contoh proposal FKIP BAHASA INGGRIS

CHAPTER I

INTRODUCTION

1.1  Problem Background

Referring to the content based curriculum ( standarisi ), the objective of english subject of senoir high school students must be able to develop communication competence in written and spoken skills to reach informational level.There are fourth skills in english as foreign language there are listening, speaking, reading and writing. Writing as one of four skill has always been as a part of the syllabus in teaching english. One of the goal of teaching writing is the student can be write appropiately and effectively in many kinds of genre, such as descriptive text, procedure, narrative, recount, etc. Thinking about writing, there are three principal ways of teaching writing : focus on form, the writer and the reader.

Tribble as cited in supatmi (2009:1) states that writing is a language skill which is difficult to acquire. The process of writing is usually more complex than the process speaking. In writing, the writers have to focus on the purpose of their writing (among others consideration) because that will effect what language they choose and how they used it.

Knowing the content based curriculum , the students are expexted to describe something, someone and place or its called descriptive text students must be able to creating good sentence. in write descriptive text students must know such as subject, verb,object, pronoun,determiner, adjective, and so on. Those are some of requirements to make correct sentences or grammatically correct, in line with the sentence before, pronoun is one of the basic things that they must understand and use it in writing descriptive text.

Many definitions about descriptive can be found in separated books one of which is that of being defined by Smalley and Rueten (1985) : a paragraph that explains something from where the objects being describe are located which is called spatial organization. In short, descriptive paragraph you must take the location of the objects being describe very clear. In accordance with this definition, a descriptive paragraph can be scalled based on the three sense : visual, auditory and smell or called mood.

In learning, the writer believe that pronoun is very important in writing English, especially in writing descriptive text because by mastery pronoun, the english student will be able to combine some words or phrases into a sentences, or some sentences in to a good paragraph.but the fact there are many students whocan not speak english properly, sometime there are confuse to arrange the grammatical sentences.The mistakes, errors, and confuse that the students make are natural in process of language learning, but still need treatment so that they can minimized. In order to determine the most appropriate treatment in the next teaching program, it seem good to suggest the teacher do an analysis. To make a sentence, the students have a problem in make a good sentence. One of problem is difficulty in arranging descriptive text using good pronoun become a good sentence.

Pronoun is one of function word which makes the sentence grammatically correct especially in writing descriptive text, to describe about someone, something or place we need to know about pronoun well. Especially in  SMPN 5 METRO the students has already thought the students in the second semester at grade seventh to make their learning process run fluently but there were some students did not understand about pronoun well.

Besided that, from year to year the national examination always give the problem related with pronoun for example :its nice…its refers to… .In this context it can refers to the meaning, object or subject in the question.

Considering the explanation above, this situation makes researcher interest to analyze the use pronoun in writing descriptive text.The research that will be conducted in SMP NEGERI 5 METRO.Furthermore, it relates to kinds of pronoun such as : subject pronoun,possessivepronoun and reflexive pronoun. Based on the explanation above, the writer consider to have a title for the research :

 “AN ANALYSIS OF STUDENT’S ERROR OF USING PRONOUN IN WRITING DESCRIPTIVE TEXT OF THE SEVENTH GRADE OF SMPN 5 METRO IN ACADEMIC YEAR  2013/2014”.

1.2        Research Focus

To avoid misperception about the problem, the reasercher limits and only will be focus on analysis of the students error of using pronoun in writing descriptive text at seventh grade of SMP NEGERI 5 METRO.Based on the problem background that has been explained, the researcher focuses on the problem of the research, they are :

1)      The students have difficulties in using pronoun in writing descriptive text

2)      There are some factors which cause the students’ error in using pronoun in students’ writing descriptive text

1.3        Problem Formulation

Based on the background explained previously, there are problems formulated as follows:

1.3.1        What are the difficulties that faced by the students in using pronoun in the students writing descriptive text?

1.3.2        What arethe factors which cause the students error in using pronoun in writing descriptive text.

1.4        Research objective

After the problem formulation above, the objective of this research are drawn as follows :

1.5.1        To know the difficulties that faced by the students in using pronoun in their writing descriptive text

1.5.2        To know thefactors which cause the students error in usingpronoun in writing descriptive text.

1.5         Research Benefit

Based on the research objective above, the researcher can show the research benefit such as:

1.5.1        For students

To give an additional knowledge for the students to increase their skill obout pronounin making writing text, to motivate the students to learn more about pronoun and they will know their mistake also be able to make correction when they use pronoun in the writen or spoken activity.

1.5.2        For english teacher

Teacher will know the students problem especially of using pronoun in the writingdescriptive text and teacher can increase the students undrerstanding about pronoun in the learning activity. This research give inspiration for the teacher to find out the technique or media to teach this material.

1.5.3        For other Researcher

Based on the explanation above the data will help other researcher to get the reference and solve the problem especially of using pronoun in each skill such as listening, reading, speaking, writing with other media or method.

CHAPTER II

THEORETICAL FRAMEWORK

2.1        Previous Research Overview

Based on literature that be done by researcher in some libraries, many thesis that observed about pronoun and writing descriptive text, and here the researcher takes 3 previous research overview, there are :

The first is Analysis of student’s error in using pronoun in their writing ability instructional of the  first grade of SMK MA’ARIF 1 METRO in 2011/2012 byYulianingsih. The researcher analyze error in using pronoun in their writing ability. The objectives of the research are to find out whether the students make error in using pronoun, kind of error, when and where make error in using pronoun in their writing. The conclusion of this research is the students make some error in using pronoun especially at possesiveadjectiveand object pronoun. The weakness of this research is the way to take data such as the observation, because the objective does not want to see the process of students in the class. The strength of this research is in the research objective the researcher deeply wants to know the cause of error.

The second previous research is “An analysis of students error in using pronoun in simple sentence at eleventh grade of SMA KARTIKATAMA METRO ODD SEMESTER 2013/2014 by RizkyErischa”. The researcher analyze error in using pronoun in simple sentence. The objective of this researh are to know the types of the students error in using pronoun in simple sentence, the most occurrence errors by done by the students in using pronoun in simple sentence and the factors of students error in using pronoun in simple sentence. The researcher analyze the data with marking, noting, classifying, and analyzing the data. The result of the research, first the types of the students error in using pronoun simple sentence are happened at some of possesive pronoun. Second, the total is 79 errors (23%) for possesive pronoun. Third, the kinds of factor error come from internal and external factor. The weakness of this research is the researcher only chooses surface strategy taxonomy to analyze data. The strength of this research is the researcher analyze the data with many ways.

The third previous research is “The correlation between students ability in using personal pronouns and their ability in writing simple present tense sentence at the eight grade of SMPN 7 METRO in academic year 2010/2011” by Purwati. The focus of this research are students have some difficulties in using personal pronouns, the students ability to make a good simple present tense sentences, students personal pronoun mastery, student get difficulty in making a good simple present sentences. The weakness of this research the first is Y variabel is to simple because simple sentence is not always in simple present tense.

To sum up, from the previous research there are some differences between previous research and this research. First, this research will analyze students error pronoun in writing descriptive text. Second, the way to take data will be different with the previous research and the last the form of writing is not only focuses on writing ability because the analysis focus in this proposal is using pronoun.

2.2        Theoretical Review

Theoretical review here will explain about the concept of error, the concept of analysis, the concept of pronoun, the concept of writing, the concept of descriptive text and procedure in error analysis.

2.2.1        The Concept of Error

Error occurs in human life. In part of learning, people cannot learn without make some error, but sometimes we make a mistake lexically. Hornby (1984: 200) states that error means something done wrong and mistake. The term of error and mistake are commonly used interchangable, but actually bith are different. It means that error happen at everyone and both error and mistake are different things.

In line with Hornby (1982:150) calssify the students error into four categories, which are commonly used for the descriptive classification of error. They are error types based on linguistics category taxonomy, surface strategy taxonomy, comparative taxonomy and communicative effect taxonomy. That categories has different part in analysis, in this research the researcher will use communcative effect.

Brown (1980:173) states that error is a noticeable deviation from adult grammar of native speaker, felecting the inter language competence of the learner. The mistake refers to a performance factor such as : memory limitation, spelling fatigue, emotional stain, shortly, the differences between error and mistake is that error is ungrammatical utterance which refers to the language. Competence while a mistake is imperfectness of utterances which refers to the language performance.

In line with Brown, corder (1981:45) states that there are two kinds of errors those are systematic and non-systematic errors. The systematics error happen in the condition learner make it without realizing. Non-systematic error means it happen when they have known the rule in making sentence but because certain condition of the learners such as miss writing, fatigue, so it cause them make mistake.

Dullay (1982:146) error inevutable part of learning and people cannot leran language without systematically made error. This idea means that error might be happen in learning language especially in learning english as foreign language student sometimes can not avoid making an error.

From the previous explanation, the researcher get the point about the difference error and mistake. Error and mistake are different things. Error is ungrammatical utterance which refers to the language. Competence while a mistake is imperfectness of utterances which refers to the language performance.

2.2.2        The Concept of Analysis

Analysis is the process of breaking a complex topic or substance into smaller parts to gain a better understanding of it. The technique has been applied in the study of mathematic and logicsince before ,Aristotle (384-322 B.C.)

Analysis is the most established and esteemed forum in which to publish short discussions of topics in philosophy. Analysis maintains a distinctive, concise style and converse a wide range of topic including. Philosophical logic and political philosophy (Miles,2009). Based on the researcher, analysis is doing research about problem happen in an area, so that there are the explanation deepest and the conclusion from that problem.

A concept analysis is a process of examinating written and unwritten sources of information on a concept to clarify its uses and meaning. Several nurse scholars have written and described the process in relation to building theory (McEwen et, al, 2001, 1). The process is usually done in early theory building effort or when the literature on the concept in unclear. A concept analysis, as used in this course assignment, is a rigorous process where by  a concept is examined using published written sources. The students conducting the analysis chooses a concept of interest to her/him and progresses through a number of steps in analyzing and sinthesizing the literature to arrive at a complete picture of what the concept looks like : its causes, characteristic, and consequences. 

From the explanation above the researcher take the conclusion about the concept of analysis that is a theory to get the deepest information about a case or in the other words, it is to discovermore about something. In addition, in this study the researcher do an analysis in writen form.

2.2.3        Concept Of Pronoun

Pronoun is a word that used instead of noun phrase. Hotband D. Lingga (2008: 68) states there are types of pronoun in englishthgose are, subject pronoun, object pronoun, possesive pronoun adjective,possesive pronoun&reflexsive pronoun.

1)      Subject pronoun or personal pronoun ( I, you, they , we, she, he, it )

Munir (2008:57) states that subject pronoun and personal pronoun is substitute noun or take the place as a noun. It is devided into two parts those are singular pronoun ( I, you, she , he, it) and plural pronoun (they, we, and you )

a)    The subject form is used for a subject of a main clause of a subordinate clause. Example : I call her.

b)   The subject form is used for pronoun that follow verb to be. Example :It was him at the park.

c)    The subject form is used when the subject of two clauses are being compared. Example :He is the smartest.

2        Object pronoun ( me, him, her, it, you, us, them )

Munir (2008: 61-62) states that, the object form is used for a pronoun that functions as the object either direct or indirect of a verb in a main clause or in suborditane clause. It is devided into two parts those are singular object pronoun ( me, you, her, him, and it )  and plural object pronoun ( us ,you, and them ) Example : she meets him in the class.

3        Possesive adjective ( my , you, your, its, his, her, our, their )

Munir (2008: 67-68)states that possesive adjective that state belongings. It cannot stand alone and followed by a noun. It is devided into two parts those are singular possesive adjective ( my, your, her, his, its) and plural possesive adjective (our, your, their).

a)    Possesive adjective is used to indicate owner ship by modifying a noun. Example : she brings her wallet.

b)   Possesive adjective is used to modify gerund. Example : we were surprise at her going on trip.

4        Possesive pronoun ( mine, yours , his , hers,its , ours, theirs)

It has meaning possesing or belonging .it can stand alone and do not followed by a noun. Munir (2008: 64-65) states “ devided into two parts those are singular possesive pronoun ( mine , your, hers, his ) and plural possesive pronoun ( ours , yours, theirs )

a)    To replace a possesive adjective plus a noun . example : this pen is my pen ( this is mine )

b)   After the preposition “of” , when it indicate one of several . example : I knew the house of hers two day ago.

c)    After verb “to be”. Example : those pencils are theirs.

5          Reflexive pronoun ( myself, yourself, herself, itself, ourselves, themselves)

Reflexive pronoun is a word used to subtitute for itself. The using in the sentence usually does not followed by a noun. It is devided into two parts those are singular reflexive pronoun ( myself, yourself, himself,itself) and plural reflexive pronoun (ourselves, yourselves, themselves)

a)    As a subject of verb when the subject and the object are the same person. Example : she served herself in the cafetaria

b)   For emphasis. It follows the subject verb before a prepposition and means the subject did the action alone. Example : I make this sweater

c)    After preposition “by” it means that the subject did the action alone .example : she likes to shop by herself.

Based on the explanation before, the researcher take summarize about pronoun. Pronoun is clasified into subject pronoun, object pronoun, possesive pronoun, possesive adjective and reflexsive pronoun. In this research the researcher will combine all pronoun, then asked student to make text include those pronoun above.

2.2.4        Concept of writing

Writing is the representation of language in a textual medium through the use of a set of sign or symbols. It is distinguished from ilustration, such as cave drawing and painting and non-symbolic preservation of language via non-textual media, such as magnetic tape audio.

Chakraverti and Gauntum ( 2003:12 ) state that writing is an important part of language learning is essentially a effective activity that requires enough time to think about the spesific topic and to analyze and to classify any background knowledge. Then, the researcher also needs suitable language to structure these ideas in the form of coherence discourse. In this view, writing is not a product but an activity of a mental process.

David says that writing is phychological activity of the language use to put information in the written text. By writing someone can arrange, letter etc.probably the linguistic skill that is use most of people in their native language. It means that writing needs a process and spesific skill to be successful in writing, such as context, organization, vocabullary, language, grammar, and mechanic.

Based on karef( 1981 :6-7) there are many genres of writing . those are :

a)      Narrative text, the text which amuses/entertain the readers and tell a story narrative deal with problematic events which lead to crisis or turning point of some kinds, which turn finds a resolution. There are three parts of narrative : first is orientation, the second is complication the story and third is resolution which tells about where the problem in the story is solved

b)      Descriptive text is a kind of writing text which describe the future of someone , something or certain place . it has spesific function to give description about an object.

c)      Procedure text is kind of text which help the reader to do or make something completely. Procedure is a set of step which should completed in the right sequence to get the goal.

d)     Recount text is a text that telling the readers about one story , action, or activity. Its goal to entertain the readers or inform .there are three part of recount text those are orientation, where the event took place and the last when it happen.

e)      Report is a kind of text which presents information about something as it is.

f)       Explanation is a kind of text which explain the process involved formulation or working of natural or socio culture phenomenon.

Those are genres as stated by keraf function as the foundation and support the research. The researcher focuses on descriptive text to be discussed in this research.

Based on explanation above the researcher take the conclusion about the concept of writing,  writing is one of english skill that important and difficult because writing include grammar and structure, and activity of the language use to put information in the written text.

Based on the definition of writing above, the researcher conclude that writing is a tool of indirect communication. Writing important to be learned because it is used for communicate in writen form. In this case, the students are expected to be able to express their ideas and throught in written language.

2.2.5        Concept Of Descriptive Text

According to Haris (1996:68-79) descriptive text is a kind of the writing text which describe the future of someone, something ar certain place. It has spesific function to give description about an object.

a)      Purpose

Descriptive text is a text which say what a person or thing is like .its purpose is to describe and reveal a particular person, place or thing.

b)      Descriptive text structure

1.      Identification : identifying the phenomenon to be describe

2.      Description : describing the phenomenon is parts , qualities and characteristic

c)      Language feature

Descriptive text using attributive and identifying process.Using adjective and classifiers in nominal group.Using simple present tense.

Based on the explanation above about concept of descriptive text, it can be conclude descriptive text is important for the student to know about the rule to describe something, someone, place etc. Writing decriptive text is an activity to share about something is like.

2.2.6        Procedure In Error Analysis

Corder (1981:46) states “the process of error analysis is devided into five stages they are :rocognition, interpretation, recontruction, classification, and explanation”.

1)      Recognition

In the step of recognition the researcher detects or recognizes the errors made by the students.

2)      Interpretation

Interpretation is central to the whole process , because the researcher interpretation of what they think the students mean may determine whether we recognize an error at wall, and will certainly determine our recontruction.

3)      Recontruction

In the process of recontruction, there are two points that should be considered by the teacher. First, the teacher sometimes needs to differentiate between what utterances that the students are trying to produce based on information that they obtain from what the native speakers have produce in the same context. Second, the necessary version, which the students were aiming are not the real native – english – speaking teacher.

4)         Classification

The next step oferror analysis is classifying the students error according to system, combination, or system and according to purpose of the analysis.

5)         Explanation

As the step explanation of cause students error is not strictly speaking part of the analysis, it is not included in the section on the process of analysis.Apart from problems of interpretation the analysis of error is basically an objective procedure involving classifying and counting.

To sum up, the process of error analysis are classified into five steps those are recognition, interpretation, recontruction, classification and explanation.

2.3        Thinking Framework

Writing skill is one of fourth skill in learning language. They are listening, speaking, reading and writing. Writing skill is the most difficult skill between the others. Because in writing, the students should not only learn the vocabularies and structure, but they should understand the way to express their idea. In writing, the readers are not faced with the writer directly therefore, the writer has to communicate the message clearly. It has been explain before that in writing students shold not only focus on vocabulary and structure but also should make a correct text. It can see from a lot of aspects in writing ability on descriptive text.

The students writing ability in descriptive text will provide wider space for the students to express their idea and their knowledge intensively. The students will be forcedly motivated how to write descriptive text with good pronoun and they try to learn more and more about the pronoun in writing descriptive text.

In this case, the researcher will do the test to know the students understanding in using pronoun and questioner to know the factor of students error in using pronoun especially internal and external factors and then make correction and scoring to make analysis in students error of using pronoun.

CHAPTER III

RESEARCH METHOD

3.1         Research Design

The research design in this research is qualitative research. According to Slavin (1992:65) says “Qualitative research is intended to explore important social phenomena by immersing the investigator in the situation for extended periods. The same thing also expressed by Prof. Dr. Sugiyono (2013:1):A method of research is qualitative research methods used to particularize in the dust, (as its opponent that is an experiment) where researchers is key, as an instrument engineering data done in triangulation (combined ) inductive, data analysis is results is emphasized on a qualitative of generalization.

This is a descriptive qualitative design. It is called descriptive because the research tries to describe about the analysis of students’error of using pronoun in writing descriptive text at SMP Negeri 5 Metro. There will be several observations toward teachers teaching performance and the class condition that they have been conducted. Researcher will take a class from the grade which conducted by particular teacher and stay observe the teacher for several times (will be fitted to research permission and time may given for researcher to done the work). The observation is include collects the data by writing test and interview with the teacher and students then analyzes the result.

3.2         Place and Time of Research

In this case the researcher would explain the place and the time of the research.

3.2.1   Place of the research

This research is conducted in SMP NEGERI 5 METRO at seventh grade in academic year 2013/2014 as the place of the research. The researcher take SMPN 5 Metro as the place and chooses the research object of the study there since some consideration such as the situation in class, the distance the school from the researcher’s campus , the students capability and the aim of the researcher that want to graduate in the next year.

3.2.2   Time of the research

Time is need to determine how long the research must be held, it is necessary to arrange the time schedule of this research. The time of the research will be held at the second semester at the seventh grade students SMP NEGERI 5 METRO 2013/2014

3.3         Research Informant

The word “informant” is an anthropological concept, a common term for people one meets in the field and get information from ; and since the goal of fielswork is to obtain information , it is self-evident that the informants must have a central place in anthropology.

In this research, the researcher choose the students in SMPN 5 Metro at the seventh grade in academic year 2013/2014 as the research subject. In this case the researcher would like to explain the research informant, in this research it will get the data through two research informantsthat are :English teacher and students.

First, researcher will ask the teacher that teach english at seventh grade of SMPN 5 Metro about curiculum, the students situation when learning process and material that suitable with pronoun and how students understanding about the use pronoun in writing descriptive text.

Second, the researcher will ask students from seventh grade to do writing test about use pronoun in writing descriptive text. This research will use purposive sampling because the researcher will take one class from seventh grade after that saw the result of writing test, and if it have not enough clear the researcher will take one class again to be observed.

3.4         Research Instrument

According to Brown (2003:3), test is method of measuring person ability of knowledge or performance in a given domain. Test can be useful devices, but they are only one among many procedure and tasks that teacher ultimately use to asses students.

3.4.1   Procedure of instrument

In this research there are three instrument to complete the data, they are test in the first time, continue to the observation and then the last is interview, whit this instrument the researcher can analyze the students of using pronoun in writing descriptive text completely.

1.                  The researcher use the test to do the research first. This instrument is to know the students error of using pronoun in writing descriptive text. The process of this test is the researcher asks the students to write the descriptive text and they make text with theme “My Family”.

2.                  Second, the researcher uses ceklist in the observation, to check the students error of using pronoun in writing descriptive text.

3.                  Third instument is interview, the researcher use this instrumen to support the data analyze students error of using pronoun in their writing.Interview can be used with the students and the teacher to collect the information.

3.5         Data Collecting Technique

In order to collect the data, the researcher use :

1.      Writing Test

In collecting the data for this study, the written test will be used. A test is any procedure for measuring ability, knowledge, or performance (Richards 1985:291). Test is given to help the students assess the effect of experimentation and to know so far the students can understand what they have learned. They will be to kinds of the best that will use by the writer.

In this research, the researcher used writing test. In this kind of the test the researcher gives the opportunity to the students to make descriptive text by their language performs with using pronoun from the list provided in. The researcher gives the test when teaching and learning English activities.

The researcher inteded to get the data from english teacher as collecting the data, to write a descriptive text with theme “My Family”. The data was taken from the students through writing test, but the researcher does not do the test by her self. The researcher got the data of the test from english teacher from the class. English teacher gave the test to the students by giving direction.

2.      Observation

The technique is used to see the students’error of using pronoun in writing descriptive text. The researcher observation the students’ sentences writing in using pronoun from the test who have done by students.

3.      Interview

Interview is relatively structured and formal. Interview can be used with the students and the teacher to collect the information about input factory that might influence students’ pronoun mastery in writing descriptive text. The researcheradministered interview to collect the data with teacher and students opinions on the learning pronoun and to find out their responses.

3.6         Data Analysis Technique

Data analysis is the process of organizing the data in order to gain regulary of the pattern and form the research. The term interpretation can be defined as a procedure of giving meaning in the result of the analytic process. This research employs the data qualitative analysis. After collecting the data, the writer analyzed it in analyzing the data from the observation and interview, then the researcher make a conclusion and suggestions based on the data had gathered.

To get the result, the data that will be collect by the researcher is raw data. Because this research use descriptive qualitative method so, the analysis technique the data will use some steps bellow after conduct the test :

1)             Marking all the students error of using pronoun in writing descriptive text.

2)             Classifying the students error of using pronoun in writing descriptive text.

3)             Identifying and analyzing the students error of using pronoun in writing descriptive text to find out the kinds, cause and the dominant of the students error in using pronoun in writing descriptive text