THE ANALYSIS OF STUDENT’S WRITING RECOUNT TEXT USING E-

LEARNING IN SMK BUNGA PERSADA CIANJUR 2019/2020

Ana nurjanah
Suryakancana University Cianjur
ananurjanah638@gmail.com
Abstarct

The objectives of this study are to find the problems students in writing recount text
and the possible causes of the problems of students writing error at SMK Bunga Persada
Cianjur. This research used descriptive qualitative research. To collect the data, the researcher
uses an essay test in the form of recount text composition made by the six grade students,
researcher got the data with observe using application google classroom or online class and
Instagram for upload the task students. The technique for collecting data used in this study are
observation, interview and questionnaire. The data of this research is information elicited
from the students and teacher concerning classroom procedures and the techniques used by
English teacher of SMK Bunga Persada Cianjur. The sample of the research 32 students of
class X OTKP 3 of SMK Bunga Persada Cianjur. The results of this research is beneficial to
the process of learning English. The result of this research give information about the ability
of the students in making writing recount text and give information about the problems or
error in writing recount text by the students. The error which appear in this research could
help the teacher to know what problems that students get in writing text so that teacher can
give solution and the students will not make the same errors.
Keywords: Problems in writing, Error analysis, Recount Text.

INTRODUCTION
Nowadays, technology has been widely used in instruction. Technology as medium is
understood as a source of meaning making, although we tend to think about technology as
devices (gadget) like a phone, car or computer, representing material entities, cautions that
technology is more than that and identifies certain dimensions of technology (Cloete, 2017).
Technologies have the capacity to assist education across the curriculum and supply chances
for useful communication between learners and educators in ways that have not been
possible before (Laabidi, 2016).

The era of industrial revolution 4.0 is characterized by the use of technology in every
field of life. It is powered by artificial intelligence, and it will transform the workplace from
tasks based characteristics to the human-centered characteristics. Instead of mastering
technology, an ability to speak English in this era is critical as a medium of communication
between nations and people from various backgrounds (Halimah, Helmie, & Susilawati,
2018).

As we know technology already use in learning, one of them use in English Learning.
Or we always hear with E-learning. E-learning has grown in significance as an educational
tool just like technology has developed and progressed over the years, there have been more
efforts at advancing technology than attempting to understand the needs and learning styles
of individual learners and instructional design (Samir, 2014). And E-learning is about
connecting people, technologies and services, for the purpose of fulfilling educational
objectives, the people concerned are the stakeholders; students, teachers, content providers
and institutions, professional associations and education board (Arafat, 2019).
Educational technology is being used in the classroom more frequently than ever, it has
not been utilized properly or effectively. Factors leading to such improper use and poor
32
 adoption by teacher and faculty members include organization policy and support, time
availability, and teacher and faculty preparation. Teacher can create a personalized course
by designing a new adaptive course format. E-learning involves the use of digital tools for
teaching and learning (Ahmed, 2019). Teachers/ educators do not only teach the language
skills and language components separately, but also teach the student about skills of life and
characters. In this technology era, teachers have to be more creative and innovative in using
instructional media for the teaching and learning process (Mahsunah, 2017).
One of the application that can use is Instagram application in learning writing recount
text. Instagram is a location based social network mobile application for sharing photos,
videos, combination of instant camera and telegram that services allows users to application
digital filters and share their photos and videos on other social networks and social media
platform (Boslaugh, 2016). Students can post their story in the caption and add picture that
describe the caption.

Writing is one of the fourth skills of listening, speaking, reading and writing in language
learning. It is system of written symbols, representing, the sounds, syllables or words of
language, generally writing is very important that communication is transmitted more
through writing than any other type of media. So students need effective writing skills to
meet their academic needs and workplace requirements (Durga & Rao, 2018). Another
expert says writing skill has a role in developing their English, the importance given to
writing differs from teaching situation to teaching situation. It some cases it shares equal
billing with the other skills where students write their learning of the grammar and
vocabulary of the language (Sukma, 2015). According to Dewi & Misdi (2017) learners
make errors in writing when they try to do something with the language which they are not
yet able to do.
An English teacher of SMK Bunga Persada Cianjur said that she uses conventional
method in teaching learning process. Therefore, the writer intends to introduce the new
medium that is using Instagram. By using this application, it is expected that students are
more effective to share their written in writing learning.

METHODOLOGY

Research Design :
This study analyzed the student engagement in teaching and learning writing recount
text using Instagram. In this study the researcher’s position is as an observer. In collecting the
data, the researcher conducted one meeting based on the schedule of the class participant. The
data collected by using two instruments, such as questionnaire and interview. The results of
those instruments were interpreted in qualitative method.
Sample
This research was conducted at SMK Bunga Persada of Cianjur. It is colacted at
JL.Pramuka, Kel.Sukamulya 43281. SMK Bunga Persada has three grades of classes, namely
first grade, second grade, and third grade. First grade is class X, second grade is class XI and
third grade is class XII. This school has four major, that are office, hotel management, nursing
assistant, and culinary art. The selection of the school was based on the following
consideration. The school considered that the students listening skill should be improved so
the school gave a chance to the researcher to conduct research.
Analysis Data
After the data were collected, the researcher analyzed the data with the descriptive manner.
The researcher describes the data to give any information about the problems that find in
writing recount text of students using Instagram. The first data is about what are the problems
that student’s find in writing recount. The second is about what are the possible causes of the
problems of students writing error.

FINDINGS

The first research question is about the problems that student’s find in writing recount.
This research question used data obtained from classroom observation online and close-ended
questionnaire. The data got from observation, that showed if students problems in writing in
tenses, grammar, and vocabulary. And the second data got from close-ended questionnaire,
the data showed by graphic:

Graphic 1

Graphic 1

Based on the graphic 1, the first question researcher asked about write recount text is
difficult. 60% said no. They didn’t think if write recount text isn’t difficult but they think
write recount text is easy. 6,7% said yes, maybe not yet understand or find some problem.
33,3% said maybe
 Graphic 2
Graphic 2 shows the second question asked one of the problem in writing recount
text is how to determine vocabulary. 73,3% said yes because some of them still confused to
determine vocabulary because in English some word have some meaning. 26,7% said maybe,
they think sometimes vocabulary is difficult

Graphic 3

Graphic 3

The third question based on graphic 3, asked about one of the problem in writing
recount text is to differentiate verbs or tenses. 73,3% said yes if one of the problem in
writing recount text is verbs or tenses, they have problem to differentiate verbs or tenses.
20% said no, they don’t have problem to differentiate verbs or tenses. And 7% said
maybe, sometimes difficulty and no.

Graphic 4
The fourth question based on graphic 4, asked about students have difficulty in
determining the content or story ide. 26,7% said yes, 60% said no they don’t think if they
are difficulty in determining the content or story idea. 13,3% said maybe.

Graphic 5

Graphic 5

Based on graphic 5, asked students have difficulty in the determining the mechanism
and punctuation. 26,7% said yes, they get problem in determining mechanism and
punctuation. 60% said no, they didn’t get problem in determining mechanism and
punctuation. 20% said maybe, sometimes they got and no in determining mechanism and
punctuation in writing.

Graphic 6
 Based on graphic 6, asked about when students feel difficulty, they always use
dictionary for make it easy. 60% students said yes, they always use dictionary if they feel
difficulty, and 26,7% students sometimes use and no. 13,3% students said no maybe they
use translation or they know vocab.

Graphic 7

Based on graphic 7, asked about student inspiration in writing recount text with
remember their experience in the last. 93,3% said yes, they got inspiration in writing
recount text based on their experience. And 6,7% student did not got inspiration from their
experience.

Graphic 8
 Based on graphic 8, asked about student’s problem to distinguish tenses or formula,
they always ask to friends who already understand. Some of them said yes, one student
said no and three students said maybe.

Graphic 9

Based on graphic 9, asked about students’ problem to distinguish tenses or formula

students always ask to teacher. 53,3% said yes, 6,75% said no, and 60% said maybe, so
some of them ask to their friend than their teacher when they get problems in writing.

Graphic 10

The last question in graphic 10, asked about students always get idea after saw writing
of their friends, and 86,7% of them always get idea from writing their friends. 6,7%
student said no and 6,7% student said maybe, based on graphic 10.
DISCUSSION

 The finding of the Problems that Student’s in Writing Recount

The section discusses about the Problems that Student’s Find in Writing Recount. In
this research, the writer choice the first grade students as the participants in learning
writing. Senior High School as object of the study especially X student consist of eight
class, but the writer took one class in X Office 3. The number of participants are thirty
five but that response around twenty students because some of them have problem in
network.
The first research question is to find out What are the problems that student’s find in
writing recount, to answer it the researcher using data obtained from classroom
observation by online, when they learning writing recount text, some of them didn’t have
problem with recount text, they understood with recount text such as generic structure,
rule in recount text. But when teacher gave task to wrote their experience in the past, they
have problems in writing.
From the result of classroom observation shown that, some of students like learning
English because, English can make atmosphere in the classroom become more fun, but
some students still felt difficult when they learn English in the classroom by online, they
still confused to understand the material. And they didn’t know the change from verb1 to
verb2, the teacher just gave the material about recount text and the students practice to
write their experience.
In classroom observation sheet and close-ended questionnaire there are there are fifteen
students from thirty fives students who have answer the questionnaire, that they have
problems about idea, grammar and tenses. There are some students already correct in
writing recount text. The reason is that they were still fell difficult because they still don’t
understand with grammar or tenses based on according to Azhar (2015), grammatical is
connected with the rules of grammar or correctly following the rules of grammar. In this
study the students‟ grammatical errors refer to the application of a rule of English in an
inappropriate situation. Common grammatical error means that errors that happen nearly
all rules of grammar in a determined category or guidance. Gave the guidance for
correcting writing errors grammatically. The list of types error as follows: 1. Singular-
plural; 2. Word form; 3. Word choice; 4. Verb tense; 5. Add a word; 6. Omit a word.
The second, result from the data close-ended questionnaire is about the aspect and
how to resolve the issues that occur when writing recount text. The result indicated that
fifteen students answer that if they problems in writing recount text are grammar, tenses,
and vocab. Eleven students think if they have problem with how to determine vocabulary,
the first reason because they don’t know some vocabulary in English, they just know word
from Indonesia but don’t know in English. So most of students have problem how to
determine vocabulary.
For the next result learning process in writing class that students get problems in
writing recount text. Beside the vocabulary, students also get problems in tenses, they are
confused to distinguish tenses that will they use. They just know if recount text use past
tense, but some of sentence don’t use past tense some of sentence must use present
because of the rule. But teacher didn’t tell it, teacher just told definition, generic structure,
and formula. So students get problems in writing recount text, they still confused to use
tenses.
From the data classroom and close-ended questionnaire that there are thirteen students
can solve their problems with ask to their friends compared to asking to their teacher.
They think if they ask to their teacher, they are afraid or shy. But if they ask to their
friend, they think can understand. But some of them still got problems in writing recount
text. They still got error writing in to use vocabulary, grammar or tenses.
 The possible causes of the problems of students writing error
This chapter discuss about the possible causes that students found when they learn
writing especially recount text. Based on the research of interview teacher, that found
three possible causes of the problem of students writing error, that are:
a. First possible causes
The first possible causes that found students not yet understand with verb,
according to Novariana, Sumardi, & Samiati Tarjana (2018), The first is
Grammatical Problems, students have grammatical problems with subject verb
agreements, pronoun references, and connectors.
Student get problem with verb, one of their problem to change verb1 to verb2,
because the teacher just gave theory not verb. In recount text use simple past, in
simple past change verb1 to verb2. So the students are confused to change from
verb1 to verb2, they still use verb1 in past sentence.
Another problem pronoun reference, they still confused to change noun which
can consist of abstract people, objects, animals, places or concepts. One example
when they change she to possessive adjective be him, it isn’t true because she in
possessive adjective be her. So before teacher give theory, they must give some
knowledge about changing verb, pronoun reference, etc.
b. Second possible causes
The second possible causes is students are confuse to choice words, based
according to Novariana, Sumardi, & Samiati Tarjana (2018) one of the problems
writing students is word choice, writing in a second language using the appropriate
words in the appropriate place is a problem for students. The effort to impress the
reader leads to a problem of diction.
Word choice also that find in the problems of student, students still confused
to choice word that match with their writing. Because in English student think
many words but have one meaning, so they are confused to choose the correct
words.
c. Third possible causes
The last possible causes student didn’t understand with tenses. Some students
couldn’t distinguish past and present sentence, they still use verb1 in sentence past
and use verb2 in sentence present. Student just know if recount text use past so
they use past sentence in their writing, but some sentence not use past because
some sentence also must use present for example, real or fact sentence “the birds
have two eyes”, student use had not use used have.
CONCLUSION

This research investigated about The Analysis of Student’s Writing Recount Text Using
E-Learning. The research was conducted at Senior High School, the research choice first
grade of senior high school. The research took one class as the participants. Based on
classroom observation, close-ended questionnaire and interview there are the conclusion of
the research.
The data showed that are found the student’s problems of writing recount text in learning
writing, the first problem is verb or tenses students still confused to change from verb1 to
verb2 and they still wrong to choice past and present sentence. the second problem is
vocabulary students still don’t understand translate words from Indonesia to English or
English to Indonesia. The last problem is grammar students got problems in to arrange
sentence to be correct sentence.
Besides that, from the data there are students got problems because some possible causes.
The first possible causes, student not yet understand with verb, to change verb1 to verb2,
because the teacher just gave theory not verb. In recount text use simple past, in simple past
change verb1 to verb2. The second possible causes, choice words, students still confused to
choice word that match with their writing. Because in English student think many words but
have one meaning, so they are confused to choose the correct words. The last possible causes
is tenses, they still use verb1 in sentence past and use verb2 in sentence present. Student just
know if recount text use past so they use past sentence in their writing.

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