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Student's Ability in Using Lexical Collocations in Descriptive Writing at the English Department of Padang State Polytechnic

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Student's Ability in Using Lexical Collocations in Descriptive Writing at the English Department of Padang State Polytechnic STUDENT’S ABILITY IN USING LEXICAL COLLOCATIONS IN DESCRIPTIVE WRITING AT THE ENGLISH DEPARTMENT OF PADANG STATE POLYTECHNIC Yalmiadi, Jufrizal, Hamzah State University of Padang [email protected] Abstract: Penelitian ini bertujuan untuk menemukan jenis kolokasileksikal yang digunakan oleh mahasiswa dalam tulisan deskriptif, dan yang banyak salah dalam penggunaannya sertamen jelaskan penyebab kesalahan tersebut. Jenis penelitian ini adalah deskriptif kualitatif.Subjek penelitian adalah mahasiswa semester genap tahun akademik 2011/2012 sebanyak 22 mahasiswa yang dipilih menggunakan random sampling technic. Data diperoleh dari tulisan deskriptif mahasiswa. Hasil penelitian menunjukkan bahwa ketujuh jenis kolokasileksikal yang adaseperti; Verb [creation and or activation] + Noun (L1), Verb [eradictionand or nullification] + Noun (L2), Adjective + Noun (L3), Noun + Verb (L4), N1 + of + N2 (L5), Adverb + Adjective (L6), and Verb + Adverb (L7) dapat ditemui dalam tulisan mahasiswa tersebut.Jenis kolokasi yang banyak salah adalah (L3), (L1), dan (L4), sedangkan (L5), (L7), dan (L2) lebih sedikit, selanjutnya (L6) paling sedikit ditemui. Penyebab terjadinya kesalahan tersebut adalah: intervensi bahasa kedua, perbendaharaan kata, terjemahan per kata, terjemahan langsung, tidak memperhatikan aturan, serta kurangnya pengetahuan siswa tentang kolokasi itu sendiri. Key words: Lexical collocation, descriptive writing. INTRODUCTION success in learning English is only seen from the students’ ability in In the process of teaching and grammatical mastery. The EFL learning English, there are two teachers’ assumption is evidently true indispensible aspects that must be as they give emphasis to the teaching closely paid attention by both teachers of the forms and functions of English and students. The first is English grammar. Their attention to the forms vocabulary and the second one is and the functions of the grammar are grammar. However, the second aspect more serious than to the teaching of of the teaching English in Indonesia English vocabulary. This is caused by has been customarily a focus for most the EFL teachers are worryabout English as Foreign Language (EFL) having their students’ spoken and teachers.They emphasize on grammar written text impede the readers’ more than on vocabulary. As a result, understanding toward the incorrect most students have good uses of grammatical forms and understanding to the grammar than to functions. Therefore, the Indonesian the vocabulary. teachers and students’ paradigm to the The role of English vocabulary teaching of English subject matter is has long been taken too lightly in the no more than the teaching of English EFL teaching because the EFL grammar. teachers assume that the students’ Journal English Language Teaching (ELT) Volume 1 Nomor 1, Maret 2013 The teaching of English because of those facts found when vocabulary is very important to correcting students’ English writings enhance the students’ English writing in campus. This study is very or speaking proficiencies. In learning important to conduct because vocabulary, Thornbury (2002:3-12) collocations have been considered as explains that there are at least 6 types high frequency word combinations for ofvocabulary. The types are word native speakers which will determine classes, word families, word the nature of English used by non- formation, multi-word units, native speakers. Their importance for collocations and homonyms. These teaching and learning has been six types must be learnt and mastered increasingly recognized. In addition, by the EFL students in order to collocations have not yet been improve as well as to increase their generally integrated into the teaching English vocabulary mastery in both materials or as one of the topics of written and spoken communication. discussion in English syllabus at In relation to the mastery of school or at campus , as a result English collocation, the students theyhave not been given serious whoselanguage are not English should consideration in the English teaching prioritize to learn it as it is a main part and learning processes yet. of the type of vocabulary. The Collocations can be integrated intothe aimofunderstanding English four skills of English especially within collocation is to increase learners’ the area of vocabulary teaching. speaking and writing proficiencies This research is aimed at finding well. Therefore, the EFL learners are out the types of lexical collocations, expected to pay close attention to the the types of the lexical collocation mastery of the collocation along with which were incorrectly made, and the the mastery of vocabulary. In addition, causes of collocationalproblems found collocation is already fixed or very in the odd semester English strong to present the meaning of the Department students’ descriptive expression used by the speakers, for writings at Padang State Polytechnic. instance, take a picture/photo where no word other than take which METHOD collocates with picture/photo. Thisresearch used descriptive Furthermore, collocation provides a qualitative method. Descriptive study similar meaning to another word such determines and reports the way things as, keep tois similar with stick to. The are. It involves collecting data in order ability to pair a group of words into to answer question or to testhypothesis the right position makes someone’s concerning with the status of the language different from the native object of the study. It can also speakers’. measure what already exists within Based on a brief explanation of our daily life(Gay, 2000:275 and making uses of collocation above 2009: 112). In addition, Arikunto either in spoken or in written (1997:310) says descriptive research is communication, the researcher is not aimed at testing hypothesis but triggered up and motivated to conduct only to describe about the variable, a study on students’ collocation phenomena, or situation. 13 Journal English Language Teaching (ELT) Volume 1 Nomor 1, Maret 2013 The data were collected through + Noun (L1) collocation. In this type, observation after assigning the odd the students’ understanding of verb + semester students 2011/2012 at noun lexical collocation was rather English Department Padang State problematic. It was problematic Polytechnic to write English because the students often over looked descriptive tasks. The data were to function the parts of speech such as analyzed based on the descriptive nouns or verbsor vice versa correctly analysis.To check data so thatit contributes to the formation trustworthiness, the researcher of the correct lexical collocations.. lengthened the time to accomplish As it is known, verb students’ writing and then syntactically denotes an action (take, discussedthe topicsof writing given read, cook, drive, etc), state an with another writing lecturer and occurrence (happen), state of being researcher’s advisors. The conclusion (be, exist). In syntagmatic levels, taken based on the description of the verbs are inflected to encode tense, data. modal auxiliary verbs, aspect (grammatical category), mood FINDING AND DISCUSSION (speaker’s intention of statement, fact, desire, or command) and voice (active The Typesof LexicalCollocations or passive). Whereas, noun linguis- foundin English Department tically is a member of a large, open Students’ Descriptive Writing. lexical category whose member can occur as the main word in the subject Based on the analysis of the of a clause, the object of a verb or the data, the researcher revealed out that object of a preposition. As a result, the the students used the seven types of students’ incomprehension of verb and lexical collocations in their descriptive noun caused them poorly present and writing or all types were used by the collocate the correct verb and noun students. They are (L1 = Verb lexical collocations. (creation and or activation) + noun, The followings are the L2 = Verb (eradication and or explanations of incorrect uses of nullification) + noun, L3 = Adjective lexical collocation Verb (creation or + N, L4 = Noun + verb, L5 = Noun1 + activation) + Noun (L1) made by the of + Noun2, L6 = Adverb + adjective, students in their descriptive writing. and L7 = Verb + adverb. However, He could handle this country and even though they have paired the nation very good. words, the students were still unable to make the correct or fixed lexical In this sentence, the student was collocations. The incorrect lexical unable to collocate the word ‘this collocations made by the students country’ to its preceding verb of could be observed in the subsequent ’handle’. To collocate ‘this country’ details based on their respective with the right lexical collocation, the classifications. student should pair it with ‘manage’ as The first students’ problem in ‘He could manage this country related to the correct use of the seven and nation very good’. types of lexical collocations was Verb 14 Journal English Language Teaching (ELT) Volume 1 Nomor 1, Maret 2013 We will think about …, natural ‘creates’ an agreement with another. and refreshing. Whereas, on the second type, it used to eradicate or nullify (eradication/ ‘Think about’ is a reflection or nullification) a noun, for instance; turn recalling upon somebody or off water. This indicates that someone something. In order to collocate ‘nullifies’ the flow of water from the correctly, ‘think about’ should be tap (stop the water tap). The paired with noun not with adjectives differences between the first and the ‘natural’. Therefore, the right
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