AN ANALYSIS ON THE ABILITY OF USING CAPITALIZATION AND PUNCTUATION IN PARAGRAPH WRITING OF THE GRADE EIGHT STUDENTS AT MTS ASHRI JEMBER IN THE 2010/2011 ACADEMIC YEAR

AN ANALYSIS ON THE ABILITY OF USING
CAPITALIZATION AND PUNCTUATION IN PARAGRAPH
WRITING OF THE GRADE EIGHT STUDENTS AT MTS
ASHRI JEMBER IN THE 2010/2011 ACADEMIC YEAR

THESIS

By:
ANGGRAINI NOVIANTI
NIM 060210401160

ENGLISH EDUCATION PROGRAM
LANGUAGE AND ARTS DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
JEMBER UNIVERSITY
2011

 
This thesis is honorably dedicated to:
1. My beloved parents, Ida Sri Hartiah and Agus Purwanto.
2. My almamater, English Education 2006

ii



  XAMINATION COMMITTEE
The thesis entitled An Analysis on the Ability of Using Capitalization and
Punctuation in Paragraph Writing of the Grade Eight Students at MTs Ashri Jember
in the 2010/2011 Academic Year is approved and accepted by the Faculty of
Teacher Training and Education, Jember University on:
Day,date
: Monday, October 24th 2011 08th 2011
Place
: The Faculty of Teacher Training and Education, Jember University
The Committee:
The Chairperson,

The Secretary,

Drs. Bambang Suharjito, M.Ed.
NIP. 196110231989021001

Drs. Sudarsono, M.Pd.
NIP 131993442

Members 1

Member II

Dr. Budi Setyono, M.A.
NIP19630717 199002 1 001

Dra. Zakiyah Tasnim, M.A
NIP 19620110 198702 2 001

The Dean
Faculty of Teacher Training and Education
Jember University

Drs. Imam Muchtar, S.H., M.Hum.
NIP 19540712 198003 1 005

iv

TABLE OF CONTENT
Page
TITLE PAGE ............................................................................................... i
DEDICATION..............................................................................................ii
CONSULTANTS APPROVAL .................................................................iii
EXAMINERS APPROVAL.......................................................................iv
ACKNOWLEDGEMENT...........................................................................v
TABLE OF CONTENT...............................................................................vi
THE LIST OF TABLES..............................................................................ix
THE LIST OF APPENDICES ....................................................................x
SUMMARY ..................................................................................................xi
CHAPTER 1. BACKGROUND 
1.1 Background of the Research 
1.2 Research Problems 
1.3 The Objectives of Research 
1.4 Operational Definition of Terms 

  

Ability in Using

Capitalization and Punctuation .................................4
2. Capitalization ............................................................4
3. Punctuation ...............................................................5
4. Paragraph Writing.....................................................5
1.5 The Significance of the Research.....................................5
1. The Students ..............................................................5
2. The English Teacher ..................................................5



4.2 The Result of Interviews###################################################$%
4.3 The Result of Test #############################################################$&
4.4 The Data Analysis #############################################################$'
4.5 Discussion ##########################################################################%(
CHAPTER 5. CONCLUSION AND SUGGESTION ###############################()
5.1 Conclusion #########################################################################()
5.2 Suggestion ##########################################################################(*

) +,- ./01"2, +-34,-5 ##################################################(*
* +,- 6789-/72 ################################################################(*
$ +,- :7,-5 Researchers ...............................................52
REFERENCES
APPENDICES

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15 students or 23.08%, poor was gained by 11 students or 16.92%, and there was no
one in the failed category. The students ability in using punctuation paragraph
writing in the category of excellent was gained by 6 students or 9.23%, good was
gained by 6 students or 9.23%, fair was gained by 14 students or 21.54%, poor was
gained by 27 students or 41.54%, and failed was gained by 12 students or 18.46%.
Therefore, it is recommended to give more exercises about the use capitalization and
punctuation. By having more excercise about the use of capitalization and
punctuation, the students may have more time to improve their ability in using
capitalization and punctuation. The teacher also suggested to give feedback to the
students writing dealing with capitalization and punctuation, so the students will not
make the same mistakes in writing English next time.

xii

2

necessary for good writing. So, it is not easy for the students to write well in English
since English is a foreign language. It is not common for them to communicate using
it in their everyday life.
In teaching writing, the teacher should create conducive situation because
writing is an active skill which involves the transformation of both language and
thinking process. Students have to think of anything to make good writing. The
aspects of writing that must be considered when students write are content,
organization, vocabulary, language use, and mechanics. Heaton (1991:135) notes that
writing process includes five components, namely:
a. Language use
b. Mechanical skills

c. Treatment of the content

d. Stylistic skills
e. Judgments skills

: the ability to write correct and appropriate
sentences;
:the ability to use correctly those
conventions peculiar to the written languagee.g. punctuation, spelling;
:the ability to think creatively and develop
thought,
excluding
all
irrelevant
information;
:the ability to manipulate sentences and
paragraphs, and use language effectively;
:the ability to write in an appropriate manner
for a particular purpose with a particular
audience in mind, together with an ability to
select, organize and order relevant information.

All writing begins with ideas that relate to one another. Given the arrangement
of words into phrases, clauses, and sentences, writing should obey the grammatical,
capitalization and punctuation rules to form a series of sentences that will give the
ideas (McCaskill 1998: 1). It means capitalization and punctuation cannot be
neglected in writing. According to Fairbairn and Winch (1996:543) the reader s
comprehension in written texts may be depending on the writers ability in using
punctuation marks. In other words, if punctuation marks in the texts are not properly
used, the readers may have difficulties to understand the text. From the explanation
above, we can realize that capitalization and punctuation is very important in writing.

4

1. How is the ability in using capitalization in paragraph writing of the grade eight
students at MTs Ashri Jember in the 2010/2011 academic year?
2. How is the ability in using punctuation in paragraph writing of the grade eight
students at MTs Ashri Jember in the 2010/2011 academic year?
1.3 qrs tuvswxyzs{ |} ~s{s€wr
Based on the background and the problems of the research, the research
objectives were formulated as follows:
1. To describe the ability in using capitalization in paragraph writing of the
grade eight students at MTs Ashri Jember in the 2010/2011 academic year
2. To describe the ability in using punctuation in paragraph writing of the grade
eight students at MTs Ashri Jember in the 2010/2011 academic year
1.4 ts€xy|‚ƒ Ds}y‚yxy|‚ |} qs€„{
To avoid misunderstanding between researcher and the readers, the following
term were defined operationally.
1. The Students Ability in Using Capitalization and Punctuation
The students ability in using capitalization and punctuation refers to writing
activities of the students to carry out their ability in applying capitalization and
punctuation in paragraph writing. Their ability in paragraph writing was measured by
using the writing test.

2. Capitalization
Capitalization is the first letter of a word which uses the capital letter. In this
research, the capitalization covers some of its functions, they are: the first letter in
the sentence, the first person singular subject pronoun I , the first letter after speech
marks, proper noun covering the names of the person, names of the days of the week
and months, and the names of particular places.

6

classroom action research to improve the students ability in using capitalization
and punctuation in paragraph writing by giving written feedback. Besides, an
experimental study to know the effect of using capitalization and punctuation
in paragraph writing by giving written feedback can be as another example.
1.6 …†‡ ˆ‰Š‰‹Œ‹‰Ž  ‹†‡ ‡‘‡Œ’“†
The try out in this research could not be held because of some reasons. First, it
was due the time conflict with the national examination. Second, it was a little bit
difficult to determine the similar characteristics of the respondents of the try out with
the population.

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This research will focus on some punctuations, they are: period (.),comma
(,),quotation mark (

. ), and apostrophe ( ) because those punctuation commonly

used in the students English text book for grade eight at junior high school.

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The two main uses of the quotation mark are
1) To set off the exact words of speaker or writer
The examples:

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 ‘…xv{x zv’x v y€‰xwƒ said Deli clerk
 Fred told Martha, I ve just signed up for a Dale Carnegie course.
6) For certain everyday material
The examples:
 Dates : my best friend got married on April 29, 2005.
 Addresses: Lola s sister lives at Greenway Village, 342 Red Oak
Drive, Los Angeles, California 90057
 Opening and closing of letters:
Dear Vanessa,
Sincerely,
g. Colon (:)
1) Introducing a list
The example:


My little brother has three hobbies: playing video games, racing his
Hot Wheels cars all over the floor, and driving me crazy.

2) Introducing an explanation
The example:
 There are two ways to do this job: the easy ways and the right way
h. Semicolon (;)
1) Joining two complete thoughts that are not already connected by a joining
word such as and, but, for, or so.

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he shouted angrily.

Take it easy, my friend whispered

2) In addition, quotation marks are used to give more attention to a certain word
of term. They can also be used to show that a word in a certain context has a
particular meaning, meaning that is different from the common one. (The
single-quotation mark pair is more common.)
The examples:


We saw several chicks in front of Dina s house.



Only wise and experience managers will make decision in a hurry.

f. Semi colon (;)
1) This bridge sentences which convey closely connected messages.

The examples:


The children are not tired; they are in fact bored.



I admired Metallica very much; I like all of their song.

2) The semicolon can replace a comma if the comma is already used in a list
of items.
The examples:
 Swans can fly, swim and dive; ducks can also swim and dive though
they cannot fly as swans do; but chickens are good at none of these
there skills
g. Colon (:)
We use this punctuation to introduce a long list or series of thinks.
The example:
 The prefix in-meaning not, can be found in the following; inexpensive
and intolerable.

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 ø éÛäç Û ßÝááä Ûäì òÛó åáæíð


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 úÙÚ íäáéß Ûâáôç Ùêß ÝæáâÞÚÜßð
âð ûôáçÛçêáä üÛæí òððð

)

We use quotation mark to write down the actual words spoken by

somebody.

The example:
My mother said, Can you tell me your problem .

c. Apostrophe ( )
1) The Apostrophe is used to mark possession. In this case, it is usually
immediately followed by the letter s .
The examples:
 Susi s book
 My father s car

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28

3.2 Area Determination Method
YZ[\ ]^\^_]`Z a_\ `bcde`f^d gh e\[ci je]jb\[k^ l^fZbd fb d^f^]l[c^ fZ^ _]^_

A``b]d[ci

fb

M` M[mm_c (1992: 76),

je]jb\[k^ [\

.

^ljmbh^d gh fZ^ ]^\^_]`Z^] fb

.

d^`[d^ fZ^ ]^\^_]`Z _]^_ g^`_e\^ bn _ `^]f_[c je]jb\^ YZ[\ ]^\^_]`Z a_\ `bcde`f^d _f

MY\ A\Z][ J^lg^]

. F[]\f,

g^`_e\^ bn \bl^ ]^_\bc\

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f^_`Z^] _f

_cd fZ^

[f a_\ g^c^n[`[_m nb] fZ^ \fed^cf\

g^`_e\^ fZ[\

[cnb]l_f[bc d^_m[ci a[fZ fZ^ \fed^cf\ _g[m[fh [c e\[ci

]^\^_]`Z

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Ecim[\Z f^_`Z^] bn fZ^ \`Zbbm Z_d i[k^c fZ^ ]^\^_]`Z^] j^]l[\\[bc

fb `bcde`f _ ]^\^_]`Zs YZ^]^nb]^
\`Zbbm

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.

3.3 Research Respondent Determination Method
YZ^ ]^\jbcd^cf\ bn fZ[\ ]^\^_]`Z a^]^ f_r^c n]bl fZ^ i]_d^ ^[iZf bn

J^lg^].

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.

65

,

\fed^cf\

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pb fZ[\ ]^\^_]`Z e\^d jbjem_f[bc

a_\ m^\\ fZ_c

100, fZe\ _mm bn fZ^ \fed^cf\

(A][recfb 2006: 134).

3.4 Data Collection Method
.

YZ^]^ a^]^ fab r[cd\ bn d_f_ [c fZ[\ ]^\^_]`Zq j][l_]h _cd \ejjb]f[ci d_f_ YZ^
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[cf^]k[^a _cd db`el^cf_f[bcs YZ^ d_f_ `bmm^`f[bc l^fZbd e\^d [c fZ[\ ]^\^_]`Z a_\
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1 W][f[ci Y^\f
A
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_cd f_m^cf bn [cd[k[de_m\ b] i]bej\

(A][recfbq 2006:

30

vw xyz w{|}x ~zxxz| vw xyz }zxz€z

(7),

‚z|}v }{…†~| |z}‚v‡zx ‚|vv†

xyz w{|}x ~zxxz| wxz| }‚zz€y ƒ|„}

(0),

xyz w{|}x

I (5), and proper noun (0). The punctuation

mark was divided into period (7), quotation mark (0) , comma (1), and apostrophe
(3). The fourth paragraph consist of the first letter of the sentence (10), the first letter
after speech marks (2), the first person singular respondent pronoun I (1), and
proper noun (4). The punctuation mark was divided into period (12), quotation mark
(2) , comma (10), and apostrophe (4). The total number of the test was 100 items that
consisted of 44 items for capitalization and 56 items for punctuation. Each element is
scored 1. Thus, the total score of the whole test items was 44 for capitalization and
56 for punctuation. The time given for doing the test was 80 minutes.
The try out in this research could not be held because of some reasons. First, it
was due the time conflict with the national examination. Second, it was a little bit
difficult to determine the similar characteristics of the respondents of the try out with
the population. However, the coefficient reliability of the test in this research was
measured by using the

ˆ‰Š‹ŒŽŠ ‘’’“”“•

technique. It used to know the coefficient

reliability by analyzing the result of the test with the following procedures:
1. Calculating the students scores of odd items.
2. Calculating the students scores of even items.
3. Giving sign (X) for the odd items and (Y) for the even items.
4. Analyzing the correlation between X and Y by using

‰–‘’—˜Œ ™‘™“•Œ

formula:

r xy =

(
(

) (

)

(

)(

)
) (

)

Notes:
rxy
xy
x
y

N

= Reliability coefficient for half of the test items
= The total number of odd items x even number
= The total number of odd test items
= The total number of even test items
= the number of respondent

32

difficult. The items categorized as difficult and easy were not revised. (Heaton 1991:
179) states that the difficult items may be necessary in order to motivate the good
students and easy items will encourage and motivate the poor students. In any case, a
few easy test items can provide a lead in for students - a device which may be
necessary if the test is at all new or unfamiliar to the students.

2 Interview
In this research, interview was conducted with the grade eight English teacher
to gain the supporting data about teaching capitalization and punctuation in paragraph
writing.
There are three kinds of interview, Mc Millan (1992: 132) classified interview
into three categories. They are: 1) structured interview, 2) semi- structured interview
and 3) unstructured interview.
This research used structured interview in which some relevant questions
relevant to the data needed were prepared.

3 Documentation
Besides test and interview, documentation was also used in this study. The
documentation was used to get data about the names of the respondents and the
school facilities at MTs Ashri Jember in the 2010/2011 academic year.

3.5 Data Analysis Method
Data analysis method is a way to analyze the collected data. After getting the
primary data from administering the test, the next step in this research was analyzing
the data. In this research the primary data were analyzed quantitatively by using
percentage. Here is the formula used
E=

n
N

x 100%

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AN ANALYSIS ON THE ABILITY OF USING CAPITALIZATION AND PUNCTUATION IN PARAGRAPH WRITING OF THE GRADE EIGHT STUDENTS AT MTS ASHRI JEMBER IN THE 2010/2011 ACADEMIC YEAR

0 3 13

AN ANALYSIS ON THE ABILITY OF USING CAPITALIZATION AND PUNCTUATION IN PARAGRAPH WRITING OF THE GRADE EIGHT STUDENTS AT MTS ASHRI JEMBER IN THE 2010/2011 ACADEMIC YEAR

2 9 56

AN ANALYSIS ON THE ABILITY OF USING CAPITALIZATION AND PUNCTUATION IN PARAGRAPH WRITING OF THE GRADE EIGHT STUDENTS AT MTS ASHRI JEMBER IN THE 2010/2011 ACADEMIC YEAR

0 8 13

AN ANALYSIS ON THE ABILITY OF USING CAPITALIZATION AND PUNCTUATION IN PARAGRAPH WRITING OF THE GRADE EIGHT STUDENTS AT MTS ASHRI JEMBER IN THE 2010/2011 ACADEMIC YEAR

0 6 13

A DESCRIPTIVE STUDY OF THE EIGHT GRADE STUDENTS’ ABILITY IN WRITING A DESCRIPTIVE PARAGRAPH BY USING INDIVIDUAL PICTURES AT SMPN 3 KENCONG, JEMBER IN THE 2010/2011 ACADEMIC YEAR PICTURES AT SMPN 3 KENCONG, JEMBER IN THE 2010/2011 ACADEMIC YEAR PICTURES AT

0 5 14

A DESCRIPTIVE STUDY ON THE STUDENTS' ABILITY TO USE PUNCTUATION IN DESCRIPTIVE PARAGRAPH WRITING AT THE FIRST YEAR OF SMK TRUNOJOYO IN THE 2004/2005 ACADEMIC YEAR

0 3 133

Dokumen baru

PENGARUH PENERAPAN MODEL DISKUSI TERHADAP KEMAMPUAN TES LISAN SISWA PADA MATA PELAJARAN ALQUR’AN HADIS DI MADRASAH TSANAWIYAH NEGERI TUNGGANGRI KALIDAWIR TULUNGAGUNG Institutional Repository of IAIN Tulungagung

110 3487 16

PENGARUH PENERAPAN MODEL DISKUSI TERHADAP KEMAMPUAN TES LISAN SISWA PADA MATA PELAJARAN ALQUR’AN HADIS DI MADRASAH TSANAWIYAH NEGERI TUNGGANGRI KALIDAWIR TULUNGAGUNG Institutional Repository of IAIN Tulungagung

39 891 43

PENGARUH PENERAPAN MODEL DISKUSI TERHADAP KEMAMPUAN TES LISAN SISWA PADA MATA PELAJARAN ALQUR’AN HADIS DI MADRASAH TSANAWIYAH NEGERI TUNGGANGRI KALIDAWIR TULUNGAGUNG Institutional Repository of IAIN Tulungagung

39 803 23

PENGARUH PENERAPAN MODEL DISKUSI TERHADAP KEMAMPUAN TES LISAN SISWA PADA MATA PELAJARAN ALQUR’AN HADIS DI MADRASAH TSANAWIYAH NEGERI TUNGGANGRI KALIDAWIR TULUNGAGUNG Institutional Repository of IAIN Tulungagung

18 525 24

PENGARUH PENERAPAN MODEL DISKUSI TERHADAP KEMAMPUAN TES LISAN SISWA PADA MATA PELAJARAN ALQUR’AN HADIS DI MADRASAH TSANAWIYAH NEGERI TUNGGANGRI KALIDAWIR TULUNGAGUNG Institutional Repository of IAIN Tulungagung

26 676 23

KREATIVITAS GURU DALAM MENGGUNAKAN SUMBER BELAJAR UNTUK MENINGKATKAN KUALITAS PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SMPN 2 NGANTRU TULUNGAGUNG Institutional Repository of IAIN Tulungagung

57 1173 14

KREATIVITAS GURU DALAM MENGGUNAKAN SUMBER BELAJAR UNTUK MENINGKATKAN KUALITAS PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SMPN 2 NGANTRU TULUNGAGUNG Institutional Repository of IAIN Tulungagung

60 1066 50

KREATIVITAS GURU DALAM MENGGUNAKAN SUMBER BELAJAR UNTUK MENINGKATKAN KUALITAS PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SMPN 2 NGANTRU TULUNGAGUNG Institutional Repository of IAIN Tulungagung

19 669 17

KREATIVITAS GURU DALAM MENGGUNAKAN SUMBER BELAJAR UNTUK MENINGKATKAN KUALITAS PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SMPN 2 NGANTRU TULUNGAGUNG Institutional Repository of IAIN Tulungagung

28 946 30

KREATIVITAS GURU DALAM MENGGUNAKAN SUMBER BELAJAR UNTUK MENINGKATKAN KUALITAS PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SMPN 2 NGANTRU TULUNGAGUNG Institutional Repository of IAIN Tulungagung

39 1162 23