THE CORRELATION BETWEEN STUDENTS’ SIMPLE PRESENT TENSE MASTERY AND THEIR ABILITY IN WRITING DESCRIPTIVE TEXT AT THE FIRST SEMESTER OF THE EIGHTH GRADE OF SMPN 1 KARYA PENGGAWA PESISIR BARAT IN 2016/2017 ACADEMIC YEAR A Thesis Submitted as a Partial Fulfillment of The Requirement for S1-Degree By EVI FITRIA NPM. 1211040102 Study Program : English Education Advisor : Bambang Irfani, M. Pd Co-Advisor : Nunun Indrasari, M.Pd TARBIYAH AND TEACHER TRAINING FACULTY THE STATE INSTITUTE OF ISLAMIC STUDIES RADEN INTAN LAMPUNG 2016
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THE CORRELATION BETWEEN STUDENTS’ SIMPLE PRESENT
TENSE MASTERY AND THEIR ABILITY IN WRITING DESCRIPTIVE
TEXT AT THE FIRST SEMESTER OF THE EIGHTH GRADE OF
SMPN 1 KARYA PENGGAWA PESISIR BARAT IN
2016/2017 ACADEMIC YEAR
A Thesis
Submitted as a Partial Fulfillment of
The Requirement for S1-Degree
By
EVI FITRIA
NPM. 1211040102
Study Program : English Education
Advisor : Bambang Irfani, M. Pd
Co-Advisor : Nunun Indrasari, M.Pd
TARBIYAH AND TEACHER TRAINING FACULTY
THE STATE INSTITUTE OF ISLAMIC STUDIES
RADEN INTAN LAMPUNG
2016
ii
ABSTRACT
THE CORRELATION BETWEEN STUDENTS’ SIMPLE PRESENT TENSE
MASTERY AND THEIR ABILITY IN WRITING DESCRIPTIVE TEXT AT
THE FIRST SEMESTER OF THE EIGHTH GRADE OF SMPN 1 KARYA
PENGGAWA PESISIR BARAT IN 2016/2017 ACADEMIC YEAR
By:
Evi Fitria
In this research, the writer focused on the correlation between students’ simple
present tense mastery and their ability in writing descriptive text. The objective of
this research was to know whether there was a correlation between students’ simple
present tense mastery and their ability in writing descriptive text at the first semester
of the eighth grade of SMPN 1 Karya Penggawa Pesisir Barat in 2016/2017 academic
year. There were two variables in this research, the independent variable, students’
simple present tense mastery (X) and dependent variable, students’ ability in writing
descriptive text (Y).
This is a correlation research. It is used to know the correlation between students’
simple present tense mastery and their ability in writing descriptive text. In taking the
sample of the research, cluster random sampling was applied. The population of the
research was taken from the students of eighth grade at SMPN 1 Karya Penggawa
Pesisir Barat in 2016/2017 academic year. The sample of the research was taken 30
students from 121 population. In collecting the data of this research, the writer used
objective test that were multiple choices consisted of 40 items test and writing
descriptive text test. In this research, SPSS was used to compute Rank Spearmans’
formula.
After doing the hypothetical testing, the result demonstrated that there was positive
correlation between students’ simple present tense mastery and their ability in writing
descriptive text. Based on the data analysis computed by using SPSS, it was obtained
that Sig = 0,001 and α = 0.05. It means that Ha is accepted because Sig < α = 0.05.
Based on this research, it was suggested that to have a good ability in writing
descriptive text, students should have a good mastery of simple present tense.
v
DECLARATION
Hereby, I state this thesis entitled “The Correlation between Students’ Simple Present
Tense Mastery and their Ability in Writing Descriptive Text at the First Semester of
the Eighth Grade of SMPN 1 Karya Penggawa Pesisir Barat in 2016/2017 Academic
Year” is completely my own work, I am fully aware that I have quoted some
statement and theories from various sources and they are properly acknowledged in
the text.
Bandar Lampung, 20 October 2016
Declared by,
Evi Fitria
NPM. 12110401012
vi
MOTTO
“Say : Nun. By pen and what they inscribe, you are not [ O Muhammad ] by the favor
of your lord a madman. And indeed for you is a reward uninterrupted. And indeed
you are of a great moral character.”1
1 Ayatal-quran.net/2016/08/surah-al-qalam-the-cave-terjemah-bahasa-inggris, Retrieved on
October 25th, 2016
vii
DEDICATION
I would like to dedicate this thesis for all my beloved people:
1. My beloved parents, Mr. Mat Halim and Mrs. Mursyidah who have already
prayed and supported for my success, and advised me all the time.
2. My beloved brothers, Ilham Aripin, Rizki Sanjaya, and Pegi Ramadan who
always motivate me to succeed.
3. My beloved Almamater IAIN Raden Intan Lampung.
viii
CURRICULUM VITAE
The writer’s name is Evi Fitria. She was born in Way Sindi on September 15th, 1995.
She is the first child of Mr. Mat Halim and Mrs. Mursyidah. She has three brothers.
She lives at Jalan Lintas Bengkulu Kelurahan Way Sindi, Kecamatan Karya
Penggawa, Pesisir Barat.
The writer began her study in Elementary School at SDN 1 Way Sindi Pesisir Barat
in 2000 and graduated in 2006. She continued her study in Junior High School at
SMPN 1 Karya Penggawa Pesisir Barat and Graduated in 2009. After that, she
continued her study to MAN 1 Krui Pesisir Barat and graduated in 2012. After
finishing her study in MAN, she decided to study in English Education Program of
Tarbiyah and Teacher Training Faculty of State Institute of Islamic Studies Raden
Intan Lampung.
ix
ACKNOWLEDGEMENT
First of all, all praise be to Allah, the most merciful, the most beneficent, for His
blessing and mercy given to the writer during her study and in completing this final
project. Then, the best wishes and salutation be upon the great messenger prophet
Muhammad S.A.W
This thesis presented to the English Education study program of IAIN Raden Intan
Lampung. The primary aim of writng this thesis is to fulfill a part of students’ task in
partial fulfillment of the requirement to obtain S1-degree.
For that reason, the writer would like to thank the following people for their ideas,
time and guidance for this thesis:
1. Dr. H. Chairul Anwar, M.Pd, the Dean of Faculty of Tarbiyah and Teacher
Training and his staff who have given and opportunity and the help for the
writer when on going the study until the accomplishment of this thesis.
2. Meisuri, M.Pd, the Chairwoman of English Education Study Program of IAIN
Raden Intan Lampung who has given help to complete this thesis.
3. Bambang Irfani, M.Pd, the advisor who patiently guided the writer until the
completion of this thesis.
4. Nunun Indrasari, M.Pd, the co-advisor has guided the writer a lot until the
finishing of this thesis.
x
5. All lecturers of English Department of Tarbiyah and Teacher Training Faculty
who have taught the writer since the first of her study.
6. Markoni S.Pd the headmaster of SMPN 1 Karya Penggawa Pesisir Barat,
Melda Wati S.Pd, the English teacher, all administration staff and the eighth
grade students of SMPN 1 Karya Penggawa Pesisir Barat for allowing her to
carry out the research in their institution.
7. Her beloved father, Mr. Mat Halim and mother, Mrs. Mursyidah, as well as
her beloved brother for their support, love, and everything that she cannot tell
all in words.
8. Her beloved friends, especially friends in class D who gave greately
contribution toward the completion of this thesis.
Finally, the writer is fully aware that there are still a lot of weaknesses in this thesis.
For this, the writer truthfully expects criticism and suggestion from the readers to
enchance the quality of the thesis.
Bandar Lampung, 20 October 2016
The Writer
Evi Fitria
NPM. 1211040102
xi
TABLE OF CONTENTS
Page
COVER .................................................................................................................... i
ABSTRACT ............................................................................................................ ii
APPROVAL ........................................................................................................... iii
ADMISSION ........................................................................................................... iv
DECLARATION ..................................................................................................... v
MOTTO .................................................................................................................. vi
DEDICATION ......................................................................................................... v
CURRICULUM VITAE ........................................................................................ vi
ACKNOWLEDGEMENT .................................................................................... vii
TABLE OF CONTENTS ....................................................................................... ix
LIST OF TABLES ................................................................................................ xii
LIST OF FIGURE ................................................................................................ xiii
LIST OF APPENDICES ...................................................................................... xiv
CHAPTER I INTRODUCTION
A. Background of the Problem ...................................................................... 1
B. Identification of the Problem .................................................................... 7
C. Limitation of the Problem ........................................................................ 7
D. Formulation of the Problem ...................................................................... 7
E. Purpose of the Research ........................................................................... 8
F. Use of the Research .................................................................................. 8
G. Scope of the Research............................................................................... 9
1. Subject of the Research .................................................................... 9
2. Object of the Research ...................................................................... 9
3. Time of the Research ......................................................................... 9
4. Place of the Research......................................................................... 9
CHAPTER II REVIEW OF RELATED LITERATURE
A. Concept of Teaching and Learning English as a Foreign Language ........ 10
B. Concept of Grammar ................................................................................ 12
C. Concept of Tenses .................................................................................... 14
xii
D. Concept of Simple Present Tense ............................................................. 16
1. Definition of Simple Present Tense .................................................. 16
2. Use of Simple Present Tense............................................................. 17
3. Form of Simple Present Tense .......................................................... 19
4. Time Signal of Simple Present Tense ............................................... 21
Appendix 21 Descriptive Statistics for Writing Descriptive Text ............................ 129
Appendix 22 Data Analysis ...................................................................................... 130
1
CHAPTER I
INTRODUCTION
A. Background of the Problem
Language is important in human life, people use language for communication
between one and another and also it is used to deliver message or ideas from the
speaker to the listener in interaction among themselves or with the environment.
Without language it is impossible for people or everyone to join interaction each
other in daily life or in learning something and also the human activities could not run
without language. Every country has a different language, we need an international
language for communication around the world.
English is one of international languages which is used throughout the world and also
English used in many fields of life such as: in politics, economics, sosial and
education. Therefore, English as a language in international communication is clearly
needed by many learners to deliver thought or idea in variety of situation.
In Indonesia, English is a foreign language that is taught formally from junior high
school through university level as a compulsory subject. According to Setiyadi,
“teaching the target language is seen as a mental discipline even though it is often
2
claimed that the goal of the language teaching is to be able to read literature in this
original form.1
The goal of teaching and learning English is to make the students master English
skills. There are four English skills namely, speaking, reading, listening, and writing,
that should be mastered by the students. Writing is a psychological activity of the
language user to put information in the writing text.2 The written productive language
skill is called writing. It is skill of a writer to communicate information to a reader or
group of readers. Her or his skill is also realized by his or her ability to apply the
rules of the language s/he is writing to transfer information s/he has in her or his mind
to her or his readers(s) effectively.3
Writing is a process of communication which uses conventional; graphic system to
convey a message to reader. For many of foreign language learners, writing is
considered as the most difficult skill because in writing they have to combine the
correct grammatical and also the coherence of the paragraph.4
In writing there are many kinds of text. One of the texts is descriptive text.
Descriptive text is a text which is intended to describe a particular person, place or
1Ag. Bambang Setiyadi, Teaching English as a Foreign Language, (Yogyakarta: Graha Ilmu,
2006), p. 32 2Sanggam Siahaan, Issues In Linguistics (1st Ed), (Yogyakarta: Graha Ilmu, 2007), p. 215 3Sanggam Siahaan, The English Paragraph (1st Ed), (Yogyakarta: Graha Ilmu, 2008), p. 2 4Sanggam Siahaan, Generic Text Structure (1st Ed), (Yogyakarta: Graha Ilmu, 2008), p. 3
3
thing.5 It means descriptive text is a kind of text with a purpose to give information
about particular person, place or thing. “it differs from report which describes things,
animals, persons, or others in general. The social function of descriptive text is to
describe a particular person, place, or thing”.6 It can be concluded that descriptive
text is a type of text which describe particular person, animal or thing and report text
is a type of text which describe person, animal or thing in general.
Based on an interview with Melda Wati, S.Pd, as English Teacher in SMPN 1 Karya
Penggawa Pesisir Barat in the preliminary research, she said that many students got
difficulties when they describe something. They looked difficult to arrange words
into sentences and becomes paragraph. They are just easy to describe something with
a vocabulary not sentence structure.7 Furthermore, based on the observation at SMPN
1 Karya penggawa Pesisir Barat, the writer found that there are many students who
still had low score of descriptive text. It is proven by the following data of writing
test at the eight grade of SMPN 1 Karya Penggawa Pesisir Barat in 2016/2017
academic year. Whereas, the criteria of minimum mastery score (KKM) of the school
is 75.
5Juanita Siahaan, An Analysis of Students’ Ability and Difficulties in Writing Descriptive
Text. Journal of Englis and Education. Vol.1.Issue 1. 2013, p.115, http://www.ejournal.upi.edu,
retrieved on April 2nd, 2016 6M Mursyid PW, English Learning Handout 2005, p. 4,
http://www.mmursyidpw.files.wordpress.com, retrieved on April 2nd, 2016 7Melda Wati, The Result with Interview to the English Teacher of Eighth Grade, retrieved on
Example: My father doesn’t read newspaper every morning.
I don’t get up 5 O’clock every day.
3) Interrogative form
Formula: Do/does + S + verb1 + O?
Example: Does my father read newspaper every morning?
Do you get up 5 O’clock every day?18
4) Negative Interrogative form
Formula: Do/does + not + S + verb1 + O?
Example: Doesn’t he speak English well?
Don’t you eat every day?
b. Nominal
When the predicate (in a sentence) is a noun, pronoun, noun phrase, adjective or
adverb, the sentense will be called “Nominal Sentence”.19
1) Positive form
Formula: S + to be + noun adjective/adverb
Example: The world is round.
Tom and I are students.
2) Negative form
Formula: S + to be + not + noun adjective/adverb
Example: My bed is not comfortable.
The shops are not open every morning.
3) Interrogative form
18M.J Lado, Op. Cit, p. 8 19Ibid.
21
Formula: S + to be + not + noun adjective/adverb
Example: Is your parent at home?
Are these hotel expensive?
4) Negative Interrogative form
Formula: To be + not + S + noun adjective/adverb
Example: Aren’t you a doctor? Yes, I am/No, I am not.
Isn’t she a nurse? Yes she is/No, she isn’t.20
4. Time signals of Simple Present Tense
Time signal are words and phrases that tell us when an event takes place. Time
signals for the simple present tense identify more than just one event. Remember that
the simple present tense is used for repeated events.
a. Adverb of Time
Every day Every week Every month Every year
Every/each In the morning Once/twice a day Here/there
Note: adverb of time used in the first sentence or end sentence.
Example: You write a letter every day.
You do not write a letter every month,
Do you write a letter every year?
Don’t you write a letter twice a day.
b. Adverb of Frequency
Always Never Seldom
Often Now sometimes
20M.J Lado, Op. Cit, p. 18
22
Note: adverb of frequency is often used before verb or after verb.21
Example: They usually study English.
They do not always study English.
Do they seldom study English?
Don’t they seldom study English?
Based on the statement above we can conclude that simple present tense is a sentence
construction which tells or shows the daily activities and general truth in the nominal
or verbal form of positive, negative, interrogative, and negative interrogative
sentences using its particular time signals.
5. Simple Present Tense Mastery
Mastery is a great skill or knowledge about something which is had by someone.
Meanwhile, Fullan defines that mastery is obviously necessary for effectiveness, but
it is also a means for achieving deeper understanding.22 It means that mastery is a
complete of having control over something superiority in through knowledge of a
subject. According to Messer, mastery is the broad knowledge and skill in
understanding the world of physical objects.23 It can be concluded that mastery is
have a broad skill of knowledge in understanding the objects.
21A. Faidal Rahman Ali, Fundamental of English Grammar a Practical Guide, (Yogyakarta:
Pustaka Widyatama, 2007), p. 252 22Michael G. Fullan, Why Teacher must Become Change Agents, Journal of Educational
Leadership, 1993, p. 4, http://www.sunyedl630.wikispace.com, retrieved on April 2nd, 2016 23David J. Messer, Mastery Motivation in Early Childhood, (London: Routledge, 2003), p.
“Linguistic features of descriptive text are: use specific participant, written in present
tense, use linking verbs, use adjective, use relational and material processes”.48 It
means there are some linguistic features of descriptive text. Those are specific
participant, written in present tense, use linking verbs, use adjectives, use relational
and material processes. Thus, there is correlation between simple present tense and
descriptive text.
4. Descriptive Text Writing Ability
Writing ability is the skill of a writer to communicate information to a reader or group
of readers.49 It means that writing ability is the ability to express the ideas and
thought in writing clearly that must be mastered by the writer. In writing, there are
five aspects that must be ordered by writer. It is needed to give clearly of information
that as the writer means. It means that in doing writing, the students have to attend the
five component of writing in order to create good writing.
According to Siahaan descriptive text is a text which is intended to describe a
particular person, place or thing.50 It means descriptive text is a kind of text with a
purpose to give information about particular person, place or thing.
Based on the explanation, it can be concluded that descriptive text writing ability is
the ability to express ideas, feelings, and thoughts in written form to describe and
48Juanita Siahaan. Op. Cit, p. 115 49Sanggam Siahaan, Op. Cit, p. 2 50Juanita Siahaan. Op. Cit, p. 115
35
give information about a particular person, place, or thing to the readers by fulfilling
the five important points of writing including content, grammar, organization,
vocabulary, and mechanics. Thus, in order to produce the good descriptive text the
students should have a good ability in writing.
H. Frame of Thinking
Teaching and learning English is the process to help the students to master English
both spoken and written. In mastering English the students should understand the
component and skill in English. Component and skills of language are very important
to be taught by the teacher and to be learnt by the students to increase their ability in
language. One of the language component is grammar. Grammar is rule how to make
a good sentences that can be understood by the reader. In English grammar there is an
important part called tense. Tense is a verb shows the time of an event or action, it is
very important in constructing a sentence and it should be mastered by the learners.
Tense is one important parts of structure in English. Simple present tense is one of the
English tenses that gives an idea that something occurred in the present. So, mastery
in simple present tense is reflected by the students’ ability to understand and to use
simple present tense correctly in the appropriate sense. Mastering of simple present
tense will help students to increase their language skill.
There are four skills in English, one of the skills is writing. There are many kinds of
writing, text that should be mastered by the learners. One of the text is descriptive
36
text. As one of the English text descriptive text be mastered by the students.
Descriptive is kind of text tells about something or someone using simple present
tense, the linguistics features of descriptive text are: use specific participant, written
in present tense, use linking verbs, use adjective, use relational and material
processes. Descriptive text always use the simple present tense formula. It means that
if the students master of grammar more especially in simple present tense, they can
make descriptive text well. Therefore, the writer conducted the research to find out
whether or not there is a correlation between students’ simple present tense mastery
and their ability in writing descriptive text.
I. Hypothesis
Based on the frame of thinking above, the writer proposes the hypotheses as follows :
Ha: There is a correlation between students’ present tense mastery and their ability in
writing descriptive text.
Ho: There is no correlation between students’ present tense mastery and their ability
in writing descriptive text.
37
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
The research design employed in this research was correlational research.
Correlational research is a quantitative method designed to show the relationships
between two or more variables.1 It means that correlational research is one research
designed that show the relationship of variables. According to Fraenkel and Wallen,
correlational research is also sometimes referred to as from of descriptive research
because it describes an existing relationship between two variables.2 In other words,
correlational research is also descriptive research. The design is illustrated as follows:
T1 T2
Where:
T1 = Independent variable
T2 = Dependent variable
The symbol T1 is an instrument of measure to obtain the data from the first variable
and T2 is an instrument to the data the second variable. So there are three possible
relationships between data from T1 and T2. The first possibility, the first variable
affects the second variable. The second possibility, the second variable affects the
1Marguerite G. Lodico, Dean T. Spaulding and Katherine H. Voegtle, Methods in Educational
Research: From Theory and Practice, (San Fransisco: Jossey-Bass, 2006), p. 14 2Jack R. Fraenkel and Norman E. Wallen, How To Design and Evaluate Research in
Education, (New York: Mc Grraw-Hill Book Co, 1932), p. 328
38
first variable. The third possibility, there are variables that the unidentified affect first
and second variable.3 It means that between the first and second variable have a
relationship that affects both variables. Therefore, the research is only focused on
whether there is any correlation between students simple present tense mastery and
their ability in writing descriptive text or not.
B. Variable of Research
In this research there are two kinds of variables that investigated. Both of them are
dependent and independent variable, they are:
a. Independent variable is the students’ simple present tense mastery (X)
b. Dependent variable is the students’ ability in writing descriptive text (Y)
C. Operational Definition of Variable
1. Students’ Simple Present Tense Mastery
Student’ simple present tense mastery is the students’ skill to construct sentences
which tell or show daily activities or general truth in either the nominal or verbal
form of positive, negative, interrogative, and negative interrogative sentences
using its particular time signals.
2. Students’ Ability in Writing Descriptive Text
Students’ ability in writing descriptive text is the ability to express ideas, feelings,
and thoughts in written form to describe and give information about a particular
3Ag. Bambang Setiyadi, Metode Penelitian untuk Pengajaran Bahasa Asing Pendekatan
Kuantitatif dan Kualitatif, (Yogyakarta: Graha Ilmu, 2006), p. 145
39
person, place, and thing to the readers by fulfilling the five important points of
writing including content, grammar, organization, vocabulary, and mechanics.
D. Population, Sample and Sampling Technique
1. Population
A population is the large groups to which one hopes to apply the result.4 It means that
population is all of the total number of research subject. In this research, the
population was taken from all the students of SMPN 1 Karya Penggawa Pesisir Barat
at the Eighth Grade in 2016/2017 Academic Year. The number of population is 166
students in the eighth grade. It can be seen in the table below:
Table 4
The table of population based on the number and gender of eighth grade at SMPN 1
Karya Penggawa Pesisir Barat in 2016/2017 Academic Year
Clases Gender Total
Female Male
VIII A 20 10 30
VIII B 18 12 30
VIII C 16 14 30
VIII D 20 11 31
Total 74 47 121
Source: the data of total students of the eighth grade in SMPN 1 Karya Penggawa Pesisir
Barat in 2016/2017 Academic Year.
4Jack R. Fraenkel and Norman E. Wallen, Op.Cit, p. 90
40
2. Sample
Lodico, Dean, and Katherine states that sample is a smaller group selected from a
larger population that is representative of the larger population.5 So it can be
concluded that sample is smaller group as part of population and it is also chosen as
representative data of whole population. The sample in this research is a part
population of the eight grade of SMPN 1 Karya Penggawa Pesisir Barat. In this
research, the writer used a sampling technique called cluster random sampling
because the classes are homogenous and the sample from group or class. The sample
of the research was taken from VIII A class. It can be seen appendix 14.
3. Sampling Technique
In this research, the writer was used cluster random sampling as sampling technique.
The selection of groups, or clusters, of subjects rather than individuals is known as
cluster random sampling.6 Cluster random sampling is similar to simple random
sampling expect that groups rather than individuals are randomly selected (that is, the
sampling unit is a group rather than an individual). The advantages of cluster random
sampling are that it can be used when it is often far easier to implement in schools,
and it is frequently less time-consuming. It is disadvantage is that there is a far greater
chance of selecting a sample that is not representative of the population.7 It can be
concluded cluster random sampling is procedure of sampling that uses a group as
5Marguerite G. Lodico, Dean T. Spaulding and Katherine H. Voegtle, Op.Cit, p. 143 6Jack R. Fraenkel and Norman E. Wallen, Op.Cit, p. 95 7Ibid.
41
sampling than individual. The names of each class was written in a small piece of
paper and then these papers are rolled in put into a box, after that the box is shaken
abd then took one piece of paper as the sample of the research. It was gotten VIII A
as a sample of the research.
E. Data Collecting Technique
In collecting the data of this research, the writer used the following test:
1. Simple present tense mastery test
The objective test that is multiple choices test with four options a, b, c, and d. The
writer used objective test in the form of simple present tense, The total of the items
test is 40 items.
2. Writing descriptive text test
To know the students’ ability of writing descriptive text, the writer asked the students
make a text to describe about people, place, or thing.
F. Try Out
Test are required to be reliable and valid.8 Try out of the tests are conducted to
identify how valuable and effective the tests are before they would be used to collect
data of the research and to identify whether the test can be administered or not. It can
be seen from the result of reliability and validity of the test. Try out of the test was
conducted on October 7th, 2016, this test was given to the class VIII B. The try out
8David Scott & Marlene Morrison, Key in Educational Research, (New York: Continuum,
2006), p. 246
42
was prepared in form of multiple choice questions in 50 items of simple present tense
mastery test, and make a text to describe in from essay of writing descriptive text test.
Then, the test item was evaluated to get good items that were tested in the test.
G. Instrument of the Research
Instrument is the whole process of preparing to collect the data.9 In this research the
writer applied objective and essay test as instrument for collecting the data. The
objective test was applied to find out the students’ simple present tense mastery and
the essay test to measure the students’ writing descriptive text. The construction of
the test described below:
a. Simple present tense mastery test
The simple present tense mastery test is in the form of multiple choices test with four
options; a, b, c, and d. Before the writer gave try out test to students, the instrument
consisted of 50 items and after try out test the instrument consisted of 40 items. The
classification of simple present tense can be seen in the table 5 and 6 below:
9Ibid, p. 110
43
Table 5
The Spesification of Try Out Test for Simple Present Tense Mastery
No. Aspects Item Number
Odd Even Total
1. Nominal Sentence
a. Positive form 1, 3 2, 4 4
b. Negative form 5, 7 6, 8 4
c. Interrogative form 9, 11 10, 12 4
d. Negative Interrogative form 13 14, 16 3
2. Verbal Sentence
a. Positive form 15, 17 18, 20 4
b. Negative form 19, 21, 23 22, 24 5
c. Interrogative form 25, 27 26, 28 4
d. Negative Interrogative form 29, 31 30 3
3. Time Signals
a. Adverb of Time 33, 35, 37,
39, 41
32, 34, 36,
38, 40
10
b. Adverb of Frequency 43, 45, 47,
49
42, 44, 46,
48, 50
9
Total 25 25 50
Based on the table, it can be concluded that there were 50 question for try out simple
present tense mastery test. In nominal sentence positive, negative, interrogative, and
negative interrogative form, there were 7 odd question and 8 even question. The total
was 15 question. In odd question, they were 1, 3, 5, 7 , 9, 11, and 13 while and even
question, they were 2, 4, 6, 8, 10, 12, 14, and 16. Then in verbal sentence positive,
negative, interrogative, and negative interrogative form there were 9 odd question and
7 even question. The total was 16 question. In odd question, they were 15, 17, 19, 21,
23, 25, 27, 29, and 31 while in even question, they were 18, 20, 22, 24, 26, 28, and
30. And then, in time signals adverb of time and adverb of frequency, there were 9
44
odd questions and 10 even questions. The total was 19 questions. In odd question
they were 33, 35, 37, 39, 41, 43, 45, 47, and 49 while in even question they were 32,
34, 36, 38, 40, 42, 44, 46, 48, and 50.
Furthermore, the test items for test after try out were specification as follows:
Table 6
The specification after Try out Test for Simple Present Tense Mastery
No. Aspects Item Number
Odd Even Total
1. Nominal Sentence
e. Positive form 1, 3 2, 4 4
f. Negative form 5, 7 6, 8 4
g. Interrogative form 9, 11 10, 12 4
h. Negative Interrogative form 13 14, 16 3
2. Verbal Sentence
e. Positive form 15, 17 18, 20 4
f. Negative form 19, 21, 23 22, 24 5
g. Interrogative form 27 26 2
h. Negative Interrogative form 29, 31 30 3
3. Time Signals
c. Adverb of Time 35, 41 32, 34, 38 5
d. Adverb of Frequency 45, 47, 49 44, 48, 50 6
Total 20 20 40
Based on the table above, it can be concluded that there were 40 questions for test
simple present tense mastery. In nominal sentence positive, negative, interrogative,
and negative interrogative form there were 7 odd questions and 8 even questions. The
total was 15 questions. In odd questions, they were 1, 3, 5, 7, 9, 11, and 13 while in
even questions, they were 2, 4, 6, 8, 10, 12, 14, and 16. Then in verbal sentence
45
positive, negative, interrogative, and negative interrogative form there were 8 odd
questions and 6 even questions. The total was 14 questions. In odd questions, they
were 15, 17, 19, 21, 23, 27, 29, and 31 while in even questions, they were 18, 20, 22,
24, 26, and 30. And then, in time signals adverb of time and adverb of frequency
there were 5 odd questions and 6 even questions. The total was 11 questions. In odd
questions, they were 35, 41, 45, 47, and 49 while in even questions, they were 32, 34,
38, 44, 48, and 50.
b. Writing descriptive text test
The descriptive text test was given to measure the students’ writing descriptive text
ability. In this test, the writer prepared several pictures then the students were asked
to choose one of those pictures and write the descriptive text based on the picture
chosen. Before the writer give the test of writing descriptive test, the writer did
readability test to find out the valid instrument. In the readability test of writing
descriptive text, the writer asked the students out of the sample of the research to
answer the questionnaire. Question by crossing the correct answer after doing the
readability test, it was showed that the writing instrument was readable. It means that
the writing instrument can be used to measure the students’ descriptive text ability.
46
H. Scoring Procedure
a. Simple Present Tense Mastery test
In scoring the simple present tense mastery test, a multiple choice test was used
consist of 40 items. The answer was scored 1 if it is correct and 0 it is incorrect.
S = 𝑟
𝑛 𝑥 100
Notes:
S = the score of the test
𝑟 = the total of the right answer
𝑛 = the total item10
b. Writing Descriptive Text test
Then, in scoring the students’ ability in writing descriptive text from Christoper
Tribble was used to calculate writing descriptive text test. The classification of
scoring criteria they are: content, organization, vocabulary, language use, and
mechanics can be seen appendix 7.
I. Research Procedure
Collecting data is the most important step in conducting the research. Based on
Creswell, there are six steps in conducting correlation study.11 The steps are as
follows:
10 Suharsimi Arikunto, Dasar-Dasar Evaluasi pendidikan, (Jakarta: Bumi Aksara, 2012), p.
187 11John W. Creswell, Research Design Qualitative, Quantitative, and Mixed Methods
Approaches: 4th Edition, (London: Sage Publication, 2014), p. 254
47
1. Determining the Subject
The writer determined the subject of the research, it was done in SMPN 1 Karya
Penggawa Pesisir Barat.
2. Choosing the Sample
The writer chosen one class as the sample of this research by using cluster
random sampling technique.
3. Determining the Instruments
The writer determined the instruments of the research. In the form of multiple
choice test and writing test.
4. Giving the Try Out
The writer gave the try out to the students out the sample of the research, it is to
know the level of the validity and reliability of the instrument. After having the
validity and reliability of the instrument, next the writer was distributed the
instrument to collect the data for the sample of the research.
5. Analyzing the Data
The writer analyzed the data by using the formula.
6. Taking the Conclusion
The writer took the conclusion from the result of the research.
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J. Validity, Reliability, and Readability of the Test
1. Validity of the Test
Validity is the most important idea to consider where preparing or selection an
instrument for use.12 An instrument can be said valid when it can measure what it
wants to measure. In other words, an instrument can be said valid if it can show the
data of variables that are being research correctly. To know the validity of the test, it
was provided content, construct and internal validity. In this case, the validity of the
test was calculated by using anates. Anates is application program capable of
calculating the analysis for multiple choice and essay of items quickly, easily and
accurately.13 It means that anates is used to calculate the validity of the test for
multiple choice and essay of items quickly, easily and accurately.
a. Content validity
Best and Kahn say that content validity refers to the degree to which the test actually
measures, or is specifically related to, the traits for which it was design, content
validity is based upon the careful examination of course textbooks, syllabus,
objectives, and the judgments of subject matter specialists.14 It means that the content
validity is based on the material, and the material is agreement with the objectives of
learning. To get the content validity test, it was tried to arrange the material based on
12Jack R. Fraenkel and Norman E. Wallen, Op. Cit, p.147 13Muchammad Aruf, Jurnal Ilmiah: Penerapan aplikasi ANATES, (Madura: Universitas
Trunojoyo Madura, 2014), p. 5 14John W. Best and James V. Kahn, Research in Education (7th Ed), (New Delhi: Prentice-
Hall, 1995), p. 219
49
the objectivitas of teaching in the school based on curriculum for eight grade of
SMPN 1 Karya Penggawa Pesisir Barat. The syllabus could be seen in Appendix 3.
b. Construct validity
Best and Kahn say that Construct validity is the degree to which scores on a test can
be accounted for by the explanatory constructs of a sound theory.15 It means that
construct validity is focused on the aspects of the test which can measure the ability
especially for writing descriptive text and simple present tense mastery. In this
research, a writing descriptive text test and simple present tense mastery test was
administrated with considered the scoring covers five aspect of writing descriptive
test they are, content, organization, vocabulary, language use, and mechanics. Scoring
covers four aspect of simple present tense test has three aspect they are, nominal
sentence, verbal sentence, and time signal in positive, negative, interrogative, and
negative interrogative form.
In this research, a descriptive text test that was made to the measure the students’
ability writing descriptive text based on the scoring system by Christopher Tribble.
To make sure, the instrument was consulted the to the English teacher of SMPN 1
Karya Penggawa. The teacher is Melda Wati, S.Pd to make sure the validity of the
test is valid.
15Ibid.
50
The validity of simple present tense mastery sheet and writing descriptive text sheet
were given to the English teacher as a validator. Validity was conducted in order to
see clarity of the aspect, direction of the test and to see clarity of the items. The
consultation was conducted before the try out that was held on September 30th, 2016.
The English teacher said that the instrument or items covered each aspect in the test
10 specification in simple present tense mastery test. Each of the items also was
suitable with the aspect in simple present tense mastery test, it can be seen in
appendix 8 and 9.
c. Internal Validity
Internal validity is observed differences on the dependent variable are directly related
to the independent variable, and not due to some other unintended variable.16 It
means that internal validity is used to evaluated whether variables affect each other.
To determine whether variables affect, the writer needs to do a treatment try out.17 In
this research, try out the test was conducted on October 7th, 2016. The try out the test
was prepared in form of multiple choice questions in 50 items of simple present tense
mastery test. The result of validity analysis shows that there were 40 items from 50
items.
Based on the result obtained in the anates, the result of validity test for simple present
tense mastery test showed that there were 40 items considered valid they were 1, 2, 3,
16Jack R. Fraenkel and Norman E. Wallen, Op. Cit, p. 166 17Ag. Bambang Setiyadi, Op. Cit, pp. 126-127
30, 31, 32, 34, 35, 38, 41, 44, 45, 47, 48, 49, 50 items number. And the result of
validity test for simple present tense mastery test also show that there were 10 items
considered invalid they were 25, 28, 33, 36, 37, 39, 40, 42, 43, 46 items number.
Finally, the total valid items in try out were 40 items to second step as instrument for
test. The result of validity analysis for simple present tense mastery test can be seen
appendix 18 and 19.
2. Reliability of the Test
Fraenkel and Wallen say that reliability refers to the consistency of the scores
obtained-how consistent they are for each individual from one administration of an
instrument to another and from one set of items to another.18 A good test must have
high reliability besides having high validity. To get the reliability of the tests the
writer used anates and inter rater. Anates was used by the writer to know the
reliability of multiple choice test and inter rater was used to know the reliability of
writing test, it was done by two raters; English teacher and writer, the score of two
raters are summed up and then divided into two. The statistical formula for counting
the reliability is variants formula as follows:
𝜌 = 1 − 6 ∑ 2D
𝑁(𝑁2 − 1)
18Ibid, p. 154
52
Notes:
𝜌 = the number of rank order correlation (rho)
6 and 1 = constant number
D = difference of rank correlation (D = R1 – R2)
N = the number students.
Furthermore, the criteria of reliability used to know the degree or the level of the
reliability of writing test. The criteria as follows:
Table 7
Criteria of Reliability
0.800 – 1.000 Very high
0.600 – 0.800 High
0.400 – 0.600 Medium
0.200 – 0.400 Low
0.00 – 0.200 Very low19
Based on the result obtained in the Anates of reliability that reliability test in simple
present tense mastery was 0.92 and writing descriptive text was 0.87. It can be
concluded that reliability of simple present tense mastery was very high, reliability of
writing descriptive text was high and both of them were reliable. It can be seen in
appendix 10 and 19.
19Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: Rineka Cipta,
2006), p. 319
53
3. Readability of the Test
Readability test are indicator that measure how easy the direction and instruction can
be read and understood. For evaluators, readability statistics can be solid predicators
of the language difficulty level or particular document. The essential information in
an evaluation document should be easily understandable. 20 Kouname’s research used
to know readability of the students’ writing ability in descriptive text test instrument.
The participants asked to evaluate instructions and understandability of each item on
a scale of 1 to 10, where 1 describes an item that is easy to read and 10 describes an
item that is difficult to read.21 The questions was tested individually. The
questionnaire for readability was attached and the result of readability test was 1.77.
based on the category, the readability of writing descriptive text test was easy to read.
It can be seen in appendix 11 and 12.
K. Data Analysis
1. Prerequisite Test
a. Normality Test
The Normality test are supplementary to the graphical assessment of normality.22 It means
that normality is used to know whether the data have normal distribution or not. In this
research the writer used statistical computation by using SPSS (Statistical Package for Social
20Julien B. Kouame, Using Readability Test to Improve the Accuracy of Evaluation
Documents Intended For Low-Literate Paarticipants, Journal of Multy Desciplinary Evaluation, Vol.6,
Number 1 ISSN 1556-8180 August 2010, http://www.jmde.com/, retrieved on April 2nd, 2016 21Ibid. 22Asghar Ghasemi, Saleh Zahediasl, Normality Tests for Statistical Analysis: A Guide for
Non-Statisticians, International Journal, Tehran: Int J Endocrinol Metab 2012, p. 2,
http://www.ncbi.nlm.nih.gov, retrieved on October 11th, 2016