that each paragraph has only one main idea
and all the sentences and details in paragraph revolve around that main
idea. It means that, all of the supporting sentences should relate to the
7
Chintya Boardman and Jia Frydenberg, 2008, Writing to Communicate 2: Paragraphs and Essays 3rd edition, New
York : Pearson. P 18, 23, & 25
1
topic sentence. Thus, every sentences should be part of the description
of the topic sentence in paragraph.
It can be concluded that, the writer should produce a writing that
include of coherence, cohesion, and unity. Because a good writing is
have some charactherisctic.
e. The Purposes of Writing
Writing has some purpose for the learner they are: communication,
critical thinking and solve problem, and self-actualization.
1) Writing is for communication
Through writing express writer feeling, arguments, and ideas.
Writer explaint to readers what enything in writing to get readers
feedback. For students, writing is primary and medium though which
they demonstrate their understanding and interpretation of concepts
and theories studies.
2) Writing is for critical thinking and solve problem
Through writing can explore writer deepest though and feelings.
Writing can helps writer discover gaps in understanding and flows in
thinking. It can tells readers when she need information, rethink
question. Writing is the way of defining problems, clarifying writer
knowledge and ideas.
3) Writing is for self-actualization
Writing is the way of discovering and developing writers idea, it is
mean that, writing is for self-actualization by writer. Writing is
1
contemplative, ever-developing skill to explore different aspecs in
writerselve as unique individuals.
It can be concluded that, writing is a tool communication by the
writer. By writing the writer can explore their mind and solve their
problem.
2. Concepts of Writing Recount Text
Anderson and Anderson stated that the recount text is a piece of text that
retells past event, usually in the order in which they accoured. It purpose is to
improve the audience with a description of what accouredand when it accourred. 8
It means that, recount text gives description to the audience about past event. The
purpose of literary story recount is to tell a sequence of events, so that it can
entertain and inform the readers.
Moroever, Hyland stated that recount text is reconstruct past experience by
retelling events in original sequences.9
In writing, the text retells about the real context that happened in the past
based on original sequences, so it must be arranged systematically of events that
occured.
a. Generic Stucture of Recount Text
1) Orientation
Recount text is begins by telling the reader who was involved, what
happened, where this event take place and when it happened.
2) Events
8
Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: MC Millan, Educational PTYLTD,
1998) p.24.
9
Ken Hyland, Second language Writing (Cambridge : Cambridge University Press, 2003,p.20
1
The main important activities or events that occured in that story.
The function is to give more explanation of the orientation.
3) Re-orientation
A conclusion of the story. In other words this is a kind of the text
that saying about how a thing in the past happens in chronologically and
also saying about a feeling of that things. Some recount have an
evaluative comment or conclusion which may constitute the writers
comment on event described previously, but this is just optional. The
conclusion is written in the last paragraph, and because this part is
optional, some recount may not have this conclusion paragraph.
b. Language Feature of Recount Text
1) Use of specific participant : a younger brother,
sister, mother, or the
writer him/herself : I,
my brother, my mother.
2) Use of the past tense : (last school holiday I
decided to spend my
vocation)
3) Use of temporal and conjuction : after, when, then,
before, during, or
conjunction such as
“first, next, then”.
1
4) Personal comments : (the holiday was cool, I
was happy because I
has a great vocation In
Bukittinggi, etc).
5) Topic : embrassing moment,
scary memory, last
holiday, unforgetable
experience.
3. Difficulties in writing
a. Kinds of Difficulties in Writing
Writing skills are very important skill in life. It is not only important in the
educational life, but also very important in people’s lives but it difficult for
students. According to Harris, there are main difficulties apprear in at leas five
areas. There are difficulties in content, form organize, grammar, style, and
mechanics.
1) Content
The ideas of the writer are described. Content refers to the sentence
that flow easily and not too hard to be understood by the readers
although a simple writing.
2) Form organization
The organization of the content is arranged his systematically in
order be cohesive. It contains reasonable sentences that support the
1
topic of the writing. The ideas of the writers are well organized and
can be understood to the reader.
3) Grammar
The grammatical from and syntactic patterns. Grammar is
connecting with how the words are arranged into good sentences
should be. Good means correct in the tenses and has meaning. It means
that the writers used the appropriate grammatical features to send her
message or information to the readers.
4) Vocabulary
To construct a good paragraph, vocabulary has importand role. By
choosing appropriate words, the writer was able to invent their ideas
smoothly. They can deliver the ideas to the readers by selecting
appropriately.
5) Mechanics
The use of conventions of the language. It means that, clear
information can be helped the readers by using appropriate
punctuation, spelling, capitalization, and etc. In writing, the writer
should understand how the way and mechanics in writing.
In addition, the difficulties come from any side. Harmer stated that
there are three difficulties in writing10:
1. Handwriting
10
Jeremy Harmer, the Practical of English Language Teaching, 2003. P.255
1
The students difficult to understand handwriting because each
person has different style to write, it is become a problem in
writing by the students.
2. Spelling
The students are weak to identifying component sounds in the
words that they try to spell. The students are poor in linking sounds
and syllables to correct groups of letters.
3. Layout and punctuation
Layout is the way when the parts of something are arranged. It is
convention when writing is designed to make comprehention easier
for reader. Punctuation is the way to use comma, full stop and
others in a sentence.
In addition, Jill Hadfield and Charles Hadfield stated that there are
four difficulties in writing skill, such as11 :
1. The Mother Tongue
Mother tongue makes students difficult in writing because they are
difficult to convey their ideas into formal situation.
2. Absent of Audience
Writing is different from speaking. When we speak, we are interacting
with someone and have instant feedback and we know informant
express. While writing we cannot consult with the reader. It is difficult
to know absent of the reader. The different absent of writer and reader
makes different mean.

11
Jill and Hadfield, Introduction to Teaching English, (Oxford: University Press.2008).p.116
1
3. The Linguistic Difficulties
The writer has to know how to put a sentence together accurately. The
writer should know appropriate langauge for different types of
writing.
4. Organize and Sequence Ideas
When writing, the writer should involves more than putting sentences
together in langauge that is grammatically correct and appropriate.
The ideas are make be sentences and need to be organize in logical
way.
In addition, students not only difficult in processing of writing to transfer
ideas but also in structuring grammatical rule to make good sentences or good
paragraps clearly.
b. The Causes of Difficulties
Byrne stated that there are three aspects that causes in writing
difficulties, such as12:
1. Psychological problems are related to there is no feedback of reader
towords what the writer write.
2. Linguistic problems are related with the writer which are unnotice to the
sentences that are uncomplete or ungrammatical.
3. Coqnitive problems are related to the custom or habit in learning English.
In addition, students difficulties in writing not only because students
has lack vocabulary and grammatical error but also students feel difficult
12
Byrne, Don. Teaching Writing Skills, (New York: Herever Collin Publisher,1980),p.4
1
because of three aspecs such as psychological problems, linguistic
problems, and cognitive problems.
B. Review of Related Studies
To supporting this research, there are some previous studies are relevent with this
research. The first relevan research was conducted by Diana Liza, (2017), entitled “
An Investigation of Students Problem In Writing Recount Text at the First Semester
of the Eigth Grade of SMP N 4 Bandar lampung in the Academic year of 2016/2017”.
She found that students got problem in writing recount text such as, grammatical
weakness, knowledge and understanding, less practice, and educational background.
The second previous study was done by Masrianti Berlin, (2009) who graduated
from IAIN Bukittinggi which thw tittlw “ An Analysis of Students Difficulties in
Writing Narrative Text at the Second Grade of SMA N 1 Banuhampu”. She found
that some difficulties that students got in writing narrative text such as, problem in
grammar, lack of vocabulary, difficulty to arrange the word became a good sentence
or paragraph, and transfering the meaning from Indonesian to English.
The similarity with this research is same reseach about students difficulties in
writing. the purposes of this research is to know what forms of difficulties and the
causes of difficulties in writing.
1
C. Conceptual Framework
Writing
Writing is the process of thinking to invent ideas, thinking how to express ideas into statement and paragraph clearly
(Nunan, David.2003. Practical English Language Teaching, Singapore:MC Graw Hill.p88.)
Students Difficulties in Writing

Recount Text
Personal Recount Imaginative

Factual Recount
Generic Srtuctures:
1. Orientation students difficulties:

2. Event
3. Re-Orientation 1. Content
2. Organization
3. Grammar
4. Vocabulary
5. Mechanics
Language Features:
1. Specific Participant
2. Past Tense
3. Temporal and
Conjunction
4. Personal Causes in writing
Comments difficulties:
5. Topic
1. Psychological problem
2. Linguistic problem
3. Cognitive problem
Analysis
1
Based in the conceptual framework above, the researcher explains about some
students difficulties in writing recount text. There are three generic structures in
recount text, such as orientation, events, and re-orientation. Also there are five
language features in recount text such as, specific participant, past tense, temporal
and conjunction, personal comments, and topic. In writing there are forms of students
difficulties in writing recount text such as, there are inquiring and using self, limited
working capacity, exhibit weakness in planning, and they lack any efectives
strategies. Moroever, the causes of difficulties in writing recount text such as, there
are psycholinguistic problems, linguistic problems, and cognitif problems.
2
CHAPTER III
RESEARCH METHOD
A. Setting of The Research
In this research, researcher used descriptive qualitative. Gay stated that,
qualitative research used to gain insights into a particular phenomenon by collect,
analyze, and interpret the comprehensive narrative and visual data.13 It means that,
qualitative research was design to get information about the phenomenon and explain that
in the form of data. In this research the researcher will be able to describe the difficulties
and the causes of those difficulties faced by students in writing recount text.
B. Source of Data
1. Population
Population is the totally of subject research. Gay stated that, population is group
of interest to the research, the group consits of males and females would like the
results of the study to be generalizable.14 It means that, population is total of items
about which information desire.
The population in this research is all of students at the second grade of SMP N 1
Bonjol. There are four classes as pretend in the table below:
13
Gay, L.R. 2012. Educational Research Competencies for Analysis and Applications. Tenth Edition, Pearson. Upper
Saddle River, p. 7
14
L,R.Gay, Educational Research: Competencies for Analysis and Application, third edition, (Merrill: Macmillan
Publishing Company,1990),p.102
2
Table 1: The Total Number of Second Grade Students (VIII Classes) SMP
N Bonjol
No Class Students Totally
1 VIII 1 25
2 VIII 2 25
3 VIII 3 26
4 VIII 4 25
Total 101
(Source: the document of SMP N 1 Bonjol)
From the tabel above, the population in this research is 101 students total at the
second grade of SMP N 1 Bonjol.
2. Sample
Sample is small unit of the population.margono stated that, sample is a part of
population as the sample which is taken by using certain ways.15 It means that,
sample is a number of individuals selected from population to be research. Researcher
would use purposive sampling technique. Sugiyono stated that random sampling is
the way of taking samples from members of population by using random method
without regard to the strata in population.16 It means that, the sample that used
researcher was taken by random without carry out with strata. Researcher only chose
one class as sample.
In this research, researcher chose VIII 2 class as research sample because this
class is suitable for criterion needed in this research. Another reason is the researcher
15
Margono, metotologi Penelitian Pendidikan,Komponen MKDK, (Jakarta : Rineke Cipta, 2007),p.121
16
Sugiyono. (2007). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta,CV
2
got suggestion from the teacher, she said that VIII 2 class can be invited to work
together.
C. Instrumentation of the Research
Instrumentation is a tool that useful to get the data which is needed by the researcher.
The researcher will get the data from documentation and interview.
1. Documentation
Documentation is official paper that gives information based on evidence. Sarwono
said that, documentation is a tool to help researcher to collect the data and
information by reading the letters, announcements, meeting summery, the written
statements, and the other writing.17 It means that, the researcher can collect the data
and get information by reading something. The researcher would collect students’
assignment in writing recount text to answer the questions about what forms of
students difficulties in writing recount text at the 8th grade of SMP N 1 Bonjol.
2. Interview
Interview is conversation between interviewer and interviewee to get information
throught some question and responses. The interview use by researcher to get
information about causes of students difficulties in writing recount text. In this
research, researcher use semi structure interview. Sugiyono said that, semi structure
interview is interview which flexible and fluid structure, rather than structure
interview.18 It means that, to get information the researcher did interview until
researcher get information by informant without use certain structure. It to answer
17
Jonathan Sarwono, Metode Penelitian Kuantitatif dan Kualitatif, (Yogyakarta:Graha Ilmu<2006).p.225
18
Sugiyuono, Metode Penelitian Kuantitatif dan Kualitatif dan R7D (Bandung: Alfa Beta Bandung,2009).p.197
2
the questions about what causes of students difficulties in writing recount text at
eighth grade of SMP N 1 Bonjol.
D. Technique of Data Collection
1. Documentation
Researcher will use the documentation from the result of student’s assignment in
writing recount text. This documentation will use to collecting the data to answer
the questions about what of students difficulties in writing recount text at the 8 th
grade of SMP N 1 Bonjol.
2. Interview
Researcher would used interview until researcher get information with some of
students to collec the data to answer the question about what causes of students
difficulties in writing recount text at the 8th grade of SMP N 1 Bonjol.s
E. Technique of Data Analysis
1. Documentation
After the researcher collect the data, it will be analyze to achieve the intend
purposes. In analyzing the data, the researcher use descriptive qualitative analysis
technique to see the forms of difficulties in writing. there are procedures of analyzing
the data such as:
a. Collecting the Data
The researcher collecting students assignment of writing recount text.
b. Describing
2
The researcher will describe students difficulties in writing recount text.
c. Analyzing the Data
The researcher will analyze students difficulties in writing recount text.
d. Making Conclusion
The researcher will conclude the analyzing of students writing to look the
difficulties in writing recount text.
2. Interview
The researcher also use interview to see the causes of students difficult in
writing. There are several procedures to analyze the data with interview as
proposed by:19
a. Data Collection
The researcher collected the data throught interview.
b. Data Reduction
After collected the data, the researcher resumed the data and focus on the
research aspecs and uncessary aspecs were reducted by researcher.
c. Data Display
Then, the researcher made the result of the research about the causes of the
difficulties.
d. Conclusion
The last, the researcher concluded the finding.
19
Sugiyono, Metode Penelitian Kuantitatif dan Kualitatif dan R7D (Bandung: Alfa Beta bandung,2009).p.247
2
F. Triangulation of the data
Researcher used triangulation of the data to enhance the validity and accuracy of
the data. Creswell said that qualitative research is a process of collecting and analyze
data, it need to be able finding and interpretations are accurate. Triangulation is the
process of corroborating evidance from different individuals, types of data or methods of
data collection in descriptive qualitative research. 20 It means that, qualitative research is
use to collect data analysis to make sure a finding and interpret accurate data.
In this research, researcher used triangulation of method. In triangulation of
method, researcher used two data collecting technique, they are: documents and
interview. Documens in this research was the students’ assigment in writing recount text
to investigate their difficulties in writing recount text. While, interview was given to find
out students causes of students difficulties in writing recount text
20
Sugiyono, Metode Penelitian Kuantitatif dan Kualitatif dan R7D (Bandung: Alfa Beta Bandung,2009).p.259
2
CHAPTER IV
FINDINGS AND DISCUSSIONS
A. FINDINGS
The researcher would to show the data were found by the researcher. It would be
separated by two sub chapter such as description of the data and analysis of the data. The
researcher used documentation and interview as instruments. In description of the data,
the researcher would to describe the data that researcher found. In analysis of the data,
the researcher would to analysis all of the data.
1. Description of the Data
a. Documentation
The data taken by researcher from the teacher, they were 25 students’
written task about writing recount text. From the data were collected by
researcher, researcher found data about five aspecs such as content, organization,
grammar, vocabulary, and mechanics. The first difficult was content. Most of
students made paragraph hard to understand by the reader. Its caused several
students wrote minimum ideas in a paragraph which their main ideas were not
clear. The idea of paragraph was still ambigous. Researcher found that some
paragraphs were written in one sentence only.
Second was organization. Most of students had difficult of structuring the
paragraph. They also could not arrange their ideas. There were many sentences
was disorganized. Some students got difficulties to write coherent paragraph.
They made supporting sentence that did not connect with the topic sentence.
Then, there were many jumping ideas.
2
Third difficult was grammar. Most of students had difficult to write
sentences in the correct structure. Some students had difficult with the verb and
tenses. Moreover, the students had difficult in using pronoun and possesive
pronoun, for instance “uncle’s house” became “house uncle”, “his name” became
“he name”. The students also had difficult in word order.
Next difficult was vocabulary. Some students difficult to chose appropriate
vocabulary. For instance, “my grandmother was sick” became “my sick
grandmother”. The students were doubt with choosing the correct words while
composing recount text. Last problem was mechanics. Some students had
difficult with spelling, punctuation, and capitalization. When write recount text
there was omission such as, “only” became “oly”. Then, there was addition such
as, “mango” becaome “manggo”. Some of students still use the wrong
capitalization. For instance in the first of sentence, the name of someone, the
name of tourist attraction, and so on.
b. Interview
The researcher interviewed students on June, 2 nd 2021. The interview aims to
know the causes of students’ difficulties in writing recoun text. There were 10
questions that were asked to the students. The researcher did interview with 25
students. There were some indicators that become causes of students’ difficulties in
writing recount text, such as psychological problem, linguistic problem, and
cognitive problem. First problem was psychological problem. Many difficult were
made by students due to lack motivation to write, it caused by feeling of anxiety and
2
not confident. Students’ difficulties when writing recount text influenced by worry of
making mistakes, incomprehensible, or stupidity.
Second was linguistic problem. In writing, the students’ difficulties were
caused by lack of vocabulary, incomplete sentence and grammatical forms which are
unnotice by the students when writing recount text. The last was cognitive problem.
In writing, the students’ difficulties were caused by custom or related to learning in
English. There are conceptual mastery, formulation, and sentence srtucture.
2. Analysis of Data
a. Documentation
The documentation analysis in this research was 25 students’ written task in
recount text. In analyzing data, rrsearcher analyzed students’ task based on five
aspects of difficulties in writing. There were content, organization, grammar,
vocabulary, and mechanics. The documentation was taken by the teacher. After the
researcher collected students’ documentation, the researcher got the students’ data
to be analyzed to know the difficulties 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 GS, researcher
2
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. The
information of this recount text could be understood by reader.
The same thing was done by HYR, he wrote recount text in one
paragraph. From his written task, researcher found that he could not express
his idea. Each sentence could not be understood. He was unable to develop
his ideas. Each sentence was not described the topic sentence. The
information of this recount text could be understood by the reader.
Moreover, based on N’s a recount text, researcher found that he wrote
descriptive text, he didn’t tell about his or something which the recount text
should be like. It can be seen that he didn’t understand what teacher means.
Instruction of teacher was wrote a recount text, but in fact, he wrote
descriptive text
On the other hand, researcher found a recount text that had average
category, it was made by MS. Her recount text was able to understand. She
wrote a recount text in two paragraphs. Although, each paragraph consist of
minim sentence, then the last paragraph only consist of one line. The content
of this recount text was quite clear. The information of this recount text can
be understant by the reader. Furthermore, MR’s recount text was quite
difficult to understand because of his content was ambigous then there was
grammatical and spelling error.
3
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 organizing idea. It can be seen from the AH’s
task. Researcher found that he made mistake in organizing recount text. AH
had the difficult to make a good paragraph. He wrote jumping ideas. For
example, it was quoted by AH task, “we see loking tiger sleeping and we the
picture with a siamang”. In this sentence, he could not arrange the sentence.
He looked for sleeping tiger, he took picture with a gibbon. Moreover,
researcher found that DC’s recount text. He didn’t understand how to make a
good writing well. He could not arrange his idea. But, it was quite to be
understood. Her sentence was not too jump.
On the other hand, researcher had analyzed AN’s writing. Researcher
found that AN able to arrange the paragraph. Each sentence supported the topic
idea so that she could write a good paragraph.
3) Grammar
Researcher found the problem in grammar. Problem in grammar is going
to influence certain patterns of how words are put together to form the correct
sentences. Some students still confused in using verb tense, to be, pronoun,
auxiliary, word order. They were not able to select correct verb based on the
tenses they use when writing. It happened because the students did not
understand well yet about it. Researcher found that most of students got
difficult in grammar. For examples :
3
Table 1.2
Students’ Difficulties in Grammar
No Grammatical error Correct sentence
1 There chicken is much (to be) There are many chicken
2 My uncle cat have beutiful My uncle had a beautiful cat
(word order)
3 We don’t can out in the car. We could not out of the car
4 Rice fried(word order) Fried rice
5 Saturday night I am and go to Saturday night I and my friend
Wisata Kuliner (tenses) went to Wisata Kuliner
6 Home Fauzi (possessive Fauzi’s home
pronoun)
7 Furtunately the dong not die Furtunately the dog was not die
8 I wake her and she is waking I wake him and he was wake
up (pronoun) up.
9 I go to Sasak beach I went to Sasak beach
10 I am buy egg I bought a egg
11 Last night I go to Equator with Last night I went to Equator
Ardi (tenses) with Ardi
12 I just take selfie I just took selfie
4) Vocabulary
3
Besides some problems above, vocabulary is another problem that students
faced in writing recount text. Researcher found some difficulties in diction. The
problem explained as follows:
a. Incorrect : He have a cow (GS)
Correct : He had a cow
b. Incorrect : I see much people (N)
Correct : I saw many people
c. Incorrect : we eaten rice fried (FF)
Correct : we ate fried rice
d. Incorrect : the dong (MR)
Correct : the dog
e. Incorrect : Suci order juice alpokado (ZH)
Correct : Suci ordered juice avocado
f. Incorrect : Fishing in there so biges (AA)
Correct : the size of fish at there really big
g. Incorrect : take picture with siamang ( AH)
Correct : took picture with gibbon
h. Incorrect : I am go to Sasak beach oly to having fun (DJ)
Correct : I went to Sasak beach only to having fun
i. Incorrect : fish bakar (DJ)
Correct : grilled fish
j. Incorrect : I thing a siamang take peanut to me (AH)
Correct : I think a gibbon take peanut to me
3
From the explanation above, researcher found if the students still
had difficulty in diction. Researcher found that some students were lack of
vocabularies. It was showed by their writing.
5) Mechanics
The indicators of mechanics were capitalization, punctuation, and
spelling. Based on documents result of students’ written task, most of
students did not pay attention about capitalization, punctuation, and
spelling when they write recount text.
For examples:
1. Oly to having fun (spelling error)
The correct sentence:
Only to having fun
2. I thing a siamang take peanut (spelling
error) The correct sentence:
I think a gibbon take peanut
3. Fishing in there so biges (spelling error)
The correct sentence :
Fist at there so big
4. We want picture in the Rumah gadang ( capitalization)
We want picture in the Rumah Gadang
5. After lunc I ran to the beach (spelling error)
The correct sentence :
3
After lunch I ran to the beach
6. I am go to rao Panti (capitalization)
I went to Rao Panti
7. My mother carries rive from home every much ( spelling error)
My mother carries rive from home very much
8. taman makam pahlawam (capitalization)
Taman Makan Pahlawan
9. aia manih beach (capitalization)
Aia Manih Beach
Based on the data above, researcher found that most of students got
mechanics difficulties in writing recount text. They were error or mistake
spelling. Then, some students also got difficult in capitalization and
punctuation.
b. Interview
There were three causes of students’ difficulties in writing recount text. There
were psycholinguistic problem, linguistic problem, and cognitive problem. The
description would be analyzed below:
1. Psycholinguistic Problem
3
The causes of students’ difficulties in writing recount text were by
student intelligence and comprehent. It was also related they are not confident
and enxiety. It had been related by ZH:
“Saya takut apa yang saya buat salah karena saya tidak terlalu yakin apa
yang saya buat benar. Dan saya takut nilai saya rendah.”21
It means, she was worry when write recount text. She afraid would
make mistake and anxiety causes students difficulties when write recount
text. When student worry when write recount text, it will be burden and
student fell writing recount text was difficult.
It almost also same with MS where she got difficult in writing recount
text because she worry and afraid to make mistake. She said that:
“Ketika menulis recount text, saya takut apa yang saya buat salah dan saya
malu ditertawakan teman saya”22
The same causes also did by J. where she feel worry when making
mistake in writing recount text. She said that:
“Ketika menulis text recount saya merasa takut dan saya tidak yakin apa
yang saya buat benar atau salah. Jika yang saya buat salah maka akan
ditertawakan teman yang lain”23
Different with MS where MS was difficult in writing recount text
caused by not confident. While J was difficult in writing recount text caused
by feeling worry and afraid with her writing would be laugh by her friends.
Then, the student RH also was worry he would make mistake. He said that:
21
Zalika. H. Personal Interview, The second grade of students of SMP N 1 Bonjol, June 2 2021.
22
Maharani. S. Personal Interview, The second grade of students SMP N 1 Bonjol, June 2 2021.
23
Jenia. Personal Interview, The second grade of students SMP N 1 Bonjol, June 2 2021.
3
“Ketika menulis text recount saya merasa tidak percaya diri saya merasa apa
yang saya buat salah dan khawatir nilai saya jadi rendah”24
It can be seen that, anxiety was caused of students difficulties in
writing recount text. The other students also make a student were not
confident when write her opinions.
On the other hand, there were some students really do not understand
what will be written. Then, they just write arbitrary and cheating his friend.
Like MR said:
“Saya tidak mengerti apa itu recount text. Saya hanya menulis apa yang saya
inginkan dan kadang saya mencontek punya teman saya”25
In conclusion, students has not confident and worry to making recount
text because they are afraid that what their write was wrong. It made the
students difficult to writing recount text.
2. Linguistic Problem
In writing recount text, the student had difficulties were caused by
incomplete or ungrammatical forms which were unnotice by the students.
Researcher found that student causes of students’ difficulties in writing
recount text were grammar and vocabulary. It’s found by the researcher after
done interview with thw students. The description had been conveyed by IA:
“Saya tidak terlalu tahu aturan menulis dalam Bahasa Inggris dan saya
juga tidak tahu banyak tentang vocabulary”26
24
Rahmat. H. Personal Interview, The second grade of students SMP N 1 Bonjol, June 2 2021.
25
Muhammad. R. Personal Interview, The second grade of students SMP N 1 Bonjol, June 2 2021.
26
Isra. A. Personal Interview, The second grade of students SMP N 1 Bonjol, June 2
3
It showed thst the student IA were difficult in writing recount text. Her
difficulties during writing, like check for grammatical correctness in using
simple past tense. Such as “I am go to Rao Panti” it shoul be “I went to Rao
Panti”. Verb “go” should be “went”. It can be showed formulated the
grammatical is one of forms of students difficulties in writing recount text.
The same case in writing recount text that caused bu grammar and
vocabulary showed by AA:
“Saya tidak terlalu paham aturan-aturan dalam menulis text recount,
karena saya tidak terlalu memperhatikan guru ketika belajar dan vocabulary
yang saya tahu sedikit sehingga saya malas untku menulis”27
It can be seen that difficulties in writing recount text was caused by
vocabulary. Where the students had lack of vocabulary caused by the student
had low motivation in learning English. In addition, most of student did not
bring dictionary although the teacher ask them to bring dictionary to help them
to find the vocabulary when writing recount text.
The other case in writing recount text that caused by vocabulary was
express by DJ:
“Kadang karena tidak tahu banyak tentang Bahasa Inggris, saya tidak
tahu apa yang kan saya tulis karena hanya sedikit vocabulary yang saya
tahu”28
27
Adinda. A. Personal Interview, The students of SMP N 1 Bonjol, June 2 2021
28
Dini. J. Personal Interview, The students of SMP N 1 Bonjol, June 2 2021
3
It showed that students difficulties caused by lack of vocabulary. It makes
recount text that DJ write was short. She couldn’t write her ideas in writing use
English.
The same case the difficulties in writing recount text that caused by lack of
vocabulary was show by GS:
“Saya merasa kesulitan dalam menulis recount text karena kosa kata yang
saya tahu hanya sedikit. Karena kosa kata yang saya tahu sedikit sehingga
saya kehilangan ide ketika menulis. Saya juga tidak mengerti dengan
Bahasa Inggris”29
It showed that, difficulties in writing recount text were caused by grammar
and vocabulary. Where the students had lack of vocabulary, it makes the
students does not know what will he write. He also does not understand about
the rule of English.
In conclusion based the finding above, it can be concluded that students
difficulties in writing recount text caused by grammatical errors also students
had lack of vocabulary. Grammatical errors was caused by the students did not
pay attention when the teacher teching in the class. Then, the lack of vocabulary
was caused by students there was no motivation in learning English. It makes
students lazy to memorize vocabulary.
3. Cignitive Problem
In learning English, students had difficulties caused by custom and
habbit. Such as relate to conceptualization mastery, formulation, and sentence
structure. Based on the interview that had been done with the students,
29
Gilang. S. Personal Interview, The grade Students of SMP N 1 Bonjol, June 2 2021.
3
researcher found that students’ difficulties in writing recount text are the
conceptual mastery, formulation, and sentence structure. It was express by YS:
“Saya merasa susah dalam menulis text recount karen asaya tidak begitu tahu
tentang aturan dalam recount text. Saya juga tidak tahu banyak vocabulary,
akibatnya jika tidak tahu sesuatu dalam Bahasa Inggris saya jadi kehilangan
ide ketika menulis”30
It showed that, the student had lack of concept in writing recount text.
He was also had lack of vocabulary. When student did not mastery a concept
and had lack of vocabulary, it would difficult to the student to formulat his
ideas.
In other case was happen with NM she was difficult in writing recount
text also caused by low concept about recount text. She said that:
“Saya tidak terlalu paham aturan dalam recount text, karena saya tidak
terlalu memperhatikan guru kektika belajar. Sehingga jika tidak tahu Bahasa
Inggris sesuatu, maka saya jadi malas mengerjakannya”
It can be seen the lack of concept influences the student in writing
recount text. When there was no concept influences the student become
nervous, finally the student feel difficult in writing recount text.
In conclusion, there were psycholinguistic problem, linguistic problem,
and cognitive problem by the students in writing recount text. Where
psycholinguistic problem included student intelligent, anxiety, selves
confident, and comprehend. Then, linguistic problem included grammar and
30
Yofi. S. personal Interview, The second grade students of SMP N 1 Bonjol, June 2 2021.
4
vocabulary. The last, cognitive problem included conceptual mastery,
formulated, and sentence structure.
In this research, researcher found that the students’ difficulties in
writing recount text caused by grammar and vocabulary. Students also
difficulties caused by lack mastery concept of writingg recount text,
B. DISCUSSION
Based on the data analysis above, the researcher has found five aspects students’
difficulties identified in 25 students’ writing recount text. Those difficulties include
content, organization, grammar, vocabulary, and mechanics. 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.31 This statement support this research, due to for all off aspect, there was
students that got the difficult.
Based on the data analysis above, the researcher found the most problem of was
grammar. The researcher concluded that grammar in 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 grammar. Otherwise, based on the
finding of study was done by Dwi, she found the most dominant aspect in the students’
31
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
4
writing is the language use and vocabulary aspects, and conversely in organization,
mechanic, and content. According Ameliani, learning English involves the grammar
which is taught for the young learners not always be easy. Grammar that is an essential
part of the language that cannot be understand easily.32 The second problem was
vocabulary. Apparently some students possess limited vocabulary. It makes they got
difficulties in doing their writing a recount text. Researcher also found that some students
were wrong in diction. For example: “we eaten rice fried” it should be “we ate fried
rice”. Another example was “fishing in there so biges” it should be “the size of fish at
there really big”. Next problem was content. Harris said that content refers to the
sentence which flow easily and not too hard to understand by the readers.33 The
researcher found that some students were wrote a incomprehensible recount text.
Meanwhile, there was more content in writing recount text that could be understand while
there were grammatical error.
The forth was difficlut mechanics. It happened due to the students didn’t pay
attention toward spelling, capitalization, and punctuation. According Gowere in alfaki
stated that spelling problem happened due to the influence of other languages, variant
pronunciations and other historical reasons, the English spelling system which has
become inconsistent is complex for students. In addition, for capitalization problem,
alfaki stated that learners have problem in using capitalilzation properly. There are
reasons for students’ difficulties in using proper capitalization. The rules of capitalization
are not universal and classifying nouns as proper and common nouns is difficult for
32
Ameliani, Atiqoch Novie, Students’ Difficulties in Grammar of Seventh Grade Junior High School 1
Mangelang. Proceeding 1st Conference of English Language and Literature(CELL). 2019.
33
David P. Harris. 1996. Testing English as a Second Language. New York : Me. GrawHill
4
students.34 .The last problem was 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 problem in organizing idea.
From finding of interview’s data, the researcher found that there were three
causes of writing. First causes is based on interview with students was psychological
problem. Psychological problem made students got difficult when write recount text.
Self-confidence and motivation have large influences to support students when writing.
Davis in Dwi Warry Octaviana states that the students will be encouraged to write if
writing tasks motivate them and keep them interested.35 The desire of writer to
communicate something is very important due to it is much more difficult for students to
write about something they have no interest in. Then, the students’ motivation is said to
strongly which relate to how the students acquire writing knowledge.
Next cause was linguistic problems. Linguistic problems refer to grammatical
error, vocabulary. Students that have limited knowledge and didn’t understand about
grammar, vocabulary will get problems in writing. In this research, researcher found that
some students sometimes when they have idea, but they could not express their idea. It
was caused due to they should be aware to used grammar correctly. They also have
limited vocabulary. Then, students made paragraph in Indonesia form firstly, after that
they translated into English, it caused they didn’t care about grammar. Last cause of
problems was cognitive problem. It influenced their writing but it didn’t give big impact
for their writing.
34
Alfaki, Dr. Ibrahim Mohamed. University Students’ English Writing Problems : Diagnosis and remedy.
International Journal of English Language Teaching. Vol 3. No.3
35
Octaviana, Dwi Warry. The Causes of EFL Students’ Difficulties in Writing English.
4
CHAPTER V
CONCLUSSIONS AND SUGGESTIONS
A. CONCLUSSIONS
Based on researcher finding of the research about analysis of students’ difficulties
in writing recount text, it can be concluded that most of students’ difficult in writing
recount text. It can be seen from the collecting of the data from documentation and
interview at the second grade VIII2 class of SMP N 1 Bonjol. The forms and causes of
students’ difficulties in writing recount text can be concluded as follow:
1. The forms of studnets’ difficulties in writing recount text by the second grade VIII 2
class of SMP N 1 Bonjol are content, organization, grammar, vocabulary, and
mechanics. The mostly of dtudents’ difficulties done by the students was formulated
of grammar.
2. There are some causes of students’ difficulties in writing recount text. Such as
psycholinguistic peoblem, linguistic problem, and cognitive problem. In
psycholinguictic problem most of students’ difficulties in writing was caused by their
intelligence, comprehend, feeling anxiety, and not confident. In linguistic problem
most of students difficult in writing was caused by lack of vocabulary and
incomplete or grammatical forms which unnotice by the students when writing
recount text. The last is cognitive problem was caused by custom or related to
learning English, relate to conceptualization mastery, formulation, and sentence
srtucture. The students’ difficulties influencing in writing recount text is lack of
vocabulary. Another reason was caused by students was low motivation in learning
English.
4
B. SUGGESTIONS
1. For English Teacher
a. The theacher shpuld suppose to teach writing to the students with more detail
explanation.
b. The teacher should use appropriate strategies in teaching writing especially
writing recount text.
2. For the Students
The students should suppose to study about vocabulary and grammar.
3. For the Researcher
Researcher would like to remind that is not complete yet and still needs more
revision.
4
REFERENCES
Brown, H.D. 2001. Teaching by Principles: An Interactive Approach to Language pedagogy (2nd
ed). New York : Addison Wesley Longman.p.335.
Byrne, Donn. (1993). Teaching Writing Skill, Singapore: Longman Singapore Publishers Pte
Ltd.p.1.
Byrne, Don. Teaching Writing Skills, (New York: Herever Collin Publisher,1980),p.4
Chintya Boardman and Jia Frydenberg, 2008, Writing to Communicate 2: Paragraphs and
Essays 3rd edition, New York : Pearson. P 18, 23, & 25
David P. Harri, 1996. Testing English as a Second Language .New York: Me.Graw Hill. P68-69
Gay, L.R.2012, Educational Research Competencies for Analysis and Applications. Tenth
Edition, Pearson. Upper Saddle River, p. 7
Gerot, Wignell.1994. Making Sense of Functional Grammar. Fydney:Gerdstabler, Sntipodean
Educational Enterprises.p.154
Harmer, J. (2004). How to Teach Writing. Pearson Education Limited.p.4.
Jonathan Sarwono, Metode Penelitian Kuantitatif dan Kualitatif, (Yogyakarta:Graha
Ilmu.2006).p.225
Ken Hyland, Second language Writing (Cambridge : Cambridge University Press, 2003,p.20
L,R.Gay, Educational Research: Competencies for Analysis and Application, third edition,
(Merrill: Macmillan Publishing Company,1990),p.102
Margono, metotologi Penelitian Pendidikan Komponen MKDK, (Jakarta: Rineke Cipta,
2007),p.121
Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: MC Millan,
Educational PTYLTD, 1998) p.24.
4
Nunan, David.2003. Practical English language Teaching. Suingapore: MC Graw Hill Company
Peter Westwood, Learning and Learning Difficulties: A Handbook for Teacher,...,p.103-104
Sugiyuono, Metode Penelitian Kuantitatif dan Kualitatif dan R7D (Bandung: Alfa Beta
Bandung.2009).p.197
Sugiyono, Metode Penelitian Kuantitatif dan Kualitatif dan R7D (Bandung: Alfa Beta
Bandung.2009).p.247
4
APPRENDICES
APPENDIX 1
Research Guideline
Sub Number of Total of

Variable Indicator Descriptor
Variable questions questions
The students
The causes
Students difficulties
of students 1. Psycholin
difficulties was caused by
difficulties guistic 4,5,6 3
in writing their
in writing problem
recount text intelligence
recount text
and
comprehend
Incomplete
and
2. Linguistic ungrammatical
7,8,9 3
problem form which are
unnoticed by
the students
The student
difficulties is
caused by
3. Cognitive
custom or 1,2,3 3
problem
habit or
related to
learning in
English.
9
4
APPENDIX II
INTERVIEW
Pedoman Wawancara:
1. Apakah saudara tahu bagaimana cara menulis text recount?
2. Apa yang menyebabkan saudara merasa sulit dalam menilis text recount?
3. Apa yang saudara ketahui tentang penggunaan grammar ( tata bahasa) dalam
recount text?
4. Apa yang saudara ketahui tentang past tense ( kata lampau) dan conjuction
(kata hubung)?
5. Apakah saudara tahu banyak vocabulary (kosa kata)?
6. Ketika saudara menulis text recount, pernah tidak saudara merasa tidak punya ide
atau tidak tahu lagi apa yang akan ditulis? Kenapa?
7. Pernah tidak saudara merasa takut dan khawatir ketika menulis text recount? Apa
penyebabnya?
8. Apakah saudara pernah meminta saran atau masukan kepada teman ketika menulis text
recount? Jelaskan!
9. Adakah penyebab lain yang membuat saudara merasa sulit dalam menulis text recount?
Jelaskan!
4
HASIL WAWANCARA
NAMA SISWA : NIRA MAWARNI
Researcher : Apakah saudara tahu bagaimana cara menulis text recount?
Informant : tahu sedikit kak, tapi sulit kak
Researcher : Apa yang menyebabkan saudara merasa sulit dalam menilis text recount?
Informant : saya tidak terlalu paham aturan dalam recount text kak
Researcher : Apa yang saudara ketahui tentang penggunaan grammar ( tata bahasa) dalam
recount text?
Informant : Saya tidak terlalu memperhatikan guru ketika belajar kak.
Researcher : Apa yang saudara ketahui tentang past tense ( kata lampau) dan conjuction (kata
hubung)?
Informant : Saya tidak tahu kak
Researcher : Apakah saudara tahu banyak vocabulary (kosa kata)?
Informant : tidak kak
Researcher : ketika saudara menulis text recount, pernah tidak saudara merasa tidak punya ide
atau tidak tahu lagi apa yang akan ditulis? Kenapa?
Informant : pernah kak. Kalo sudah tidak tahu apa bahasa Inggrisnya saya malas lagi
mengerjakannya.
5
Researcher : pernah tidak saudara merasa takut dan khawatir ketika menulis text recount? Apa
penyebabnya?
Informant : pernah kak. Saya takut apa yang saya buat salah karena saya tidak terlalu
yakin dengan apa yang saya buat.
Researcher : Apakah saudara pernah meminta saran atau masukan kepada teman ketika menulis
text recount?
Informant : pernah kak tapi teman saya juga tidak tahu kak, walaupun ada teman saya
yang pinta banyak orang lain yang meminta bantuan kepanya.
Researcher : Apakah ada penyebab lain yang membuat saudara merasa sulit dalam menulis text
recount?
Informant : banyak kak. Saya merasa sulit karena saya kurang memahami pelajarannya
dan waktunya cuma sebentar.
NAMA SISWA : YOFI SAPUTRA
5
Informant : sedikit kak, tapi susahlah kak
Informant : saya tidak terlalu tahu recount text kak
recount text?
Informant : itu kak yang sering salah kak
Researcher : Apa yang saudara ketahui tentang past tense ( kata lampau) dan conjuction (kata
hubung)?
Informant : saya tidak terlalu tahu aturan-aturan dalam bahasa Inggris kak
Informant : tidak banyak kak
Researcher : Ketika menulis text rexount pernah tidak saudara merasa tidak punya ide atau
tidak tahu lagi apa yang akan ditulis? Kenapa?
Informant : pernah kak, kadang karena tidak tahu apa bahasa Inggris jadi sayapun
kehilangan ide ketika menulis.
Researcher : Pernah tidak saudara merasa takut dan khawatir ketika menulis text recount? Apa
penyebabnya?
Informant : pernah kak. Saya takut jika yang dibuat salah maka nilai saya akan rendah
5
text recount? Jelaskan!
Informant : pernah kak, tetapi seganlah kak kalo terlalu banyak bertanya kak
recount? Jelaskan!
Informant : banyak kak. Selain tidak mempunyai vocabulary yang saya tahu saya juga susah
mengerti bahasa Inggris.
5
NAMA SISWA : JENIA
Informant : saya tidak tahu kak
Informant : Banyak sekali kak. Sebenarnya saya tidak mengerti kak.
recount text?
Informant : Entahlah kak
Researcher : Apa yang saudara ketahui tentang penggunaan past tense ( kata lampau) dan
conjuction (kata hubung)?
Informant : saya tidak mengerti kak
Informant : tidak kak. Yang saya tahu hanya yes no saja kak
Researcher : Ketika menulis text recount pernah tidak saudara merasa tidak punya ide atau tidak
tahu lagi apa yang akan ditulis? Kenapa?
Informant : pernah kak. Saya tidak tahu lagi apa yang harus saya tulis kak
Researcher : pernah tidak saudara merasa takut dan khawatir ketika menulis text recount? Apa
penyebabnya?
5
Informant : pernah kak. Jika yang saya buat salah maka nilai saya sudah pasti rendah kak.
text recount?
Informant : pernah kak, tetapi seganlah kak kalo terlalu banyak bertanya kak
recount?
mengerti bahasa Inggris.
5
NAMA SISWA : ISRA AMELIA
Informant : sedikit kak, tapi susah
Informant : saya tidak begitu tahu tentang recount text
recount text?
Informant : itu yang sering salah kak
Researcher : Apa yang saudara ketahui apa itu past tense ( kata lampau) dan conjuction (kata
hubung)?
Informant : saya tidak terlalu tahu aturan dalam bahasa inggris
kak Researcher : Apakah saudara tahu banyak vocabulary (kosa
kata)? Informant : tidak banyak kak
Researcher : Ketika menulis text recount pernah tidak, saudara merasa tidak punya ide atau
Informant : pernah kak, terkadang saya tidak tahu bahasa inggris sesuatu jadi saya
kehilangan ide ketika menulis
Researcher : Apakah saudara pernah merasa takut dan khawatir ketika menulis text recount?
Apa penyebabnya?
5
Informant : pernah kak, saya takut apa yang saya buat salah maka nilai saya akan rendah
text recount?
Informant : pernah kak, tetapi saya segan terlalu banyak bertanya
recount?
mengerti kata past tense itu kak
5
NAMA SISWA : ADINDA ASRINA
Informant : Tahu sedikit kak, tapi sulit kak.
Informant : saya tidak terlalu paham aturan dalam bahasa inggris itu
Researcher : Apakah saudara tahu tentang penggunaan grammar ( tata bahasa) dalam recount
text?
Informant : saya tidak terlalu memperhatikan guru ketika belajar
Researcher : Apakah saudara tahu apa itu past tense ( kata lampau) dan conjuction (kata
hubung)?
Informant : saya juga tidak tahu kak
Informant : tidak banyak kak,
Researcher : Apakah ketika membuat text recount saudara pernah merasa tidak punya ide atau
Informant : pernah kak. Kalo tidak tahu apa bahasa inggrisnya saya jadi malas menulis
Researcher : Apakah saudara pernah merasa takut dan khawatir ketika menulis text recount?
Apa penyebabnya?
5
Informant : pernah kak, saya takut apa yang saya buat salah
text recount? jelaskan
Informant : pernah kak, tetapi kadang taman saya juga tidak tahu kak
recount?
Informant : banyak kak. Saya sulit karena kurang memahami pelajarannya.
NAMA SISWA : RAHMAT HAIKEL
Informant : Tahu sedikit kak, tetapi saya merasa recount text itu susah kak
Informant : saya tidak yakin dengan kemampuan saya kak
recount text?
Informant : sedikit kak
Researcher : Apa yang saudara ketahu teatang past tense ( kata lampau) dan conjuction (kata
hubung)?
Informant : kata lampau adalah kata yang telah berlalu dan kata hubung adalah kata yang
menghubungkan kalimat
5
Informant : tidak terlalu banyak kak
Researcher : Ketika menulis text recount pernah tidak saudara merasa tidak punya ide atau tidak
tahu lagi apa yang akan ditulis? Kenapa?
Informant : pernah kak, kadang saya berfikir apakah yang saya buat nyambung atau tidak
Researcher : Pernah tidak saudara merasa takut dan khawatir ketika menulis text recount? Apa
penyebabnya?
Informant : pernah kak karena tidak percaya pada diri apa yang saya buat rasanya salah
dan kawatir nilai saya rendah
text recount? Jelaskan!
Informant : pernah kak, tetapi saya malu
recount?
Informant : saya sebenarnya suka pelajaran bahasa inggris tetapi bahasa inggris sulit kak
6
DOCUMENTATION INTERVIEW
Interview with Yofi Saputra (student of SMP N 1 Bonjol)
Interview with Nira Mawarni (student of SMP N 1 Bonjol)
6
Interview with Gilang Saputra (student of SMP N 1 Bonjol)
Interview with Jenia (student of SMP N 1 Bonjol)
6
APPENDIX III
DATA OF STUDENTS’ DIFFICULTIES
6
6
6
6
APPENDIX IV
SURAT PENUNJUKAN PEMBIMBING
6
APPENDIX V
SK PEMBIMBING
6
APPENDIX VI
SURAT IZIN PENELITIAN
6
APPENDIX VII
SURAT TELAH MELAKUKAN PENELITIAN
7
APPENDIX IX
SURAT PERNYATAAN VALIDASI
7
7
7
LEMBAR VALIDASI INSTRUMEN
AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN WRITING RECOUNT TEXT AT
8TH GRADE OF SMP N 1 BONJOL
Nama : Erin Hayfitma /2316.125
Judul Penelitian : An Analysis of Students’ Difficulties in Writing Recount Text at 8th
Grade of SMP N 1 Bonjol
Fakultas/ Jurusan : Tarbiyah dan Ilmu Keguruan/ Pendidikan Bahasa Inggris
Petunjuk :
1. Untuk memberikan penilaian terhadap instrument “An Analysis of Students’ Difficulties in
Writing Recount Text at 8th Grade of SMP N 1 Bonjol ”. Bapak/ Ibu cukup memberikan
tanda check list (√) pada kolom yang disediakan.
2. Angka-angka yang terdapat pada kolom yang dimaksud berarti:
0 : Tidak Valid
1 : Kurang Valid
2 : Cukup Valid
3 : Valid
4 : Sangat Valid
3. Huruf-huruf yang terdapat pada kolom yang dimaksud
berarti: A : Dapat digunakan tanpa revisi
B : Dapat digunakan dengan sedikit revisi
C : Dapat digunakan dengan revisi sedang
D : Dapat digunakan dengan banyak
7
revisi
7
E : Tidak dapat digunakan
A. ASPEK PENILAIAN
Aspek penilaian Penilaian Keterangan

NO
0 1 2 3 4
1 Aspek petunjuk
a. Petunjuk dinyatakan dengan V
jelas
b. Indikator yang diamati V
pengamat mudah diamati
c. Masing-masing indikator V
dapat dibedakan dengan
jelas
2 Aspek isi
a. Indikator yang diamati V
sudah mencakup semua
aspek
b. Kebenaran isi angket V
3 Aspek bahasa
a. Kalimat yang digunakan V
berdasarkan kaidah bahasa
yang benar
b. Menggunakan kalimat yang V
mudah dipahami
B. PENILAIAN SECARA UMUM
NO Uraian A B C D E
1 Penilaian secara umum terhadap V
7
instrument
C. KOMENTAR/ SARAN
Pertanyaan di angket terlalu general dan kurang bisa menggambarkan kondisi siswa secara
terperinci. Sebaiknya pertanyaannya bisa lebih spesifik dan terperinci dalam mengukur
kemampuan dan pengetahuan siswa mengenai recount text
Bukittinggi, 30 Maret 2021

Validator
Muthia Rahman, M.Pd
SURAT PERNYATAAN
Saya yang bertandatangan dibawah ini:
Nama : Muthia Rahman, M.Pd
Jabatan : Dosen
Dengan ini menyatakan bahwa mahasiswa yang bernama Erin Hayfitma dengan nim
2316.125 dengan judul “AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN WRITING
RECOUNT TEXT AT 8TH GRADE OF SMP N 1 BONJOL” benar telah melakukan validasi
7
instrument penelitian yang akan dipergunakan untuk penelitian dan pengolahan data dalam
pengolahan skripsi.
Demikian surat keterangan ini saya buat dengan sesungguhnya agar dapat dipergunakan
sebagaimana mestinya.
Bukittinggi, 30 Maret2021
Validator
Muthia Rahman, M.Pd
7
7
8
BIOGRAPHY
Name : Erin Hayfitma
NIM 2316125
Place/ Date of Birth : Bangkinang, 10 July 1995
Address : Bonjol
Motto : Be the best
Education :
1. SD N 1 Bonjol
2. SMP N 1 Bonjol
3. SMK N 1 Bonjol
4. IAIN BUKITTINGGI

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AN ANALYSIS OF STUDENTS DIFFICULTIES IN WRITING RECOUNT TEXT AT

EIGHTH GRADE OF SMP N 1 BONJOL

English Education Department

Loli Safitri, M.Pd

ENGLISH EDUCATION DEPARTMENT

TARBIYAH AND TEACHER TRAINING FACULTY

STATE ISLAMIC INSTITUDE OF BUKITTINGGI

Saya yang bertanda tangan dibawah ini:

Nama/NIM : Erin Hayfitma / 2316125

Tempat/Tanggal Lahir : Bangkinang, 10 Juli 1995

Fakultas/Jurusan : FTIK/ PBI

Judul Skripsi : An Analysis of Studens’ Difficulties in Writing Recount

Text at 8th Grade of SMP N 1 Bonjol.

Demikian pernyataan ini saya buat dengan sesungguhnya untuk diperguanakan

Bukittinggi, Juli 2021

Thesis entitled “ An Analysis of Students’ Difficulties in Writing Recount Text at 8th

retained in Thesis Examination.

Bukittinggi, Juli 2021

Erin Hayfitma, 2316125. “An Analysis of students’Difficulties in Writing Recount

Keywords : students’ difficulties, writing.

Kata Kunci : kesulitan siswa, menulis

thanks to following persons:

always helps students in everything related to academic purpose.

patience in accomplishing this thesis.

suggestions to the thesis.

collecting the references.

brother Erik Syahdian.

become more meaningfull.

Bukittinggi, Juli 2021

A. Background of The Problem....................................................................................1

B. Problem and Focus The Research............................................................................3

D. Purpose of The Research..........................................................................................3

E. Significance of The Problem....................................................................................3

F. Definition of the Key Term......................................................................................4

CHAPTER II REVIEW OF RELATED LITERATURE

A. Review of Related Theory........................................................................................5

1. The Nature of Writing......................................................................................5

b. The Process of Writing..............................................................................6

d. The Characteristic of Good writing...........................................................9

e. The Purposes of Writing...........................................................................10

2. Concepts of Writing Recount Text....................................................................11

b. Language Feature of Recount Text............................................................12

B. Review of Related Studies........................................................................................17

CHAPTER III RESEARCH METHOD

A. Setting of the Research...........................................................................................20

C. Instrumentation of the Research..............................................................................22

D. Technique of the Data Collection............................................................................23

E. Technique of Data Analysis....................................................................................23

CHAPTER IV FINDING AND DISCUSSION

CHAPTER V CONCLUSIONS AND SUGGESTION

Table 1.2 Students Difficulties in Grammar.........................................................................31

Appendix I Research Guideline............................................................................................48

Appendix III Data of Students’ Difficulties.........................................................................64

Appendix IV Surat Penunjukan Pembimbing......................................................................67

Appendix VI Surat Izin Penelitian........................................................................................69

Appendix VII Surat Telah Melakukan Penelitian................................................................70

Appendix VIII Surat Izin Validasi........................................................................................71

A. BACKGROUND OF THE PROBLEMS

then they can reveal it in a paper.

In writing, the students should focus on grammar, vocabulary, content, organization,

that retells past events in order in which they happend.

ordered in a chronological sequence. Then, re-orientation is a personal comment about the

Writing Recount Text at Eighth Grade of SMP N 1 Bonjol”