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1
CHAPTER I
INTRODUCTION
In this chapter, researcher discusses background of
problem, identification of problem, limitatio...
2
language that is recognized by the government and it is studied
formally in a classroom. The students who study English ...
3
Teaching writing is basically intended to make students
maximize their ability and comprehension toward writing
material...
4
(or system of systems). Of course, since all men have the same
phonatory organs, the phonic substance is the same for al...
5
itself to imperative sentences and sequence words. The
researcher also limited the sample of this research to the
third ...
6
3. To describe the teachers’ opinion on influences of
Indonesia language to imperative sentences and sequence
words
1.7 ...
7
R.I.C. 2012. Australian Curriculum English, Language: Text
Structure and Organisation (year 4). Australia:
Publication.
...
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The Influence of Indonesia Language on Sentence Types Toward Writing Procedure Text at the Third Year Students of SMP N26 Padang

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English writing is different from writing Indonesian. English as stated above is a foreign language for Indonesian student. English is a new language that they often have trouble when they learn it. One of the reason is the characteristics of English itself. For example, tenses, regular and irregular verb are not found in Indonesia. On contrary, Indonesia is a language which the students have got earlier basically, we believe that student of Junior High School have enough knowledge of it and have known to use it well and correctly. So it is possible that Indonesian, though it is a school language for most of them, can regard as the student’s mother tongue. They use Indonesian more frequently with their friends and teachers. Moreover, it is very close to them, to their speaking or writing habits. This is one thing that invites problems when the student writes the procedure text in English.

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The Influence of Indonesia Language on Sentence Types Toward Writing Procedure Text at the Third Year Students of SMP N26 Padang

  1. 1. 1 CHAPTER I INTRODUCTION In this chapter, researcher discusses background of problem, identification of problem, limitation of problem, formulation of problem, research questions, the purposes of study, significance of study, and definition of key terms. 1.1 The Background of the Problem Language is very important in human life. Trilestari (2012, p.2) says that in a universal categorization of culture, the language is placed as the most important category above other categories which included knowledge, social organization, technology, earning of living, religion and art. It implies that language has an important role in human life. Therefore every people use language to communicate each other’s. Syal and Jindal (2007, p.5) says that people can communicate his or her ideas, beliefs of feelings as they share a common code that makes up the language. Thus without language every people cannot communicate and interact each other. For instance one of the global language is English. English is a language in the world. People call it is an international language that is used to communicate in many countries in the world since globalization era. According to Sharifian, (2009, p.2) ‘as English rapidly develops more complex relationship within and between communities of speakers around the world, the dialogue addressing its role as a global language needs to continue to expand.’ Therefore, teaching and foreign language acquisition policy especially English is very important to be applied in each of the countries. In Indonesia, English is placed as one of foreign languages acquisition policy. It transform English as one of the compulsory subjects taught to students at elementary school, junior high school, senior high school, and university. Lie (2004, p. 1) says that ‘English is the first foreign
  2. 2. 2 language that is recognized by the government and it is studied formally in a classroom. The students who study English are expected to have abilities in this language. These abilities include four language skills and two language components.’ Of course, it is an important subject that is learned by students. In addition, Maharani (2007, p.1) says that ‘The skills are listening, speaking, reading and writing, and the language components are grammar and vocabulary’. Thus the aim of teaching English is to provide the students with the knowledge of that language will be reached. In teaching and learning English, students are expected to master four integrated skills; such as listening, speaking, reading and writing (Susanti: 2008, p. 3). From the four skills, writing is the most important process in learning English. It cannot separate with every learning process experienced by the students as long as they are still in educational process. Hasibuan (2007, p. 127) states that writing is both process and a product. Students learn to write by writing. Morever, as one of the important skill process, writing allows the students to master every category that can give good influence to their writing ability in each level of education. One of categories is to master writing skill with the mastery of grammar. Grammar is a system of rules governing the conventional arrangement and relationship of word in a sentence. Grammar has a big influence in learning language skills; listening, speaking, reading, and writing (Brown, 2009:293). In mastering listening skill, the learners are expected to master the grammar of language in order to make them understand the form of spoken grammar. Then, in mastering speaking skill, we need to know how to use the grammatical word classes, system, word order, patterns, and rules. Next, grammar plays an important role in reading. When we read something we should concentrate on the use of essential structures of language. And the last, grammar gives an effect to writing. It means that by having known grammar, it can make good writing skill.
  3. 3. 3 Teaching writing is basically intended to make students maximize their ability and comprehension toward writing materials. It is supported by 2013 curriculum system where junior high school students should master five kinds of texts such as narrative, descriptive, recount, report, and procedure). The third year students of junior high school learn four kinds of texts (narrative, descriptive, recount, and procedure). One of them is procedure text which aims to gives instructions on how to do something or it give directions on how to perform a task. (Miner and Zitnay, 2012, p. 2). In fact, English writing is different from writing Indonesian. English as stated above is a foreign language for Indonesian student. English is a new language that they often have trouble when they learn it. One of the reason is the characteristics of English itself. For example, tenses, regular and irregular verb are not found in Indonesia. On contrary, Indonesia is a language which the students have got earlier basically, we believe that student of Junior High School have enough knowledge of it and have known to use it well and correctly. So it is possible that Indonesian, though it is a school language for most of them, can regard as the student’s mother tongue. They use Indonesian more frequently with their friends and teachers. Moreover, it is very close to them, to their speaking or writing habits. This is one thing that invites problems when the student writes the procedure text in English. Is there any influence of Indonesia language on writing procedure text? 1.2 The Identification of the Problem Each language has its sounds and meaning (Rosman, Rubel and Weisgra: 2009, p.48). But in fact, we find that each language also has specific characteristic, which are not found in the other languages. In addition, Frajzyngier, Hodges and Rood (2005, p.5) says that ‘each language has its own phonological system and its own grammatical and lexical system
  4. 4. 4 (or system of systems). Of course, since all men have the same phonatory organs, the phonic substance is the same for all; but it is sliced up differently in different languages.’ Even though Indonesia language and English language have similarities, but there are not language that are exactly the same. The researcher would like to describe briefly the characteristic of both structural pattern of the Indonesian and English language to find out the similarities and differences which he predicts could be the causal factor of influence the sentence types in language features of writing procedure texts in English. In this description, the writer describes the classification of language features of procedure text. It uses six language features. Based on Australian Curriculum English, procedure text uses the following language features:  instructions, usually begin with an imperative (command) verb,  time and sequence words,  subject-specific vocabulary,  simple present,  clear, concise language (unnecessary words omitted), and  detailed information. Based on the problems above, the researcher would like to describe briefly about language features of procedure text in conducting a research tittled ‘The Influence of Indonesia Language on Sentence Types Toward Writing Procedure Text at the Third Year Students of SMP N26 Padang.” 1.3 The Limitation of the Problem Based on the identification of the problem above, the researcher limited his study on the students’ comprehension in using imperative sentences and sequence words, and then the teachers’ perceptions and the influence of Indonesia language
  5. 5. 5 itself to imperative sentences and sequence words. The researcher also limited the sample of this research to the third year students of SMP N 26 Padang. The researcher limited the function of imperative sentences in this research with imperative as command and asking. The researcher also limited the sentence types in this research with imperative sentence. 1.4 The Formulation of the Problem In accordance with the limitation of the problem, the problem was formulated in the form of question as follows: How is influences of Indonesia language in writing procedure text at third year students of SMP N26 Padang? 1.5 The Research Questions Based on the formulation above, the researcher specified the problem of this study as follow: 1. How is the influences of Indonesia language to the imperative sentences and sequence words? 2. How is the students’ comprehension in using imperative sentences and sequence words? 3. What is the teachers’ opinion on influences of Indonesia language to imperative sentences and sequence words? 1.6 The Purposes of the Research In general, the purposes of this research was aimed to describe the students’ comprehension in using imperative sentence and sequence words. The specific purposes of this study were as follow: 1. To describe the influences of Indonesia language to the imperative sentences and sequence words. 2. To describe the students’ comprehension in using imperative sentences and sequence words.
  6. 6. 6 3. To describe the teachers’ opinion on influences of Indonesia language to imperative sentences and sequence words 1.7 The Significance of the Research The researcher hopes the result of this research would give contribution to English teachers, the students, and further researchers. For English teachers, the result of this research would give information about the students’ comprehension in using imperative sentence and sequence words. By having known student’s comprehension in using imperative sentence and sequence words, the teachers can take consideration and improve their strategy in teaching procedure text. Then for students, the result of this research would motivate the students of SMP N 26 Padang to improve their comprehension in using imperative sentence and sequence words. Finally, the researcher suggests and hopes further researchers will do the research to find the factors that improve the students’ ability in using imperative sentence and sequence words, and also find good solutions to solve the problem. 1.8 The Definition of the Key Terms In order to avoid misunderstanding and misinterpretation in this research, the terms used are defined as follow: 1. Influence of Indonesia Language is the effect of its self-characteristic. 2. Sentence Type is kind of sentences in English. 3. Writing Procedure Text is an ablity in write a text- which outlines how something is made or done. ( R.I.C. Publications, 2012: p.6)
  7. 7. 7 R.I.C. 2012. Australian Curriculum English, Language: Text Structure and Organisation (year 4). Australia: Publication. Frajzyngier, Z., Hodges, A. and Rood, D. S. 2005. Studies in Language Companion Series 72, Linguistic Diversity and Language Theories. North America: Jhon Benjamins Publishing Company. Rosman, A., Rubel, P. G., and Weisgra, M. K. 2009. The Tapestry of Culture: An Introduction to Cultural Anthropology, 9 th ed. USA: Alta Mira Press. Syal, P. and Jindal, D. V. 2007. AN INTRODUCTION TO LINGUISTICS: Language, Grammar and Semantics, 2nd ed. New Delhi: Prentice-Hal of India Private Limited. Sharifian, F. 2009. English as an International Language: Perspectives and Pedagogical Issues. UK: MPG Books Ltd. Hasibuan, K and Fauzan, A. Muhammad. 2007. Teaching English as Foreign Language (TEFL). Pekanbaru: Alaf Riau Graha UNRI Press. Lie, A. 2004. Pengajaran Bahasa Asing Antara Sekolah dan Kursus. http://www.kompas.com/k.ompascetak/0407/08/PendiN/11299 42.htm. (Accessed on September 12ⁿ ͩ, 2013) Miner, D. and Zitnay, J. 2012. Exploring Nonfiction with Young Learners. USA: The Rowman & Littlefield Publishing Group Brown, H.D. 2009. Language Assessment: Principle and Classroom Practices. 2ⁿ ͩ ed. White Plains. New York: Pearson Education.

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