Tenth Grade Students’ Language Style in Recount Text



Download 174.5 Kb.
Date16.08.2017
Size174.5 Kb.
#27208

Tenth Grade Students’ Language Style in Recount Text




TENTH GRADE STUDENTS’ LANGUAGE STYLE IN RECOUNT TEXT

Ricka Mega Pratiwi

English Education, Language and Art Faculty, State University of Surabaya

rickamegapratiwi5@gmail.com

Abstrak

Penelitian yang terdahulu menyebutkan bahwasiswa cenderung menggunakan bahasa yang tidakresmi di tulisanmereka.Merek acenderung menggunakan bahasa yang tidak resmipada pembelajaran menulis, seperti singkatan, kependekan dan bahasa keseharian. Padahal, siswa diwajibkan untuk menggunakan bahasa resmi pada pembelajaran menulis. Maka dari itu tujuan dari penelitian ini untuk mengetahui apa saja tipe bahasa resmi yang ditemukan di tulisan siswa dan apa saja tipe bahasa tidak resmi yang ditemukan di tulisan siswa.

Penelitian ini menggunakan pendekatan qualitative untuk mendeskripsikan tipebahasa keseharian yang muncul di tulisan siswa. Data penelitian ini berupa tulisan siswa. Data dikumpulkan dengan cara studi dokumen. Instrumen yang digunakan pada penelitian iniadalah tulisan siswa. Setelah itu untuk menganalisis data peneliti menggunakan teory dari ary at el. Terdapat tiga step pada analisis data yaitu mengorganisasi dan mengenal, mengkodi dan mengurangi, menginterpretasikan dan menunjukkan.

Dari hasil penelitian ini, peneliti menemukan beberapa tipe bahasa resmi pada essay tulisan siswa. Terdapat 4 tipe bahasa resmi pada tulisan siswa. Yaitu bahasa bukan bahasa keseharian, bukan singkatan, bukan ekspresi run out dan bukan bahasa tidak resmi yang negatif. Selanjutnya, siswa menggunakan bahasa tidak resmi pada tulisan mereka. Terdapat 4 bahasa tidak resmi yang ditemukan di essay mereka. Bahasa tidak resminya yaitubahasa keseharian, singkatan, expressi run-out, dan bahasa tidak resmi negatif.


Kata Kunci :Gaya Bahasa, teks recount, pembelajaranmenulis

Abstract
Previous study is mention that students tend to use informal language in their writing. They tend to use informal language in academic writing, such as contractions, abbreviations and colloquial language. However, students are required to write formal language for academic writing. Therefore, the aims of this study are to list the types of formal language are found in students’ writing and to list the types of informal language or colloquial language.

This study uses qualitative approach and has a purpose to describe the types of language style exists in students’ writing. The data of this study is in the form of students’ writing. The data were collected by applying document study. Instrument in this study is students’ writing. After that, the researcher used theory of Ary at al (2010) to analyze the data. There are three steps in data analysis, i.e. organizing and familiarizing, coding and reducing, interpreting and representing.

From the result, the researcher found several types of formal language in students’ writing essay. There were 4 types formal language that found in students’ writing. Those formal languages were non colloquial languages, non-contractions, non-run out expression, non-informal negatives. Moreover, students were using informal language in their writing. There were 4 types informal language that found in students’ writing essay. Those informal languages were colloquial languages, contractions, run out expression, informal negatives.

Keyword: Language style, recount text, academic writing



INTRODUCTION

Language is the basic of communication that contains tones, letters, and structures. Language is used to convey ideas and it is to make people know what is intended. Language is needed by people to communicate with others, because language is crucial in communication. Without language people cannot interact with others (Suri, 2015). According to Algeo (2005), language uses for speaking and for writing.

Language in speaking is different from language in writing (SLC, 2012). People use informal language when they communicate with other people while formal language is used in writing, such as writing newspaper, job application letter, and also writing for academic purposes. It is in line with Marzita (2013), language can be used in formal and informal situation. According to Richard (1985), people use informal language in their conversation. Moreover, informal language is used in people’s daily conversation and it brings casual context, such as sharing their feeling, gossiping and telling about personal life. However, formal language is used in writing to aim for academic writing; it can be in form of university assignments, job application, job files and others.

According to Mustakim (2015), students tend to use informal language in their writing, which contains contractions, incomplete sentence structure, colloquial abbreviations, trendy acronyms and emoticons. This is affected by students’ environment such as language in their daily communication, technology and others. Most students communicate with their friends by using informal language. Thus, they tend to use this language in their writing as well. This type of language is called colloquial language. Colloquial language is not allowed, because students should use formal language in academic writing (Unilearning, 2000).

According to Anderson (1997:50), recount text retells past experience in chronological order and it can be writing or speaking. The purpose of this text is to describe someone’s experience, which happened in the past. Thus, when students write recount texts, they tend to use their own language which leads to the use of colloquial languages. By that reason, the researcher wants to find colloquial language in recount text of tenth grade students’ writing.

Colloquial language also called as informal language which is belonged to language style. Some experts define language style in many ways. Wardhaugh (2006:51) states that language style is people can talk with others using formal or informal language and it is depending on the situation. It is in line with Holmes (1992:276) states that styles are language that has a scale of formality. Both of these theories show that language style depends on situation in the surrounding. The level of formality is determined by the circumstance. It is stated that the language style uses due to the people want to use formal or informal language provided that their needs. However, these theories do not explain the characteristic of language style in academic writing. It is different from Kimberley and Crossling (2012). According to Kimberley and Crossling (2012), there are five language styles in academic writing, those are formal, impersonal, and uses selected grammar patterns, formal signaling and connectors, formal cohesion techniques.

As stated above, there are some researchers who had already conducted research about colloquial language. First, Burdova (2009) analyzed about student’s slang in speaking. This research goes along with Burdova’s as it analyses non-standard language. However, this research focuses on written text. The second previous study comes from Shadrah (2010) by the titleA Translation Analysis of Colloquial Expressions in the Children’s Storybook Entitled the Secret Life of MS WIZ by Terence Blacker. This research and Shadrah’s research have similarity. They analyzed colloquial language and using the same qualitative approaches. However, Shadrah’s research analyzes colloquial language in novel, while this research analyzes colloquial language in student’s writing.

This research concerns with the analysis of language style in academic writing that occurs in SMA Negeri 1 Purwosari. Then the researcher classifies it only formal and informal language or colloquial language. This research chooses tenth grade students in recount text, because recount text is taught in this grade. It is based on curriculum 2013. Therefore, students of senior high school are compatible to be observed.

As stated above, language styles in academic writing are divided into five, those are formal, impersonal, and uses selected grammar patterns, formal signaling and connectors, formal cohesion techniques. The researcher tries to find formal and informal language or colloquial language in academic writing that is recount text. From those statements above, this present study tries to answer these research questions, as follows.What formal languages are found in students’ writing? What informal languages or colloquial languages are found in students’ writing?

RESEARCH METHOD

As stated above, this research aims to describe the language style exist in students’ writing. The researcher want to know the formal and informal language or colloquial language exist in recount text. Students are not allowed to use informal language in academic writing. However, they tend to use informal language. Therefore, the researcher uses the appropriate approach, which is qualitative.

According to Burns and Grove (2003:19), qualitative approach is a method that is derived from personal belief to demonstrate experience and circumstance. Qualitative research is approach that uses beliefs or trusts, rather than the facts or situations. Qualitative research focuses on the people experiences and individual characteristics (Parahoo, 1997:59). Someones’ experiences are the main attention and consideration, which happened. According to Holloway and Wheeler (2002:30), qualitative approach is the ways of people to find the intended meaning of their experience that make sense called as a form of social enquiry. Researcher uses qualitative approach to explore the behaviors, perspectives, experiences and feelings of people and emphasize the understanding of these elements. In qualitative approach, the data is in form of words not numbers. Therefore, formula is not applying on this research.

This research was conducted on tenth grades of senior high school with recount text as the research subject. The researcher takes only 28 students in one class. This study prefers chooses students of senior high school; because they tend to use several language styles in their writing. Commonly, students are affected by technology to use several language styles. For example, cell phone, social media, English novel, and others. Consequently, students are being familiar with language style from their environment. Thus, the students use several language styles in their writing.

This research was conducted in SMA Negeri 1 Purwosari. The researcher chooses this school because the researcher believes language style of formal and informal language or colloquial language was easy to find in this school. SMA Negeri 1 Purwosari uses several technologies, such as laboratory for English, computer, Wi-Fi and others. Moreover, some students in this school use language style in their writing. Although, they are not allowed to use all language style, they still use it. The researcher took the writing of tenth graders. The subject was recount text. Recount text is a text telling past experience and the aims to entertain the reader. In this text, students tell about their past experience or event which they already happened. Thus, students use several language styles in their writing, because the story tells about their experiences.

Data is important thing of the final result for this research. Data helps to find the answer of the research problem. Data is a phenomenon of something that happens in the field. It is important to get the data for this study. In this study, there is one type of the data i.e. words of the students’ writing. For research question 1, the data is in the form of words from students’ writing in recount text. There are 28 students’ writing should be analyzed by the researcher. The researcher analyzes language style in recount text especially formal language. For research question number 2, the data is in the form of words from students’ writing in recount text. The researcher analyzes 28 students’ writing especially informal language or colloquial language. Additionally, the source data of research question number 1 and 2 are students’ writing.

This research uses one kind of instrument that is students’ writing of recount text. From the students’ writing, researcher gets the data in the form of words which is contains of formal language and informal language or colloquial language. These words are important to know what types language style that occur in students’ writing. This instrument is efficient for the researcher to take the data. Then questionnaire is aimed to know students’ opinions about several language styles.

This research uses three kinds of data collection technique i.e. document study, observation and interview.

For research question number 1and research question 2, the data collection technique is document study. Document study is revising and assessing documents such as printed and electronic material in organize procedure [Gle09]. This document consists of texts or words by subject without the interference of the researcher. Moreover, in this research the document is students’ writing about a recount text which is contain of formal language. It is about their past experiences or recount text. The researcher gets the students’ writing by asking the document from the teacher. Thus, the teacher collected the students’ writing by collecting them. After that, the students’ writing was analyzed by the researcher. While, in this study, the researcher analyzes the students’ writing which is contains of informal language or colloquial language. After that, researcher makes a note in the field note that contains about teacher’s activities delivering material. Moreover, the researcher gets the students’ writing by asking the document from the teacher. Thus, the teacher collected the students’ writing by collecting them. After that, the students’ writing was analyzed by the researcher.

The data from this study is in the form of words of students’ writing, field note and students’ answer. The researcher gets the data by asking students’ writing, make note and questionnaire. Then, the researcher will analyze the students’ writing, field note and students’ answer. According to Ary et al (2010), there are three steps in data analysis, i.e. organizing and familiarizing, coding and reducing, interpreting and representing.

For research question 1 and research question 2, the data is in the form of students’ writing. In organizing and familiarizing, researcher reads the students’ writing and organizes the words in the document. For coding and reducing, the researcher identifies the students’ writing and classifies it in the formal language. Also, researcher categorizes and codes the formal language in students’ writing. In interpreting and representing, researcher interprets the data to find out the formal language and the answer of questions. After that, researcher presents the findings in detail. While, in organizing and familiarizing, researcher reads the 28 students’ writing and organizes the words in the document. For coding and reducing, the researcher identifies the students’ writing and classifies it in the informal language or colloquial language. Also, researcher categorizes and codes the informal language or colloquial language in students’ writing. In interpreting and representing, researcher interprets the data to find out the informal language or colloquial language and the answer of questions. After that, researcher presents the findings in detail.

FINDINGS AND DISCUSSIONS

In result, the researcher answers the two research questions. The two research questions are answered by the data taken from students’ writing essay of recount text in SMA Negeri 1 Purwosari. After that, researcher writes the result of the data in this chapter.



Formal Language Found in Students’ Writing Essay.

From the data, the researcher found several formal languages in students’ writing. There were 4 types formal language that found in students’ writing. Those formal languages were non colloquial languages, non-contractions, non-run out expression, non-informal negatives. The researcher found formal language in 15 students’ writing. Each student has different formal language in their writing. These formal languages were evidenced by the result of students writing about recount text.

In the first student’s writing, the researcher found formal language in her/his writing. There was one formal language that found in student’s 1 writing. The formal language found in fourth lines and it is the sentence.

“After that, I saw animals such as bird, giraffe, elephant and others.”

In the sentence above, there was formal language that used by student 1. The formal language was “others”. It was included to formal language because it was not run-on expressions, such as “etc.”, “so on”, “so forth”.

In the second student’s writing, formal languages were found in her/his writing. There were two formal languages that found in student’s 2 writing. The formal language found in second paragraph and both of these formal languages were in the same sentence. It is the sentence.

“We saw few kinds of animals there, such as tiger, snakes collection, butterfly collection, and others.”

There were two formal languages that found in the sentence above, those are “few” and “others”. First formal language, it was not informal negatives. Thus, “few” was involved to formal language. While, second formal language was not run-on expressions.

In the third student’s writing, there was formal language that found in her/his writing. The formal language was found in third paragraphs in second lines. It is the sentence.

“In zoo don’t just few animals, but over there is fauna museum.”

The formal language was underlined in the sentence above. “Few” was involved to formal language because it was non-informal negatives.

In the fourth student’s writing, formal language was found by the researcher in her/his writing. It was in second paragraphs in last lines and it is the sentence.

“This was an excited experiment in our life.”

There was formal language in the sentence above. The formal language was underlined that is “excited”. The form of informal language of “excited” was “high”. Therefore, this language was formal language.

In the fifth student’s writing, there was formal language in the third paragraphs in first lines. It is the sentence.

“At 03 January 2017 I am start a new semester.”

The formal language of student 5 was underlined in the sentence above. The formal language was “I am”. This language did not include contractions, such as “I’m”. Therefore, this language involves formal language.

In the sixth student’s writing, formal language was found in second paragraphs in fourth lines and it is the sentence.

“There were so many booth that exposed several kinds of clothes from casual until formal, for boy and girl”

There was formal language in the sentence above. The formal language was “several” and it involves to formal language because it was non-informal negatives.

In seventh student’s writing, there was formal language in forth paragraphs in first lines and it is the sentence.

“I really do not believe because he really awesome.”

The formal language was underlined in above that is “do not”. It was formal language because this language non-contractions.

In eighth student’s writing, formal language found in fifth paragraphs in first lines and it is the sentence.

“I’m did not become the winner.”

In the sentence above, there was formal language. The formal language was underlined that is “did not”.

In ninth student’s writing, there were two formal languages that found in her/his writing. The formal language was in first and third paragraphs. It was the first formal language sentence.

“When I went there I would get few experiences with my sister.”

The formal language in the sentence above was “few”. It was formal language. For second formal language was in this sentence below.

“I felt that was my bad experience and I cannot forget about that.”

The second formal language was “cannot”. This language was formal language because it was non-contractions.

In tenth student’s writing, there was no formal language in her/his writing. In the writing, there were a lot of informal languages.

In eleventh student’s writing, there was no formal language in the writing. In the student’s 11 writing was contained several informal languages.

In twelfth student’s writing, there was formal language in her/his writing. The formal language was in second paragraphs and it is the sentence.

“Member contest in mess did not know now will contest that are mistake committee because in basecamp member no we are member contest and no schedule contest.”

There were two formal languages in the sentence above; those are “did not” and “no”. Both of these formal languages were avoid of contractions and informal negatives.

In thirteenth student’s writing, there was formal language in her/his writing. The formal language was in first paragraph in fifth lines and it is the sentence.

“I also see a wide of variety rare animals such as turtles are already old.”

There was formal language in the sentence above. The formal language was underlined that is “wide of variety”.

In fourteenth student’s writing, there was no formal language in his/ her writing. The student’s 14 writing was using informal language.

In fifteenth student’s writing, there was formal language in her/his writing. The formal language was in second paragraphs in sixth lines. It is the sentence.

“We saw a few rocks collection there.”

The formal language was “a few”. This language was formal language because it was avoid informal language.

In sixteenth student’s writing, there was formal language that found in her/his writing. The formal language found third paragraphs in first lines. It is the sentence.

“In the morning I want play wave, but I did not bring a shirt, so I bought some shirt.”

The formal language in the sentence above was underlined that is “did not”. This language was non-contraction. Thus, this language belongs to formal language.

In seventeenth student’s writing, formal language found in third paragraphs in first lines and it is the sentence.

No people there, me and my friends try to find the way but always lost.”

The formal language in student’s 17 writing was “no”. “No” was formal language because it was non-informal negatives.

In eighteenth student’s writing, formal language was found in her/his writing. There was formal language in third paragraphs in fifth lines. It is the sentence.

“The air was cool, I make few sand castles.

The formal language of in this sentence was “few”. “Few” was used by student 18 to avoid informal negatives such as “not many”.

Therefore, there were several formal language that used by students. Formal language were found in students writing to avoid the used of informal languages or colloquial languages.

Informal Language or Colloquial Language Found in Students’ Writing Essay.

Informal language or colloquial language found in students’ writing of recount text. There were 4 types informal language that found in students’ writing essay. Those informal languages were colloquial languages, contractions, run out expression, informal negatives. These language styles were used by some students. These informal languages were found in 16 students’ writing essay.

In the first student’s writing, the researcher found informal language in her/his writing. There was one informal language that found in student’s 1 writing. The informal language found in sixth lines and it is the sentence.

“After that I played roller coaster with my brother, it’s very scared”

In the sentence above, there was informal language that underlined in the last word. The formal language was “it’s”. It was informal language because it was contractions, such as “can’t.”, “didn’t”, “don’t”.

In the second student’s writing, informal language was found in her/his writing. The informal language found in third paragraphs in sixth lines. It is the sentence.

“I played for some hours until I felt dead and decided to go back to our car.”

There was informal language that found in the sentence above, that is “dead”. Thus, “dead” was informal language or colloquial language.

In the third student’s writing, there were informal languages that found in her/his writing. There were three informal languages in the student’s 3 writing essay. First informal language was in third paragraphs. It is the sentence.

“In zoo don’t just few animals, but over there is fauna museum.”

The informal language was underlined in the sentence above. “Don’t” was a contraction which is belongs to informal language. Second informal language was in fourth paragraphs in first lines. It is the sentence.

I’m very happy time to journey go home.”

The informal language was “I’m”. This language also called as a contraction which is informal language or colloquial language. Third informal language was in fourth paragraphs in third lines. It is the sentence.

“I was so high.”

The informal language was “high”. This language was the form of informal language of “excited”.

In the fourth student’s writing, informal languages were found by the researcher in her/his writing. The informal languages were two, those are “we’re” and “can’t”. It was in the first paragraphs different lines and it is the sentence.

We’re up the car go to there.”

“We can’t continue our journey.”

Both of these sentences were informal language. The informal languages were underlined. Then it was informal languages that are contractions.

In the fifth student’s writing, there was informal language in the third paragraphs in third lines. It is the sentence.

“That was very-very happy.”

The informal language of student 5 was underlined in the sentence above. The informal language was “very-very happy”. This language was appropriate for spoken rather than written.

In the sixth student’s writing, informal language was found in third paragraphs in last lines and it is the sentence.

“I couldn’t stop watching and so enjoying payuhteduh.”

There was informal language in the sentence above. The informal language was “couldn’t” and it was informal language because it was contractions.

In seventh student’s writing, there was informal language in second paragraphs in second lines and it is the sentence.

That’s how Alicious fans are called.”

The informal language was underlined in the sentence above that is “that’s”. It was informal language because this language was contraction. Also there was contraction in third paragraphs in second lines and it is the sentence.

“I couldn’t take my eyes off this amazing handsome.”

The informal language of this sentence was “couldn’t”. It was also contraction. Thus, both of these languages were informal language.

In eighth student’s writing, informal language found in each paragraphs and it is one of the sentence which contain of informal language.

“One day I’m age fourteen ago, I’m following contest fashion recycle.”

In the sentence above, there was informal language. The informal language was underlined that is “I’m”. It was contraction.

In ninth student’s writing, there were two informal languages that found in her/his writing. The informal language was in first and fourth paragraphs. It is the first formal language sentence.

You know why?”

The informal language in the sentence above was “you know why”. It was informal language. For second formal language was in this sentence below.

“But I’m so happy because I can get one more experience.”

The second informal language was “I’m”. This language was informal language because it was belongs to contractions.

In tenth student’s writing, informal language found in each paragraphs and it is the sentence. The student 8 was using several contractions.

“One day I’m with my family went to Surabaya Carnival.”

I’mwent to Surabaya Carnival at 2 p.m.”

“And I’menter to the Surabaya Carnival.”

The informal languages were underlined, that was “I’m”. This language was called as a contraction which is informal language.

In eleventh student, there was informal language in her/his writing. The informal language was in the third paragraphs and it is the sentence.

“But we thought for give up and down hearted.”

There was informal language in the sentence above, that was “give up”. This informal language was called as informal language. The form of formal language was “surrender”.

In twelfth student, there was informal language in her/his writing. The informal language was in the first paragraphs and it is the sentence.

“Organize compass bring about on morning of afternoon.”

There was informal language in the sentence above, that was “bring about”. This informal language was called as informal language. The form of formal language was “held”.

In thirteenth student, there was informal language in her/his writing. The informal language was in the first paragraph in seventh lines and it is the sentence.

“I decided to brunch with my mother.”

There was informal language in the sentence above. The informal language was underlined, that is “brunch”.

In fourteenth student’s writing, there was no informal language in his/ her writing. The student’s 14 writing was not using informal language.

In fifteenth student’s writing, there was no informal language in her/his writing. The student 15 was only use one formal language in her/his writing.

In sixteenth student’s writing, there were informal languages that found in her/his writing. The first informal language found in the first paragraphs in first lines. It is the sentence.

So I ask my family to holiday at Balekambang.”

The informal language in the sentence above was underlined that is “so”. This language was informal language. The second informal language was same with first informal language. However, it was found in the fourth paragraphs and it is the sentence.

“I feel so very happy.”

The informal language in the sentence above was underlined that is “so”. This language was informal language.

In seventeenth student’s writing, informal language found in second paragraphs in the first lines and it is the sentence.

“When I want to go home I get lost the way at there.”

The informal language in student’s 17 writing was “get”. “Get” was a sound like conversation tone which is called informal language.

In eighteenth student’s writing, informal language was found in her/his writing. There was informal language in the third paragraphs in second lines. It is the sentence.

How beautiful it is.”

The informal language in the student’s 17 writing was “how beautiful it is”. “How beautiful it is” was a sound like conversation tone which is called informal language”.

Students of SMAN 1 Purwosariwere usingseveral language styles in their students’ writing essay. There were two language styles that they are use in their writing. The language styles were formal language and informal or colloquial language which is found in SMAN Negeri 1 Purwosari of tenth grades. According to Kimberley and Crossling (2012), writing in the school should be in form of formal language rather than informal language. However, Mustakim (2015) stated that students tend to use informal language in their writing, which contains of contractions, incomplete sentence structure, colloquial abbreviations, trendy acronyms and emoticons. This case is in line with the result of this study which are students tend to use formal and colloquial languages in their writing essay.

Furthermore, colloquial language belongs to informal language that inappropriate for academic writing. According to Joseph (2001), colloquial language is a style of language used in informal condition of writing which constructs the conversation tone. Also, colloquial language should not be used by students because they are required to use formal language in academic writing (Unilearning, 2000). However, colloquial language is also called as informal languages which are used by the students to fulfill language in their students’ writing essay.

Students of SMAN Negeri 1 Purwosari were known several informal languages or colloquial languages. There were some informal or colloquial languages that students use in their writing. Those were colloquial languages, contractions, run out expression, informal negatives, spoken expression. However, there was one type of informal languages that not included to the types of informal language that delivered by Kimberley and Crossling. According to Kimberley and Crossling (2012), there are ten language styles of informal language; those are colloquial language, personal pronouns, abbreviations, contractions, precise terms, informal negatives, multi word verbs, run-on expressions, direct questions, placing adverbs in the wrong positions. The type’s informal language is not in that theory was spoken language or slang. Moreover, the informal language style in the students writing were also found in several their written.



CONCLUTION

Based on the results and discussions in the previous chapter, there are two conclusions of this research. The conclusions are given below:

First, students in SMAN 1 Purwosari used some formal language in their recount text essay. There were four types formal language that found in students’ writing. Those formal languages were non colloquial languages, non-contractions, non-run out expression, non-informal negatives. Students tend to avoid informal languages, such as run-on expressions, informal negatives, contractions and other informal languages. Most of students were not use informal contractions in their writing,

Second, there were several informal languages or colloquial languages found in students recount text. There were four types informal language that found in students’ writing essay. Those informal languages were colloquial languages, contractions, run out expression, informal negatives. Most students in SMAN 1 Purwosari were accustomed to use contractions because from 18 students’ only 16 students that did not use informal languages or colloquial languages.



SUGGESTIONS

Concerning to the findings of this study, there are some suggestions to be given. These suggestion aims to make better improvement in the use of appropriate language for academic writing, especially in recount text.

First, teacher has to inform the students about language style in academic writing. It is to make the students know the formal and informal language. Students will understand that this language is not appropriate for academic writing. Also, students will know the types of informal or colloquial language and the example of each type.

Second, the teacher should suggest the students to bring dictionary in the classroom. Dictionary is important for students to help them check the English which they use. They will be able to distinguish whether the words are included in formal or informal language.

Third, teacher should choose the best course book to make the students able to know language appropriate for academic writing. It helps the students to improve their ability in choosing language for their writing. Thus, the students will be able to adopt the type of language that they get from the course book.


REFERENCES

Administrationmethods. (2010). Retrieved March 2, 2012, from Student Voice Web site:https://www.studentvoice.com/app/wiki/




Gle09: , (Bowen, 2009),

Nell Kemberley, G. C. (2012). Student Q Manual. Australia: Monash University.

Ong, W. (1982). Orality and Literacy: The technologizing of the word. London: Menthuen.

Pennebaker, J. W. (2004). Writing to heal: A guided journal for recovering from trauma and upheaval. Oakland, CA: New Harbinger.

Rahmi Marzita, H. S. (2013). An Analysis of Word Formation Process of English Slang in Teenager Movie Scripts. English Language and Literature E-Journal , 1-11.

Robinson, G. (2002). Glossary of Grammatical Terms. Writing English , 23.

Saussure. (1974). Course in General Linguistics. London: Fontana.

Shadrah, N. I. (2010). A Translation Analysis of Colloquial Expression in The Children's Storybook Entitled The Secret Life Of MS WIZ by Terence Blacker. Surakarta: Sebelas Maret University.

Sherwyn P. Morreale, M. M. (2000). Why Communication is Important: A Rationale for the Centrality of the Study of Communication. Journal of the Association for Communication Administration , 1-25.

SIRBU, A. (2015). The Significance of Language as a Tool of Communication. PROQUEST SciTech Journals, PROQUEST Engineering Journals, PROQUEST Illustrata: Technology, PROQUEST Technology , 405-406.

Siti Salina Mustakim, R. M. (2015). Critical Analysis of the Supportive and Suppressive Factors For the Children's Literature Program in Malaysia. Journal of Education and Learning (Edu Learn) , 46.

Smith, M. C. (2013). The Benefits of Writing. Center for the Interdisciplinary Study of Language and Literacy , 1-2.



Gle09: , (Bowen, 2009),

Surbhi, S. (2015, March 27). Difference Between Formal and Informal Communication. Key Differences , hal. 1-4.

Suri, J. (2015). Role of Language In Human Life. International Journal of English Language, Literature and Humanities , 2-18.

Teschka, A. R. (2014, December 17). The Importance of Writing. Exelsior .

Trudgill, P. (1974). Sociolinguistic An Introduction. Australia: Penguin Press.

Xuandong, Z. (2010). Improving Student's Writing Ability Through the Study of the Influence of Speaking on Writing . Inner Mongolia Normal University , 1.



Yi, J.-y. (2009). Defining Writing Ability for Classroom Writing Assessmeent in High Schools. Pan-Pacific Association of Applied Linguistics , 53-69.




Download 174.5 Kb.

Share with your friends:




The database is protected by copyright ©sckool.org 2022
send message

    Main page