This thesis present research about The Effect of Using Language Interference in Writing Class at The Tenth Grade Of Atirah Bone In The Academic Year of 2019/2020.
This research used a qualitative method.The sample consisted of 9 students from Athirah Bone.
This thesis is intended to find out two problems of writing. The first problem is the types of errors made by the students in students' writing skills of the tenth grade of Athirah bone In The Academic Year of 2019/2020 by implementing Interview, it is found that the students' perception of the types of students' errors in writing consist to five perceptions.The first is students perceptions relate to the feeling. The second is the students' perceptions relate with the first language ' influence students in mastering the second language. The third is the students' perception relate to the students' experiences and kinds of interferences that students have made on writing . The fourth is the students ' perceptions relates the factors that cause students to do interfere in writing. The last is about the students' perception of difficulties in writing. The second problem is the factors that cause students to do interfere in writing through the observation, it is found that there are four factors that make students of the tent grade of Athirah Bone do interfere in writing. The first is do not master spelling. The second is still confused about using the article. The third is missing using singular and plural nouns. The last is missing space.
A. Conclusions
1. The factors cause students to do interfere in writing
Based on the result of the observation had found that there are four factors that
make the students of the tenth grade of Athirah Bone do interfere in writing. The first is do
not master spelling. The second is still confused about using the article. The third is
missing in using a plural noun. The last is missing space.
2. The students’ perception of the types of students’ errors in writing
Based on the result of the interview had found that the students’ perception of the
types of students’ errors in writing consists of five perceptions. The first is students’
perceptions relate to the feeling. The second is students’ perceptions relate with the first
language’ influence students in mastering the second language. The third is the
students’ perception relates to the students’ experiences and kinds of interferences that
students have made on writing. The fourth is the students’ perception relates to the
factors that cause students to do interfere in writing. The last is about the students’
perception of the difficulties in writing. Based on those points consist of some
categories. The first based on students’ perceptions related to feeling include are happy,
bored, happy but also bored, and nice. Whereas the second question about the first
language’ influence students in mastering the second language can conclude to be six
categories. Those are enjoy, adapt to the environment, very influence, the difficulties in
using accent and also pronunciation, it does not give an influence, and can differentiate
between the first language from the second language from. The third, based on the
students’ experiences relate to kinds of interferences that students have made on writing
can be categorized to be seven categories. Those are grammar, pronunciation, grammar
and tenses, pronunciation and tenses, miss vocabulary and spelling word, spelling and
pronunciation, and lack of vocabulary. The fourth is the students’ perceptions of factors
that cause students to do interfere in writing. it could be categorized to be nine factors.
They are less knowledge, seldom to practice, the influence of the environment, forget
the vocabulary, forget the form, do not practice a lot and the explaining of the teacher,
do not understand the pattern and spelling word, do not practice and seldom to listening
to the music, and do not understand in grammar. The last, based on the last question of
the interview about the students’ perception of the difficulties in writing had been
categorized into seven perceptions. There are low in understanding about tenses, still
have low vocabularies and the learning process does not effective, feel confused in
using vocabulary, spelling and conditional sentence, less vocabulary and grammar, do
not understand the pattern of tenses, feel confused in using grammar, do not master
tenses, and can not apply vocabulary in writing well.
B. Suggestions
Based on the conclusion above, the researcher will give suggestions about the effect of
using language interference in writing to the teacher. Such us, the English teacher should
have a strategy when teaching in the classroom. So, the students will be more active and do
not feel bored studying the classroom. One of the strategies is to apply a game that relates
the topic of writing class and then the English teacher should make students speak English
when they are in discussion session and giving them many practices in writing because it has
a good influence to improve their English skills.

StAR20200037

37/2020

Perpustakaan Pusat

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