Budapest International Research and Critics Institute-Journal (BIRCI-Journal)

Volume I, No 3, October 2018, Page: 338-344

e-ISSN: 2615-3076(Online), p-ISSN: 2615-1715(Print)
www.birci-journal.com
emails; [email protected]
[email protected]

An Analysis of Students’ Ability in Using Punctuation Marks in

Descriptive Paragraph Writing
Fiber Yun Ginting
FKIP of Catolic University of Saint Thomas Medan Indonesia
Email; [email protected]

Abstract: Punctuation is one of the most important aspects of written English, and yet it is
one that is taken the most lightly. It is, in fact, this feature of writing that gives meaning to the
written words much like pauses and changes in tones of the voice when speaking. This study
also has objective to explore the ability of students in placing punctuation marks in descriptve
paragraph.The writer used descriptive qualitative research to give description systematically
and factually about facts of a certain population.This research only describes how the
students’ ability in using punctuation mark in writing descriptive paragraph.The students’
ability in using punctuation marks in descriptive writing was categorized into low,It can be
classified that only 1 (one) students or 2% was categorized into excellent who got score 80
from the total students were 53 students, and 10 (ten) students or 10% were categorized into
Good, 17 (seventeen) students or 32% were categorized into fair, 13 (thirteen) students or
24.5% were categorized into Low, and 12 (twelve) students or 22.5% were categorized into
Failed.

Keywords: punctuation marks; paragraph writing; descriptive

I. Introduction

Writing is a communication competence between the writer and the readers. The
writer has to express her/his ideas with a good writing to reach a goal of writing. To write well
or to get a good writing, the writer has to anticipate the reactions of the reader.Therefore, in
writing, the students can devote some ideas in their mind on a piece of paper, they can write
something that they cannot talk, so, their idea can be understood by the reader. To make a
good paragraph writing, the students must pay attention in using many aspect influence
writing. As well as Harmer (2004) consider punctuation as one of the important feature of
writing and using punctuation correctly is an important skill many people judge the quality of
what is written not just on the content, the language but also on the use of punctuation, if
capital letters, commas, full stop, sentence and paragraph boundaries, etc. So, Punctuation is
one of the most important aspects of written English, and yet it is one that is taken the most
lightly. It is, in fact, this feature of writing that gives meaning to the written words much like
pauses and changes in tones of the voice when speaking.As crystal (2003) state punctuation
plays a critical role in the modern system, yet its significance is regularly understood. In other
words, if punctuation marks in the text are not properly used, the readers may have difficulties
to understand the text. Similarly, an error in punctuation can convey a completely different
meaning to the one that is intended.

82
 Budapest International Research and Critics Institute-Journal (BIRCI-Journal)
Volume I, No 3, October 2018, Page: 338-344
e-ISSN: 2615-3076(Online), p-ISSN: 2615-1715(Print)
www.birci-journal.com
emails; [email protected]
[email protected]

For example:
He was bitten by a dog which hurt him.
He was bitten by a dog, which hurt him.

The first sentence means the dog hurt him. The second sentence means the bite hurts
him. It’s the comma after the dog that has completely changed the meaning of the sentence.
From the examples above, we can see how punctuation has made the same mean two exactly
opposite things. It’s very important to know all the punctuation marks, their meanings, and
when to use them in order to produce a good piece of writing and more importantly, to convey
the correct message.Therefore, from the explanation above, the problem in this study is how
good the students in using punctuation marks in descriptive paragraph writing of the students
of English Education Program at FKIP UNIKA Medan. This study also has objective to
explore the ability of students in placing punctuation marks in descriptve paragraph.
Meanwhile, Graham and Perin (2007) state that writing is a skill that draws on the use
of strategies (such as Planning, evaluating, and revising text) to accomplish a variety of goals,
such as writing a report or expressing an opinion with the support of evidence.Therefore, to
write correctly, the students should have good ability in writing process so that the readers are
interested in reading their writing and understand the message clearly.This is in line with
Harmer (2004) who states that being able to write is a vital for speakers of foreign language
as much as for everyone using their own first language. It means that writing is an important
skill because it is also the basic skill for students to communicate with others in written
form.Dorothy (2003) states a descriptive paragraph describes a person, place, or thing. The
writer use the five senses and figurative language including personification, onomatopoeia,
and comparisons when writing descriptive paragraph.

II. The Concept Problem in Writing

Martin (1994) states writing is a process of transferring ideas into written from which
is understandable. The students should understand about generic structure, and language
feature of the text. The students also should pay attention about content, organization,
vocabulary, language, and mechanism when writing a text. Writing is skill which is important
to be mastered as well. As the writer, she/he should know how to develop paragraph into good
composition. It included the ideas, unity of paragraph, sentences pattern, grammar, correct
punctuation, spelling, and capitalization.

2.1 Punctuation in Writing

Kane (2000) states all punctuation exist, basically, to help readers understand what
you wish to say. It means that punctuation is sign that show what the appropriate expression
with the sentence that have been built by the writer. It is supported by Jackson (2005) the
purpose of punctuation is to enable your reader to interpret unambiguously the structure, and
therefore the meaning, of your writing. The absence of full stop to distinguish the sentences in
the email above is, in effect, an insult to the readers. Poorly punctuated writing can make
frustrated and annoyed readers. Mary (1998) states punctuation is placed in text to make
meaning clear and to make reading easier. The various punctuation marks perform four
functions: they (1) separate (a period separates sentences), (2) group or enclose (parentheses

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 Budapest International Research and Critics Institute-Journal (BIRCI-Journal)
Volume I, No 3, October 2018, Page: 338-344
e-ISSN: 2615-3076(Online), p-ISSN: 2615-1715(Print)
www.birci-journal.com
emails; [email protected]
[email protected]

enclose extraneous information), (3) connect (a hyphen connects a unit modifier), and (4)
impart meaning (a question mark may make an otherwise declarative sentence interrogative).
The function of a punctuation mark is the basis for the rules governing its use and should be
the basis for determining whether or not it is needed.
According to Zuzana (2000) proper punctuation makes a text clear to understand.
Wrongly placed punctuation marks may make a sentence ambiguous or even change the
meaning. Apart from capital letters and full stops, the most common punctuation marks in
technical and scientific writing are:
Comma (,)
Colon (:)
Semi-colon ( ; )
Bracket/parenthesis () []
Dash --
Hyphen -
Apostrophe ‘

III. Research Method

In this study, the writer used descriptive qualitative research to give description
systematically and factually about facts of a certain population. Descriptive qualitative
research is not generally directed toward hypothesis testing, the aim is to describe what exist
with respect to variables or condition in a situation.This research only describes how the
students’ ability in using punctuation mark in writing descriptive paragraph.The population in
this research were the students of English Education Study Program at FKIP UNIKA Medan
in Academic Year 2017/2018that consist of three classes; Second semester, fourth semester,
and sixth semester class with the total sample 53 students as the population.. The researcher
gave the descriptive paragraph with the blank punctuation and the students to complete the
descriptive paragraph with the correct punctuation. The students had 90 minutes to finished
the test.

Table 1. The Frequency of Punctuation Mark in the Test

No. Punctuation Mark Frequency
1. Exclamation 2
2. Bracket 4
3. Capital letter 8
4. Comma 9
5. Quotation 4
6. Full stop 7
7. Apostrophe 5
8. Hyphen 6
9 Colon 4
TOTAL 49
After the researcher analyzed the punctuation used by students in descriptive
paragraph, the researcher classified the level of students’ ability based on the classification as
follow:

84
 Budapest International Research and Critics Institute-Journal (BIRCI-Journal)
Volume I, No 3, October 2018, Page: 338-344
e-ISSN: 2615-3076(Online), p-ISSN: 2615-1715(Print)
www.birci-journal.com
emails; [email protected]
[email protected]

Table2The Classification of Students’ ability in Using Punctuation Mark

Students’ Ability Level of Ability
80-100 Excellent
66-79 Good
56-65 Fair
46-55 Low
0-45 Failed

The ability and the errors then counted and tabulated, and the number of the ability
and the errors is presented in form of percentage. To find the percentage of frequency in each
type of the ability and the errors, the formula used is as follows:
P = F x 100 %
N
P = Percentage (Students ability)
F = Frequency (Students’ score)
N = Total Number of Students (Respondents)

IV. Result and Discussion

There were nine indicator items of punctuation marks which are used as an instrument
of this research. They are exclamation, bracket, capital letter, comma, quotation, full stop,
apostrophe, hyphen and colon. After giving the test, the researcher gets 2597 answer, and then
the researcher checks the student’s works. From the student answer sheets, the researcher
found 1153 incorrect or errors and 1444 correct answer.
The frequencies of the students ability in using punctuation marks in descriptive
writing is presented on the following table.

Table 3. The Students’ answer sheets

No. Punctuation Mark Item Emerge Correct
Answer
1. Exclamation 2 106 47
2. Bracket 4 212 48
3. Capital letter 8 424 347
4. Comma 9 477 129
5. Quotation 4 212 64
6. Full stop 7 371 250
7. Apostrophe 5 265 165
8. Hyphen 6 318 206
9 Colon 4 212 188
TOTAL 49 2597 1444

In the table above, it is clear that the total of the correct answer of punctuation marks
from each item can be seen there were 1444 frequencies that emerge in the test from the total
of items about 2597 items. In this research, the researcher found the percentage of students’
ability in using punctuation marks in writing descriptive writing by using the formula:
Percentage = ___The Correct Answer X 100%

85
 Budapest International Research and Critics Institute-Journal (BIRCI-Journal)
Volume I, No 3, October 2018, Page: 338-344
e-ISSN: 2615-3076(Online), p-ISSN: 2615-1715(Print)
www.birci-journal.com
emails; [email protected]
[email protected]

Total punctuation mark emerge

1. Exclamation = 47 X 100% = 44.4 %

106
2. Bracket = 48 X 100% = 22.7 %
212
3. Capital letter = 347 X 100% = 82 %
424
4. Comma = 129 X 100% = 28 %
477
5. Quotation = 64 X 100% = 30.2 %
212
6. Full Stop = 250 X 100% = 67.4 %
371
7. Apostrophe = 165 X 100% = 62.3 %
265
8. Hyphen = 206 X 100% = 64.8 %
318
9. Colon = 188 X 100% = 89 %
212

It was clearly seen in the percentage calculation above that the colon (89%) Is the
Highest and followed by capital letter (82%), Full Stop (67.4%), Hyphen (64.4%), and
apostrophe (62.3%).For more detail, it can be seen in the following.

Table 4. The Percentage of Punctuation Ability

No. Punctuation Mark Frequency Percentage
%
1. Exclamation 47 44.4 %
2. Bracket 48 22.7 %
3. Capital letter 347 82 %
4. Comma 129 28 %
5. Quotation 64 30 %
6. Full stop 250 67.4 %
7. Apostrophe 165 62.3 %
8. Hyphen 206 64.8 %
9 Colon 188 89 %

Based on the result of test, there are 49 frequencies of punctuation marks that students
must be completed in the test. There is only 1 (one) student who got score 80 categorized into
excellent, 10 (ten) students got score 66 to 79 categorized into Good, 17 (seventeen) students
who got score 56 to 65 categorized into Fair, 13 (thirteen) students who got score 46 to 55
categorized into Low, and 12 (twelve) students who got score 0 to 45 categorized into Failed.
Table 5.The Result of student’s ability in using Punctuation Marks
Students scores Frequency Level ability
80-100 1 Excellent
66-79 10 Good

86
 Budapest International Research and Critics Institute-Journal (BIRCI-Journal)
Volume I, No 3, October 2018, Page: 338-344
e-ISSN: 2615-3076(Online), p-ISSN: 2615-1715(Print)
www.birci-journal.com
emails; [email protected]
[email protected]

56-65 17 Fair
46-55 13 Low
0-45 12 Failed

The percentage of classification after the students’ ability was classified; the
researcher used the formula to count the percentage of the level ability.
1. The percentage of students’ classification Excellent:
P = 1 ᵪ 100% = 2%
53
2. The percentage of students’ classification Good:
P = 10 ᵪ 100% = 19%
53
3. The percentage of students’ classification Fair:
P = 17 ᵪ 100% = 32%
53
4. The percentage of students’ classification Low:
P = 13 ᵪ 100% = 24.5%
53
5. The percentage of students’ classification Failed:
P = 10 ᵪ 100% = 22.5%
53
For more detail, it can be seen in the following table:

Table 6. the frequencies Percentage of student’s ability in using Punctuation Marks

Students scores Frequency Percentage
80-100 1 2%
66-79 10 19%
56-65 17 32%
46-55 13 24.5%
0-45 12 22.5%
Total 53 100%

V. Conclusion

The students’ ability in using punctuation marks in descriptive writing was categorized
into low, since the mean of the students was 55.47. it was because most of the students were
unable to know the function of punctuation marks in writing paragraph. It can be classified
that only 1 (one) students or 2% was categorized into excellent who got score 80 from the
total students were 53 students, and 10 (ten) students or 10% were categorized into Good, 17
(seventeen) students or 32% were categorized into fair, 13 (thirteen) students or 24.5% were
categorized into Low, and 12 (twelve) students or 22.5% were categorized into Failed.

References

Crystal, D. 2003. A Dictionary of Linguistics and Phonetics. Oxford: Oxford Basil Blackwell

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 Budapest International Research and Critics Institute-Journal (BIRCI-Journal)
Volume I, No 3, October 2018, Page: 338-344
e-ISSN: 2615-3076(Online), p-ISSN: 2615-1715(Print)
www.birci-journal.com
emails; [email protected]
[email protected]

Dorothy P. Hall, et al. 2003. Writing Mini-Lesson for upper Grades: The Big-Blocks
Approach. North Carolina: Carson-Dellosa Publishing Company, Inc.
Graham, S. & Perin, D. 2007. Writing Text: Effective Strategies To Improve Writing Of
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Education.
Harmer, J. 2004. How to teach Writing. United Kingdom: Longman
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