THE SEMANTIC ROLES ANALYSIS IN RECOUNT TEXT (A Study of the Sixth Semester Students of English Education Department of IAIN Salatiga in the Academic Year of 20152016) A GRADUATING PAPER Submitted to the Board Examiners as a Partial Fulfillment of the Requ
THE SEMANTIC ROLES ANALYSIS IN RECOUNT
TEXT
(A Study of the Sixth Semester Students of English
Education Department of IAIN Salatiga in the Academic
Year of 2015/2016)
A GRADUATING PAPER
Submitted to the Board Examiners as a Partial Fulfillment of the
Requirements for the Degree of Sarjana Pendidikan (S.Pd)
English Education Department of Teaching Training and
Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By :
AANG HUNAIFY
113 12 016
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2016
Motto
“Man Jadda Wajada”
(Imam Al Ghozaly “Al Jaddu Al Hatsiis”)
DEDICATION
This graduating paper is dedicated to:
My God, Allah SWT who always beside me, listens to me, takes care of
me and gives me the best thing ever. My beloved parents, my mother (Sofiyah) and my father (AhmadZaenuri) who always pray, guide, motivate me to become a better person.
ACKNOWLEDGEMENT
Bismillaahirrahmaanirrahiim, In the name of Allah, the most gracious and merciful, the kings of universe and space. Thanks to Allah because the writer could complete this research as one of the requirements to finished study in English Education Department of IAIN Salatiga.
This research would not have been completed without support, guidance, and help from individual and institution. Therefore, the writer would like to express special thanks to: 1.
Dr. Rahmat Hariyadi, M.Pd as the Rector of IAIN Salatiga.
2. Suwardi, M.Pd., as the Dean of Teacher Training and Education Faculty.
3. Noor Malihah, Ph.D as the Head of English Education Department.
4. Faizal Risdianto, M.Hum as a counselor who has given the writer advice, suggestion, and recommendation for this graduating paper from beginning until the end. Thanks for your patience and care.
5. All lecturers in English Education Department of IAIN Salatiga. Thanks for all guidance, knowledge, support, and etc.
6. My beloved mother and father. Thanks for everything (support and praying) no one better than you.
7. My beloved sister (Neni Puji Astuty), my beloved brother (Imam Fauzi), my little niece (Neima Rara Ghanis Putri) and my big family who fill my life with love and affection.
8. Special thanks to my candidate wife who always stands beside me and takes the big part in supporting until finishing this research.
9. All of my friends
TBI ’12 and CECs’ committee, thanks for the cheerful and your togetherness.
10. Everybody who has helped me in finishing this research. Thanks for all supports, advice, suggestion and other helps that you all gives. The writer hopes that this research will useful for everyone. th,
Salatiga, July 20 2016 Aang Hunaify
NIM. 113 12 016
ABSTRACT
Aang Hunaify. 2016. THE SEMANTIC ROLES ANALYSIS IN RECOUNT
TEXT (A Study of the Sixth Semester Students of English EducationDepartment of IAIN Salatiga in Academic Year of 2015/2016) Counselor: Faizal Risdianto, S.S., M.Hum.
Keywords: semantic roles (agent, patient, instrument, time, location, recipient,
goal, source, path, benefactive, content, experiencer), recount text.
This study mainly to describe the semantic roles
in student’s recount text. The objectives of the study namely: 1)to know the profile of students of the sixth semester of IAIN Salatiga in academic years 2015/2016 on their mastery semantic roles in writing recount text, 2) To identify the most dominant use semantic roles in writing recount text students of sixth semester of IAIN Salatiga in academic years 2015/2016. The writer uses a descriptive qualitative method to classy and analyzes the semantic roles. The object of this study was 20 students’ recount text. To get the data used descriptive qualitative method. The findings of this research are following:
1. Agent in 156 data (33,92%), followed by location 123 data (26,73%), the time 59 data (12,83%), patient 50 data (10,83%), experiencer 43 data ( 9,35%), source 11 data (2,41%), instrument 9 data (1,96%), goal 5 data (1,09%), recipient 2 data (0,43%), benefactive 2 data (0,43%), path o data (0%) and the last content 0 data (0%). The data totals of semantic roles are 460 data.
2. Agent was the most dominant types of semantic roles of students’ recount text.
TABLE OF CONTENTS
TITLE ........................................................................................................... i
DECLARATION .......................................................................................... ii
ATTENTIVE COUNSELOR NOTES ....................................................... iii
PAGE OF CERTIFICATION .................................................................... iv
MOTTO ........................................................................................................ v
DEDICATION .............................................................................................. vi
ACKNOWLEDGMENT ............................................................................. vii
ABSTRACT .................................................................................................. ix
TABLE OF CONTENTS ............................................................................ x
CHAPTER I: INTRODUCTION A. Background of the Study ................................................. 1 B. Problem of the Study ....................................................... 3 C. Objectives of the study .................................................... 4 D. Benefits of the Study ....................................................... 4 E. Definition of the Key Terms ........................................... 5 F. Limitation of the Study ................................................... 6 G. Review of Rrevious Research………………………….. 6 H. Graduating Paper Outline ................................................ 7 CHAPTER II: THEORITICAL FRAMEWORK A. Semantic .......................................................................... 9 B. Semantic Roles ................................................................ 9 C. Writing ………………………………............................. 13 D. Recount Text ................................................................... 15 1. Definition of Recount Text ...................................... 15 2. Types of Recount Text ............................................. 16 3. Structute of Recount Text ........................................ 18 4. Language Feature of Recount Text .......................... 19
CHAPTER III: RESEARCH METHODOLOGY A. Research of Method ........................................................ 21 B. Procedure of the Study .................................................... 22 C. Object of the Study .......................................................... 23 D. Data source ...................................................................... 23 1. Primary ..................................................................... 24 2. Secondary ................................................................. 24 E. Method of Collecting Data .............................................. 25 F. Technique of Data Analysis ............................................ 25 CHAPTER IV: DATA ANALYSIS AND DISCUSSION A. Identification ................................................................... 27 B. Classifying ....................................................................... 49 C. Tabulating………………………………………………. 50 D. Describing………………………………………………. 50 CHAPTER V: CLOSURE A. Conclusion ....................................................................... 53 B. Suggestion ....................................................................... 53 REFERENCES APPENDICES
CHAPTER I INTRODUCTION A. Background of the Study Language is used to convey the information, message, thought,
opinion, and feeling. As Parker (1986:12) argues that what people have to do in communication is how they use language to communicate rather than the way of language is structured internally. However, language cannot be acquired spontaneously but it needs to be learned. English is one of the languages that people can learn it easily.
Nowadays, English as one of the international languages has become a very important thing in a communication. At the present day, we are entering the global information era where every nation in the world shares information to fulfill needs of knowledge. Regarding global information era, English is the essentially needed to be mastered by everyone because English is the first language that is considered important for the development of science, technology, art, culture and also a relationship with other countries. In English, there are four major skills in which need to be mastered, they are reading, writing, listening and speaking.
Writing as one of the important skills in study language. Writing and speaking are a productive skill. That means they involve producing language rather than receiving it, Spratt (2005:26). Thus, it is clear that writing is one of the important skills that students should master. However, in reality many students complained about difficulties in writing, includes writing recount text.
In this research, it will be observed about students’ ability in writing. There are some components that must be mastered by the students such as grammar, vocabulary, and punctuation. The writer found that students got difficulties in writing recount text because the sentence was not mastered well.
Nowadays, English teachers find out that most of the students still have poor writing skills. Realizing that language use is to communicate thoughts, ideas and feelings from a person to another, students should pay attention more on how it transforms the information and also in learning a foreign language as a second language. Students need to understand first the meaning of source of the language expression.
Semantics is the studies of language meaning.
“There are disciplines which are concerned with the systematic study of ‘meaning’ in itself: psychology, philosophy, and linguistics. Their particular interests and approaches are different, yet each borrows from and works with them, Kreidler (1998:2) ”. We wonder about the meaning of a new word. Sometimes we are not sure about the message we should get from something we read or hear, and we are concerned about getting our own messages across to others.
Instead of thinks of the word as “containers” of meaning, we can look at the “roles” they fulfill within the situation described by a sentence. If the situation is a simple event, as in the boy kicked the ball, then the verb describes an action (kick). The noun phrases in the sentence describe the roles of entities, such as people and things, involved in the action. We can identify a small number of semantic roles (also called “thematic roles”) Yule (2010:115).
Therefore the researcher look for and analysis the semantic roles in recount text. The research gave this research title as THE SEMANTIC
“ ROLES ANALYSIS IN RECOUNT TEXT (A Study of the Sixth Semester Students of English Education Department of IAIN Salatiga in the Academic Year of 2015/2016) ”.
B. Problem of the Study
Considering the background of study above, there is any problem but the researcher limit of the problem as follows:
1. What is the profile of students of the sixth semester of IAIN Salatiga in the academic year of 2015/2016 on their mastery semantic roles (agent, patient,
instrument, time, location, recipient, goal, source, path, benefactive, content, experiencer) in writing recount text?
2.
(agent, patient,
What is the most dominant use of semantic roles
instrument, time, location, recipient, goal, source, path, benefactive, content, experiencer) in writing recount text students of the sixth semester
of IAIN Salatiga in the academic year of 2015/2016 ?
C. Objectives of the Study
Given the research questions, the research paper is aimed at the following matters:
1. To know the profile of students of the sixth semester of IAIN Salatiga in the academic year of 2015/2016 on their mastery semantic roles (agent,
patient, instrument, time, location, recipient, goal, source, path, benefactive, content, experiencer) in writing recount text.
2.
(agent, patient,
To identify the most dominant use semantic roles
instrument, time, location, recipient, goal, source, path, benefactive, content, experiencer) in writing recount text students of the sixth semester .
of IAIN Salatiga in the academic year of 2015/2016 D.
Benefits of the Study
The writer expects that the result of the study gives benefit in case of: 1. Theoretically a.
Giving some contributions to enlarging the knowledge about semantic roles, which is hoped that after analyzing and reading this research the reader will be more understand the semantic roles.
b.
The result of the research is expected to be able to encourage the next researcher to conduct further research.
2. Practically a.
Students The result of this research can be used addition information of semantic roles and recount text. Furthermore, students are motivated to master semantic roles and recount text so they can improve their writing skills.
b.
For the english teacher The result of the study will be useful for addition information in teaching writing concerning semantic roles and recount text. The writer also hopes the teachers teach writing skills not only use grammatical roles but also semantic roles. The teacher can improve the capability through many ways to develop the new method of language learning to upgrade the knowledge about semantic roles and recount text.
E. Definition of the Key Terms 1.
Semantic Roles Semantic role is the actual role a participant plays in some real or imagined situation, apart from the linguistic encoding of those situations,
Yule (2010:115).
2. Recount Text
Recount is the simple text type in the genre, formally recounts is sequential text that does title more than sequence series of events, Knapp (2005:223).
F. Limitation of the Study
This research specifically concerns on the semantic roles (agent,
patient, instrument, time, location, recipient, goal, source, path, benefactive, content, experiencer) and their writing skills in recount text in
the Sixth Semester Students’ of English Education Department of IAIN
Salatiga in the academic year of 2015/2016. The writer wants to limit this research in the analysis of semantic roles in recount text.
G. Previous Researches Review
To prove the originality of this study, however in collecting the data and writing the data, the writer wants to present the other thesis as comparison.
The first by Farizka Humolungo in 2013, the student of State University of Gorontalo entitle ANAYSIS PASSIVE SENTENCES THOUGH SEMANTIC ROLES ANALYSIS. From his research, he found how is semantic roles used in analysis passive sentence and semantic roles are mostly appeared in passive sentences.
The second by Chandra Ayuningtyas in 2014, the student of Muhammadiyah University Surakarta entitle AN ANALYSIS OF SEMANTIC ROLES OF TITLE IN THE JAKARTA POST. From her research, she found there are twenty one patterns that are classified into three roles in the in the starting sentence (agent, theme, experience).
By considering those two previous researches, the researcher conducts research entitled “The Semantic Roles Analysis in Recount Text”.
The researcher is more specific than previous researches. The researcher deliberately specifies the semantic roles and recount text. So the reader can know the profile of student semantic roles in recount text and to identify the most dominant use semantic roles in recount text.
H. Graduating Paper Outline
This research is divided into five chapters. Each chapter explains different matters in line with the topic that is discussed.
Chapter I is an introduction, consists of the background of the study, problems of the study, objectives of the study, benefits of the study, definition of key terms, limitation of the study and paper outline.
Chapter II is a theoretical framework, consists of semantic, semantic roles, writing and recount text. Chapter III presents the research methodology. It consists of research method, the procedure of the study, object of the study, data source, method of collecting data, the technique of data analysis.
Chapter IV is data analysis and discussion. It is the analysis to answer the problem of the research. Chapter V is the conclusion. It is the conclusion of the research and suggestion that the writer makes from the findings that the writer has.
CHAPTER II THEORETICAL FRAMEWORK A. Semantic “Semantic is the study of meaning in language, Hurford (2007:1)”. According to Yule (2010:112),
“Semantic is the study of meaning words, phrases, and sentence in semantic analysis, there is always attempt to focus on what the words conventionally mean, rather than on what an individual speaker might want them to mean on a particular occasion
”. This approach is concerned with objective or general meaning and avoids trying to account for the subject or local meaning. Doing semantics is attempting to spell out what it well knows when we behave as if we share knowledge of the meaning of a word, a phrase, or a sentence in the language.
Discussing writing in the study of semantic, there are important points of study in semantics that is also important in writing. Those points are the main item in the study. The point is a semantic role.
B. Semantic Roles
“Semantic role is the actual role a participant plays in some real or imagined situation, apart from the linguistic encoding of those situations, Yule (2010:115)
”. “Semantic roles (also called ‘thematic relations or theta-roles) that the arguments bear to the predicate, Van Valin (2004:22) ”.
Type of semantic roles:
1. Agent Agents are typically animated and normally instigate the actions they perform and do so willfully and intentionally actions reflected by the verb. Example: The architect built a house.
The dog chased the rabbit.
2. Patient The patient is something or someone that is affected or undergoes a change as a result of the action or is possessed or acquired.
Example: The architect built a house.
The dog chased the rabbit.
3. Instrument Something that an agent uses in order carries out an action.
Example: Ms. Smith hit the nail with the hammer.
The woman washes the clothes with the soap.
4. Time The time when the action or state indicated by the verb takes place.
Example: The next lecture is on Friday.
I last visited Kathmandu six year of ago.
5. Location A place where an action happens, or where something in situated.
There are often different “types” of location (e.g. in a place – at a place – near a place - around a place, etc).
Example: The swordsmen battle outside the castle gate.
I enjoyed Paris last night.
6. Recipient Someone who comes into possession of something.
Example: The old man gave some food to the stray cat.
I threw the ball and Jasmine caught it.
7. Goal A place that an action moves towards, or is directed towards (i.e. a target or destination).
Example: The soldier aimed their rifles at the enemy.
We set out for the hills in a good humor.
8. Source A place that an action starts from; or, the origin of a perception or experience.
Example: Steven jumped out of the car.
They left the city at down.
9. Patch Declare a track, trajectory, or a track that is reflected by the verbal.
Example: The dog ran through the garden.
The baby crawled across the room.
10. Benefactive Someone who benefit from an action.
Example: Archibald bought his mother a bunch of flowers.
Sharon collected five hundred pounds for the famine relief fund.
11. Content Reflected from the display of verbal meaning.
Example: Jesse knows that Chris lied.
Mona asked, “You met Mary Ann at supermarket”.
12. Experiencer Someone who experiences some kind of perception (seeing, hearing, smelling) or mental experience (feeling, thinking, knowing, realising).
Example: I showed the book to Boris.
Terry heard the explosion.
C. Writing 1. Definition of Writing
Writing is one of four language skill should be mastered by every student. It is considerate as a difficult skill than others, according to Byrne (1997:1), writing is considered difficult in the mother tongue because of three factors; psychological, linguistic and cognitive because in writing skill people should pay attention to some aspects at the same time, such as content, text organization, purpose, vocabulary, appropriate diction, punctuation, and spelling.
Writing is kind of progressive activity. It means that when you start to write something then you start to think what you will say and write it down. And after finished your written, you read over the text that you have written and made some correcting and change if you found some mistake.
a) Types of Genre
There are fifteen types of genre text, Hartanto ( 2005:6) they are: (1)
Recount is a kind of genre used to retell events for the purpose of informing or entertaining.
(2) Narrative is a kind of genre used to amuse, to entertain and deal with actual or various experiences in different ways.
(3) News story is a factual text which informs reader’s events of the day which are considered newsworthy or important.
(4) Anecdote is a kind of genre used to share with others an account of an unusual or amusing incident.
(5) Spoof is a kind of genre used to retell an event with a humorous twist.
(6) Procedure is a kind of genre used to describe how something is accomplished through a sequence of actions or steps.
(7) Explanation is a kind of genre used to explain the process involved in the formation or working of natural or socio-cultural phenomena.
(8) Report is a kind of genre used to describe the way think are, with reference to arrange or natural, man-made and social phenomena in our environment.
(9) Analytical exposition is a kind of genre used to persuade the reader or listener to take action on some matter.
(10) Discussion is a kind of genre used to present (at least) two points of view about an issue.
(11) Description is a kind of genre used to describe a particular person, place or thing.
(12) Review is a kind of genre used to critique an art work or event for a public audience.
(13) Commentary is a kind of genre used to explain the processes in the information (evolution) of a social-cultural phenomenon, as though a natural phenomenon.
(14) Hortatory explosion is a kind of genre used to persuade the reader or listener that something should not be the case.
D. Recount Text 1. Definition of Recount Text
Recount is the simple text type in the genre, formally recounts is sequential text that does title more than sequence series of events, Knapp (2005:223).
“Every story, no matter how simple, needs an orientation. Indeed it is impossible to tell a story unless we see that there are characters set up in particular time and place, although much post-modern narrative plays with this conversational, Knapp (2005:223) ”.
According to Hyland (2009:5) quoted by Purniati (2014), recount is a text that tells about the past experience or event. According to Maulida (2013: Journal of English Language Teaching),
“Recount text is the kinds of text retell the event which happened to the participant in the past ”. Recount text begins by telling the reader who was involved, what happened, where this event took place and when it happened. The sequence of event is then described in some sort of order, for instance, a time order.
According to Priyana (2008:19), recount is a text has told us about a part of the experience. A recount text has an orientation, a series of events in chronological order, personal remarks on the events, and a reorientation that rounds of the sequence of events.
From the definition above, it can be concluded that a recount text is a written text, which is used to tell other people about their experience.
Allah decrees in holy Qur’an: َكْيَلَع ْصُصْقَن ْمَل ْنَم ْمُهْنِم َو َكْيَلَع اَنْصَصَق ْنَم ْمُهْنِم َكِلْبَق ْنِم الًُسُر اَنْلَس ْرَأ ْدَقَل َو “We have sent forth other apostles before you; of some, we have Already told you the story, of others We have told you nothing . . .”. (QS.Al.Mu’min: 78) From the verse above, we know that Allah told stories of prophets before he knows rightness with ration truths. From the verse, we can also conclude that we can tell personal experience through an article which can remind us past experience although glad or sorrowful. We can get good value to be better in the future by past experience.
2. Type of Recount Text
Sue Stubs (2009:8) describe that types of recount text are:
a) A factual recount
A factual recount is concerned with recalling events accurately. It can range from an every task such as a school accident report to a formal, structured research task such as a historical recount. The emphasis is on using language that is precise, factual and detailed so that the reader gains a complete picture of the event, experience or achievement. Extended description, emotive language and unnecessary details are out of narrative are used to give credibility to the information presented. b) Literary or imaginative recount
Literary recount entertains the reader by recreating the events of an imaginary world as though they are real “A day in my life as a family pet”. For example; emotive language, specific detail, and the first person narration are used to give the writing impact and appeal.
c) A procedural recount
A procedural recount in records the steps taken in completing a task or procedure. The use of technical terms, an accurate time sequence, and first person narration (I or we) give credibility to the information provided. Examples included a flow chart of the actions required for making bread, a storyboard of a videotaped script or advertisement, the steps taken to solve a mathematical problem.
d) A biographical recount
A biographical recount told the story of person’s life using a third person narrator (he, she, and they). In the case, of an autobiography, first person narrator (I, we) is used. It is usually factually accurate and records specific names, times, places, and events. A purely factual, informative biography, however, would lack the appeal provided by personal responses and memorable anecdotes. There is often an evaluation of subject’s achievement in the final section.
3. Generic Structure of Recount Text
Sue Stubs (2009:8) describe that a recount has three parts; there are orientation, events, and reorientation: a)
Orientation The orientation provides all the necessary background information to enable the audience to make sense of the test.
The ensure that the orientation is detailed and thorough, use the 5 x w formula (who, what, when, where, why). The writer or speaker to give information about what happened, who or what was involved. When and where the events occurred and why.
An awareness of audience and purpose will assist the author in selecting the amount of detail needed.
b) Events
Event should be selected carefully to add to the audience’s understanding of the topic. Student should be prepared to discard events and details that are unimportant or uninteresting.
c) Reorientation
This final section concluded the recount by summarizing outcomes or results, evaluation the topic’s importance or offering personal comment or opinion. It cal also look to the future by speculating about what might happen next.
4. Language Feature of Recount Text
Language feature of recount text explained by Sue Stubs (2009:8), there are as follows: a) Simple past tense is used in recount.
b) Subject-specific terms (larvae, topography) are used to record facts and events accurately. They also add authenticity and credibility to the tone of the writing.
c) Specific descriptive words (adjectives) help the audience visualize or imagine events.
d) A range of conjunction (because, although, while) is used to link clauses within sentences.
e) Time connectives (firstly, next, finally) are used to link separated events or paragraphs into a cohesive whole text.
f) Passive voice is used, particularly in factual recounts, to give objective to the text.
g) Adverbs (yesterday, outside) and adverbial phrases.
h) Specific participant (nouns and pronoun). i)
Pronouns are used to provide cohesion by tracking participants through the text j)
A range of sentence type (simple, compound and complex) is used to add variety and interest. k)
Personal comment may be woven into the text or added as a conclusion.
CHAPTER III RESEARCH METHODOLOGY This research method of study was described in six points, they were type
research of method, procedure of the study, object of the study, data source, method of data collecting, and technique of data analysis. The explanation of each point is discussed further in detail explanation.
A. Research of Method
The semantic roles analysis which is applied by the students in the writing recount text, the writer used descriptive qualitative research method. Moloeng (2002:3) state qualitative research method is defined as a research procedure which produces descriptive data in the form of words written or spoken of the person. In line with the statement, Moelong (2002:3) define that qualitative research method is a specific tradition in social science, which fundamentally relies on the observation of humans in its own region and relate to the person in a language and terminologies.
In this study, the writer used descriptive research approach. Arikunto (1990:310) argues that descriptive research was not purposed for examining some hypothesis, but only describes the reality about kinds of variable, sometimes the condition of the research also demanding about proving the hypothesis but it is usual. In another statement, Arikunto (2010:3) stated that describe research in the study intended to investigate the situation, condition, circumstances, events, and other activities, and other activities, and the result presented in the form of the research report.
B. Procedure of the Study
Isaac and Michael (1984:46) state that the purpose of descriptive research is to describe systematically the facts and characteristic of a given population or area interest, factually and accurately. Descriptive research is used in the literal sense of describing situation or events. Dealing with it, the writer defined the procedure of the study based on that theory. The procedure of descriptive research as follows:
1. To define the objectives in clear.
2. To design the approach.
3. To collect the data, 4.
To analyze the data, 5. To draw the conclusion, and 6. To report the result.
The writer conducted those steps as a guide in this study.
C. Object of the Study
The object of the study was semantic roles (agent, patient, instrument, time, location, recipient, goal, source, path, benefactive, content, experiencer) in recount text
. “Sample is defined as a part or a representative of the population that is investigated, Arikunto (2002: 109) ”.
He added that if the participants of the research are more than one hundred, the researcher could take sample 10-15 % of the population. Samples are 20 students of Sixth Semester of English Department Students of IAIN Salatiga. From these samples, hopefully, could give some data or information that supports the study. Semantic roles became the important part of the paragraph. Knowing in semantic roles could help in clearly understanding the paragraph.
D. Data Source
Data source in a subject where the data acquired, Arikunto (2010:172). In the line with the statement, Arikunto (2010:22) states that data source of the qualitative research is presented in the spoken or written that accurate by the researcher, and the things detail monitored in order to be able to catch the implicit meaning on the document or the thing. Data source should original, however, if the original source is difficult to get, photocopy or imitation is not be a problem, as long as the evidence can be acquired.
In order to analyze semantic roles found in the student’s recount text, the writer used the data sources both from primary and secondary data describe as follows: 1.
Primary
Regarding Arikunto (2010:22) “primary data source is data in the verbal from or word that spoken, gesture or attitude done by the trustworthy subject, in another word this is research subject related to researched variable”. In this research, the primary data source took from the student’s recount text from the sixth semester students of State Institute for Islamic Studies (IAIN) Salatiga in the academic year of 2015/2016.
2. Secondary
According to Arikunto (2010:22) “the secondary data source is data acquired from graphic (table, note, SMS, book, etc), photo, movies, video recorder, things, etc to enrich primary data”. The writer used several references to support the data. He took from several books related to analysis, semantic, recount text, constituent and construction to support the primary data.
E. Method of Collecting Data
In this study, the writer used documentation as the method of collecting data. Arikunto (2010 :274) defines “a documentation method is finding data that related by using book, transcript, newspaper, magazine, ancient inscription, notes of a meeting, agenda, etc. compared to another method this method is rather not difficult”. Documentation method is observed not living but inanimate object. The writer held the document by collecting the data source, they were the student’s recount text of the sixth semester students of State Institute for Islamic Studies (IAIN) Salatiga in the academic year of 2015/2016. There are 20 recount texts
F. Technique of Data Analysis The writer concerned on the semantic roles analysis in recount text.
Krippendorff, (2004:25) : 1.
Identification Identification was conducted to determine the semantic roles
(agent, patient, instrument, time, location, recipient, goal, source, path, benefactive, content, experiencer) used in the student’s recount text.
By these step, the writer could determine the semantic roles type which was applied by the students.
2. Classifying/Unitizing
Classifying performed to classify semantic roles (agent, patient,
instrument, time, location, recipient, goal, source, path, benefactive, content, experiencer) provided the student’s recount text. Moreover,
the writer could determine the most dominant use of semantic roles
(agent, patient, instrument, time, location, recipient, goal, source, path,
benefactive, content, experiencer) which were applied by students.
3. Tabulating Once the date was grouped, the writer created a table in the form of a diagram where it clarified the ration between the number of semantic roles (agent, patient, instrument, time, location, recipient, goal, source, path, benefactive, content, experiencer).
4. Describing After the third step, the writer conducted the last step, which is the description of the result of the data analysis. In this, the writer described the data presented. Considering the steps above, the writer drew the conclusion of the data analysis and the finally the writer reported the result of the study.
CHAPTER IV DATA ANALYSIS AND DISCUSSION This chapter is the main part of the whole graduating paper. The writer
wants to analyze and discuss the semantic roles analysis in recount text. The complete discussions will describe below:
A. Identification
Based on the 20 data of the student’s recount text of IAIN Salatiga, the writer presents, and analyzes those data to answer the problems of the statement in chapter I. Those are presented in table 4.1.
Table 4.1 Distribution of Student’s Recount TextNO NAME SENTENCE THE SEMANTIC ROLES
1 N Yesterday, I went to my Islamic boarding TIME T A L AGENT the school with my father. LOCATION Before we went to grave, we met to AGENT A L A LOCATION Islamic teacher. PATIENT P When we prayed in grave, our heartfelt AGENT A L LOCATION pleasant.
I could meet to my friends in Islamic AGENT A L LOCATION boarding school.
I felt very happy because I can visit in EXPERIENCER E
LOCATION Islamic teacher’s grave and I could meet L with my friends.
2 RD Last year of, my family and I went to TIME T A AGENT Yogyakarta. LOCATION L First, we made a visit to some beach at AGENT A LOCATION Yogya.
L We only take a walk in black sand in the AGENT A L T LOCATION morning. TIME Second, we went to Baron Beach and AGENT A L LOCATION there we take a lunch.
A I also played an ATV to around the beach. AGENT A P L PATIENT LOCATION last we went to Parangtritis Beach till take AGENT A L LOCATION the sunset. PATIENT P
3 JK This was my experience when I was AGENT A PATIENT spending my holiday last semester. TIME P T
I only stayed at home, because I did have A L A any event to be followed.
AGENT LOCATION After I woke up on sunday morning, I A T A turned up my laptop and watched the film. P P AGENT TIME PATIENT I watched the film for 2 hours. A P T AGENT PATIENT TIME Then I went to river to wash my dirty A L P clothes.
AGENT LOCATION PATIENT At 9 am, I did not have anything to do.
T A TIME AGENT So I decided to visit
Salatiga’s Public A S Library to brows something interesting.
AGENT SOURCE I rode my bike.
A P AGENT PATIENT In library, I opened my laptop and T A P the connected hotspot that was provided P by library.
LOCATION AGENT PATIENT I spent my time until noon.
A P T AGENT PATIENT TIME Then I went home.
A L AGENT LOCATION
4. M On monday, my family and I went to Elo TIME T A L AGENT River in purpose to have a vocation. LOCATION This planning had been well-prepared at TIME the previous days.
T It came formerly from AGENT my family’s idea to A have a break from crowded days on working days. Firstly the reason why we choose Elo AGENT A P PATIENT River because it was well-known with rafting.
Many people were interested in rafting in AGENT A LOCATION Elo River.
L My family and I decided to have a AGENT A SOURCE spared time in this location.
S And in brief, we were amazed and EXPERIENCER E interested all single things inside of it.
We did rafting while enjoying a screamed AGENT A when the boats were stocked among river stares.
5. S When I was graduated from senior high AGENT A L LOCATION school.
I decided to continue my study at AGENT A S SOURCE University. LOCATION L I tried to apply in many universities. AGENT A L LOCATION First, I applied at Yogyakarta. AGENT A L LOCATION I join SNMPTN. AGENT A P PATIENT I followed the test step by step. AGENT A I spent 3 days in Yogyakarta. AGENT A T L TIME LOCATION When the result was announced, I could AGENT A PATIENT not get my name on the list.
P I felt so shock because I realized that I EXPERIENCER E E E failed in the test.
After that, I AGENT decided to didn’t continue to A SOURCE study.
S
In the other hand, my brother asked to AGENT A LOCATION applied in another university.
L So I applied in Semarang. AGENT A L LOCATION Unlucky, I failed again. AGENT A Finally, I applied in STAIN Salatiga and AGENT A L LOCATION accepted in STAIN Salatiga.
L
6 WFS Yesterday, I visited Yogyakarta. TIME T A L AGENT LOCATION There are so many places that amazed me EXPERIENCER E LOCATION in Yogyakarta.
P I went to Taman Sari and Malioboro. AGENT A L LOCATION Me and my family very happy visiting EXPERIENCER E LOCATION Yogyakarta.