The Language Features of Recount Text Research Design

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CHAPTER III RESEARCH METHODOLOGY

A. Research Design

The form of this study is a qualitative research because the writer takes place in the real situation about social phenomena. “Qualitative research is an approach to social science research that emphasizes collecting descriptive data in natural setting, uses inductive thinking, and emphasizes understanding the subjects point of view.” 52 Natural means that qualitative research is done in the real setting as a direct source of data. The writer comes and spends the time in the class, or other learning place about educational concern. In qualitative research, the writer doesn‟t build any hypothesis to be proved or disproved, but accent the writer‟s idea. The writer does a case study because the writer chooses the possible places and the pupils as a subject or the resource of the data. “Case study is a detailed examination of one setting, or a single subject, a single depository of documents, or a particular event” 53 . The writer scouts for the place and people who can be the source of the data. When the subject and the place have been chosen, the writer begins to collect the data, and analyze it based on error analysis procedure. The data analysis of this study is descriptive statistic. It is a statistic that organizes and analyzes the data, so that can give the description about the phenomenon and the situation which exist at the time of the study. “The data collected take the form words or picture rather than the numbers. The written results of the research contain quotations from the data to illustrate and substantiate the presentation.” 54 The data is not reduced to numerical symbols. 52 Robert, C. Bogdan, and Sari Knopp Biklen, Qualitative Research for Education 5th Edition An Introduction to Theories and Methods, Boston: Pearson Education, Inc., 2006, p. 274. 53 Ibid., p. 271. 54 Ibid., p.5. This research is about ana lysis of students‟ errors at the first grade of MA Al-Khairiyah Jakarta Selatan in using the simple past tense in writing recount text.

B. Place and Time of the Study

The writer does her research at the first grade of MA Al-Khairiyah Jakarta which is located on. Jl. Mampang Prapatan IV, Jakarta Selatan. The writer does her research on Desember 2012.

C. Subject of the Study

In this research, the writer takes the subject of the study in first grade students of MA Al-Khairiyah Jakarta Selatan. The writer chooses all of the students in X-1 class as the subject of study. The class consists of 31 students.

D. Research Instrument

The instruments of this research are a test and interview for the students and the English teacher. The test is writing test, which the topic is given to the students about “What Did You Do Last Weekend”. The students need to compose a writing based on 10 questions given, on the blank paper that also is given. The teacher‟s interview consists of 5 questions about the method that shehe uses in teaching recount text, the problem that shehe faces in teaching recount text, and how shehe solves it. The student‟s interview consists of 7 questions about their problem in learning simple past tense in recount text.

E. Technique of Data Collection

To measure the ability of students, the writer takes writing in the blank paper that is given as the test to the first grade student of MA Al-Khairiyah Jakarta Selatan. The writing test that students made indicates their understanding in using the simple past tense in recount text. Before the students do the test, the writer gives the explanation and direction about what the students should do with the test. The interview is used to get the information from the students and the teacher about the student s‟ comprehension about the simple past tense in writing recount text and the errors that is made by the students in using it.

F. Techniques of Data Analysis

To analyze the interview data, the writer adopts from Miles and Hubarman, there are three steps in qualitative data analysis; data reduction, data display and verify conclusion. 55 The writer reduces the data that she has collected because not all of the data can be presented in this research to get the conclusion at the end of this research. The writer uses the formula by Annas Sudjono to have the frequency and percentage of errors 56 : P = x 100 P = Percentage of error F = Frequency of false answer N = Number of students 55 Emzir, Metodologi Penelitian Kualitatif: Analisis Data, Jakarta: PT. Raja Grafindo Persada, 2010, p. 129-133. 56 Anas Sudijono, Pengantar Statistik Pendidikan, Jakarta: PT. Raja Grafindo Persada, 2010, Cet. 22, p. 4. 31

CHAPTER IV RESEARCH FINDING

A. The Description of the Data

In the previous chapter, the techniques of completing the data have been mentioned clearly. Furthermore, the results of collecting data could be seen as below:

1. The result of Interview

The writer did interview twice, before and after giving the test to the students. First, before giving test, she interviewed the teacher. The writer asked five 5 questions. The first question talked about the method which was used in teaching simple past tense in recount text writing see appendix 1a no.1. The teacher gave basic explanation and task about the simple past tense, after that she explained about the usage of the simple past tense in recount text. She only asked the students to make a simple sentence about the simple past tense, and she never asked the students to write recount text. In learning recount text, the students only read the example of recount text, and speak about their experience in the past. The second question talked about the textbook which was used in teaching and learning process in the class see appendix 1a no.2. According to the teacher, the textbook was good enough for helping the students in learning recount, but for making recount writing, she thought that the students still faced difficulty in writing recount text. The third and fourth questions were about the students‟ difficulties and the most difficulty in teaching the simple past tense in writing recount text see appendix 1a no. 3-4. According to the teacher, the most difficulty level in using the simple past tense in writing recount was the students‟ difficulty in differentiate among to be, verb regular and irregular, noun, adjective and adverb, so they still confused when they should use all of them in a sentence. Vocabularies that they knew are limited. The last question asked to the teacher what she did with those difficulties see appendix 1a no. 5. The teacher gave the students basic explanation about the usage of to be, verb regular and irregular, noun, adjective and adverb, and also explained about new vocabularies in a sentence. Besides interviewed the teacher, she also interviewed the students which conducted after they did the test. However, not all students interviewed; she only took ten 10 students for this research. The writer asked the students some questions about problem in learning simple past tense in writing recount text which consisted of seven 7 questions. The questions were divided into two categories. The first category talked about their knowledge and problem about the simple past tense see appendix 2a, no. 1-4. The second category talked about usage of simple past tense in writing recount text see appendix 2a, no. 5-7. From the students‟ interview, the writer found that the most of the students faced difficulty in determining and using past tense form and irregular verb. This difficulty made the students did an error where some of them tended to use simple past form for every verbs. Besides the simple past form, they also got difficulty in determining irregular verb, so they applied regular pattern; by adding –ed, instead of regular pattern. The errors occurred because they did not pay fully attention to the teacher‟s explanation and because they did not understand in teacher‟s explanation. It was also caused by the teacher never asked them to make a complete recount text paragraph.

2. The Result of Test

The writer found a lot of errors in using the simple past tense in students‟ recount writ ing, and then she made the classifying of the students‟ error on grammatical aspect. It has been mentioned in the previous chapter, the writer only focused on the types of grammatical errors according to Corder, error of omission, error of addition, error of selection, and errors of misordering. 57 57 S. P. Corder, Error An-alysis and Interlanguage, New York: Oxford University Pre- ss, 1982, p. 36.