Rif'ah, Fatma Nailatur (2012) An obligatory occasion analysis of the use of past regular and past irregular forms in recount texts produced by VIII Grade Students at SMPN 1 Bojonegoro / Fatma Nailatur Rif'ah. Diploma thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Keywords Obligatory Occasion Analysis Past Forms Recount Texts. An obligatory occasion analysis is a method for examining how accurately learners use specific linguistic (usually grammatical) features. This study is carried out in order to analyze the obligatory occasion of the use of the past regular and irregular forms by VIII grade students at SMPN 1 Bojonegoro. This study specifically aims at examining the students 8223 accuracy in using the past regular and the past irregular forms in recount texts and also to determine the order of learning of the two morphemes to help in making decisions about whether (or perhaps when) to provide form-focused instruction. This study is descriptive qualitative by design which focuses to get the description about the students 8223 accuracy and the order of learning of the two morphemes. In this study the researcher uses writing prompts as the instrument. The researcher acts as a prompter who gives writing prompts to the students to help them compose recount texts. The data are divided into two groups that is group I and group II according to the number of words they write in their recount texts. The students who write more than 150 words are in group I while the students who write less than 150 words are in group II. Group I has 77.27 per cent of accuracy for the past irregular form and 76.7 per cent of accuracy for the past regular form. Group II has 79.5 per cent of accuracy for the past irregular form and 77.4 per cent for the past regular form. Both of the groups have higher percentage of accuracy for the past irregular form than the past regular form. Therefore the past irregular form is automatically placed first in the order and the past regular form is in the second place. Since this rank ordering method does not necessarily decide whether a morpheme is acquired or not the researcher conduct the implicational scaling to establish the extent to which the proposed learning order is statistically valid. The level is set at 77 per cent which is based on KKM (Kriteria Ketuntasan Minimal) or the minimum score set by the English teacher in the school. A morpheme which has 77 per cent or more is considered acquired and scored 1 in the scaling but if the score is lower than 77 per cent it is considered not acquired and scored 0. Then the researcher attempts to draw in a staircase showing the learning order revealed by the analysis. This constitutes the proposed scaling. The data do not fit into a perfect staircase. Thus the researcher calculate the coefficient of reproducibility (Crep). The Crep score for group I is 96 per cent and for group II is 97 per cent. Since the Crep score for both groups are higher than 90 per cent the proposed scaling for both groups are considered valid. In conclusion although students in group I do not acquire the past regular form since the score does not reach the KKM or the minimum score set by the school the proposed order of learning for this group is proven valid based on the implicational scaling that has been conducted. Therefore the order of learning of both of the groups for the two morphemes is the past irregular is followed by the past regular form. Based on the findings the researcher suggests the English teachers to give more help to the students in practicing both the past regular and the past irregular forms by giving the students some tasks regarding the past forms such as memorizing a certain number of past regular and past irregular forms that they have to recite in every meeting give the students a written task about the past forms (e.g. writing a diary) ask the students to tell their experience or a story. Whatever the task the teacher gives the students should get a reward in the form of scores. As for future researchers it is suggested to take the data more than just once to get more data from the students and to know their progress as well by comparing the previous data to the next data. Thus the future researchers will be able to show how accurately the students use specific morphemes more accurately and it is expected that the result of the next research will be more reliable.
| Item Type: | Thesis (Diploma) |
|---|---|
| Subjects: | L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S1 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 18 Jul 2012 04:29 |
| Last Modified: | 09 Sep 2012 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/10538 |
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