Lexicogrammatical Features On Recount Texts Written By The Third Grade Student Of SMP Dharma Pancasila Medan
Lexicogrammatical Characteristics in the Recount Text Written by Grade 3 Students of SMP Dharma Pancasila Medan
Introduction
The ability of junior high school students to write recount texts is a crucial aspect of their language skills. However, there is a lack of research on the lexicogrammatical features used by these students in writing recount texts. This study aims to explore the types of participants, processes, and circumstants used by grade 3 students of SMP Dharma Pancasila Medan in their recount texts. By examining these features, this study aims to contribute to a deeper understanding of the lexicogrammatical aspects used by students and provide insights for teachers to develop more effective learning methods.
Background
Many studies have been conducted to explore the ability of junior high school students in writing recount texts, as well as teaching techniques or strategies applied in the process. However, very few studies highlight the use of lexicogrammatical features by junior high school students in writing recount texts. This study aims to fill this gap by exploring the types of participants, processes, and circumstants used by grade 3 students of SMP Dharma Pancasila Medan in their recount texts.
Methodology
This study uses descriptive qualitative methods, where the data collected comes from recount texts written by grade 3 students of Dharma Pancasila Middle School, located on Jalan Dr. Mansyur Medan. A total of 23 students were asked to compile recount texts within 90 minutes based on the topic provided.
Research Findings
The results of this study revealed several significant findings related to the use of lexicogrammatical features in the recount texts written by students.
Types of Participants
The analysis of the types of participants used by students revealed a variation of use, including individual, non-individual, special participants, and humans. This shows the ability of students to identify and classify actors in the story they write.
The Importance of Identifying Participants
Identifying participants is a crucial aspect of writing recount texts. By recognizing the different types of participants, students can create a clear and structured narrative that engages the reader. The use of individual, non-individual, special participants, and humans by students in this study demonstrates their ability to identify and classify actors in the story they write.
Types of Processes
The analysis of the types of processes used by students revealed the use of five different types of processes in their recount texts. The material process dominates with a percentage of 49%, followed by a relationship (25%), the mental process (15%), the behavior of the behavior (6%), and the verbal process (5%). The dominance of material processes shows that students tend to emphasize physical action and concrete experience in their stories, which are in line with the characteristics of recount texts that focus on experience.
The Importance of Using Processes
Using processes is a crucial aspect of writing recount texts. By recognizing the different types of processes, students can create a clear and structured narrative that engages the reader. The use of material, relationship, mental, behavior, and verbal processes by students in this study demonstrates their ability to use processes in their recount texts.
Types of Circumstants
The analysis of the types of circumstants used by students revealed the existence of seven categories, with circumstant places to be the most widely used (49%), followed by time circumstant (31%), comorbidicstan (7%), circumstant method (6%), Circumstan causation (5%), as well as visible angular (1%) and circumstan p (1%). The use of a high place and time of place and time indicates that students try to provide a clear and appropriate context for the story they convey.
The Importance of Using Circumstants
Using circumstants is a crucial aspect of writing recount texts. By recognizing the different types of circumstants, students can create a clear and structured narrative that engages the reader. The use of circumstant places, time circumstant, comorbidicstan, circumstant method, Circumstan causation, visible angular, and circumstan p by students in this study demonstrates their ability to use circumstants in their recount texts.
Conclusion
Based on the results of this study, it can be concluded that grade 3 students of SMP Dharma Pancasila Medan showed a pretty good variation in the use of lexicogrammatical features when writing recount texts. This study contributes to a deeper understanding of the lexicogrammatical aspects used by students and can be a reference for teachers in developing more effective learning methods. By recognizing this trend, it is expected that writing teaching can be more focused on improving students' skills in expressing their experiences clearly and structured.
Implications for Teaching
This study has several implications for teaching. Firstly, teachers should recognize the importance of lexicogrammatical features in writing recount texts. Secondly, teachers should provide students with opportunities to practice using lexicogrammatical features in their writing. Finally, teachers should provide feedback to students on their use of lexicogrammatical features to help them improve their writing skills.
Limitations of the Study
This study has several limitations. Firstly, the study only examined the use of lexicogrammatical features in recount texts written by grade 3 students of SMP Dharma Pancasila Medan. Secondly, the study only analyzed the use of lexicogrammatical features in a specific context. Finally, the study did not examine the relationship between the use of lexicogrammatical features and students' writing skills.
Future Research Directions
This study has several future research directions. Firstly, researchers should examine the use of lexicogrammatical features in recount texts written by students of different ages and levels. Secondly, researchers should examine the relationship between the use of lexicogrammatical features and students' writing skills. Finally, researchers should examine the effectiveness of different teaching methods in improving students' use of lexicogrammatical features in writing recount texts.
Frequently Asked Questions (FAQs) about Lexicogrammatical Features in Recount Texts
Q: What are lexicogrammatical features?
A: Lexicogrammatical features refer to the words and grammatical structures used in a text to convey meaning. In the context of recount texts, lexicogrammatical features include the types of participants, processes, and circumstants used to describe events and experiences.
Q: Why are lexicogrammatical features important in recount texts?
A: Lexicogrammatical features are important in recount texts because they help to create a clear and structured narrative that engages the reader. By using the right lexicogrammatical features, writers can convey their experiences and events in a way that is easy to follow and understand.
Q: What are the different types of participants used in recount texts?
A: The different types of participants used in recount texts include individual, non-individual, special participants, and humans. These participants can be used to describe the actors involved in the events or experiences being recounted.
Q: What are the different types of processes used in recount texts?
A: The different types of processes used in recount texts include material, relationship, mental, behavior, and verbal processes. These processes can be used to describe the actions and events that occur in the recount text.
Q: What are the different types of circumstants used in recount texts?
A: The different types of circumstants used in recount texts include circumstant places, time circumstant, comorbidicstan, circumstant method, Circumstan causation, visible angular, and circumstan p. These circumstants can be used to describe the context and setting of the events or experiences being recounted.
Q: How can teachers help students improve their use of lexicogrammatical features in recount texts?
A: Teachers can help students improve their use of lexicogrammatical features in recount texts by providing opportunities for students to practice using these features in their writing. Teachers can also provide feedback to students on their use of lexicogrammatical features to help them improve their writing skills.
Q: What are some common mistakes that students make when using lexicogrammatical features in recount texts?
A: Some common mistakes that students make when using lexicogrammatical features in recount texts include using the wrong type of participant, process, or circumstant to describe an event or experience. Students may also struggle to use lexicogrammatical features in a way that is clear and concise.
Q: How can students improve their use of lexicogrammatical features in recount texts?
A: Students can improve their use of lexicogrammatical features in recount texts by practicing writing recount texts and receiving feedback from teachers. Students can also read and analyze recount texts written by others to see how they use lexicogrammatical features effectively.
Q: What are some resources that teachers can use to help students improve their use of lexicogrammatical features in recount texts?
A: Some resources that teachers can use to help students improve their use of lexicogrammatical features in recount texts include textbooks, online resources, and writing guides. Teachers can also use real-life examples of recount texts to illustrate how lexicogrammatical features are used effectively.
Q: How can students apply the knowledge of lexicogrammatical features in recount texts to other areas of writing?
A: Students can apply the knowledge of lexicogrammatical features in recount texts to other areas of writing by recognizing the importance of using the right words and grammatical structures to convey meaning. Students can also use the knowledge of lexicogrammatical features to improve their writing skills in other genres, such as narrative and descriptive writing.