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
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Correlation between simple past tense mastery and writing ability in recount text
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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.