THE ANALYSIS OF SPELLING ERROR
IN STUDENTS’ WRITING
(At
the VII th grade students of SMP Negeri 11 Serang, Kota Serang)
CHAPTER I
INTRODUCTION
A.
Background of Study
Many languages in the world which are used as
communication media for people to communicate each other. Therefore, the
function of language is absolutely important for people’s social life, because
people always make interaction with others. Language must have function, rules,
and advantage. From function, rules, and advantage of language, we can learn
and understand a language. The main purpose of language is as a communication
media, and the ability to use language for communication can mean acceptance of
self and acceptance by others. Meanwhile, the inability to use language to communicate
fully can cause self denial as well as rejection by others.
Language which exists in the world perhaps can
reach one billion languages, because each race around the world which has a
particular attitude, they exactly has the special language also. However, there
is a language, which is often used by people around the world as a
communication media and this language also often use in official moment, the
language is English.
English in Indonesia is still considered as a
foreign language, therefore we often find the difficulties when we learn and
understand English. Although, we feel difficult to learn English, English has
become the important language after Indonesian language. Nowadays English
lesson in school becomes the main lesson, therefore we must promote English, in
order English is easy to learn.
According to
Jeremy Harmer (1991:52)
Whatever the level
of the students and however language study is organized within ESA
teaching sequences, there are four things that students need to do with ‘new’
language: be exposed to it, understand its meaning, understand its form (how it
is constructed) and practice it. ESA (Engage Study Active).
We know in English there are four skills which must
be understand include listening, speaking, reading, and writing, through those
four skills we are able to know and understand English more. Margaret S. Webber
(1981:2) stated that “In American English, the singular noun language
identifies a total process. For the purpose of this discussion, the four major
abilities in the process – auding, speaking, reading, and writing – are
considered.“
From understanding of those four skills in English
the writer had ever got knowledge about such four skills, such four skills can
divide two elements, include receptive and expressive element. Language can be
visualized as a process center from which elements spread out and return for
regeneration. The total process is both receptive and expressive. The receptive
elements are listening and reading, where such elements tend to passive, it
means that these elements just have the characteristic to accept something,
whereas expressive elements are speaking and writing tend to active. However,
such elements have relationship each other, therefore we must combine these
elements in learning and understanding English.
In this case the language divides into two kinds
namely speech and writing English also. Donn Byrne (1983;23) stated that “A
fundamental distinction has to be made between speech and writing as aspects of
language.”
Nevertheless, oral and written English are not
exactly on a similarity. It is absolutely assumed that a language is basically
speech writing is primarily a means of recording speech, even thought it must
be acknowledged as a secondary media of communication. The importance of
writing is coming to be more recognized. Through the written kind has
relationship with the outside reader can be found anywhere. Books and magazines
are more useful than records, tapes, and radio broadcasts, but
writing has an advantage it can help us to speak.
To write well must be able to apply the connections
of the English language. This means that the students must have the following
skills. First, when the students write a composition, they must have the
ability to follow the rules of correct capitalization, punctuation, spelling,
grammar, usage, and sentence structure. Second, they must have the ability to
write effective sentences and use words and phrases which develop the reader’s
understanding. The students are expected to write as clearly and correctly as
possible. The strength of writing connections make the students will be able to
produce an effective composition.
One principle in teaching written English seems
that we must view the teaching of written English in two differences. First, it
is a language problem that is a problem of collecting words to form grammatical
sentence. Second, it is a symbolic problem, a problem of teaching students to
organize words and patterns so to fulfill a given symbolic aim.
In writing activity the students have much obstacle
especially writing in English. In writing activity to write an essay or a story
the students are less enthusiasm, because they suppose writing activity is a
complicated thing in English. Beside they must be thinking, they also must
express what they are thinking in written language especially English. In
writing especially English the students have a problem with vocabulary. They
often confuse to write the new word which they just have known; in addition the
new word has many letters, double letter, single letter, capital letter,
homophone, etc. English grammar itself is different with Indonesian grammar, in
English there are tenses which explain the time, typing of verb regular
and irregular verb, stressed and unstressed, etc.
There is little or no evidence in the composition
that the writer can correctly apply the conventions of the English language,
severe and/or frequent errors in spelling, capitalization, punctuation,
grammar, usage, and sentence structure may cause the writing to be unclear or
difficult to read. These errors weaken the composition by causing a lack of
fluency.
When testing is complete, spell automatically
scores and analyzes the individual students’ responses. The students’ spelling
of each spelling pattern is examined to identify which spelling patterns are
almost frequently misspelled.
Through explicit instruction in grouping sound to
letters, the students take a concrete understanding of the kind between spoken
and written language and begin to establish the critical letter sound
connections that link individual written words to their pronunciations and
meanings in the students’ mind.
Through active learning, the students become
capable in using meaning of spelling base words and word roots when adding
prefixes and suffixes. The students learn to use dictionaries and other
resources to widen and deepen their knowledge of word meaning and to spell word
correctly.
Spelling often becomes an obstacle in writing for
the students, because when they do not know exactly spelling of a word, they
will get doubt to write it. There are kinds of spelling which make the students
have confusing in spelling of writing, such as double letter, capital letter,
hyphen, double final consonant, affix, and homophone.
An analysis will be conducted on the
pre-intervention testing of the spelling to write a paragraph to determine how
closely the students’ spellings approximated the targets words.
In spelling comprehension the students
have trouble to understand it. Spelling comprehension is supposed the simple
case, but it can be enough confusing. Because if the students do not know the
spelling of a word they will get difficulty to write the word properly. Some
kinds of the words are difficult to be understood, as has been explained above.
This case has made misspelling in writing and considered as a cause why the
students’ interest is still lack in writing. In this case writer wants written
English to be interesting for the students, and becomes the fun activity in
English. Through spelling comprehension the students are expected able to
improve their writing skill. Understand spelling effectively can be by knowing
and memorizing the letters of a word, but that thing is very difficult, because
on other hand the students must know about meaning of a word, the students must
know letters of a word in spelling. Therefore, the students can overcome this
problem by understanding what spelling is and practice it.
The writer wants to take sample for
this research at secondary school, because the writer has experience about
skill of the students of secondary school in which about understanding of
English. The students of secondary school just understand English as foreign
language, so they just aware towards meaning of a word in English no more. In
this research the writer wants to give knowledge about English besides meaning
of a word, namely especially about spelling.
The students’ problem at secondary school level
especially about writing is how to begin write, they are still doubt to write
the correct spelling of a word, because at this level the students’
comprehension in spelling is still lack, and then they just know and understand
meaning of a word. When the students want to write, they are confusing to write
the correct word, because most of word in English is different when word is
pronounced and written. Therefore, the writer take research at secondary
school, in this case the writer chooses SMP Negeri 11 Serang, Kota Serang to be
sample of research.
B.
Identification of Problem
Identification of problems is the proceeding stage
of mastering the problems where objects of certain situation can be known as a
problem. And then, the identification of problem gives us a large number of
questions. In scientific activities, there is a kind of basic indication. It is
not the quality of the answer, which determines the scientific quality of the
research, but the quality of the answer itself. The research can produce
unpredictable or predictable result.
The study about writing seems very complicated,
because it relates to many aspects of teaching learning English. In spite of
writing also involves language activity, where its discussion are also
including the teaching and learning activity in the class, seeing the
complexity of the problems in English teaching and learning, the discussion of
the problem in teaching learning writing should be carefully identified.
The writer tries to arrange the identified problem
in writer’s study from general dilemma until more specific, as follows:
- Do the
students have much weakness in writing?
- Do the
students more concern toward grammatical error than spelling error in
writing?
- What is
contribution spelling in writing?
- Do the
students more understand meaning of a word than spelling of a word?
- Is the
students’ writing ability influenced by the students’ spelling
comprehension
- Is spelling
has correlation towards writing?
- Is there any
affect of spelling error toward the student’s writing ability?
- Do the
students often make spelling error in writing?
- Are the
students’ spelling comprehension more lack than others aspects in their
writing ability?
- Do the
students often make spelling error between double and singular letter?
- Do the
students get difficult case when writes homophone spelling?
- Do the students
feel difficult when find a word which gets affix?
- Are the
students’ spelling of a word comprehension is low at junior high school?
- Do the
students of high junior school just understand about the meaning of a word
not with spelling?
- What are the
difficulties of writing which the students of secondary school found?
C.
Limitation of Problem
The scope of this research is limited only on
investigating the effort to decide the limit of the problem obviously, which
makes the writer to be specified to identify whatever the factors belong to the
scope. The study must be limited by giving some questions where point of view
of the scope is going to be approached.
There are many particular objects relate to the
topic of analysis of spelling error in writing. The study of writing may be
still large to be researched. It is known that writing practice also include
teaching English as foreign language to the junior high school students. On the
other hand, teaching writing means conveying the student’s idea on their mind.
Limiting the study means to focus the study only in
one topic of discussion. Because all of question above is too large to discuss,
therefore the writer will focus on:
- Do the
students have much weakness in writing?
- Do the
students often make spelling error in writing?
D.
Formulation of Problem
The formulation is the effort to formulate the
problem, which is expected to get the answer implicitly. The formulation of the
problem is described from the identification and limitation of the problem.
Therefore, formulation of the problem must form the complete and clear
statement.
From the points above the writer expects be able to
find the result of this research clearly. The writer take formulating about
this research that the problem in understanding and mastering English
especially written English, writer wants to formulate that how to analyze
spelling error in written discourse?
E.
Purpose of Study
Due to the importance of developing writing
skill through spelling comprehension for the students, the writer has purposes
in doing this research, includes:
- To increase
the students’ motivation in writing and to make student more active to
write.
- To encourage
the student for writing.
- To increase
the students’ writing skill.
- To make the
student aware toward spelling error.
- To minimize
the students’ spelling error in writing.
- To increase
the student’s understood about spelling of a word.
- To increase
the student’s writing ability through spelling comprehension.
F.
Significance of Study
The general objectives of studying this problem
give some valuable contribution to reader about how to teach writing to the
junior high school students. In this study writer hopes that it is able to have
the significance for the student, teacher and writer.
- for the student
·
The students can increase their writing ability,
·
The students write to understand their own
composing process,
·
The students can decrease spelling error in
writing,
·
The students know how to write well,
·
The students can get a new way to write well, etc.
- for teacher
·
As a contribution in English teaching learning
process especially writing,
·
A teacher can choose the suitable technique to be
applied in teaching learning writing, etc.
3. for writer
·
As an evaluation for writer’s writing ability,
·
The writer can provide the alternative method in
teaching learning writing to the students,
·
As a challenge to explore the students’ writing
skill more detail,
·
As a motivation, etc.
CHAPTER II
THEORETICAL BACKGROUND
A.
Writing
1.
Definition of writing
Richard and
Rodrigues (1989:14) stated that “Writing is a way to explore material, a way to
discover insight into subjects.”
Barli Bram stated
(1995:7) that “In principle, to write means to try to produce or reproduce
written messages.”
2.
Natural of Writing
According to Donn Byrne (1989:24)
Main features of writing
a.
The relationship between the producer and receiver of
language;
In a speech situation there are two or
more participants with interchanging roles, but even in letter-writing or in
novelist’s recording of an interior monologue the process is virtually
one-sided.
b.
Writing lacks the direct signaling devices of speech,
Namely the physical situation as a
factor of meaning, and gesture, stress, intonation. Punctuation as a signaling
device cannot compare for effectiveness with the implications of speech
modulation.
c.
writing is the adequate time afforded for reflection.
The writing situation, in contrast to
that of speech, permits attention to formal structure.
B.
Involving of Spelling in Writing
John Schultz
(1982:80) stated “Adequate spelling make writing readable.”
Donn Byrne
(1984:16) stated “Mastery of the writing system includes the ability to
spell.”
Robert (1995:505)
stated “Spelling certain English words correctly is challenging because words
with similar sounds may be spelled differently.”
Webber (1981:201)
stated “The purpose of learning to spell words is to communicate thought in
writing.”
Pam Czerniewska
(1992:38) stated “As spelling plays such a central role in both writing in our
lives, it is worth examining just how accurate our notions are about its organization.”
The role of
spelling in writing is vital, because when you make error in spelling your
writing is difficult understood by reader. Then your writing’s mean is not
succeeded.
C.
Spelling
1.
Definition of Spelling
According to Hornby in OXFORD Advanced
learner’s Dictionary spell /spel/verb,
noun
§ verb (spelt, spelt /spelt/) or (spelled, spelled) 1 [VN] to say or write
the letter of a word in the correct order:
spell-ing /’spelIn/ noun 1 [U] the act of forming words correctly from
individual letters; the ability to do this: (2000:1242)
D.
Hypothesis
Writing has
aspects, purpose, process which can affect quality of writing itself. Writing
has three components, one of them is spelling. Spelling can
influence writing, because when we make spelling error in writing, we can not
improve our writing.
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