THE MASTERY OF SIMPLE PAST TENSE AND ITS CORRELATION …
Transcript of THE MASTERY OF SIMPLE PAST TENSE AND ITS CORRELATION …
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THE MASTERY OF SIMPLE PAST TENSE AND ITS
CORRELATION WITH THE ACHIEVEMENT IN WRITING
RECOUNT TEXTS BY EIGHTH GRADERS OF SMPN 2
MLATI
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Sri Ekawati
Student Number: 121214169
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
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ABSTRACT
Ekawati, Sri. (2017). Students’ Mastery of Simple Past Tense and Their
Achievement in Writing Recount Texts of Eight Grader of SMPN 2 Mlati
(Academic Year of 2015/2016) . English Language Education Study Program,
Department of Language and Arts Education, Faculty of Teachers Training and
Education, Yogyakarta: Sanata Dharma University.
In order to be able to write a good recount text, students need supporting
competences. Simple past tense is a crucial thing for students who learn to write
recount text.
This research is aimed to find whether there is a correlation between
students’ mastery and their achievement in writing recount text and to know the
extent of their mastery of simple past tense.
To achieve the aims of this research the researcher conducted a research in
the form of a simple past tense test and writing test. The subjects of this research
are the eighth grade students of SMPN 2 Mlati academic year of 2015/2016.
There are 128 students from which 43 students were taken as the sample.
A statistical computation was done to find the correlation between both
variables. The formula used is Pearson Product Moment. The obtained r value was
0, 6533, while the critical value with α= 5% and df=41 is 0, 2542. Since the r
value is higher than critical value, the correlation between both variables is said to
be significant. Meanwhile, for the students’ mastery of simple past tense, it was
found that the students’ average score of simple past tense mastery was 73 which
can be categorized as good. For detail, from the sample of 43 students, 9 students
got excellent score, 6 students got very good, 8 students got good score, 7 students
got fair score, 8 students got poor score, and 5 students got very poor score.
It is suggested for the future researchers who conduct the same topic as
this research, should take other factors that affect the students’ ability in writing
recount text.
.
Keywords: correlation, recount text, writing, simple past tense
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ABSTRAK
Ekawati, Sri. (2017). Correlation Between Students’ Mastery of Simple Past
Tense and Their Achievement in Writing Recount Text (The Case of Eight Grade
of SMPN 2 Mlati Academic Year of 2015/2016). English Language Education
Study Program, Department of Language and Arts Education, Faculty of Teachers
Training and Education, Yogyakarta: Sanata Dharma University.
Untuk dapat menulis sebuah teks recount yang baik, siswa membutuhkan
kompetensi-kompetensi pendukung. Simple past tense merupakan hal yang sangat
penting bagi siswa yang sedang belajar teks recount.
Penelitian ini ditujukan untuk mencari ada tidaknya korelasi antara
penguasaan siswa akan simple past tense dan kemampuannya dalam menulis teks
recount, serta untuk mengetahui seberapa jauh penguasaan siswa akan simple past
tense.
Subjek penelitian ini adalah siswa kelas Delapan SMP N 2 Mlati tahun
ajaran 2015/2016. Ada 128 siswa dan 43 diambil sebagai sampel.
Perhitungan statistik telah dilakukan untuk menemukan korelasi pada
kedua variabel. Rumus yang digunakan yaitu Pearson Product Moment.Dari
penelitian, r value yang didapatkan yaitu 0,6533, sementara krtitikal value untuk
α= 5% dan df=41 adalah 0,2542. Berhubung nilai r lebih tinggi dari critical value,
maka korelasi kedua variabel dikatan signifikan.
Sementara itu, untuk penguasaan siswa akan simple past tense, ditemukan
bahwa nilai rata-rata siswa yaitu 73 yang termasuk dalam kategori baik. Untuk
detailnya, dari 43 sample, 9 siswa mendapat nilai sempurna, 6siswa mendapat
nilai sangat baik, 8 siswa mendapat nilai baik, 7 siswa mendapat nilai sedang, 8
siswa mendapat nilai buruk dan 5 siswa mendapat nilai sangat buruk.
Disarankan untuk peneliti selanjutnya yang akan meneliti topik yang sama untuk
meneliti faktor lain yang mempengaruhi siswa dalam menulis recount teks.
Kata Kunci: korelasi, teks recount, menulis, simple past tense
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ACKNOWLEDGEMENTS
I would like to devote my deepest gratitude to Allah the Almighty,
intended for the blessing, health, and also inspiration provided to the writer for the
completion of this research. Therefore, I would like to thank everyone who
supports me until I accomplish this research.
I dedicate my gratitude to my mom and dad who always pray for my study
and support me. I also thank my sister, Annis Hanifah who always supports me
too. I also would like to express my sincere appreciation to Dr. Retno Muljani,
M.Pd who has given invaluable help of great supervision, guidance and advices
during finishing this thesis. My special gratitude also goes to my academic
advisor Laurentia Sumarni, S.Pd, M.Trans, and every lecturer from whom I have
learnt during my study.
I also deeply grateful to the headmistress of SMP N 2 Mlati Rini Trimurti
M, S.Pd, M.Hum and the English teacher of the eight grade of SMPN 2 Mlati Y.
Mei Setyanta, S.Pd, M.Hum for giving me the opportunity to conduct this
research and to the students for their cooperative work and report. Then, I would
like to thank Pongiyems: Annis, Maria, Tasia, and Tessa who keep supporting me
in finishing this research and also Vania and Cesa who helped me checking this
report. I also thank the people who helped me finishing this thesis.
Sri Ekawati
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TABLE OF CONTENTS
Page
TITLE PAGE ................................................................................................. i
APPROVAL PAGE ....................................................................................... ii
STATEMENT OF WORK’S ORIGINALITY ............................................ iv
PERNYATAAN PERSETUJUAN PUBLIKASI ............................................ v
ABSTRACT .................................................................................................... vi
ABSTRAK ...................................................................................................... vii
ACKNOWLEDGEMENTS ........................................................................... viii
TABLE OF CONTENTS ............................................................................... ix
LIST OF TABLES ......................................................................................... xi
LIST OF APPENDICES ............................................................................... xii
CHAPTER I. INTRODUCTION .................................................................. 1
A. Research Background.............................................................. 1
B. Research Questions ................................................................. 2
C. Problem Limitation ................................................................. 2
D. Research Objectives ................................................................ 3
E. Research Benefits .................................................................... 3
F. Definition of Terms ................................................................. 4
CHAPTER II. REVIEW OF RELATED LITERATURE ......................... 6
A. Theoretical Description ........................................................... 6
1. Grammar ........................................................................... 6
2. English Tenses .................................................................. 7
3. Simple Past Tense ............................................................. 8
4. Definition of writing.......................................................... 10
5. Stages of Writing .............................................................. 10
6. Writing Demanded by English Curriculum 2006 ............. 11
7. Definition and Construction of Recount Text ................... 13
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8. Correlation between Grammar and Writing........................ 14
B. Theoretical Framework .............................................................. 14
C. Statement of Hypotesis .............................................................. 15
CHAPTER III. RESEARCH METHODOLOGY ...................................... 16
A. Research Method ..................................................................... 16
B. Research Setting ...................................................................... 17
C. Research Participants .............................................................. 17
D. Population ............................................................................... 18
E. Sample and Sampling Technique ............................................ 18
F. Variables of the Research........................................................ 19
G. Research Instrument and Data Gathering Technique .............. 19
H. Data Analysis Technique ........................................................ 29
I. Research Procedure ................................................................. 31
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ................. 32
A. Data Presentation ................................................................... 32
B. Data Interpretation .................................................................. 36
CHAPTER V. CONCLUSIONS AND SUGGESTIONS ............................ 38
A. Conclusions ............................................................................. 38
B. Recommendation..................................................................... 39
REFERENCES ............................................................................................... 40
APPENDICES ................................................................................................ 43
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LIST OF TABLES
Table Page
2.1 Example of irregular verbs ......................................................................... 9
3.1 Propotion of the Objectives ........................................................................ 21
3.2Propotion of the Content ............................................................................. 22
3.3 Propotion of the form of the Questions ...................................................... 22
3.4 Blue Print .................................................................................................. 23
3.5 Criteria of Difficulty Level ........................................................................ 24
3.6 Criteria of Students’ Score ......................................................................... 26
4.1 Homogeneity of the Test ............................................................................ 33
4.2 Correlations of Simple Past Tense Score and Writing Score .................... 34
4.3 Past Tense Score ........................................................................................ 35
4.4 Writing Score ............................................................................................ 35
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LIST OF APPENDICES
Appendix Page
APPENDIX 1 Letters ..................................................................................... 43
APPENDIX 2 Simple Past Tense Test .......................................................... 45
APPENDIX 3 Scoring Guidance of Writing Test ......................................... 47
APPENDIX 4 Result of the Instrument Analysis .......................................... 50
APPENDIX 5 Students’ Score on Simple Past Tense and Writing Tests ..... 53
APPENDIX 6 Sample of Students’ Works of Recount Text ........................ 55
APPENDIX 7 Critical Value table of r Product Moment .............................. 60
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CHAPTER I
INTRODUCTION
This chapter consists of the research background, research problem,
problem limitation, objectives of the study, and benefits of the study. The
background of the study discusses the significance of the topic and reasons
supporting the choice of the topic. The research problem discusses two questions
of this thesis. The research objectives part describes the expected outcomes from
this research. The part of benefits of the research states the contribution for the
students, the English teachers and the readers of the thesis.
A. Research Background
Learning language means learning four skills: speaking, listening, writing
and reading. People have to master those skills if they want to communicate well
by using the language. The mastery of those skills is influenced by the mastery of
language components such as grammar and vocabulary. According to Andrews
(2006, p.42), grammar covers word order, clause and phrase structure, and the
classification of part of speech (e.g. noun, verb, predicate, clause, etc.). The
minimum mastery of the grammar will make students difficult to express their
ideas by using the language including writing skill. This limitation may also
influence the students’ writing skill.
One of the materials that have been taught in the eight grade of Junior
High School is recount text. Based on the curriculum 2006, recount texts are new
materials for the eighth grade students. Thus, teaching recount text may expose
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the students to some problems such as the difficulties in making gramatical
elements to write the text.
Teaching recount texts cannot be separated from teaching the use of
simple past tense past tense is used in recount texts (Anderson, 2003). In the
researcher’s observation conducted while doing PPL, the eight grade students of a
public junior high school in Sleman regency who have learned the simple past
tense and other tenses still experienced difficulties in implementing the simple
past tense in writing recount texts. Therefore, the researcher is interested in
studying whether the mastery of simple past tense correlacts with the students’
achievement to write recount texts despite of the other requirements of being able
to write good recount texts.
B. Research Questions
In this research the writer intends to find out the problems below:
1. To what extent do the eighth grade students of SMP N 2 Mlati in the
academic year of 2015/2016 master simple past tense?
2. Is there any correlation between the students’ mastery of simple past tense
and their achievement in writing recount texts?
C. Problem Limitation
This study is limited only to analyze the correlation between students’
mastery of simple past tense and their achievement in writing recount texts of
eight grade students of SMPN 2 Mlati in the academic year of 2015/2016. The
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recount texts here refer to recount texts taught in the curriculum of 2006 during
the first semester.
D. Research Objectives
The research aims at discovery:
1. To what extent the eight grade students of SMPN 2 Mlati in the academic year
of 2015/2016 master the simple past tense.
2. The correlation between students’ mastery of simple past tense and their
achievement in writing recount text.
E. Research Benefits
The study about the correlation between students’ mastery of simple past
tense and their achievement in writing recount text hopefully will give some
contribution to English language teaching and learning.
For teachers, the findings will give them information about grammatical
component in recount text that they need to give more to the students. For the PBI
students the findings hopefully will give them information about how the eight
graders of Junior High School master simple past tense and their achievement in
writing skill, so that they may continue with other related research. For the readers
of this thesis, it can give them information about the correlation between students’
mastery of simple past tense and their achievement in writing recount text.
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F. Definition of Terms
1. Simple Past Tense
According to Uchiyama (2006, p.56) the simple past tense means that the
action ended in the past. Simple past can be used for most past actions; we can use
it for actions that happened quickly, actions that happened over time, or actions
that were habits in the past. Moreover, Cowan (2008, p.359) states that the simple
past tense is used for activities or situations that began and ended in the past.
Generally, simple past tense is a tense that expresses the event is ended in the past
and has nothing to do in the present.
2. Recount Text
According to Anderson & Anderson (1997), a recount text is a piece of
text retelling past events, usually in the order in which they happened. Since
recount text tells us about past events the tense that is used is past tense. Recount
text is one of topics that is taught both in Junior High School and Senior High
School. In Junior High School recount is taught in the eighth grade.
3. Writing
Kellog (1999) stated that writing is a remarkably rich task from a
methodological and empirical viewpoint. Writing invokes typical elements of
thinking. Consider each category in turn. Meanwhile, Brown (2007), states that
simplistic view of writing would assume that written language is simply the
graphic representation of spoken language. Writing in this research is an activity
of expressing the students’ idea in a form of texts especially recount texts.
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4. Achievement in writing recount text
As the part of objectives of the study states, this research is aimed to
discover the correlation between students’ mastery of simple past tense and their
achievement in writing recount text. One of the important points that is analyzed
in this research is the students’ achhievement in writing recount text. There may
be some assumptions about the students’ achievement in writing recount text.
However, in this research, achivement in writing recount texts refers to the level
of understanding the simple past tense the students have successfully completed in
implementing it in a form of recount texts.
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CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the writer reviews some theories related to this research.
There are two parts in this chapter. The first part contains the theoretical
description related to the research topic. The second part is the theoretical
framework that describesthe theoretical framework to answer the research
problem.
A. Theoretical Description
This part contains some related theories about the topic of this research.
There will be some theories about the concept of grammar, writing, and also
recount text.
1. Grammar
There are many definitions of grammar stated by experts. However, the
ideas of those definitions are almost the same. Cook and Sutter (1980:pp.1) state:
“Grammar is a set of rules by which people speak or write. These rules are
not always understood consciously, and if you asked people what the rules
of English grammar were, they would probably offer one or two or say they
did not know. The reason is that the rules we refer to are those that hardly
anyone ever thinks about but which allow people to use their language
easily and naturally most of the time”.
That statement explains that grammar is a set of rules from a language.
Grammar is an important component for language learners. In order to be able to
comunicate well using a language, language learners should learn the underlying
grammmatical rules to construct sentences. Besides, by mastering the grammatical
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rules, language learners can possibly comprehend texts more easily. As Veit
(1986) states that grammar enables people to understand every word they are
reading as well to speak or to write words or sentences of their own.
2. English Tenses
In learning English, tenses might be complicated. Moreover, in Bahasa
Indonesia there are no changing words that indicates the tenses. However, in
English, tenses are crucial element. Every sentence both spoken and written must
show its tense because it may change the meaning. This complexity sometimes
makes a presumption that English is a difficult subject.
Talking about tenses, it can be said that it is about time that can change the
meaning. Frank (1972) states that tense is a special verb ending or accompanying
auxiliary verb signaling the time an event take places. Meanwhile, Hornby (1995),
defines tense as any of the forms of the verb that may be used to indicate the time
of the action or state expressed by the verb.
Cook and Suter (1980) point out that present tense indicates that something
happens now and past tense indicates that something was done in the past. From
that statement, it can be concluded that there are two types of tenses namely past
tense and present tense. Meanwhile, other linguists might classify tense into three
namely present, past and future. The point is that tenses are categorized into
several kinds according to the time changing.
From those statements above, it can be concluded that verb indicates the
tense of a sentence in English. By knowing the tense of the sentence, students can
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know when the events happen because the different forms can show the difference
in time.
3. Simple Past Tense
There are several kinds of tenses in English. However, the writer will focus
on discussing the use of simple past tense. Simple past tense is used to show that
the event was done in the past. The subject has nothing to do in the present. In
simple past tense, duration is not important.
According to Cowan (2008), the simple past tense is used for activities or
situations that began and ended in the past. For example, I visited grandpa’s house
yesterday. Uchiyama (2006) explains that simple past tense usually means that
this action ended in the past. Simple past tense can be used for most past actions
such as actions that happened quickly, actions that happened overtime or actions
that were habits in the past.
There are two kinds of verb used in simple past tense namely regular verbs
and irregular verbs. Using regular verb is easier than using irregular verbs
because the difference is only in the end of the words that are added by –ed.
Meanwhile, irregular verbs are more complicated. Hughes (1998 pp.29-31) states:
“Irregular verbs are the bane of students whose mother tongue is not
English and who are trying to understand how these verbs are applied in
various tenses. They even trip up native English speakers who are not
always sure of the form of these verbs. It is not made any easier by the fact
that some verbs are regular in American English and irregular in British
English”.
However, there are some general classifications that make it a little easier
to remember how these verbs are formed and to remember them when applying
them into sentences.
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Hughes (1998) also mentions that irregular verbs fall into three categories:
1. GROUP 1: verbs where all three forms are the same - e.g. 'hit, hit, hit'
2. GROUP 2: verbs where two of the three forms are the same - e.g. 'become,
became, become'
3. GROUP 3: verbs where all three forms are different - e.g. 'choose, chose,
chosen'
Further, Hughes (1998, pp.29-31) gives examples of irregular verbs from
each group can be seen on the table below.
Table 2.1 Example of irregular verbs
Base Past Past Participle Group
cut
hit
let
quit
bid
feed
feel
come
buy
arise
begin
bite
break
cut
hit
let
quit
bid
fed
felt
came
bought
arose
begun
bit
broke
cut
hit
let
quit
bid
fed
felt
come
bought
arisen
began
bitten
broken
1
1
1
1
1
2
2
2
2
3
3
3
3
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4. Definition of Writing
Writing is one of the important parts in our life. Through writing, we can
share information effectively. Writing can be a tool for communication as well.
Ramelan (1994) states that writing is very important as a part of man’s culture
because it can be used to preserve thought, ideas, and also speech sounds.
Fellowes (2007) explains that writing is an expressive mode of communication
which involves the construction of texts that have a function to ensure that
specific purposes are realized and that clear messages are effectively conveyed to
the readers.
Writing as one tool of communication has been taught to students since the
very first time they joined the formal education. Students had been taught writing
in their mother language and foreign step by step. However, students might still
find difficulties in writing foreign language. Therefore, they need to master some
supportive elements. There are some supportive elements that might help students
in developing their writing skill such as grammar understanding, vocabulary
mastery and also their ability in improving their ideas.
5. Stages of Writing
Learning to create good writing needs a process. According to Boardman
(2001), there are five stages of constructing good written text. They are:
1) Establishing topics
2) Organizing ideas
3) Writing the first draft
4) Revising the draft
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5) Proofreading the final draft
Each stage has its purpose. The first stage is aimed to make clear what the
students will write. The organizing of the ideas step is needed to help the students
in improving their ideas while writing. Writing the first draft and doing revision
will help students to make their writing better. The last step is also important to
check the writing and make sure that their writing is good enough.
6. Writing Demanded by English Curriculum 2006
There are several curricula implemented in Indonesia. Those curricula
have been revised to improve the quality of education in Indonesia. Each
curriculum has their own character. The curriculum that is used by most of school
in Indonesia nowadays is School-based curriculum or we call it Kurikulum
Tingkat Satuan Pendidikan (KTSP). Meanwhile, some schools already use the
newest curriculum namely Curriculum 2013. According to Kusnandar (2007), the
implementation of KTSP is a process of applying the idea, concept, and policy of
the curriculum in the learning activity so the students can master some
competences.
Meanwhile, Hartoyo (2011) states that curriculum 2006 has characteristic
as follows:
1) Emphasizing the attainment of the students’ competence individually and
classically;
2) Orienting toward learning outcomes, and diversity;
3) Using genre approaches in the learning process and greatly is influenced with
Systematic Functional Grammar;
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4) Accepting any other educative learning sources besides teachers;
5) Emphasizing its evaluation on the learning process and outcomes in acquiring
or attaining a certain competence;
6) Using special terms such as Standar Kompetensi (Standard of Competence)
refers to a minimum statement covering knowledge, skills, attitudes, and values
which are reflected in the way of thinking and acting after students learn and
finish one of the four language skills (listening, speaking, reading, and
writing).
Basically, English Language Teaching in junior high school is aimed at
enabling students to reach functional level in a sense that they can communicate
in spoken and written way to solve daily problems. From the curriculum, it is
known that the purposes of English language teaching in junior high school are:
1) Developing communicative competence in spoken and written language to
reach functional literacy;
2) Generating awareness about the nature and importance of English to improve
nation’s competitiveness in global society;
3) Developing students’ understanding about the relationship between language
and culture.
Therefore, it is clear that communicative competence in spoken and
written become the base in English learning for Junior High School students. The
curriculum demanded students to be able to communicate in English both orally
and written. Since communication is achieved while people creating text, students
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are also demanded to be able to write communicative text that are used by English
native speakers.
7. Definition and Construction of Recount Text
Recount text becomes one topic that is taught both in Junior High School
and Senior High School in Indonesia. In Junior High School, recount is taught in
the eighth grade. In order to be able to create good recount text, the students have
to master simple past tense.
According to Anderson (2003), a recount text is a piece of text retelling past
events, usually in the order in which they happened. Since recount text tells us
about past events the tense that is used is past tense. Derewianka (1990) points out
that there are three types of recount text:
1) Personal recount
Personal recount is retelling of an activity that the writer was personally
involved in. (e.g. diary entry)
2) Factual recount
Factual recount is recording a particular incident. (e.g. news report, police
report, and a report of science experiment)
3) Imaginative recount
Imaginative recount is writing an imaginary role and giving details of events.
(e.g. A day in the life of aspirate; How I invented...)
According to Derewianka (1990), basically, recount text has three generic
structures, they are:
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1) Orientation - provides the reader with background information needed to
understand the text. e.g. who, when, where.
2) Sequence of events – series of events typically ordered in chronological order
3) Re-orientation – A summary statement/an evaluative comment/a return to the
starting point.
8. Correlation between Grammar and Writing
Since learning language includes writing skill, grammar also plays
important role in writing. In order to create good writing, students must master
grammar well. According to Graham and Perin (2007), some students who have
poor writing skill often write sentences incorrectly, their sentences in writing tend
to often follow a simple and stereotyped format. This happened because they have
minimum understanding of grammar, so they could not express their idea well
while they are writing. Grammar knowledge becomes the foundation in
someone’s ability in creating good writing. Therefore, the correlation between
grammar and writing is very close.
B. Theoretical Framework
As the topic of this study indicates, it attempts to find whether there is a
correlation or not between students’ mastery of simple past tense and their
achievement in writing recount text. Correlational statistic will be used to find the
relationship between the two variables. To answer the research questions, the
researcher employed four main theories from some experts. Those theories are
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about grammar, simple past tense, writing and recount text. Further, those theories
become the foundation in working this research.
To answer the first research question, the researcher uses theories from
Cook and Sutter’s, Veit’s, Frank’s, Hornby, Cowan’s, Uchiyama’s, Ramelan’s,
and also Graham and Perin’s. Those thoeries explain the relationship between
grammar, especially simple past tense and writing ability.
To answer the second research question, the researcher will analyze the
students’ score of simple past tense test and then categorize it into six classes. The
researcher categorizes the students’ score based on Harris’s (1969) suggestion
about students’ class performance of achievement test.
C. Statement of Hypothesis
After presenting the theories, the writer intends to state the hypothesis in
this research. According to Cresswel (2005), hypotheses are statements in
quantitative research in which the investigator makes a prediction or a conjecture
about the outcome of a relationship among attributes or characteristics. Since
there is always a possibility that the result will show relationship between the
variables in a research, the hypothesis in this research is stated as the following
alternative hypothesis: “There is a significant correlation between students’
mastery of simple past tense and their achievement in writing recount text”.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter explains the research method, research setting, research
participant, instrument, and data gathering technique, data analysis technique and
also research procedure in conducting this research. First part explains the method
that is used in this research. The second part explains the time and place of
conducting this research. The next part describes about the participants who
joined this research. This chapter also explains the instruments used to get the data
in this research. Then, data gathering technique and data analysis technique
explain the technique in collecting the data and analyzing it.
A. Research Method
The research focuses on finding the correlation between students’ mastery
of simple past tense and their achievement in writing recount text. This research is
classified as a correlational study since it describes the correlation between the
score of simple past tense test and writing test. In this research a test method is
used. There are two kinds of test that are used, namely simple past tense mastery
test and writing test. Both tests are achievement test. These tests are aimed to
measure the participants’ achievement in mastering simple past tense and
expressing it in the form of recount text. As Best (1981) states that achievement
tests attempt to measure what individuals have learned – his or her present level of
performance.
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According to Gall and Brog (2003), correlational research refers to studies
in which the purpose is to discover relationship between variables through the use
of correlational statistics. There are two essential variables to find the correlation
in this research, namely the participants’ test result of simple mastery test and
writing test.
Correlational coefficient (r) indicates either negative or positive and
strength of the relationship between variables. The range of the coefficient is
between -1.00 - +1.00. Coefficient -1.00 indicates a perfect negative correlation,
coefficient +1.00 indicates perfect positive correlation, while 0 indicates that there
is no correlation at all between the variables.
B. Research Setting
The researcher conducted this research at the Eighth Grade of SMPN 2
Mlati located on Jalan Perkutut, Sinduadu, Mlati, Sleman. This research was
conducted from 27th April 2016 until 28th April 2016.
C. Research Participants
The research participants were the eighth grade students of SMPN 2 Mlati
academic year of 2015/2016. The reason. The researcher chose this school
because recount text was taught in this school. The researcher also had experience
in teaching the students in this school during the teaching practice (PPL). This
school is also a good school. In academic year of 2014/2015 this school got the
seventh rank in Sleman regency for the national examination. It means that the
students in this school have good ability in academic mastery.
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D. Population
The population of this research was the students of eight grade in SMPN 2
Mlati academic year of 2015/2016. There were 128 students of the eighth grade in
SMPN 2 Mlati academic year of 2015/2016. They were divided into 4 classes.
Each class consists of 32 students.
These students were taught by the same teacher using the same curriculum
and the same books. However, based on the researcher’s experience, the condition
in every class is different. Therefore, a sampling technique will be applied in this
research.
E. Sample and Sampling Technique
The researcher took 43 students (more or less 33% from the whole
population) as the sample. Those students were the students from class VIII C and
VIII D.
Considering the same materials, curriculum, books and also the teacher in
the English learning for the population the researcher decided to use stratified
random sampling. Ary (2010) states that when the population consists of a
number of subgroups, or strata, that may differ in the characteristics being studied,
it is often desirable to use a form of probability sampling called stratified
sampling. The subgroups here were the classes of the eight grade in SMPN 2
Mlati. Another consideration was about the heterogeneous sample that should
represent the population. To choose the sample, the researcher raffled the four
classes and chose two classes as the sample. The two classes chosen were class
VIII C and VIII D.
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There were 64 students from class VIII C and VIII D. However, some
students were not in the class because they had to join a competition outside
classroom. Therefore, there were only 43 students who could do the tests. There
were 20 students from class VIII C and 23 students from class VIII D.
F. Variables of the research
Basically, the correlation research is a research that tries to find the
relationship between the variables. Both variables in this research are independent
variables. They are the students’ score of simple past tense test and writing test. In
this research, the researcher intends to find the correlation between students’
mastery of simple past tense and their achievement in writing recount text. The
researcher assumes that the students’ mastery of simple past tense has a
correlation with their achievement in writing recount text. There are some factors
that might affect the students’ achievement in writing recount text such as their
vocabulary mastery, their motivation, and also their frequency of practice.
However, in this research the researcher only investigates on the two variables
mentioned above.
G. Research Instrument and Data Gathering Technique
In a research, instrument is the tool to collect the data. Instrument can be the
form of test, interview protocol, questionnaire, etc. The researcher used tests as
the instrument in this research. Mardapi (2008) defines test as a set of questions
that need answers, or a set of questions that should be responded in order to
measure someone’s ability or reveal certain aspect from the subject of the test.
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There are two tests in this research. Both of the tests are achievement tests.
According to Lyman (1963), achievement tests are used in measuring level of
knowledge, skill, competence, etc. The first test in this research was a test of
students’ mastery of simple past tense. The second test was writing test.
1. Simple Past Tense Test
In order to measure the students’ mastery of simple past tense, a test of
simple past tense was given. The test consisted of 15 items of multiple choices
and 10 items of short answer.
In constructing the simple past tense test, the researcher considered some
elements. First consideration was based on Madsen’s (1983) statement. Madsen
(1983) states that a grammar test should be easy to prepare and easy to score,
provides sensitive measure of achievement and there is no exposure to incorrect
grammatical forms. The second consideration was about the students’ ability. For
this point, the researcher had done the consultation to the English teacher about
the test. The researcher also made sure that the test really reflects the students’
mastery in simple past tense. The test demanded the students to complete the
sentence with the correct form. There were some short dialogues, short letters and
simple sentences which had blanks part to be completed.
a. Construction of Simple Past Tense Test
There are some steps that were done by the researcher in constructing the
simple past tense test. In constructing the simple past tense test, the researcher
used the theory suggested by Kalanilayam (2009). According to him, there are six
steps in constructing an achievement test. Those steps are:
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1. Planning the test
2. Preparing the design of the test
3. Preparing the blue print
4. Writing the items
5. Preparing the scoring key and marking scheme
6. Preparing the question-wise analysis.
In planning the test, there are two crucial elements needed namely the
objective of the test and the maximum marks. Important factors to consider in
designing the test are the proportions of the objectives, content and also the form
of questions.
Proportion of the objectives:
This indicates the objectives of the test and what proportion has to give in
each objective.
Table 3.1 Composition of the Objectives
No Objectives Score Percentage
1 Knowledge 3 12
2 Understanding 2 8
3 Application 6 24
4 Analysis 8 32
5 Synthesis 4 16
6 Evaluation 2 8
Total 25 100
Composition of the content:
This indicates the various aspects of the content to be tested and the
proportion in these different aspects.
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Table 3.2 The Composition of the Content
No Content Marks Percentage
1 Sub-Topic 1 15 60
2 Sub Topic 2 10 40
Total 25 100
Composition of the form of the questions:
This indicates the form of the questions in the test and the proportion of
each form.
Table 3.3 Composition of the Form of the Questions
No Form of question Number of
Questions
Score Percentage
1 Objective type 15 15 60
2 Short answer type 10 10 40
Total 25 25 100
The next step in constructing the test was preparing the blue print.
Kalanilayam (2009) also explains that blue print is a three-dimensional chart
giving the placement of the objectives, content and form of question. The blue
print of the test is presented as follows.
Table 3.4 Blue Print
Objectives
Kn
U
Ap An
S
E
Grand
Total
O SA O SA O SA O SA O SA O SA
Sub Topic
1 1 2
4
4 2 2
15
Sub Topic
2 2 0 2
4
2
0 10
Total Score 1 2 2 0 4 2 4 4 2 2 2 0
25
Grand
Total 3
2 6 8 4 0
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In which:
Kn : Knowledge
U : Understanding
Ap : Application
An : Analyze
S : Synthesis
E : Evaluation
SA : Short Answer
O : Objective
b. Difficulty Level
A good test should not be too easy or too difficult. Therefore, the
researcher designed the test in such a way so the test would not be either too easy
or too difficult for the students. An easy test will not motivate and stimulate the
students, while a difficult test will make students desperate.
To find out the difficulty level of the simple past tense, a difficulty test has
done. The researcher used a formula suggested by Arikunto (2002). The formula
is:
P= B
JS
in which:
P : level of difficulty
B : number of students who answer the item correctly
JS : the total number of students who joined the test
The criteria of difficulty level are presented in table 3.2.
Table 3.5 Criteria of Difficulty Level
Interval Criteria
0.0 < P ≤ 0.30 Difficult
0.30 < P ≤ 0.70 Medium
0.70 < P ≤ 1.00 Easy
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From the test, it was found that there were 4 difficult items, 15 medium
items and 6 easy items.
2. Writing Test
After finishing the simple past tense test, the students were demanded to
do the writing test. This test was aimed to measure their ability in expressing
simple past tense in the form of recount text. In this test, students had to write a
short recount text based on their own experiences in the past. They might write
short story about their vacation or their interesting experience. This was aimed to
make the students feel free in creating recount text.
3. Scoring Technique
Having finished gathering the data in the form of the students’ result of the
both test the researcher started analyzing the data by giving the assessment to the
students’ work. There were two kinds of assessment for the tests. For simple past
tense, there were 25 items of completion test. Each item was scored 1 for true
answer and 0 for wrong answer. To get the total score the researcher used the
formula that created by Lado (1961):
S =R
N SM
In which:
S = total score
R = the raw score
N = the maximum raw score
SM = the maximum score
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Meanwhile, in assessing writing the researcher used the scoring technique
suggested by Brown & Bailey (1984). There were five elements to be considered
in this assessment. The first was organization of the writing. The second was the
logical development of ideas. Then the grammar, punctuation and spelling and
also the style and quality of expression (see appendix 3). In addition, there was a
classification used in the students’ achievement assessment suggested by Harris
(1969). Based on two resources, the researcher prepared a table of criteria of
students’ score which was then consultated with the teacher. The table is provided
as table 3.6 as follow.
Table 3.6 Criteria of Students’ Score
Test score Class
Performance
91-100
81-90
71-80
61-70
51-60
Less than 50
Excellent
Very good
Good
Fair
Poor
Very poor
4. Try Out
Before giving the test to the students who became the sample in this
research the researcher tried out the test to different students from the same level.
The try out was done in 14 April 2016. The researcher took 5 students from a
different class to do the test. The try out was done to check the difficulty level and
the effectiveness of the test.
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5. Validity of the Test
Another criterion to measure quality of the instrument, which in the form
of test is validity. Validity in a test is needed to make sure that the result of the
test really shows what we want to assess. As Gronlund (1998) states, the extent to
which inferences made from assessment results are appropriate, meaningful and
useful in terms of the purpose of the assessment. Meanwhile, Mardapi (2008) also
states that validity is an evidence and theory support into an interpretation of a
score test. Therefore, validity is a crucial fundamental in developing and
evaluating a test.
According to Lyman (1963), validity is divided into three types, namely
face validity, content validity and empirical validity. A test is to be said has face
validity if the test looks clear for the test maker and also for the students. So, the
test looks like that it can measure what is intended to measure.
The second is content validity. A test is said to be valid if the content
reflects the materials of the course that had been taught in the school. To make
sure that the test has content validity, the researcher designed the test based on the
materials from the students’ book and by having consultation with the English
teacher before giving the test to the students.
The last is empirical validity. Evidence for this type of validity is gained
through a validity coefficient, a coefficient of correlation between the test and a
criterion. To check this kind of validity a computation has done. The formula that
was used was Pearson Product Moment Formula. The formula is:
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in which:
rxy = correlation of the score each item
N = number of the subject
∑X = the sum of the total score each item
∑Y = the sum of the total score of each subject
∑X2 = the square of the sum of the score each item
∑Y2 = the sum of the total score of each subject
∑XY = the sum of the multiple of the score of each subject with the total
score
The same formula was also used for writing test. Since the writing
assessment has five criteria as mentioned above, the total score of each criteria is
the same as the total score from each item in simple past tense test. In this
research there was 30 items that had been tried out to the students. However there
were only 25 valid items that was valid and can be used as instruments in this
research.
6. Reliability of The Test
Beside validity, reliability test is also important in an instrument which in
the form of test. A test is said to be reliable if it is consistent. For example, if the
test was given to a subject in different time and condition the subject tends to get
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the same result. According to Kusaeri (2012), reliability referenced to the
consistency of a measurement.
A try out has done to some students at the same level to check the
reliability of the test. Besides that, the statistical computation has also done. As
Azwar (2012) states that although the instrument had been estimated its reliability
to other subject, it still needs to compute its correlation coefficient.
To calculate the reliability of simple past tense, the following Spearman-
Brown Formula was used:
r11= 2(r1/21/2)
with r1/21/2 =
𝑟𝑥𝑦 =𝑁 ∑ 𝑋𝑌 − (∑ 𝑋 ∑ 𝑌)
√[𝑁 ∑ 𝑥2 − (∑ 𝑋)2
][𝑁 ∑ 𝑌2 − (∑ 𝑌)2
]
in which:
r11 = reliability of the instrument
r1/21/2 = Pearson correlation of odd and even value
While to check the reliability of the writing test, the following formula
was used:
r11= k 1-∑σb2
in which:
r11 = reliability index
(1+r1/21/2)
with r1/21/2 =
k-1 σt2
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k = number of item
σt2
= total variance
σb2 = item variance
After finding the r11 then it was compared to r table. The test is to be said
reliable if r11 is higher than r table. The tests used in this research had been
checked and those are said to be reliable.
H. Data Analysis Technique
Before analyzing the data, the researcher intends to present the statement
of hypothesis. According to Cresswel (2005), hypotheses are statements in
quantitative research in which the investigator makes a prediction or a conjecture
about the outcome of a relationship among attributes or characteristics. Since
there is always a possibility that the result will show relationship between the
variables in a research, the hypothesis is stated as the following alternative
hypothesis:
“There is a significant correlation between students’ mastery of simple
past tense and their achievement in writing recount text”
To find out whether there is a correlation between students’ mastery of
simple past tense and their achievement in writing a recount text or not the
researcher used the product-moment formula.
𝑟𝑥𝑦 =𝑁 ∑ 𝑋𝑌 − (∑ 𝑋 ∑ 𝑌)
√[𝑁 ∑ 𝑥2 − (∑ 𝑋)2
][𝑁 ∑ 𝑌2 − (∑ 𝑌)2
]
In which:
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rxy = correlation coefficient
N = the number of students/subject who participated in the test
∑x = the sum of score in simple past tense test
∑x2 = the sum of the square score in simple past tense test
∑y = the sum of score in writing test
∑y2 = the sum of square score in writing test
∑xy = the sum of multiple of score from simple past tense test and
writing test in each number
After getting the rxy, the next step is comparing it to the r value with the
significant level of 0,05. The correlation between the variables are said to be
significant if the rxy is higher than the r value. The researcher used SPSS 20
software to interpret the data result.
I. Research Procedure
There was a procedure followed in conducting this research. The
researcher started to conduct this research by asking for permission to the
headmistress of SMPN 2 Mlati on April 7, 2016. After getting the permission
from the headmistress of SMPN 2 Mlati the researcher came to the English
teacher of the eighth grade. The researcher had consultation about the students,
the research plan and also about the instrument that would be used. The researcher
chose the classes that could be used randomly after having consultation with the
teacher. Having finished about the permission, consulting the instrument and
choosing the classes, the researcher consulted the advisor.
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The next step was trying out the instrument to some students. The try out
was done in April 14, 2016. There were 5 students from other classes who tried
the test. After analyzing the result of the try out, the researcher gave the test to the
sample of students in April 28, 2016. The last steps in this research were
analyzing the data and then writing the report.
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CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
In this chapter, the writer presents the research results and discussion. The
research results and discussion in this research was in the form of explanation
about the findings of the research based on the data that was gained. This chapter
answers the research questions.
A. Data Presentation
The data presentation is presented to answer the research questions.
1. The Research Setting
The population of this research were the students of the eighth grade of
SMP N 2 Mlati academic year of 2015/2016. However, a sampling technique was
used in this research. The researcher chose the sample randomly. As the English
teacher of the school suggested, the researcher took two classes randomly as the
sample of this research. The samples were the students of class VIII C and VIII D.
There were 64 students from the two classes totally. However, there were only 43
students who could join the test. The researcher conducted the research on 27th
April 2016 until 28th April 2016. There were 25 items in the simple past tense test
and all of the students answered the total items. The students also wrote down the
recount text in the paper given.
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2. Reliability and Validity of the Test
A test had been done to check the validity of the items. From the test it
was known that the items were valid. Another computation was also done to
check the reliability of the test. From the computation both tests are said as
reliable.
3. Correlation Analysis
Before conducting correlation analysis, a test that should be done is
normality test. The following table shows the result of normality test.
Table 4.1 One-Sample Kolmogorov-Smirnov Test
Simple Past
Tense Score
Wrinting
Score
N 43 43
Normal Parametersa,,b Mean 73.2093 77.8837
Std. Deviation 16.96012 9.07170
Most Extreme
Differences
Absolute .102 .156
Positive .102 .117
Negative -.087 -.156
Kolmogorov-Smirnov Z .667 1.021
Asymp. Sig. (2-tailed) .765 .248
a. Test distribution is Normal.
b. Calculated from data.
Table 4.1 shows the result of normality test using Kolmogorov Smirnov.
The result above shows the value of Kolomogorov Smirnov for each variable at
0.667 and 1.021 with significant level of 0.765 and 0.248. Therefore, the
significant level is higher than alpha (5%). It shows that the data fulfills the
assumtion that it has normal distribution, so it can be done the next computation.
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After collecting the students’ score of both tests, the data was statictically
computed using the Pearson Product Moment formula. The following table shows
the computation of the r-value.
4.2 Correlations of Simple Past Tense Score and Writing score
Simple Past
Tense Score
Wrinting
Score
Simple Past Tense
Score
Pearson Correlation 1 .653**
Sig. (2-tailed) .000
N 43 43
Wrinting Score Pearson Correlation .653** 1
Sig. (2-tailed) .000
N 43 43
**. Correlation is significant at the 0.01 level (2-tailed).
The result shows that there is a significant correlation between students’
mastery of simple past tense and their ability in expressing simple past tense in the
form of recount text. From the statistical analysis, it is found that there is a
positive correlation between students’ mastery of simple past tense and their
ability in writing recount text. It means that students’ mastery of simple past tense
gave contribution to their ability in writing recount text.
Table 4.2 shows the result of partial correlation test of students’ mastery of
simple past tense and their achievement in writing a recount text. According to the
result of the analysis it is gained r-value at 0.653 with significant level at 0.000.
Since the significant level is lower than the alpha (0,000< 0,05) it can be
concluded that there is a correlation between both variables. The correlation
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valueis 0.653, which means that the percentage of the correlation between both
varible is 65.3%. this correlation is catagorized as strong.
4. Students’ Mastery of Simple Past Tense
The students’ mastery of simple past tense in this research is measured
with their score of the simple past tense test. The result of the test is presented in
the diagram as follows.
4.3 Past Tense Score
Frequency Percent Valid Percent
Cumulative Percent
Valid Excellent 9 20.9 20.9 20.9
Very Good 6 14.0 14.0 34.9
Good 9 20.9 20.9 55.8
Fair 6 14.0 14.0 69.8
Poor 8 18.6 18.6 88.4
Very Poor 5 11.6 11.6 100.0
Total 43 100.0 100.0
4.4 Writing Score
Frequency Percent Valid Percent
Cumulative Percent
Valid Very Good 19 44.2 44.2 44.2
Good 11 25.6 25.6 69.8
Fair 13 30.2 30.2 100.0
Total 43 100.0 100.0
As seen on the data above the students’ average score of simple past tense
mastery was 73 which can be categorized as good. For detail, from the sample of
43 students, 9 students got excellent score, 6 students got very good, 8 students
got good score, 7 students got fair score, 8 students got poor score, and 5 students
got very poor score. While the average score in writing test from 43 students as
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the sample is 77 which is also categorized as good. Different from simple past
tense mastery test, in this writing test there are no students who got excellent and
very poor score. In detail, 19 students got very good score, 11 students got good
score, and 13 students got fair score.
Students’ mastery of simple past tense affect their ability in writing
recount text. It is proved by their score in both test. There are 3 students who got
excellent score in simple past tense and also in writing test. They are student
number 17, 20 and 22. Student number 20 and 22 got 100 in simple past tense test
and 90 in writing test. While student number 17 got 90, 60 in simple past tense
test and 90 in writing test. Then, there are 4 students who got excellent score in
simple past tense mastery test and very good score in writing test. They are
student numbers 12, 14, 15 and 19. Student number 12 got 92 in simple past tense
test and 87 in writing test. Student number 14 got 96 in simple past tense test and
85 in writing test. Student number 15 got 96 in simple past tense test and 89 in
writing test. Meanwhile, student number 19 got 92 in simple past tense test and 86
in writing test.
B. Data Interpretation
The data above shows that there are some students who got excellent and
good score. Some of those who got excellent and good score in simple past tense
test also got good score in writing test. In contrast, some students who got fair,
poor and very poor score in simple past tense test had fair score in writing test..
While, according to curriculum 2006 that is used in SMPN 2 Mlati, students will
be considered as successful if they got at least 75 for maximum score 100 in
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English subject. Considering that policy 22 students (51.16%) failed and 21
students are successful in simple past tense mastery test. While in writing test 15
students (35%) failed and 28 students (65%) are successful. The results of the
tests indicates that the students’ mastery of simple past tense and their
achievement in writing recount text is not spread evenly yet.
The computation above shows that there is a positive correlation between
students’ mastery of simple past tense and their ability in expressing simple past
tense in the form of recount text. It means that the better students’ mastery of
simple past tense the better their ability in writing recount text.
After finding out the correlation coefficient, the writer concluded that the
correlation of the two variables is significant. In other words there is a positive
correlation between students’ mastery of simple past tense and their achievement
in writing recount text. It means the higher the students’ score in simple past tense
test the better their score in writing test. However, this research did not analyze
the students’ cause and effect in doing the writing test. It means that students who
had poor level of simple past tense mastery will always had poor ability in writing
recount text. In this research, however, there are some students who had good
level in simple past tense but did not get same score level in writing test. There
are also some students who had minimum level of simple past tense mastery but
able to create a good recount text. There are some other factors that might
influence their result in the two tests such as their concentration, vocabulary
mastery, experience, habit in writing, etc. However, those factors are not included
in this research.
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CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
In this chapter, the researcher explains the conclusions and
recommendations from this research. In the conclusions part, the researcher will
explain the brief content of this research. In the recommendations part, the
researcher presents some recommendations for the teachers and the future
researchers who will conduct the similar research.
A. Conclusions
This research is aimed to answer whether or not there is a correlation
between students’ mastery of simple past tense and their achievement in writing
recount text. Based on the research conducted, it can be concluded as follows:
1. The obtained correlation value in this research was 0.6533 while the critical
value of product moment with α=0.05 or 5% and df=N-2=43-2=41 is 0.2542.
Since the r value is higher than critical value of product moment it indicates
that the correlation between the both variables is significant. In other words,
the null hypothesis in this research was rejected and the alternative hypothesis
was accepted. This means that the better the students master the simple past
tense, the better the students write recount text.
2. The average score of students’ mastery of simple past tense is 73. Nine students
(21%) got excellent level, six students (14%) got very good level, eight
students (18.6%) get good level, seven students (16.3%) got fair level, 8
students (18.6%) got poor level, and 5 students (11.5%) got very poor level.
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B. Recommendations
Based on the research conducted, the writer intends to give some
recommendations to improve students’ achievement in writing recount text. This
research shows the students’ mastery of simple past tense is correlated to their
achievement in writing recount text. Therefore, there should be an improvement
in teaching simple past tense. One of the media that is related to simple past tense
and recount text is diary. The researcher recommends the teachers to use diary as
the material to help the students in improving their ability in writing especially
using past tense. Since writing ability requires other elements besides grammar,
the researcher also recommends the students to read as much as possible to enrich
their knowledge.
Furthermore, the result of the research shows that grammar is not the only
factor that influences the students’ achievement in writing. Therefore, the
researcher recommends the future researchers to investigate those factors such as
the students’ motivation and their vocabulary mastery.
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APPENDIX 1
Letters
1. Permission Letter From BAPPEDA SLEMAN
2. Permission Letter From ELESP Sanata Dharma
University
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48
A. Circle the correct answer!
1. I ……………………… my drawing book two days ago
a. loss
b. lost
c. was losing
d. losses
2. I was listening to music when my teacher ……………………… my class.
a. has entered
b.entering
c. entered
d. will enter
Complete the following letter with a correct form!
Dear, Sarah
I am writing to you just to memorize
about our holiday in your city last year.
I (3).... so happy being there with you. We (4)....
many tourism objects like Parangtritis Beach, Prambanan
Temple, and Malioboro. I really (5)......the places. We (6)...
many foods and souvenirs there. We also (7)... the pictures
scenery. We (8)... so happy spending time together.
I hope we can visit there again next time.
Sincerely,
Ratna
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49
3. a. is
b. was
c. are
d. were
4. a. visited
b. visiting
c. visits
d. visit
5. a. is
b. am
c.are
d. was
6. a. buy
b. buying
c. bought
d. buyed
7. a. take
b. takes
c. taked
d. Took
8. a. were
b. was
c. are
d. Is
9. ……………………… she read novel last morning?
a. Do
b. Does
c. Did
d. was
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50
10. The Doctor gives the prescription
a. Did the doctor not given the prescription?
b. Didn’t the doctor give the prescription?
c. Did not the doctor gave the prescription?
d. Didn’t the doctor gave the prescription?
11. She … a book last night
a. buys
b. buyed
c. bought
d. will buy
12. Dina … her report
a. didn’t finished
b. do not finished
c. did not finish
d. will finish
13. He … a diligent student
a. wasn’t
b. weren’t
c. aren’t
d. will not
14. Did You … me a message?
a. sent
b. send
c. sended
d. will send
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51
15. … they an architect?
a. Were
b. Was
c. Is
d. Do
B. Fill the blank with the correct form!
Example: My father drinks coffee every morning. This morning he drank
coffee too.
1. He always goes to work by car. Yesterday he ………… to work by bus.
2. They always get up early. This morning they ……………..up late.
3. Bill often loses his key. He …………….one last Saturday.
4. I write a letter to Jane every week. Last week I ……………two letters.
5. She meets her friends every evening. She ………………them yesterday
evening, too.
6. I usually read two newspapers every day. I only ……………..a newspaper
yesterday.
7. They come to my house every Friday. Last Friday they…………….. , too.
8. We usually go to the cinema on Sunday. We ……….to the cinema last
Sunday, too.
9. Tom always has a shower in the morning. Tom ……………….a shower
this morning too.
10. They buy a new car every year. Last year they ………………a new car
too.
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54
APPENDIX 3
Result of the Instrument Analysis
1. Validity of The Try Out of Simple Past Tense Test
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55
Number
Validity
Coeficient Validity
1 .004 Not Valid
2 .613 Valid
3 ,298 Valid
4 .655 Valid
5 .665 Valid
6 .396 Valid
7 .426 Valid
8 .753 Valid
9 .630 Valid
10 .347 Valid
11 .393 Valid
12 .485 Valid
13 .091 Not Valid
14 .316 Valid
15 .140 Not Valid
16 .545 Valid
17 .378 Valid
18 .593 Valid
19 .525 Valid
20 .532 Valid
21 .547 Valid
22 .381 Valid
23 .095 Not Valid
24 .441 Valid
25 .528 Valid
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
56
APPENDIX 5
Students’ Score on Simple Past Tense and Writing
Tests
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57
Students' Number Simple Past Tense
Score
Writing
Score
1 76 75
2 84 88
3 88 86
4 76 90
5 88 85
6 72 84
7 100 75
8 88 82
9 100 70
10 76 79
11 68 78
12 92 87
13 84 87
14 96 85
15 96 89
16 76 87
17 96 90
18 72 86
19 92 86
20 100 90
21 68 88
22 100 90
23 80 66
24 64 78
25 60 66
26 56 74
27 64 83
28 60 69
29 60 66
30 68 65
31 52 79
32 48 71
33 64 76
34 56 67
35 64 65
36 76 79
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Students' Number Simple Past Tense
Score
Writing
Score
37 84 85
38 44 74
39 48 64
40 48 69
41 60 65
42 48 66
43 56 65
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