THE PREFERENCE IN USING VERB BASED ON ITS CONTEXTUAL MEANING IN WRITING PROCEDURE TEXT OF THE ELEVENTH GRADE STUDENTS IN SMK N 1 KEBUMEN IN THE ACADEMIC YEAR 2013/2014

Abstract

Writing as one of the English language skills, deserves to have a great deal of attention. Many students consider that writing is more difficult than other skills. In order to produce a piece of writing, there are many several language elements that should be considered and noticed, for example: grammar, vocabulary, verb, etc. Moreover, in the eleventh-grade of vocational high school, the basic competence related to writing skill is that the students must be able to write procedure text to deal with job in the future. The objective of the study are to know the students’ preference in using verb based on its contextual meaning, the students’ difficulties and its cause in using verb in the form of procedure text. In this research, the writer uses descriptive qualitative method. He uses human instrument as the main instrument. He also uses test and interview as the supporting instruments to collect the data. The subject of this study is the eleventh grade students of SMK N 1 Kebumen in the academic year of 2013/2014. He takes 36 students as the sample of the study. Then, the writer analyzes the students’ procedure text. To know the students’ preference in using verb, the writer gives options of verb to construct a procedure text first. The main purpose is to know whether the students can choose the appropriate verbs based on its contextual meaning or not. Based on the research findings, it shows that the rank of the students’ preference is appropriate (60.67%), less appropriate (24.34%), and inappropriate (15%). It shows that almost a half of the students get difficulties in using verb in making procedure text. The students are lack of vocabulary. On the other hand, based on the questionnaire, the writer concludes that the students’ difficulties are lack of vocabulary and not mastering the usage of verb. There are two factors related to the causes of the students’ difficulties. They are affective factor and pyschomotor factor. The affective factors are lack of self efficacy, having less willingness, and having less motivation. From the psychomotor factor are rarely sharing in learning English and lack of practice.