Analysis of Students' Descriptive Writing: Focus on Nouns and Verbs, Lecture notes of Voice

Download Analysis of Students' Descriptive Writing: Focus on Nouns and Verbs and more Lecture notes Voice in PDF only on Docsity! CHAPTER II THEORETICAL FRAMEWORK 2.1 Relevance Theories In this chapter containts about the all of the theories related about the research. Furthermore, the theories can support the research about the writing and part of speech. Thus, the researcher will explain the related theories in this chapter 2.1.1 The Definition of Writing Writing is the process of writers to express, organize, and think their ideas into a statement or paragraph. Through writing, the people can communicate to others. They can share their ideas, information and opinion. According to Brown (2001) cited by Rozimela et al (2013: 3) writing is thinking process, because writing is a process of putting ideas down on paper to transform thought into words and give them structure and coherent organization. Based on the theory above, it can be summarized that writing is the peoples’ ways to send the opinion to others. To develop the opinion is not easy, the people should have the critical thinking in order to the reader can understand about the ideas that the writer share. According to Harris (1997:38) the students can use writing to express their ideas, opinions, realities, and point of view. People can communicate a variety of messages known readers or unknown readers by writing. In line with statement above, it can be describe that without speaking, the people can also communicate to others by using writing. Through writing, the writer can share anything that they want to share to the readers. In addition, In addition, Oshima and Hogue cited by Fadhliatul, ( 2016 ) give their idea that writing is not easy. It takes study and practice to develop this skill. It means that, in writing text, the writer should master the process and the steps of writing to get a good writing. In line with the statement above, it can be described that writing is an act to channel the ideas become a statement or paragraph that can give information to the readers. It is the difficult thing that the writers have, because to give the information to the readers are not easy. Further, the writers should pay attention on the content, grammar, vocabulary, punctuation, and mechanics when doing the writing activity. They need the rules to achieve it. It will help the writers improve their skill in writing. From the ideas above, it can be concluded that writing is the writers’ ways to give informations to the readers. Then, writing is an essential aspect of interaction on language teaching beside reading and speaking.Jt is an important means of communication and skill to master. To master the skill, the writers should develop their skill in writing. The development of the writing skill needs the accurate use of grammar and a good vocabulary or linking the written word. Then, the writers should have a good critical thinking to put on all of their aspirations into a paragraph or essay. In this research, the researcher conducted the research by analyse the students’ writing in NEY] WEIS] SEVISIOAIUE) UeEyEsnd.isg For the example: Some of those examples are: To miss (out on) JUL WaWNyOg Vv yejepe dis. 8 Prepositions (a) Comparative (b} Superlative (c) Possessive (a] +b} vets0n21 ore (c) possessive ic) of manner (¢) demonstrative {ec} relative oftime, place, cirection {a) commen {a) Infinitive tb) Transitive {c) intransitive {d) Modal {e) Auxiliary ( Phrasal (b} proper c) collect ve: Crystal D. (1997)TheCambridgeEncyclopedia of LanguageCambridge : C.U.P. p. 94 2.1.3.1 Part of Speech (Noun) In the first year of school, we have known by the teacher that Noun refers to a person, place, or thing that visible and also touchable. On the other hand, noun also has meaning like qualities, feelings, concepts, activities, and measures.A noun is a word describing who or what in a sentence—it can be a person, place or thing. Remember, a “thing” can be anything—an animal, a device, a point, an object, an event, and so on. A noun is usually an essential part of any basic sentence. It’s typically who or what the sentence is about, but other nouns are often also included in longer or more complex sentences. 1. Noun Examples: > Larry smiled. > Larry smiled at Isabel, Kevin, and their two dogs, Trevor and Lance. Trevor and Lance were watching a show on Animal Planet. Alaska is home to many interesting creatures. That plain red wooden chair in the corner is a priceless antique. The iceberg was massive underneath the water. Vv Vv Vv wv Austin,Texas is known as the “Live Music Capital of the World,”i but the New York Times created controversy when it referred to it as the “Live Music Capital of the South. Noun has the main function in the sentence. It is the object that usually became the centre of the sentence. Based on the example above, there are two kinds of noun. They are; + A proper noun names a particular person, place or thing, and the first letter of a proper noun is always capitalized. From the examples listed above, Larry, Isabel, Kevin, Trevor, Lance, Animal Planet, Alaska, Austin, Texas, “Live Music Capital of the World,” New York Times, and “Live Music Capital of the South” are all proper nouns . * Common nouns are not specific and don’t require capitalization. From the examples listed above, dogs, show, creatures, chair, corner, antique, iceberg, and water are all common nouns. 2.1.3.2 Part Of Speech (Verb). Verb is known as the action word to express some action that is used in sentence. Verb has a correlation with subject and usually used to express the action that happen in the sentence, Action verbs show the action of a sentence. Some action verbs are runs, studies, works, and fixes. Verbs that express a state of being generally link to the subject words that describe or rename it. A verb is a word used in a sentence to explain what a noun—a person, place, or thing—is doing or to explain what’s being done to a noun. It’s usually an action word, but a verb or set of verbs can also explain an emotional/physiological tesponse or action, (like “feel”) or a mental action or state,(like “think’”) or a state of being, which may not typically be noticed or seen by others. For instance, the 7 NEY] WEIS] SEVISIOAIUE) UeEyEsnd.isg : MENA disy yepepe lu uawnyog advance. > o The trips to Rome were planned in advance. at a noun is doing shopped at that store > I wish I had won the lottery last night. > If I knew how to tell him, I would. TENSES Verbs indicate past, present, and future tense. Examples: > Ido study. 10 >I did practice yesterday. > I have done that once before myself. 2.2 Conceptual Framework AN ANALYSIS ON STUDENTS’ DESCRIPTIVE 4+» | WRITING ABILITY TEXT WRITING SKILL IN USING PART OF SPEECH | NOUN AND VERB OF THE FIRST YEAR STUDENTS AT. PART OF SPEECH (NOUN, PRONOUN, MTS MASMUR PEKANBARU. VERB, Wop Ve PREPOSITION, CONJUNCTION AND INTERJECTION) 2.3 Way of Analysis Research According to Lee Celano (2010) Qualitative data is the process to find out and reduce the data of information. It is a process where the writer could describe the information and give the explanation or interpretation as well. It may consist of interview transcript, documents, survey, pictures, video, etc. You may have been in the situation where you have carried out 6 focus group discussions but then are not quite sure what to do with the 30 pages of notes you collected during the process. This is particularly important considering the common perception that qualitative research is not as reliable and sound as quantitative research. In this 11 case, qualitative data analysis should be around the “spoken word”, context, consistency, contradiction, frequency, etc. The process of reducing your data there are two ways of analysing qualitative data. The first one is known as “framework analysis” which is more concern about what we would like to focus on and obey another random data that is not closely enough for the main focus in some.research. This approach is relatively easy and allows focus on particular data and abandon of the rest. The second approach takes a more exploratory perspective, encouraging you to consider and code all your data, allowing for new impressions to shape your interpretation in different and unexpected directions. We refer to this approach as thematic network analysis (Attride-Stirling, 2001). More often than not,. qualitative analysis draws on a mix of both approaches. Whichever approach guides you, the first thing you need to do is to familiarise yourself with your data. This involves reading and re-reading your material (data) in its entirety. Makes notes of thoughts that spring to mind and write summaries of each transcript or piece of data that you will analyse. As your aim is to condense all of this information to key themes and topics that can shed light on your research question, you need to start coding the material. A code is a word or a short phrase that descriptively captures the essence of elements of your material (e.g. a quotation) and is the first step in your data reduction and interpretation. 12