Students’ Difficulties in Writing Recount Text at Inclusion Classes

Husna, Atikasari; Multazim, Akhmad

doi:10.18592/let.v9i1.3077

Cited by 20 publications

(22 citation statements)

References 6 publications

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“…It is defined as a systematic departure in learners' evolving knowledge of the target language rule system. The second is the competence factor which refers to the lack of understanding of the target language's rules Husna and Multazim (2019) Error identification serves three purposes. First, it gives teachers how far the students have progressed toward their objective and what they still need to learn.…”

Section: The Description Of Errorsmentioning

confidence: 99%

A Review on Error Analysis Stages in Teaching English Structure

Agustinasari

Simanjuntak²,

Purwanto³

2022

Pioneer. J. Lang. Lit

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The goal of this research is to determine the role of error analysis in teaching English as a foreign language, particularly English Structure. Error analysis can provide information on a student's progress in learning a target language, which is then used to improve the teaching process so that they could still properly use the language. The method used is qualitative and descriptive research design. This research focuses on students of Politeknik Negeri Sriwijaya. Error analysis is essential for teachers to improve the quality of teaching. By doing so, the teacher owns information to improve the methodology including syllabus, teaching material and teaching techniques. The findings are four main stages of error analysis simplified in this study. They are detecting, locating the errors, describing the errors, and classifying the errors. First stage is done by gathering suspected errors; meanwhile works with unwanted errors are rejected or put aside. Then, locating the errors found on students' works were done by identifying them without considering types of the errors. Next step is describing errors where the errors are labeled based on the linguistic category. Final stage is error classification involving classification and counting errors. Each stage gives detailed information of students’ performance which is beneficial for the teachers to improve the quality of teaching including the material and how to deliver.

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Section: The Description Of Errorsmentioning

confidence: 99%

A Review on Error Analysis Stages in Teaching English Structure

Agustinasari

Simanjuntak²,

Purwanto³

2022

Pioneer. J. Lang. Lit

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“…The other problem in starting an essay is to correspond every clause into a cohesive and coherent text (Meiarista & Widhiyanto, 2020). Furthermore, the students face the problem of writing recount text in terms of content, organization, grammar, mechanic, and generic structure in orientation and re-orientation (Husna & Multazim, 2019). It occurs because the students do not understand the Theme and Rheme enough.…”

Section: Introductionmentioning

confidence: 99%

Recount Text in EFL Vocational School: A Thematic Structure Analysis

Amartya

Nugraha

Ridwan

2022

Elsya

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Recount text is a staple material taught in the first year of Indonesian secondary schools yet research on this dominant ELT unit is limited despite the common observation of many students struggling to produce a well-written recount text. To address this research gap and problem, this study conducted a textual meaning analysis in the texts written by tenth-grade Vocational School. This study aimed to figure out the types of themes shown in 14 recount texts written by 14 students from two different vocational schools with other majors. The approach used the content analysis method and belonged to descriptive qualitative research. Content analysis is used as the technique to analyse the data considering Eggins’ 1994 Systemic Functional Linguistics (SFL) theory. The analysis revealed that most of the themes used are Unmarked Topical Themes. Every student has a different way of delivering messages in the Recount text that they made. Moreover, the researchers found Marked Topical Theme, Mood Adjunct Interpersonal Theme, Conjunction Textual Theme, Conjunctive Textual Theme, Continuative Textual Theme, and Multiple Theme. The result of the present study is hoped to provide insights, gained from observing patterns of Theme and Rheme relations, for secondary English teachers’ endeavours to help improve students’ cohesion.

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“…Based on an interview with an English teacher of SMP Pelangi Dharma Nusantara, it was found that grammatical errors was frequently committed by the eighth grade students when writing, especially recount text. It is a text that retells sequent of a past event in order to inform or entertain the reader (Husna & Multazim, 2019). It tells the person who involved, what he/she experienced, where and when it occurred.…”

Section: Introductionmentioning

confidence: 99%

“…,Ilmiah (2016), Yudari (2017), Fridayanthi (2017) Asni and Susanti (2018),Husna and Multazim (2019),and Tarigan, et al (2019).…”

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confidence: 99%

Analyzing Grammatical Error in Students' Recount Text Writing in Junior High School

Manik

Suwastini

2020

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Having good grammar is one of important components in the mastery of writing skills. However, grammatical errors still become an important problem in writing, especially for EFL students. Therefore, this study aimed to find out the major types of grammatical errors; and to know the major source of grammatical errors in students’ recount text writing. This study was designed as a descriptive qualitative study. Recount texts written by the eighth-grade students of SMP Pelangi Dharma Nusantara in academic year 2019/2020 were used as the research subjects of this study. The data were identified and analyzed using theory of error proposed by Dulay et al. (1982) about surface strategy taxonomy and theory of source of grammatical error proposed by Brown (2007)). The findings showed that the major type of grammatical errors was omission, with the total of 171 errors or 37. 33% of the total errors. Meanwhile, the major source of grammatical errors was intralingual transfer which the total result was 248 or 43.43% error. Thus, it can be concluded that the most frequent grammatical errors that happened among the subject was error of omission, while the most common source of errors was intralingual transfer.

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Students’ Difficulties in Writing Recount Text at Inclusion Classes

Cited by 20 publications

References 6 publications

A Review on Error Analysis Stages in Teaching English Structure

A Review on Error Analysis Stages in Teaching English Structure

Recount Text in EFL Vocational School: A Thematic Structure Analysis

Analyzing Grammatical Error in Students' Recount Text Writing in Junior High School

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