Hafizah, Nor (2012) The Students’ Mastery in Writing Skill Through Picture-Cued Sentence Identification at Seventh Grade of MTs Pandak Daun Negara Academic Year 2011/2012. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

Nor Hafizah. 2012. The Students’ Mastery in Writing Skill Through Picture-Cued Sentence Identification at Seventh Grade of MTs Pandak Daun Negara Academic Year 2011/2012. Thesis, English Department, Tarbiyah Faculty. Advisor: (I) Dra. Hj. Wardah Hayati, M.A, (II) Puji Sri Rahayu, M.A. This study describes the mastery in writing skill through picture-cued sentence identification at seventh grade of MTs Pandak Daun Negara academic year 2011/2012. The problems in this research are: How is the students’ mastery in writing skill through picture-cued sentence identification at MTs Pandak Daun Negara academic year 2011/2012? And What are the common errors of the students in writing skill through picture-cued sentence identification at MTs Pandak Daun Negara academic year 2011/2012? Based on the statement of problems above, this study is supposed to know the students’ mastery in writing skill through picture-cued sentence identification and the students’ common errors in writing skill through picture-cued sentence identification. The subject in this research is students of class VII at MTs Pandak Daun Negara in academic year 2011/2012. The object in this research is the mastery of the seventh grade students in writing skill through picture-cued sentence writing at MTs Pandak Daun Negara academic year 2011/2012? The data are collected through test, observation, interview and documentary. Data processing in this research is divided into five stages, they are editing, coding, scoring, tabulating and interpreting. Then all data analyzed descriptively, qualitatively and quantitatively and concluded inductively. The result of the research denoted that the level of students’ mastery in writing skill through picture-cued sentence identification is in good category. It is based on calculation its mean that is 70,46. After analyzing each type of test, the writer found that the students have some errors in each type of test. The first picture description, they made error about the wrong position of noun, verb, adjective and adverb. The second picture-cued sentence writing, they made error about addition plural –s and –es, diction and vocabulary. The third picture sequence description, they made error about addition plural –s and –es, diction and vocabulary. It can be concluded that happened because the common errors are in grammar (the wrong position of noun, verb, adjective and adverb), addition plural –s and –es, diction and vocabulary.

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