AN ABSTRACT OF MY THESIS

THE CHARACTERISTICS OF STUDENTS’ LANGUAGE AWARENESS

IN ENGLISH WRITING

AT THE ENGLISH LANGUAGE EDUCATION DEPARTMENT, FBS, UNY

SEMESTER III, ACADEMIC YEAR 2003/2004

Written by:

Eliana Candrawati

ABSTRACT

This research study is aimed at finding and describing the characteristics of students’ language awareness in English writing at the English Language Education Department, FBS, UNY, semester III, academic year 2003/2004.

This research study is a descriptive qualitative research. The subjects of this research were the students of Writing III, and their final assignment as the writing product. The data of the research were language awareness elements. The data are drawn from the students’ writing product as documents, and in-depth interview transcripts. The key instrument of the research was the researcher herself. The length of time in collecting the data depended on the redundancy of the data. The constant comparative method was used to analyze the data. To get trustworthiness, the researcher used the triangulation techniques.

The results of the research show that the students’ language awareness was categorized into three major categories: the low level, the medium level and the high level of students’ language awareness. The low level was classified into caused-by-low-motivation and effect. Further, the caused-by-low-motivation category was divided into limited language mastery, which consisted of four foci: grammar, punctuation, diction and spelling, and negative attitude, which was classified into five foci, namely, being careless, being dishonest, being lazy to check works, delaying habit, and limited preparation. Meanwhile, the effect category was divided into causing ineffectiveness, which was classified into four, namely, incorrect structure, incorrect spelling, misfragmented words/sentences and misplaced punctuations, causing inefficiency, which consisted of vague expressions, mistyped words, and looser cohesion, and ignoring originality. The medium level was divided into caused-by medium-motivation and effect. The caused-by-medium-motivation category was divided into average language mastery, which was classified into two, namely, just to follow rules, and just to translate words by words, average motivation, and self-orientation attitude. The effect category consisted of: in gaining effectiveness, which was classified into trapped in commonly-used words and applying simple clauses, and in relation with attitude, which consisted of applying common expression and self-improvement orientation. The high level was divided into caused-by high-motivation and effect. The caused-by-high-motivation category was divided into high consideration, which consisted of three foci: for grammar choices, for punctuation choices, and for diction choices, better preparation, and positive attitude. The effect category was divided into four: producing effectiveness, which was divided into three: accurate sentence structure, accurate diction, and correct punctuation, producing efficiency, which consisted of more message clarity, more various expression, more specific expression, and tighter cohesion, and considering audience. The conclusions show that the students tend to have low language awareness. Based on the implications, the suggestions are the lecturer should recognize the students’ needs and characteristics. A pre-test or questionnaire will be an effective way to measure them. Then, a written reflection submitted after the class is over can be used as one of the means to monitor the students’ progress. Meanwhile, the students should try to motivate themselves to find the most interesting thing to do to increase their writing ability.