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TABLE 4
Language aspect
No. Aspects of assessment
Maximum Score Score student
1. spelling 10
2. diction 10
3. effective 10 sentences
4. paragraph 10
Number 40
1.6.2.2 Data Processing Techniques
In accordance with a method that has been done, the data processing procedure is done through a
number of stages, namely
1) examine students' essays on aspects of assessment that has been determined;
2) provide scores on the aspects being examined in accordance with the provisions pengskoran has
been determined. later, the score obtained by each student is calculated as the value of students' abilities
in question;
3) recapitalize assessment data obtained by the students for every aspect of the study; and
4) summing the values obtained by students in every aspect studied, then find the value of the average.
1.6.2.3 Data Analysis Techniques
This study analyzed the data using simple statistical techniques. It aims to find
1) the average level of dominance that defined every aspect;
2) the average level of mastery of all aspects of the study, to look for an overall average value of the
studied aspects, using the formula put forward by Umar (2005:100-101) as follows.
Having obtained the average value, the next step is to determine the classification scale assessment
using the National Education Ministry (2004:57), namely, as follows.
TABLE 5
QUALIFICATIONS VALUE
No. Qualifying Score
1. 85-100 excellent
2. good 70-84
3. pretty 55-69
4. approximately 40-54
5. was less 39
3.2 Processing and analyzing data
The research data was processed by using statistical techniques. The data processing capability in the
form of raw value first class student SMPN1 Nagan Raya District Seunagan District in developing a
narrative essay based on the text of an interview conducted by preparing the frequency distribution
table and calculate the average value (mean). Data processing is performed as follows.
3.2.1 Constructing Frequency Distribution Tables
Based on the data value of students' skills class I SMPN 1 Sub Seunagan Nagan Raya district develop
narrative essay based on text interviews, when seen in the distribution of the percentage of students
classified as MONE (2004) is as follows.
TABLE 8
FREQUENCY DISTRIBUTIONS BASED ON ABILITY TO DEVELOP NARRATIVE TEXT essay
INTERVIEW BY CLASS I SUB SEUNAGAN SMPN 1
Nagan Raya Regency
Thus, the ability of the average first grader SMPN 1 Sub Seunagan Nagan Raya district develop
narrative essay based on the text of the interview was 45.39 and rounded to 45. If the average value is
incorporated into the classification of developing narrative essay based on the text of the interview, the
average value (mean) the poor category. In other words, they have not been able to develop a narrative
essay based on the text of the interview.
The picture above is their ability in general. The picture special abilities or based on certain aspects of
the assessment is as follows.
3.3 Overview of Specially Ability Students
The ability of students to class I SMPN 1 Sub Seunagan Nagan Raya district develop a narrative essay
based on the text of the interview can be analyzed in particular. In particular, it is classified on the
ability susbtansi aspects and linguistic aspects. Susbtansi aspect consists of the ability and the ability to
customize the set chronological narrative content with text interview. While the linguistic aspects
include the ability to use spelling, diction, effective sentences and paragraphs. To determine the average
percentage on every aspect of the assessment, every aspect of the average value should be shared with a
maximum score then multiplied by one hundred.
Develop Capabilities 3.3.1 Chronology
The ability of students to class I SMPN 1 Sub Seunagan Nagan Raya district using the chronological
arrangement of the narrative essay based on the text of the interview is a major aspect in the assessment
of student essays. This ability is assessed through a sequence of ideas that are developed by using the
chronological order or sequence of time. The relationship which states that time is marked by the use of
conjunctions, such as time, when, when, when, tenggah, medium, each time, before, after, after, after,
since, since, while, during, while, during, each, every times, so, and till.
The score for this aspect is 30. They obtained the maximum score is 26 and a minimum score of 4.
Based on table 7, the average value of the first class of student ability SMPN 1 Sub Seunagan Nagan
Raya district in developing a narrative essay based on texts on aspects of preparing a chronological
interview is as follows.
The average score aspect of ability to use the chronological arrangement is 12.91 and rounded to 13.
This score is seen not meet expectations because the expected maximum score on this aspect is 30. To
know the score or the average value obtained by the students of class I SMPN 1 Sub Seunagan Nagan
Raya district on the ability of a chronological set is included in which categories, the average value of
the diklasifikasian based on the classification of the Education Ministry. Therefore, this average value
(13) dealt with the maximum score (30) and then multiplied by one hundred (100). Thus, the average
value is 43.
Based on the classification of the Ministry of Education, a score of 43 included in the categories less.
Thus, it can be concluded that their ability to arrange chronologically classified in categories less.
Thus, the average score of this aspect is 16. This score has not met expectations because the expected
maximum score on this aspect is 30. To know the score or the average value obtained by the students of
class I SMPN 1 Sub Seunagan Nagan Raya district on the ability to adjust the content of the narrative
with text interview is included in which categories, the average value of the diklasifikasian based on
the classification of the Education Ministry. Therefore, this average value (16) dealt with the maximum
score (30) and then multiplied by one hundred (100). Thus, the average value is 53.
Based on the classification of the Ministry of Education, a score of 53 included in the categories less.
Thus, it can be concluded that their ability to adjust the content of the narrative with text interviews
pertained in the poor category.
3.3.3 Using the Language Ability
Data analysis was performed with the identification of errors using the language. Once identified, these
language errors are classified into specific groups so that mistakes will be seen speaking is often done
by students. The ability to use language in a student essay analyzed include the ability to use spelling,
diction, effective sentences and paragraphs. The data processing procedures and an overview of these
errors is as follows.
3.3.3.1 Using Spelling Ability
The ability to use Spell expressed in terms of score. The score for this aspect is 10. They obtained the
maximum score is 8 and a minimum score of 4. The average value of the first class of student ability
SMPN 1 Sub Seunagan Nagan Raya district uses the spelling in developing a narrative essay based on
the text of the interview is as follows.
Thus, an average score of 5.31 and this aspect is rounded to 5. This score is seen not meet expectations
because the expected maximum score on this aspect is 10. To know the score or the average value
obtained by the students of class I SMPN 1 Sub Seunagan Nagan Raya district on the ability to use
spelling included in which categories, the average value are classified based on the classification of the
Education Ministry. Therefore, this average value (5) distributed with a maximum score (10) and then
multiplied by one hundred (100). Thus, the average value is 50.
Based on the classification of the Ministry of Education, a score of 50 included in the categories less.
Thus, it can be concluded that their ability to use Spell correctly classified in the poor category.
The use of spelling errors found in student essays are quite varied. Uses the spelling inaccuracy include
(1) the use of letters, (2) writing letters, (3) writing the word, and (4) the use of punctuation. The
mistake is often made them is the use of punctuation. The following will be presented several examples
of the use of spelling errors such.
(1) Sometimes - sometimes they also help their parents.
(2) Mr constantly working.
(3) Sometimes buyers ** Mr. Karim quite a lot.
(4) ... the child's father called adi and meatballs seller.
(5) At that time, Mr. Karim did not have a job.
(6) He Inquire about Mr. Karim Sell meatballs.
(7) "Son of Mr how many people and schools where?"
(8) .... for keuntunganpun getting bigger.
(9) "Father of fun in an interview."
(10) Ask anything!
Based on the examples above, it is evident that the use of spelling mistakes that the students are very
diverse. Errors in sentence (1) is a hyphen followed by a space in the form of occasional repetition.
Dingunakan hyphens for word re-stringing. In the guidelines spelling, word must be re-written with a
hyphen is bundled. Error sentence (2) there tidaka hyphens in reduplicated form continuously. In
addition, the use of two numbers or shapes (**) in the form of reduplication sentence (3) is also not
justified.
Adi said, the father of the sentence (4), and pack karim on sentence (5) is the name of the person and
said penujuk kinship. Forms are written with initial capital letters because the elements of the person's
name and the word penujuk kinship as father, mother, sister, brother, sister, uncle used in reference
accost and written with a capital letter is used as the first letter. In addition, the sentence (6) Asking and
Selling words should not be written in capital letters premises.
Because in, into, often we find a series, it would violate the rules of spelling. The word in the form in
which the sentence (7) should be written separately from the words that go with it because it is a
preposition (preposition). Usually forms in a preposition is functioning state and a direction or place in
which the answer.
Any particle in the sentence (8) is written separately from the preceding word. Then, forms are
interviewed in sentence (9) is an affixation. Affixes in-which serves as a prefix to form a passive verb
to be written a series of words that follow. Therefore, writing betuk is not separated from its basic form.
Sentence (10) is a sentence question (introgatif). Supposedly, what form! not written with an
exclamation mark (!), but with a question mark (?). In addition to these errors, punctuation, even
writing in the same sentence should also not be separated with the word that follows it as it should be
written in the form of a series with the word that follows it. So, the sentence is true only if amended, as
follows.
(1a) Sometimes they are also helping their parents.
(2a), Dad is constantly working.
(3a) Sometimes buyers Pak Karim quite a lot.
(4a) ... the child named Adi and Mr sellers meatballs.
(5a) At that time Mr. Karim did not have a job.
(6a) He asked about Mr. Karim selling meatballs.
(7a) "Son of Mr how many people and schools where?"
(8a) .... for even bigger profits.
(9a) "Mr happy to be interviewed."
(10a) Asking what?
3.3.3.2 Capability Using diction
The ability to use diction is one subaspek assessment on aspects of language use in student essays. The
maximum score they obtained the minimum score is 8 and 2. Total score entirely on this aspect is 220.
To determine the average value, the total score was divided by the number of samples, as follows.
Thus, an average score of the ability to use diction is 4.58 and rounded to 5. This score is seen not meet
expectations because the expected maximum score on this aspect is 10. To know the score or the
average value obtained by the students of class I SMPN 1 Sub Seunagan Nagan Raya district on the
ability to use diction fall into which category, the average value are classified based on the
classification of the Education Ministry. Therefore, this average value (5) dealt with the maximum
score (10) and then multiplied by one hundred (100). Thus, the average value is 50.
Based on the classification of the Ministry of Education, a score of 50 included in the categories less.
Thus, it can be concluded that their ability to use classified in the category of less diction.
Based on the description above, this study gives a clear picture that the students do a lot of mistakes in
the choice of words (diction). The mistake that they do like penggunaa superlative, which has some
similarities penggunaa word meaning or function in multiple (poliesemi), and the use of the multiple
meanings kesalingan (resoprikal).
Some word usage errors quite often do is use words that are similar to the regression. Here are some
examples of mistakes made by students in choosing words (diction).
(2a) They keep the school even though you have to work hard.
(2a) While You've got to work hard, they are still school.
2) Removal conjunctions
(3) Hearing from Mr. Karim, Adi feel sorry for Mr.
Karim.
(4) Home school, they help you.
The sentence above is incorrect because the conjunctive clause markers, such as when, after, and that
should be stated clearly in front of the clause. So, the justification of the sentence is as follows.
(3a) After hearing an answer from Mr. Karim, Adi feel sorry for
Mr. Karim.
(3b) Adi feel sorry for Mr. Karim after hearing the answer.
(4a) When the home school, they help you.
(4b) They help you when home from school.
3) The element of the sentence is not clear
(5) The second one named Nina elementary school in grade 3.
(6) Mr. selling meatballs that.
(7) Children were the first father named Rudi who was sitting in class 1 junior and a second child just
sitting in class 3 SD.
(8) Mr. Kerim will process the meatballs with istrinnya.
Elements of the above sentence is not clear Sentence (5) there is no subject and predicate. In fact the
two elements must be present in a sentence. Sentence (6) is a sentence that has not been predicated.
Sentence (7) is a sentence that has not been predicated as well. This occurred as a result of information
subject streak, then the information was given more information so that the author forgot that sentence
that he has made it incomplete, not predicated, eg before the predicate is specified word or phrase and
so the predicate is lost. Thus, the omission of words in sentences (7) to produce correct sentence or a
sentence containing a subject and predicate. The subject of this sentence is the first child's father, the
predicate named, Rudi complement, and who was sitting in class 1 junior and her new second grade 3
elementary school is a complementary modifiers. Thus, sentence improvement is as follows.
Sentence (8) does not have a title because the word preposition will be preceded. Vague predicate
function when diadahului preposition. The preposition should (will) not dinggunakan. So, the
alternative sentence improvement is as follows.
(5a) The second child named Nina elementary school in third grade.
(5b) Nina elementary school in third grade was the second child.
(6a) Mr. meatballs that seller.
(7a) Son Father's name was Rudi who was sitting in class 1 junior and child
The second new elementary school sitting in class III.
(8a), Mr. Karim process meatballs with his wife.
The average score on this aspect is 3.16 and rounded to 3. This score is seen not meet expectations
because the expected maximum score on this aspect is 10. To know the score or the average value
obtained by the students of class I SMPN 1 Sub Seunagan Nagan Raya district on the ability of
preparing a paragraph included in which categories, the average value of the diklasifikasian based on
the classification of the Education Ministry. Therefore, this average value (3) dealt with the maximum
score (10) and then multiplied by one hundred (100). Thus, the average value is 30.
Based on the classification of the Ministry of Education, score 30, including the very poor categories.
Thus, it can be concluded that their ability in composing a paragraph belonging to the category of very
poor.
Bardasarkan description above, the average value obtained by the students on aspects of the use
paragaraf represents the lowest value. The mistake that often occurs is the lack of unity of ideas in
paragraphs. In addition, there is also a student essay that consists of more than one paragraph, but these
paragraphs have not yet meet the sayarat-sayarat good paragraphs. In other words, a paragraph that
there is no unity or wholeness of ideas, arrangement cohesion (coherence), and the completeness or
thoroughness of ideas. As examples of misuse paragraph is as follows.
Example 1
(1) Mr. Karim had to open his business even more, to mebiayai their children's education. (2) Adi give
advice "You do not worry, now help us a lot of education. (3) Those who are clever will be awarded a
scholarship, instead there are schooled out of State. (4) ** Sometimes buyers Karim pack quite a lot,
that is the love and sometimes ** pak karim feel lonely, that her grief. (5) Well thank you sir, yes, son.
Example (2)
(1) Mr. karim now do not worry anymore. (2) The reason for aid to education now have increased and
are often given a scholarship, even there are also shipped overseas. (3) dislike Mr. Karim if buyers
crowded.
Example 3
At one time there was a meatball who was in search of an interview the kariawan. He asked his father.
Asking what!
Parangraf (1) above do not have a unity of ideas. These paragraphs are not the main gagasa, but four
main gagasa or topic. Topics include (1) "Mr. Karim had to open an even greater effort", the sentence
(2) and (3) discuss the Adi's advice to Mr. Karim ", the sentence (4) about the joys and sorrows talking
about a pack of Karim." In addition , sentence (5) Well thank you sir, yes, my son is also a new idea.
Pragraf ideas can be developed into several new paragraph, as follows.
Repairs (1a)
Adi gives advice to Mr. Karim. Mr. Karim had to open a bigger effort to mebiayai their children's
education. In addition, he also suggested that Mr. Karim did not worry about education costs now
because the cost to our education very much. Some smart people who schooled abroad.
Repairs (1b)
Sometimes buyers meatballs Mr. Karim quite a lot. It made him become happy. Conversely, if buyers
deserted, he was also quiet. This has been his usual natural.
Repairs (1c)
The Adi interviewed Mr. Karim nearly an hour. Finally, he ended the interview by thanking kapada Mr.
Karim. Mr. Karim also said the Adi greeting happy.
Paragraph (2) consists of two main ideas. Sentence (1) "Mr. karim now not worry anymore." And (2)
"The reason for the educational assistance is now increasing and are often given a scholarship, even
there are also shipped overseas." Discuss the suggestion to Mr. Karim. Then, the sentence (3) "dislike
Mr. Karim if buyers crowded." Talking about the pleasure of Mr Karim.
Repairs (2a)
Mr. Karim now do not worry anymore. We've increased education aid or scholarships are often given.
Some smart people who schooled abroad.
Although composed of more than one sentence, paragraph (3) not yet complete or incomplete. The
main thoughts in the paragraph has not been adequately developed. More paragraphs outline. In this
sentence there is no explanatory sentence that tells about what the interviewer asked and who the seller
or the meatballs were the interviewers.
Repairs (3a)
One day, there was a meatball sellers interviewed by an interviewer. Seller meatball was named Adi
and interviewer named Mr. Karim. He asked his father was. Petanyaannya journey begins by asking the
seller meatballs.
Dikembangaka general paragraph that students do not have the requirements of a good paragraph, such
as lack of unity, cohesion or union, the adequacy of the development, wet nursing yang pattern.
Based on the description above, it is clear that they have not been able to develop a narrative essay
based on the text of the interview as expected. The inability of this looks at aspects of substance and
linguistic aspects. The most dominant aspect substasi visible is the ability to compile a chronological
aspect. While the aspect of language, students are generally not able to use the correct spelling, use
proper diction, arranging sentences effectively, and organize paragraphs properly. Use elements of
spelling, punctuation is generally found in student essays errors. The use of diction is still not quite
right. Use of the phrase is most sentences are not effective. In addition, the paragraph that is used is the
paragraph that has no requirement of good paragraphs.
Thus, it can be concluded that the inability of students in this school in developing a narrative essay
based on the text of the interview lies in two aspects.