| dc.description.abstract | Based on the preliminary study and observation that was done on January, 5th
2015, most of the X MIA 1 students of MAN 1 Jember produced some errors dealing
with the writing of recount text especially in grammar, vocabulary, mechanics,
content, and organization. The English teacher said that the students often make
errors in their writing. It was because most of the students write by translating
Indonesian sentences into English not by transferring the meaning from Indonesian
into English.
This final project primarily deals with descriptive study. It was describe the X
MIA 1 students’ ability in writing recount text at MAN 1 Jember in the 2014/2015
academic year. This research used a descriptive approach to describe the students’
writing ability of the X MIA 1 students of MAN 1 Jember in the 2014/2015
academic year in their recount text writing. It was chosen to answer the research
problem and the research objective of this research. They were” How was the X MIA
1 students’ ability in writing recount text at MAN 1 Jember in the 2014/2015
academic year?” and “To describe the X MIA 1 students’ ability in writing recount
text at MAN 1 Jember in the 2014/2015 academic year.”
The students’ writing was analyzed. The writing ability was classified into
five aspects. They were content, organization, grammar, vocabulary and mechanic.
The students’ writing recount text was assessed by using an analytical scoring rubric
which required the scorers to give score for each writing aspect. By assessing the
students’ writing, it was obtained the data in the form of scores. All those scores
were analyzed by using the percentage formula to get the students’ percentage in
writing a recount text. By finding out the students’ percentage in writing recount text,
the researcher was able to classify or interpret the students’ ability in writing recount
text into some classifications based on the score levels interpretation. The purpose of
the classifying or interpreting the students’ mean score in writing a recount text was
to know the students’ ability in writing recount text whether it was excellent, good,
fair, poor, or failed.
The result showed that the X MIA 1 students’ writing recount that 3 students
or (10%) were categorized as excellent, 15 students or (52%) were categorized as
good, 11 students or (38%) were categorized as fair, and there was no student or
(0%) that got the classification in poor even in failed category. In the aspect of
content, it could be reported that 3 students or (2%) were categorized as excellent, 15
students or (10%) were categorized as good, 11 students or (8%) were categorized as
fair, and there was no student or (0%) that got score in poor even failed category.
Furthermore, in the aspect of organization, it could be reported that 21 students or
(14%) were categorized as good, 7 students or (5%) were categorized as fair, 1
student or (1%) was categorized as poor, and there was no student or (0%) that got
score in excellent even failed category. Then, in the aspect of grammar, it could be
reported that 3 students or (2%) were categorized as excellent, 9 students or (6%)
were categorized as good, 11 students or (8%) were categorized as fair, 6 students or
(4%) were categorized as poor, and there was no student or (0%) that got score in
failed category. Next, in the aspect of vocabulary, it could be reported that 4 students
or (3%) were categorized as excellent, 16 students or (11%) were categorized as
good, 6 students or (4%) were categorized as fair, 3 students or (2%) were
categorized as poor, and there was no student or (0%) that got score in failed
category. The last, in the aspect of mechanic, it could be reported that 10 students or
(7%) were categorized as excellent, 12 students or (8%) were categorized as good, 5
students or (3%) were categorized as fair, and there was 1 student or (1%) was
categorized as poor and also there was 1 student or (1%) that got score in failed
category. Therefore, it can be said that teaching learning process in writing recount
text was satisfying. | en_US |
