the correlation between simple past tense mastery and writing ability in recount text
DESCRIPTION
TRANSCRIPT
THE CORRELATION BETWEEN SIMPLE PAST TENSE MASTERY
AND WRITING ABILITY IN RECOUNT TEXT AT TENTH GRADE
OF SMA IBNU SINA BRAJA SELEBAH
IN THE ACADEMIC YEAR OF
2011/2012
AN UNDERGRADUATE THESIS
By:
M A S R I Q O N
NPM : 07240025
ISLAMIC COLLEGE OF MA’ARIF
METRO LAMPUNG
1432H/2011M
THE CORRELATION BETWEEN SIMPLE PAST TENSE MASTERY
AND WRITING ABILITY IN RECOUNT TEXT AT TENTH GRADE
OF SMA IBNU SINA BRAJA SELEBAH
IN ACADEMIC YEAR 2011/2012
ABSTRACT
By:
MASRIQON
07240025
This research is about the correlation between simple past tense mastery
and writing ability in recount text at tenth grade of SMA Ibnu Sina Braja Selebah
in academic year 2011/2012.
The research was done because of students’ pbolems in writing ability, and
it was limited in recount text. The objective of study were to find out simple past
tense mastery, writing ability in recount text, and whether there was any
correlation between simple past tense mastery and writing ability in recout text.
The hypothesis of the reseacher was; Ha: Ther is correlation between simple past
tense mastery and writing ability in recount text, and Ho: There is no correlation
between simple past tense mastery and writing ability in recount text.
The research was a quantitative research. The populations of the study
were 30 students of tenth grade of SMA Ibnu Sina Braja Selebah. The instrument
used was a test. The researcher decided to give grammar test and writing test.
Type of grammar test was multiple choice and writing test is essay test which
asked students to make sentences into a paragraph.
After giving test, the writer analyzed the score. The result of testing
hypothesis were 0, 745 score and the product moment table N=28 using 5%
confidence limited the score 0, 374 and 1% = 0,478, where the score 0,745 is
between 0,600 – 0,800. It means that the correlation between simple past tense
mastery and writing ability was enough. rratio = 0,745 > rtable = o,374, it means that
there was positive correlation between both of variables.
Based on the result data confirmed that rratio higher than rtable. Therefore, it
could be inferred that Ha was accepted and Ho was rejected. It means that there
was positive and significant correlation berween simple past tense mastery and
writing ability in recont text at tenth grade of SMA Ibnu Sina Braja Selebah in
academic year 2011/2012.
Key words: simple past tense, writing, ability, and recount text.
DEDICATION
I dedicated this thesis to:
My beloved my father and mother who always
supporting and praying in success my study.
Mas Taufiq’s family
My beloved young brother Iskandar, Yahya. R, Erwin,
and Fahmi
My beloved friends Adelia, M. Nas, , Munzalil,
Miftah, and Istiq who always give me ideas and
suggestions.
The big family of English Student Association (ESA)
STAI Ma’arif Metro.
MOTTO
Verily, every difficulty there is relief (By self)
God will raise people who are faithful among you and People who are given some level of knowledge.
(QS. Al-Mujadalah:4)
ACKNOWLEDGEMENTS
Praise be to Allah the Almighty for all His bounties and blessings and for
enabling the writer to complete this paper.
In conducting this paper, the writer has received many valuable and
meaningful contributions, suggestions, and guidance from others. Therefore, the
writer is indebted to many people for their efforts and he would like to extend his
sincere gratitude to:
Drs. M. Zaini, M.Pd.I, as the head of STAI Ma’arif Metro Lampung
Drs. Mahrus As’ad, MA and Sophan Krisna Aji, S.Pd, as his supervisor for
their suggestions and corrections during finishing this paper.
All of the lectures English Program of STAI Ma’arif Metro, who have shared
the knowledge and experiences during my study at English Program of STAI
Ma’arif Metro.
All of the staffs of administration of STAI Ma’arif Metro for their kindness in
allowing his using the facilities of department.
The head master of SMA Ibnu Sina Braja Selebah for cooperating during
completing my study.
Bu Parlin Andriani, S.Pd and her students for being very cooperative and
helpful respondents.
All of my friends in English program special in 2007, for being cheerful and
uncivilized friends that make the past five years of my studying become so
wonderful.
All of my KKS’ friends in Purbolinggo Lampung Timur. PPL’s friends in
SMP Islam Purbolinggo and anyone I admire who gave me beautiful and
memoreable memories.
My beloved father and mother, for their endless pray and sacrifice. My brother
and young brother for their motivations, love, and care.
Finally, I realize that my study is still far from being perfect. There are still
so many expectations can be done to make it better.
My God bless you
Metro, July 2011
The writer
M A S R I Q O N
NPM.07240025
CHAPTER I
INTRODUCTION
A. Definition of Key Terms
In order to gives consists idea in this research, some key terms are defined:
1. Simple past tense is use to report a state or activity that can be a scribed to a
definite past time. The past tense is also used for activities that occurred over a
period of time in the past, but are now finished, or that occurred at intervals in
the past, but don’t occur now.1
2. Writing is a process. Its mean the writing process follows three major stages:
prewriting, writing, and revising.2
3. Ability is the quality of being able to perform a quality that permits or
facilitates achievement or accomplish.3
4. Recount text is a piece of text that retell past events, usually in order in which
they occurred.4
B. Background of problem
English is one of international language used by many people in the world.
Many source information in books, technology and science written in English. In
Indonesian, English as foreign language or second language. The first language
based on their mother tongue such as Javanese, Sudanese, and Bataknese. They
1 Wishon George E, Julia M. Burks, Let Write English (American Book Company, 1980)
p. 195 2 Macmillan Publising Company, English (Macmillan, 1986) p. 2
3 Http:// www.Definitions. Net/ ability/ (23 may 2010)
4 Anderson Mark and Kathy Anderson, Text Types In English (Macmillan Education
Australia, 2003) p. 24
use the first language to communication in their daily activities. In Indonesia, the
students compulsory to learn begin in elementary school, kindergartens, junior
high school, senior high school and university.
In learning English process, the students have to master not only
vocabulary but also grammar because grammar is essential as the rules of word to
make meaningful. They find many kinds about English grammar such as verb,
adverb, noun, pronoun, etc. Tenses are one of grammar, it is very important to
clear in writing because tense to identity of time.
There are three tenses:
1. Present
2. Past, and
3. Future
In learning English, there are four skills such as listening, speaking,
reading, and writing. The students must master four skills in the language learning
process. All these language skills related to each other. The students must be
trainer adequately in all the four basic skills to make them easily practice and use
the language. Although the learners have mastered the rules, they have not learned
the correct distribution of rules yet. In fact, some students in Indonesian get some
difficulties in learning English.
The writer wants to know the student’s ability at SMA Ibnu Sina Braja
Selebah to be master of grammar especially in simple past tense and to use it in
writing recount text and is there correlation between simple past tense mastery
and writing ability in recount text.
Based on the explanation above, the writer entitle as “The correlation
between simple past tense mastery and writing ability at tenth grader of SMA
Ibnu Sina”. The writer got the data of writing ability especially the tenth grade of
SMA Ibnu Sina, based on pre-survey. The data can be seeing as follows:
Table 1
The result of students’ writing ability recount text.
Students’
Number
Writing Ability
Score
1 60
2 40
3 45
4 35
5 45
6 35
7 45
8 50
9 40
10 35
Source: the result of the writing ability test by; SMA Ibnu Sina Teacher’s
The students still got difficult in writing. There are any problems students
to mastery in writing abilities. They often made error when they used it in their
sentences. This condition is very poor, I realized that this poor condition might be
happened because the differences of their vocabulary and structure between
Indonesia and English. Another cause of difficulties may be the teaching method,
which is not interesting, and many of students are low of vocabulary, especially in
past tense. Therefore, they got bored in studying writing.
C. Problem of the study
Considering to the background of study above, there are any problem but
the researcher limit of the problem as follow:
“Is there correlation between simple past tense mastery and writing ability
in recount text?”
D. Objectives of the study
1. To find out of the simple past tense mastery
2. To find out of the writing ability in recount text
3. To find out whether there is correlation between simple past tense mastery and
writing ability in recount text.
E. Significant of study
1. For the teachers
To give information how to apply between simple past tense mastery and
writing ability in recount text.
2. For the students
To gives information how to simple past tense mastery and writing ability in
recount text.
3. For the institution
To gives reference for all the students.
F. Scope of the study
Researcher limited the research to tenth grade of SMA Ibnu Sina Braja
Selebah in usage simple past tense in writing ability recount text.
G. Hypothesis
Based on the problems above, the hypothesis of the study stated as
follows:
Ha: There is correlation between simple past tense mastery and writing ability in
recount text to tenth grade of SMA Ibnu Sina Braja Selebah in the academic
year 2011/2012. If rratio is higher than rtable.
Ho: There is no correlation between simple past tense mastery and writing
ability in recount text to tenth grade of SMA Ibnu Sina Braja Selebah in the
academic year 2011/2012. If rtable is higher than rratio.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Definition of Writing
People consider that writing skill is the most difficult skill to develop. In
the process of studying and acquiring new languages writing process is more
complex than other skills. People realize that writing cannot stand alone without
any other supported skills, writing has relations with reading. All writers rely on
their skills as readers, because all writers must be readers. You cannot write
without acknowledge your experience through reading. Through reading you can
understand how the language work to communicate ideas, through reading you
can evaluate how vocabulary constructs together as a certain rules of grammar or
how the use of spelling , grammar, punctuation, word choices, and other elements
construct as a good written text. Reading helps you to be a good writer.
Halliday in Nunan (1985b) suggests that writing has evolved in societies a
result of cultural changes creating communication needs which cannot be readily
met by spoken language. He speculates that with the emergence of cultural based
on agriculture rather than hunting and gathering, there developed a need for
permanent records which could be referred to over and over again.5
Writing is an important element in your life. You write notes to your
friends, letters of inquiry and application to businesses and schools, and lists of
items to remember. As a student you spend a part of most days writing. You
5 Nunan David, Language Teaching Methodology : A Textbook for Teachers, Prentice
Hall International, 1998) P. 84
communicate many of your thoughts in written form, in papers, reports, creative
composition, and answers to essay questions.
Writing is a process. The writing process follows three major stages:
prewriting, writing, and revising. The writing process is a process discovery.6 As
you write, you discover more about your subject and what you want to say about
it.
The writing process is the means by which you discovery what you want
to say and how you can best say it. Because the writing process is a reflection of
your natural thinking processes, using the writing process will enable you to call
up ideas you otherwise might not have and express them in language that is
uniquely your own. The writing process is equally adaptable to personal writing,
such as retelling of a childhood experience, and to more formal writing, such as a
research paper.
There are three steps in writing process:
1. Prewriting
Prewriting is an activity in which you mine your imagination in order to come
away with the rough gems you will later shape and polish into finished piece
of writing. Prewriting requires concentrating on one subject in order to gather
ideas about that subject.
2. Writing a first draft
Writing a first draft is related to the word draw; as in drawing water from a
well. That is exactly what you are doing when you write a first draft: you are
drawing from the well of your mind the words and ideas that you want to put
on paper.
3. Revising
Revising means questioning your discovery draft to make sure it has fulfilled
your purpose in writing. Part of the art of revising is being able to read your
work as if you had never seen it before.7
B. Definition of Tenses
We use tense as a method to indicate of time. Tense means time. However,
it should be pointed out that time in relation to action is a concept that exists in the
6 Macmillan, loc. cit. p.2
7 Ibid. P.2
mind of the speaker, reader, or listener. Tense, in actual usage, refers consistently
only to grammatical form.8
Tense is the form a verb takes to indicate the time of the action or the state
of being; as, present (he speaks), past (he spoke), future (he will speak).9
Grammar tense (a verb form) must be carefully differentiated from actual time, for
the two are not always identical. For example, the past tense does not always
indicate past time, nor does the present tense always indicate present time.
Modern English has six tenses, three of which are simple (or basic) tenses,
and three of which are compound (or perfect) tenses. The simple tenses are the
present, the past, and the future. The compound (or perfect) tenses are the present
perfect, the past perfect, and future perfect. So, tenses to indicate of time in the
actions.
C. Definition of Past Tense
The past tense indicates events happened in the past. Past tense is
generally employed to represent an action or state of being as having occurred or
existed before the present; but in some of its special uses, the past tense is not
restricted to denoting past action.10
The past tense can be concluded as an activity or situation began,
happened, and ended in the past. The past tense divide into four forms; simple
past, past continuous, past perfect, and past perfect continuous.
D. Simple Past Tense
8 George E. Wishon, Julia M. Bruks, Op.Cit. P.192
9 Susan Amolyn Harman, op. cit. P. 116
10 Ibid. P. 120
Simple past tense is used to report a state or activity which can be a
scribed to a definite past time. The past tense is also used for activities that
occurred over a period of time in the past, but are now finished, or that occurred at
intervals in the past, but don’t occur now.11
The simple past tense is the most common tense in English. The simple
past is used to talk about activities or situations that began and ended in the past.
The following are examples of activities that began and ended in the past.
Mary walked downtown yesterday
I slept for eight hours last night.12
(Betty Schrampler Azar, p.18)
E. Simple Past Tense Form
Statement {I-You-She-He-It-We-They} worked yesterday
ate breakfast
Negative {I-You-She-He-It-We-They} did not (didn’t) work yesterday
did not (didn’t) eat breakfast
Question Did {I-You-She-He-It-We-They} work yesterday?
eat breakfast
Short
answer
Yes {I-You-She-He-It-We-They} did
No didn’t.13
The simple past tense is formed by using the simple past form of the verb.
Firstly, for the regular verb, the past form is made by adding –ED to the verb.
11
Wishon George E, Julia M. Burks, op.cit. P. 195 12
Betty Schrampler Azar, Fundamental of English Grammar.2nd
edt. p.18
13 Ibid. P.19
Forms Examples
Jump – Jumped The dog jumped over the fence
Walk – walked I walked 22 kilometers yesterday
Work – worked We worked together as lawyers for 15 years14
The following is pattern to add –ED which change the ending a little.
Verb Ending How to make the
Simple Past Examples
E Add –D Live- lived
Date- dated
Consonant + Y Change Y to I then add -
ED
Try- tried
Cry- cried
One vowel + one
consonant (not W or Y)
Double the consonant,
then add –ED
Tap- tapped
Commit-
committed.15
Many verbs in English form their past tense with – ED, some do not. We
call this second form as irregular verbs. They have some patterns.
Examples
be - was/were
become - became
begin - began
break - broke
bring - brought
build - built
buy - bought
catch - caught
make – made
meet - met
pay - paid
read - read
ride - rode
run - run
say - said
sell - sold
14
http://www.1-language.com/englishcoursenew/unit27 grammar.htm 15
Ibid
Examples
choose - chose
come - came
do - did
draw -drea
eat - ate
feel - felt
fight - fought
find - found
fly - flew
forget - forgot
get - got
give - gave
go - went
have - had
hear – heard
send - sent
shut - shut
sing - sang
sit - sat
sleep - slept
smell - smelt/smelled
speak - spoke
stand - stood
swim - swam
take - took
teach - taught
tell - told
think - thought
understand - understood
wear – wore.16
F. Definition of recount text
A recount text is a piece of text that retells past events, usually in the order
in which they occurred. Its purpose is to provide the audience with a description
of what occurred and when it occurred.17
Everybody have past experience or
special event in the past, when study in the kindergarten, elementary school,
junior high school, senior high school and when going to in the interesting place.
16
http://englishonline. Blogdetik.com/2009/08/10/simple-past-tense/ 17
Anderson Mark, op cit. p. 24
A recount text is the unfolding of a sequence of events over time. We are
using language to keep the past alive and help us to interpret experience.18
Thus, a
recount text is retelling past events and unfolding sequence of past events.
1. Types of recount text:
a. Personal recount
Personal recount is retelling of an activity that the writer/speaker has been
personality involved in (e.g. oral anecdote, diary entry)
b. Factual report
Factual report is recording the particulars of an incident (e.g. report of a
science experiment, police report, and news report)
c. Imaginative report
Imaginative report is taking on an imaginary role of giving details of events
(e.g. a day in the life of a Roman slave; how I invented….)
2. Text organization of recount text
a. Orientation
Orientation is provides the setting and introduces participants.
b. Events
Events are telling what happened, in what sequence.
c. Re-orientation
Re-orientation is optimal closure of events.19
3. Language features of recount text
a. Specific participants
E.g. Mrs. Brady, our dog, the shopkeeper
b. Use of simple past tense
E.g. she smiled, it barked, he pointed
c. Use of action verbs / material process
E.g. went, climbed, ate
d. Use of linking items to do with time
E.g. on Wednesday, then, at the same time, next, later, and before.
18
Beverly Derewianka, Exploring How Texts Work. Australia. P.14 19
Ibid.P.15
Example of recount text:
My friend Sarah
When I was in the first grade of senior high, I had a friend, Sarah. She was the
friendliest and the most intelligent student in the class. We soon became very
close to each other because we had a lot of things in common.
Now, we are in the second year, we are not in the same class anymore but we
spend a lot of time together. We are used to studying together, doing some
assignments and hanging out for fun.
Having friends is as valuable as having diamonds. We do realize it and
promise that we will remain good friends as long as we live.
(Taken from various sources)20
In teaching of writing abut recount text, the teacher was taogh simple past tense
bacause there are language features in recount texts as like simple past tense (E.g.
she smiled, it barked, hepointed), use of action verb / material process (E.g. went,
climbed, ate), and use of linking items to do with time (E.g. on Wednesday, then,
at the same time,next, later). Sothat, in teaching learning process about recount
text, the students’ have studied simple past tense and writing ability skill.
20
F.A. Soeprapto & Mariana Darwis. The World 3 English for Senior High School.
Yudistira. P.7
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
This researcher used quantitative research. Quantitative research is
“appropriate with the name, this research is much demanded by using number,
beginning from collecting the data, interpretation toward the data, and the
result”.21
Based on the definition of research method above, the writer investigated
that there was correlation between simple past tense mastery and writing ability in
recount text. The research design is:
T1 T2
Where:
T1 : The measureing of the tool to find the first variable.
T2 : The measureing of the tool to find the second variable.
B. Research population, sample and sampling technique
1. Population
Population is all members of well defined class people, events or objects
(Ary,dkkk in Suharsimi).22
The population in this research took at tenth grade
of SMA Ibnu Sina Braja Selebah.
21
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek. (Jakarta: Rineka
Cipta, 2006), P. 10 22
Prof. Dr. Sukardi, Ph.D. Metodology Penelitian Pendidikan Kompeensi dan Praktiknya.
Penerbit: Bumi Aksara. 2003. P.53
2. Sample
Sample is part of number and characteristic which have by population itself.23
Based on the definition population above, the writer chose tenth grade of
SMA Ibnu Sina Braja Selebah which consists of 30 students.
3. Sampling Technique
In this research, the writer used the classical random sampling. It means that
the writer took all the students of class sample (i.g. the tenth grade of SMA
Ibnu Sina Braja Selebah).
C. Research instrument
Instrument is tools used by researcher for the measure of object research.24
In this research I used a test method as the instrument. According (Kingler in
Sukardi, 1986) a test is a systematic procedure in which the individual tested are
presented with a set of constructed stimuli to which the responses enabling the
tester to assign the numeral test.25
1. Validity
The instrument say valid if the instrument can measure what will be
measured.26
According to Brown, test validity is the complex criterion of good
validity, the degree to which the test actually measures what is intended to
measure.27
In this case, to know the validity of the test, the writer used logical
23
Prof. Dr. Sugiyono, Metodologi Penelitian Pendidikan, (Bandung: Alfabeta,
2010)p.118 24
Ibid, p.148 25
Sukardi, Op.Cit. P.138 26
Id, p.173 27
H Douglas Brown, Teaching By Principles, (San Francisco :San Francisco State
University, 2000), p. 387.
validity. It means that the test is valid if the test is suitable with curiculum and
the material that has been given before.
2. Reliability
Reliability is meant the stability of test scores.28
To determine the realiability
of the test there are some steps.
a. Giving test items to the students
b. Dividing the test items into odd items and even items
c. Calculating between odd and even items using the product moment
formula, as follow:
2222 YYNXXN
YXXYNrxy
29
Where:
rxy = Correlation coeficiente reliability between X and Y
N = Number of Student
X = Number of Simple Past Tense Mastery (X)
Y = Number of Writing Ability (Y)
xy = Total of X and Y
d. Determining coefficient of reliability using Spearman Brown formula.30
r11 = xy
xy
r
r
1
2
r11 = reliabilities of instrument
28
David P. Harris, Testing English as a Second Language. (Bombay New Delhi: Tata Mc
Graw-Hill Publishing Company Ltd, 1969), P. 14 29
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, Jakarta: Rineka
Cipta, 2006. P.170 30
Ibid. P.181
e. Comparing the result with the criterion reliability as follows:
0.90 – 1.00 High reliability
0.50 – 0.89 Sufficient reliability
0.00 - 0.49 Low reliability
So, in this test the writer used objective test of multiple choice A, B, C, D,
it consist of 25 items. The score of item is 4 for the true answer. Then the highest
score is 100 and the low is 0.
To know the student writing ability, the writer measured the students’
writing by giving a topic. The writer asked the students to make simple sentences
into a simple paragraph. To know reliability of the test instrument, the writer used
the Spearman-Brown formula, because it was suitable for correlation.
D. Research data and data collecting technique
1. Research Data
There are two variable in this research. The independent variable (X) and
dependent variable (Y). The independent variable (X) is simple past tense mastery
and dependent variable (Y) is writing ability.
2. Data Collection Technique
In this research, the writer used test to collect data. According to
Kerlinger, A test is systematic procedure in which the individual tested are
presented with a set of constructed stimuli to which they responds, the responses
enabling the tester to assign the test numerals.31
The writer uses as data collection
31
Prof. Sukardi, Ph.D, op. cit. P.138
method to measure both variables. The writer measured simple past tense mastery
by giving test consists of multiple choice form, and measured writing ability of
the students by testing them to make a sentences into a simple paragraph.
The researcher investigated whether there is correlation simple past tense
mastery and writing ability in recount text at tenth grade senior high school SMA
Ibnu Sina Braja Selebah, the writer used product moment correlation as data
analysis. After data were collected, especially data about simple past tense
mastery and writing ability, the data would be processed by statistic formula;
becauseconsidering of the data is correlation/quantity data. The formula of
Product Moment Correlation:
2222 YYNXXN
YXXYNrxy
32
Notes:
rxy = Correlation coefficient between X and Y
N = Number of Student
X = Number of Simple Past Tense Mastery (X)
Y = Number of Writing Ability (Y)
xy = Total of X and Y
32
Arinkunto, op.cit.P.170
E. Research procedure
As the writer had mentioned, the research was held at SMA Ibnu Sina
Braja Selebah. Here, He took several steps of procedure in order to make it
flawlessly and well conducted. The steps are as follows:
1) Determined the research subject those are the students of SMA Ibnu Sina
Braja Selebah, and problems and then asked the permission of the head of this
institution.
2) Gave the test of simple past tense and writing to get data.
3) Analyzed the data of the result of the test in order to know whether there is
correlation between simple past tense mastery and writing ability.
4) Took the conclusion of the research.
CHAPTER IV
DATA FINDING AND DISCUSSION
A. Data Finding
In this research, there were two datas. The first is simple past tense
mastery and the writing ability in recount text. The data finding as follows;
1. Simple Past Tense Mastery
The resecher used test to measure the simple past tense mastery. Kind of test
used was multiple choice form and there were 25 questions with four
alternative answer. The result of the test of simple past tense mastery as
follows:
Table 2
The resullt of simple past tense mastery (X) at tenth grade of SMA Ibnu Sina
Braja Selebah in the academic year of 2011/2012
No Students' Code X
1 AN 88
2 BD 72
3 DN 52
4 DD 44
5 ED 52
6 FJ 76
7 HR 80
8 HRN 72
9 IN 68
10 IR 76
11 IW 84
No Students' Code X
12 JK 64
13 JN 92
14 KRN 80
15 KRT 76
16 LL 84
17 LS 36
18 MN 60
19 MK 76
20 MR 80
21 MJ 68
22 MH 72
23 MD 56
24 NN 92
25 NV 60
26 NS 72
27 PR 72
28 PD 80
29 RD 76
30 RDN 52
∑2112
The source: the result of simple past tense test at tenth grade of SMA Ibnu Sina
To find the invariant frequency distribution of simple past tense mastery
scores, the writer useds the following formula:
N
rtIR
Where:
IR = class interval
t = the highest score
r = the lowest score
N = total of the categories
From the table, it could be seen as follows:
The Highest Score: 92
The Lowest Score: 36
While the criteria divided into 3 were high, average, and low, so the interval
is:
The total interval IR for independent variable of this research was 19. After
knowing the class interval, the data taken from interval above and put on the
table of the table of frequency distribution, as follows.
Table 3
The frequency distribution at the result of simple past tense mastery
Interval Frequency Categories Percentage
74 – 92 14 High 46,6%
55 – 73 11 Average 36,6%
36 – 54 5 Low 16,6%
30 100%
Based on the table above, we might conclude that:
a. There are 14 students (46,6%) who got the high score
b. There are 11 students (36,6%) who got the Average score
c. There are 5 students (16,6%) who got the low score
66,183
56
3
3692 I
2. Writing Ability
To know the writing ability, the writer used test to measure writing ability by
essay test form. The writer gave them topics to make simple sentences into a
simple paragraph. The data of writing ability result could be identified as
follows:
Table 4
The result of writing ability (Y) test at tenth grader of SMA Ibnu Sina Braja
Selebah in the academic year 2011/2012
No Students' Code Y
1 AN 80
2 BD 65
3 DN 50
4 DD 50
5 ED 50
6 FJ 65
7 HR 70
8 HRN 80
9 IN 65
10 IR 65
11 IW 60
12 JK 65
13 JN 82
14 KRN 80
15 KRT 67
16 LL 80
17 LS 50
18 MN 50
No Students' Code Y
19 MK 66
20 MR 68
21 MJ 65
22 MH 68
23 MD 65
24 NN 85
25 NV 58
26 NS 65
27 PR 66
28 PD 72
29 RD 68
30 RDN 50
1970
The source: the result of writing ability test at tenth grade of SMA Ibnu Sina
Based on the table above, the writer computed frequency of distribution on
ability writing using the formula based on Suharsimi Arikunto, as follows:
Where :
IR = class interval
t = the highest score
r = the lowest score
N = total of the categories
From the table above, it could be seen that :
The highest score is 85
The lowest score is 50
While the criterion divided into 3 were high, fair and low, so the interval is :
66,113
35
3
5085
IR = 12
The total interva IR for independent variable of this research was 12. After
knowing the class interval, the data taken from interval above and put on the
table of the table of frequency distribution, as follows.
Table 5
The frequency distribution at the result of writing ability
Interval Categories Frequency Percentage
80 - 94 High 6 20%
65 - 79 Fair 16 53,3%
50 - 64 Low 8 26,7%
Total 30 100%
From the table above the writer made classification as follows:
(1) There were 6 students (20%) who got high score.
(2) There were 16 students (53,3%) who got fair score.
(3) There were 8 students (26,7%) who got low score.
Base on data above, the writer measured that there was correlation between
simple past tense mastery and writing ability at tenth grade of SMA Ibnu Sina
Braja Selebah in academic year 2011/2012 was at fair category.
B. Testing Hypothesis
The purpose of the hyphotesis testing in this research was to measure the
significant correlation between simple past tense mastery and writing ability in
recount text at the tenth grade of SMA Ibnu Sina Braja Selebah in academic year
2011/2012.
Having gained the score of coefficient correlation, the writer would like to
consult the score with the interpretation table of r. (see the display below):
Table 6
Interpretation
The Score of r Interpretation
0,800 – 1,000 High
0,600 – 0,800 Enough
0,400 – 0,600 Middle
0,200 – 0,400 Low
0,000 – 0,200 lower (no correlation).33
33 Suharsimi Arikunto, Op.Cit. p. 271-276
Based on the table of simple past tense mastery and writing ability result,
the writers will know the correlation between them. To analyze to prove the
hypothesis, we considered to the following table:
Table 7
The data calculation of the correlation between simple past tense mastery (X)
and writing ability (Y) at the tenth grader of SMA Ibnu Sina Braja Selebah
in the Academic Year of 2011/2012.
No Students' Code X Y X2 Y
2 XY
1 AN 88 80 7744 6400 7040
2 BD 72 65 5184 4225 4680
3 DN 52 50 2704 2500 2600
4 DD 44 50 1936 2500 2200
5 ED 52 50 2704 2500 2600
6 FJ 76 65 5776 4225 4940
7 HR 80 70 6400 4900 5600
8 HRN 72 80 5184 6400 5760
9 IN 68 65 4624 4225 4420
10 IR 76 65 5776 4225 4940
11 IW 84 60 7056 3600 5040
12 JK 64 65 4096 4225 4160
13 JN 92 82 8464 6724 7544
14 KRN 80 80 6400 6400 6400
15 KRT 76 67 5776 4489 5092
16 LL 84 80 7056 6400 6720
17 LS 36 50 1296 2500 1800
18 MN 60 50 3600 2500 3000
19 MK 76 66 5776 4356 5016
No Students' Code X Y X2 Y
2 XY
20 MR 80 68 6400 4624 5440
21 MJ 68 65 4624 4225 4420
22 MH 72 68 5184 4624 4896
23 MD 56 65 3136 4225 3640
24 NN 92 85 8464 7225 7820
25 NV 60 58 3600 3364 3480
26 NS 72 65 5184 4225 4680
27 PR 72 66 5184 4356 4752
28 PD 80 72 6400 5184 5760
29 RD 76 68 5776 4624 5168
30 RDN 52 50 2704 2500 2600
∑2112 ∑1970 ∑154208 ∑132470 ∑142208
To find and to prove whether there was correlation between simple past
tense mastery and writing ability, the writer used the product moment
formula:
Where:
N = 30
∑X = 2112
∑Y = 1970
∑X2
= 154208
∑Y2
= 132548
∑XY = 141816
})(.{}.)(.{
))((.2222 YYnXXn
YXXYnrxy
22 )1970(132548.30}{)2112(154208.30{
)1970)(2112(141816.30
}38809003976440}{44605444626240{
41606404254480
}95540}{165696{
93840
01583059584
93840
965755.125819
93840
rxy = 0,745
To know the critical value of r product moment (rtable), the writer firstly
counted df. Df is degree of freedom. The formulation of df = N – 2. N is
the number of research population.
Df = N - 2
= 30 – 2
= 28
After considering the product moment table by using df 28, it could be
known that:
1) The critical value of r product moment (rtable) for the 5% level is 0.374.
2) The critical value of r product moment (rtable) for the 1% level is 0.478.
From all data analysis above, it could be known that:
})(.{}.)(.{
))((.2222 YYnXXn
YXXYnrxy
1) The score 0,745 could be seen on the Product Moment table N= 28
using 5% confidence limits is gained the score 0,374 and 1% = 0.478,
where rratio = 0,745 > rtable=0,374. By all means, there was correlation
between simple past tense mastery and writing ability.
2) The score 0,745 is more than 0,000. It means that there was positive
correlation between simple past tense mastery and writing ability at the
tenth grade of SMA Ibnu Sina Braja Selebah. Besides, we got rratio
=0,745 > rtable= 0,374, so we considered that there was significant
correlation between them.
3) The score 0,745 is between 0,600 – 0,800. It means that the correlation
between simple past tense mastery and writing ability at the tenth
grade of SMA Ibnu Sina Braja Selebah is enough.
Based on the result data confirmed that rratio was higher than rtable.
Therefore, it could be inferred that Ha was accepted and Ho was
rejected. It means that there was positive and significant correlation
between simple past tense mastery and writing ability in recount text at
tenth grade of SMA Ibnu Sina Braja Selebah in academic year
2011/2012.
C. Discussion
Based on the result of product moment, it could be understood that there
was positive and significant correlation between simple past tense mastery and
writing ability in recount text at the tenth grade of SMA Ibnu Sina Braja Selebah
in academic year 2011/2012.
It means that simple past tense mastery could influence and improve the
writing ability. If the simple past tense mastery was good, the writing ability was
good too. By writing, we can create retelling past events and special events. Thus,
the purpose of writing skill is the high grade of four skills because in writing we
are able to speak, listen, and read.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
In this chapter the researcher gave conclusions and suggestions about
simple past tense mastery and writing ability in recount text at tenth grade of
SMA Ibnu Sina Braja Selebah in academic year 2011/2012.
A. Conclusions
Based on the result of the research, the researcher concluded as follows:
1) The score 0,745 could be seen on the Product Moment table N = 28 using 5%
confidence limits is gained the score 0,374 and 1% = 0.478, where rratio =
0,745 > rtable = 0.374. By all means, there was correlation between simple past
tense mastery and writing ability.
2) The score 0,745 is more than 0,000. It means that there was correlation
between simple past tense mastery and writing ability at the tenth grade of
SMA Ibnu Sina Braja Selebah. Besides, we got rratio = 0,745 > rtable = 0.374, so
we considered that there was significant correlation between them.
3) The score 0,745 is between 0,600 – 0,800. It means that the correlation
between simple past tense mastery and writing ability at the tenth grade of
SMA Ibnu Sina Braja Selebah is enough.
B. Suggestions
The researcher has some suggestions:
1. For the teacher
a. The teacher should introduce steps how to mastery of writing ability
b. The teacher should prepare interesting material for writing and simple past
tense.
c. The teacher should give exercises and tasks to the students. It hopes to
improve writing ability.
2. For the students
a. They have to practice the writing skill in writing activity.
b. They have to write another experience such as, in holiday, childhood, etc
to develop them in writing.
3. For the school
School should provide books in the library about steps writing ability and
simple past tense mastery.
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http://englishonline.blogdetik.com/2009/08/10/simple-past-tense/
http://www.1-language.com/englishcoursenew/unit27grammar.htm(23may2011)
http://www.definitons.net/ability/(23may2011)