THE CORRELATION BETWEEN SIMPLE PAST TENSE MASTERYAND WRITING ABILITY IN RECOUNT TEXT AT TENTH GRADEOF SMA IBNU SINA BRAJA ...
THE CORRELATION BETWEEN SIMPLE PAST TENSE MASTERYAND WRITING ABILITY IN RECOUNT TEXT AT TENTH GRADEOF SMA IBNU SINA BRAJA ...
DEDICATIONI dedicated this thesis to: My beloved my father and mother who alwayssupporting and praying in success my stud...
MOTTOVerily, every difficulty there is relief(By self)God will raise people who are faithful among you andPeople who are g...
ACKNOWLEDGEMENTSPraise be to Allah the Almighty for all His bounties and blessings and forenabling the writer to complete ...
Finally, I realize that my study is still far from being perfect. There are stillso many expectations can be done to make ...
CHAPTER IINTRODUCTIONA. Definition of Key TermsIn order to gives consists idea in this research, some key terms are define...
use the first language to communication in their daily activities. In Indonesia, thestudents compulsory to learn begin in ...
Based on the explanation above, the writer entitle as “The correlationbetween simple past tense mastery and writing abilit...
Indonesia and English. Another cause of difficulties may be the teaching method,which is not interesting, and many of stud...
F. Scope of the studyResearcher limited the research to tenth grade of SMA Ibnu Sina BrajaSelebah in usage simple past ten...
CHAPTER IIREVIEW OF RELATED LITERATUREA. Definition of WritingPeople consider that writing skill is the most difficult ski...
communicate many of your thoughts in written form, in papers, reports, creativecomposition, and answers to essay questions...
mind of the speaker, reader, or listener. Tense, in actual usage, refers consistentlyonly to grammatical form.8Tense is th...
Simple past tense is used to report a state or activity which can be ascribed to a definite past time. The past tense is a...
Forms ExamplesJump – Jumped The dog jumped over the fenceWalk – walked I walked 22 kilometers yesterdayWork – worked We wo...
Exampleschoose - chosecome - camedo - diddraw -dreaeat - atefeel - feltfight - foughtfind - foundfly - flewforget - forgot...
A recount text is the unfolding of a sequence of events over time. We areusing language to keep the past alive and help us...
Example of recount text:My friend SarahWhen I was in the first grade of senior high, I had a friend, Sarah. She was thefri...
CHAPTER IIIRESEARCH METHODOLOGYA. Research DesignThis researcher used quantitative research. Quantitative research is“appr...
2. SampleSample is part of number and characteristic which have by population itself.23Based on the definition population ...
validity. It means that the test is valid if the test is suitable with curiculum andthe material that has been given befor...
e. Comparing the result with the criterion reliability as follows:0.90 – 1.00 High reliability0.50 – 0.89 Sufficient relia...
method to measure both variables. The writer measured simple past tense masteryby giving test consists of multiple choice ...
E. Research procedureAs the writer had mentioned, the research was held at SMA Ibnu SinaBraja Selebah. Here, He took sever...
CHAPTER IVDATA FINDING AND DISCUSSIONA. Data FindingIn this research, there were two datas. The first is simple past tense...
No Students Code X12 JK 6413 JN 9214 KRN 8015 KRT 7616 LL 8417 LS 3618 MN 6019 MK 7620 MR 8021 MJ 6822 MH 7223 MD 5624 NN ...
IR = class intervalt = the highest scorer = the lowest scoreN = total of the categoriesFrom the table, it could be seen as...
2. Writing AbilityTo know the writing ability, the writer used test to measure writing ability byessay test form. The writ...
No Students Code Y19 MK 6620 MR 6821 MJ 6522 MH 6823 MD 6524 NN 8525 NV 5826 NS 6527 PR 6628 PD 7229 RD 6830 RDN 501970The...
The lowest score is 50While the criterion divided into 3 were high, fair and low, so the interval is :66,1133535085IR ...
From the table above the writer made classification as follows:(1) There were 6 students (20%) who got high score.(2) Ther...
Based on the table of simple past tense mastery and writing ability result,the writers will know the correlation between t...
No Students Code X Y X2Y2XY20 MR 80 68 6400 4624 544021 MJ 68 65 4624 4225 442022 MH 72 68 5184 4624 489623 MD 56 65 3136 ...
22)1970(132548.30}{)2112(154208.30{)1970)(2112(141816.30}38809003976440}{44605444626240{41606404254480}95540}{1656...
1) The score 0,745 could be seen on the Product Moment table N= 28using 5% confidence limits is gained the score 0,374 and...
writing ability in recount text at the tenth grade of SMA Ibnu Sina Braja Selebahin academic year 2011/2012.It means that ...
CHAPTER VCONCLUSIONS AND SUGGESTIONSIn this chapter the researcher gave conclusions and suggestions aboutsimple past tense...
B. SuggestionsThe researcher has some suggestions:1. For the teachera. The teacher should introduce steps how to mastery o...
REFERENCESAnderson Mark and Kathy Anderson, 2003. Text Types In English. Macmillaneducation AustralisArikunto, Suharsini, ...
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The correlation between simple past tense mastery and writing ability in recount text

  1. 1. THE CORRELATION BETWEEN SIMPLE PAST TENSE MASTERYAND WRITING ABILITY IN RECOUNT TEXT AT TENTH GRADEOF SMA IBNU SINA BRAJA SELEBAHIN THE ACADEMIC YEAR OF2011/2012AN UNDERGRADUATE THESISBy:M A S R I Q O NNPM : 07240025ISLAMIC COLLEGE OF MA’ARIFMETRO LAMPUNG1432H/2011M
  2. 2. THE CORRELATION BETWEEN SIMPLE PAST TENSE MASTERYAND WRITING ABILITY IN RECOUNT TEXT AT TENTH GRADEOF SMA IBNU SINA BRAJA SELEBAHIN ACADEMIC YEAR 2011/2012ABSTRACTBy:MASRIQON07240025This research is about the correlation between simple past tense masteryand writing ability in recount text at tenth grade of SMA Ibnu Sina Braja Selebahin academic year 2011/2012.The research was done because of students’ pbolems in writing ability, andit was limited in recount text. The objective of study were to find out simple pasttense mastery, writing ability in recount text, and whether there was anycorrelation between simple past tense mastery and writing ability in recout text.The hypothesis of the reseacher was; Ha: Ther is correlation between simple pasttense mastery and writing ability in recount text, and Ho: There is no correlationbetween simple past tense mastery and writing ability in recount text.The research was a quantitative research. The populations of the studywere 30 students of tenth grade of SMA Ibnu Sina Braja Selebah. The instrumentused 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 whichasked students to make sentences into a paragraph.After giving test, the writer analyzed the score. The result of testinghypothesis 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 isbetween 0,600 – 0,800. It means that the correlation between simple past tensemastery and writing ability was enough. rratio = 0,745 > rtable = o,374, it means thatthere was positive correlation between both of variables.Based on the result data confirmed that rratio higher than rtable. Therefore, itcould be inferred that Ha was accepted and Ho was rejected. It means that therewas positive and significant correlation berween simple past tense mastery andwriting ability in recont text at tenth grade of SMA Ibnu Sina Braja Selebah inacademic year 2011/2012.Key words: simple past tense, writing, ability, and recount text.
  3. 3. DEDICATIONI dedicated this thesis to: My beloved my father and mother who alwayssupporting 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 andsuggestions. The big family of English Student Association (ESA)STAI Ma’arif Metro.
  4. 4. MOTTOVerily, every difficulty there is relief(By self)God will raise people who are faithful among you andPeople who are given some level of knowledge.(QS. Al-Mujadalah:4)
  5. 5. ACKNOWLEDGEMENTSPraise be to Allah the Almighty for all His bounties and blessings and forenabling the writer to complete this paper.In conducting this paper, the writer has received many valuable andmeaningful contributions, suggestions, and guidance from others. Therefore, thewriter is indebted to many people for their efforts and he would like to extend hissincere 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 fortheir suggestions and corrections during finishing this paper. All of the lectures English Program of STAI Ma’arif Metro, who have sharedthe knowledge and experiences during my study at English Program of STAIMa’arif Metro. All of the staffs of administration of STAI Ma’arif Metro for their kindness inallowing his using the facilities of department. The head master of SMA Ibnu Sina Braja Selebah for cooperating duringcompleting my study. Bu Parlin Andriani, S.Pd and her students for being very cooperative andhelpful respondents. All of my friends in English program special in 2007, for being cheerful anduncivilized friends that make the past five years of my studying become sowonderful. All of my KKS’ friends in Purbolinggo Lampung Timur. PPL’s friends inSMP Islam Purbolinggo and anyone I admire who gave me beautiful andmemoreable memories. My beloved father and mother, for their endless pray and sacrifice. My brotherand young brother for their motivations, love, and care.
  6. 6. Finally, I realize that my study is still far from being perfect. There are stillso many expectations can be done to make it better.My God bless youMetro, July 2011The writerM A S R I Q O NNPM.07240025
  7. 7. CHAPTER IINTRODUCTIONA. Definition of Key TermsIn 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 adefinite past time. The past tense is also used for activities that occurred over aperiod of time in the past, but are now finished, or that occurred at intervals inthe past, but don’t occur now.12. Writing is a process. Its mean the writing process follows three major stages:prewriting, writing, and revising.23. Ability is the quality of being able to perform a quality that permits orfacilitates achievement or accomplish.34. Recount text is a piece of text that retell past events, usually in order in whichthey occurred.4B. Background of problemEnglish is one of international language used by many people in the world.Many source information in books, technology and science written in English. InIndonesian, English as foreign language or second language. The first languagebased on their mother tongue such as Javanese, Sudanese, and Bataknese. They1Wishon George E, Julia M. Burks, Let Write English (American Book Company, 1980)p. 1952Macmillan Publising Company, English (Macmillan, 1986) p. 23Http:// www.Definitions. Net/ ability/ (23 may 2010)4Anderson Mark and Kathy Anderson, Text Types In English (Macmillan EducationAustralia, 2003) p. 24
  8. 8. use the first language to communication in their daily activities. In Indonesia, thestudents compulsory to learn begin in elementary school, kindergartens, juniorhigh school, senior high school and university.In learning English process, the students have to master not onlyvocabulary but also grammar because grammar is essential as the rules of word tomake meaningful. They find many kinds about English grammar such as verb,adverb, noun, pronoun, etc. Tenses are one of grammar, it is very important toclear in writing because tense to identity of time.There are three tenses:1. Present2. Past, and3. FutureIn learning English, there are four skills such as listening, speaking,reading, and writing. The students must master four skills in the language learningprocess. All these language skills related to each other. The students must betrainer adequately in all the four basic skills to make them easily practice and usethe language. Although the learners have mastered the rules, they have not learnedthe correct distribution of rules yet. In fact, some students in Indonesian get somedifficulties in learning English.The writer wants to know the student’s ability at SMA Ibnu Sina BrajaSelebah to be master of grammar especially in simple past tense and to use it inwriting recount text and is there correlation between simple past tense masteryand writing ability in recount text.
  9. 9. Based on the explanation above, the writer entitle as “The correlationbetween simple past tense mastery and writing ability at tenth grader of SMAIbnu Sina”. The writer got the data of writing ability especially the tenth grade ofSMA Ibnu Sina, based on pre-survey. The data can be seeing as follows:Table 1The result of students’ writing ability recount text.Students’NumberWriting AbilityScore1 602 403 454 355 456 357 458 509 4010 35Source: the result of the writing ability test by; SMA Ibnu Sina Teacher’sThe students still got difficult in writing. There are any problems studentsto mastery in writing abilities. They often made error when they used it in theirsentences. This condition is very poor, I realized that this poor condition might behappened because the differences of their vocabulary and structure between
  10. 10. 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 inpast tense. Therefore, they got bored in studying writing.C. Problem of the studyConsidering to the background of study above, there are any problem butthe researcher limit of the problem as follow:“Is there correlation between simple past tense mastery and writing abilityin recount text?”D. Objectives of the study1. To find out of the simple past tense mastery2. To find out of the writing ability in recount text3. To find out whether there is correlation between simple past tense mastery andwriting ability in recount text.E. Significant of study1. For the teachersTo give information how to apply between simple past tense mastery andwriting ability in recount text.2. For the studentsTo gives information how to simple past tense mastery and writing ability inrecount text.3. For the institutionTo gives reference for all the students.
  11. 11. F. Scope of the studyResearcher limited the research to tenth grade of SMA Ibnu Sina BrajaSelebah in usage simple past tense in writing ability recount text.G. HypothesisBased on the problems above, the hypothesis of the study stated asfollows:Ha: There is correlation between simple past tense mastery and writing ability inrecount text to tenth grade of SMA Ibnu Sina Braja Selebah in the academicyear 2011/2012. If rratio is higher than rtable.Ho: There is no correlation between simple past tense mastery and writingability in recount text to tenth grade of SMA Ibnu Sina Braja Selebah in theacademic year 2011/2012. If rtable is higher than rratio.
  12. 12. CHAPTER IIREVIEW OF RELATED LITERATUREA. Definition of WritingPeople consider that writing skill is the most difficult skill to develop. Inthe process of studying and acquiring new languages writing process is morecomplex than other skills. People realize that writing cannot stand alone withoutany other supported skills, writing has relations with reading. All writers rely ontheir skills as readers, because all writers must be readers. You cannot writewithout acknowledge your experience through reading. Through reading you canunderstand how the language work to communicate ideas, through reading youcan evaluate how vocabulary constructs together as a certain rules of grammar orhow the use of spelling , grammar, punctuation, word choices, and other elementsconstruct as a good written text. Reading helps you to be a good writer.Halliday in Nunan (1985b) suggests that writing has evolved in societies aresult of cultural changes creating communication needs which cannot be readilymet by spoken language. He speculates that with the emergence of cultural basedon agriculture rather than hunting and gathering, there developed a need forpermanent records which could be referred to over and over again.5Writing is an important element in your life. You write notes to yourfriends, letters of inquiry and application to businesses and schools, and lists ofitems to remember. As a student you spend a part of most days writing. You5Nunan David, Language Teaching Methodology : A Textbook for Teachers, PrenticeHall International, 1998) P. 84
  13. 13. communicate many of your thoughts in written form, in papers, reports, creativecomposition, 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.6Asyou write, you discover more about your subject and what you want to say aboutit.The writing process is the means by which you discovery what you wantto say and how you can best say it. Because the writing process is a reflection ofyour natural thinking processes, using the writing process will enable you to callup ideas you otherwise might not have and express them in language that isuniquely 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 aresearch paper.There are three steps in writing process:1. PrewritingPrewriting is an activity in which you mine your imagination in order to comeaway with the rough gems you will later shape and polish into finished pieceof writing. Prewriting requires concentrating on one subject in order to gatherideas about that subject.2. Writing a first draftWriting a first draft is related to the word draw; as in drawing water from awell. That is exactly what you are doing when you write a first draft: you aredrawing from the well of your mind the words and ideas that you want to puton paper.3. RevisingRevising means questioning your discovery draft to make sure it has fulfilledyour purpose in writing. Part of the art of revising is being able to read yourwork as if you had never seen it before.7B. Definition of TensesWe 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 the6Macmillan, loc. cit. p.27Ibid. P.2
  14. 14. mind of the speaker, reader, or listener. Tense, in actual usage, refers consistentlyonly to grammatical form.8Tense is the form a verb takes to indicate the time of the action or the stateof being; as, present (he speaks), past (he spoke), future (he will speak).9Grammar tense (a verb form) must be carefully differentiated from actual time, forthe two are not always identical. For example, the past tense does not alwaysindicate 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 thepresent, the past, and the future. The compound (or perfect) tenses are the presentperfect, the past perfect, and future perfect. So, tenses to indicate of time in theactions.C. Definition of Past TenseThe past tense indicates events happened in the past. Past tense isgenerally employed to represent an action or state of being as having occurred orexisted before the present; but in some of its special uses, the past tense is notrestricted to denoting past action.10The past tense can be concluded as an activity or situation began,happened, and ended in the past. The past tense divide into four forms; simplepast, past continuous, past perfect, and past perfect continuous.D. Simple Past Tense8George E. Wishon, Julia M. Bruks, Op.Cit. P.1929Susan Amolyn Harman, op. cit. P. 11610Ibid. P. 120
  15. 15. Simple past tense is used to report a state or activity which can be ascribed to a definite past time. The past tense is also used for activities thatoccurred over a period of time in the past, but are now finished, or that occurred atintervals in the past, but don’t occur now.11The simple past tense is the most common tense in English. The simplepast 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 yesterdayI slept for eight hours last night.12(Betty Schrampler Azar, p.18)E. Simple Past Tense FormStatement {I-You-She-He-It-We-They} worked yesterdayate breakfastNegative {I-You-She-He-It-We-They} did not (didn’t) work yesterdaydid not (didn’t) eat breakfastQuestion Did {I-You-She-He-It-We-They} work yesterday?eat breakfastShortanswerYes {I-You-She-He-It-We-They} didNo didn’t.13The 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.11Wishon George E, Julia M. Burks, op.cit. P. 19512Betty Schrampler Azar, Fundamental of English Grammar.2ndedt. p.1813Ibid. P.19
  16. 16. Forms ExamplesJump – Jumped The dog jumped over the fenceWalk – walked I walked 22 kilometers yesterdayWork – worked We worked together as lawyers for 15 years14The following is pattern to add –ED which change the ending a little.Verb EndingHow to make theSimple PastExamplesE Add –D Live- livedDate- datedConsonant + Y Change Y to I then add -EDTry- triedCry- criedOne vowel + oneconsonant (not W or Y)Double the consonant,then add –EDTap- tappedCommit-committed.15Many verbs in English form their past tense with – ED, some do not. Wecall this second form as irregular verbs. They have some patterns.Examplesbe - was/werebecome - becamebegin - beganbreak - brokebring - broughtbuild - builtbuy - boughtcatch - caughtmake – mademeet - metpay - paidread - readride - roderun - runsay - saidsell - sold14http://www.1-language.com/englishcoursenew/unit27 grammar.htm15Ibid
  17. 17. Exampleschoose - chosecome - camedo - diddraw -dreaeat - atefeel - feltfight - foughtfind - foundfly - flewforget - forgotget - gotgive - gavego - wenthave - hadhear – heardsend - sentshut - shutsing - sangsit - satsleep - sleptsmell - smelt/smelledspeak - spokestand - stoodswim - swamtake - tookteach - taughttell - toldthink - thoughtunderstand - understoodwear – wore.16F. Definition of recount textA recount text is a piece of text that retells past events, usually in the orderin which they occurred. Its purpose is to provide the audience with a descriptionof what occurred and when it occurred.17Everybody have past experience orspecial event in the past, when study in the kindergarten, elementary school,junior high school, senior high school and when going to in the interesting place.16http://englishonline. Blogdetik.com/2009/08/10/simple-past-tense/17Anderson Mark, op cit. p. 24
  18. 18. A recount text is the unfolding of a sequence of events over time. We areusing language to keep the past alive and help us to interpret experience.18Thus, arecount text is retelling past events and unfolding sequence of past events.1. Types of recount text:a. Personal recountPersonal recount is retelling of an activity that the writer/speaker has beenpersonality involved in (e.g. oral anecdote, diary entry)b. Factual reportFactual report is recording the particulars of an incident (e.g. report of ascience experiment, police report, and news report)c. Imaginative reportImaginative report is taking on an imaginary role of giving details of events(e.g. a day in the life of a Roman slave; how I invented….)2. Text organization of recount texta. OrientationOrientation is provides the setting and introduces participants.b. EventsEvents are telling what happened, in what sequence.c. Re-orientationRe-orientation is optimal closure of events.193. Language features of recount texta. Specific participantsE.g. Mrs. Brady, our dog, the shopkeeperb. Use of simple past tenseE.g. she smiled, it barked, he pointedc. Use of action verbs / material processE.g. went, climbed, ated. Use of linking items to do with timeE.g. on Wednesday, then, at the same time, next, later, and before.18Beverly Derewianka, Exploring How Texts Work. Australia. P.1419Ibid.P.15
  19. 19. Example of recount text:My friend SarahWhen I was in the first grade of senior high, I had a friend, Sarah. She was thefriendliest and the most intelligent student in the class. We soon became veryclose to each other because we had a lot of things in common.Now, we are in the second year, we are not in the same class anymore but wespend a lot of time together. We are used to studying together, doing someassignments and hanging out for fun.Having friends is as valuable as having diamonds. We do realize it andpromise that we will remain good friends as long as we live.(Taken from various sources)20In teaching of writing abut recount text, the teacher was taogh simple past tensebacause there are language features in recount texts as like simple past tense (E.g.she smiled, it barked, hepointed), use of action verb / material process (E.g. went,climbed, ate), and use of linking items to do with time (E.g. on Wednesday, then,at the same time,next, later). Sothat, in teaching learning process about recounttext, the students’ have studied simple past tense and writing ability skill.20F.A. Soeprapto & Mariana Darwis. The World 3 English for Senior High School.Yudistira. P.7
  20. 20. CHAPTER IIIRESEARCH METHODOLOGYA. Research DesignThis researcher used quantitative research. Quantitative research is“appropriate with the name, this research is much demanded by using number,beginning from collecting the data, interpretation toward the data, and theresult”.21Based on the definition of research method above, the writer investigatedthat there was correlation between simple past tense mastery and writing ability inrecount text. The research design is:T1 T2Where:T1 : The measureing of the tool to find the first variable.T2 : The measureing of the tool to find the second variable.B. Research population, sample and sampling technique1. PopulationPopulation is all members of well defined class people, events or objects(Ary,dkkk in Suharsimi).22The population in this research took at tenth gradeof SMA Ibnu Sina Braja Selebah.21Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek. (Jakarta: RinekaCipta, 2006), P. 1022Prof. Dr. Sukardi, Ph.D. Metodology Penelitian Pendidikan Kompeensi dan Praktiknya.Penerbit: Bumi Aksara. 2003. P.53
  21. 21. 2. SampleSample is part of number and characteristic which have by population itself.23Based on the definition population above, the writer chose tenth grade ofSMA Ibnu Sina Braja Selebah which consists of 30 students.3. Sampling TechniqueIn this research, the writer used the classical random sampling. It means thatthe writer took all the students of class sample (i.g. the tenth grade of SMAIbnu Sina Braja Selebah).C. Research instrumentInstrument is tools used by researcher for the measure of object research.24In this research I used a test method as the instrument. According (Kingler inSukardi, 1986) a test is a systematic procedure in which the individual tested arepresented with a set of constructed stimuli to which the responses enabling thetester to assign the numeral test.251. ValidityThe instrument say valid if the instrument can measure what will bemeasured.26According to Brown, test validity is the complex criterion of goodvalidity, the degree to which the test actually measures what is intended tomeasure.27In this case, to know the validity of the test, the writer used logical23Prof. Dr. Sugiyono, Metodologi Penelitian Pendidikan, (Bandung: Alfabeta,2010)p.11824Ibid, p.14825Sukardi, Op.Cit. P.13826Id, p.17327H Douglas Brown, Teaching By Principles, (San Francisco :San Francisco StateUniversity, 2000), p. 387.
  22. 22. validity. It means that the test is valid if the test is suitable with curiculum andthe material that has been given before.2. ReliabilityReliability is meant the stability of test scores.28To determine the realiabilityof the test there are some steps.a. Giving test items to the studentsb. Dividing the test items into odd items and even itemsc. Calculating between odd and even items using the product momentformula, as follow:          2222YYNXXNYXXYNrxy29Where:rxy = Correlation coeficiente reliability between X and YN = Number of StudentX = Number of Simple Past Tense Mastery (X)Y = Number of Writing Ability (Y)xy = Total of X and Yd. Determining coefficient of reliability using Spearman Brown formula.30r11 =xyxyrr12r11 = reliabilities of instrument28David P. Harris, Testing English as a Second Language. (Bombay New Delhi: Tata McGraw-Hill Publishing Company Ltd, 1969), P. 1429Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, Jakarta: RinekaCipta, 2006. P.17030Ibid. P.181
  23. 23. e. Comparing the result with the criterion reliability as follows:0.90 – 1.00 High reliability0.50 – 0.89 Sufficient reliability0.00 - 0.49 Low reliabilitySo, in this test the writer used objective test of multiple choice A, B, C, D,it consist of 25 items. The score of item is 4 for the true answer. Then the highestscore is 100 and the low is 0.To know the student writing ability, the writer measured the students’writing by giving a topic. The writer asked the students to make simple sentencesinto a simple paragraph. To know reliability of the test instrument, the writer usedthe Spearman-Brown formula, because it was suitable for correlation.D. Research data and data collecting technique1. Research DataThere are two variable in this research. The independent variable (X) anddependent variable (Y). The independent variable (X) is simple past tense masteryand dependent variable (Y) is writing ability.2. Data Collection TechniqueIn this research, the writer used test to collect data. According toKerlinger, A test is systematic procedure in which the individual tested arepresented with a set of constructed stimuli to which they responds, the responsesenabling the tester to assign the test numerals.31The writer uses as data collection31Prof. Sukardi, Ph.D, op. cit. P.138
  24. 24. method to measure both variables. The writer measured simple past tense masteryby giving test consists of multiple choice form, and measured writing ability ofthe students by testing them to make a sentences into a simple paragraph.The researcher investigated whether there is correlation simple past tensemastery and writing ability in recount text at tenth grade senior high school SMAIbnu Sina Braja Selebah, the writer used product moment correlation as dataanalysis. After data were collected, especially data about simple past tensemastery and writing ability, the data would be processed by statistic formula;becauseconsidering of the data is correlation/quantity data. The formula ofProduct Moment Correlation:          2222YYNXXNYXXYNrxy32Notes:rxy = Correlation coefficient between X and YN = Number of StudentX = Number of Simple Past Tense Mastery (X)Y = Number of Writing Ability (Y)xy = Total of X and Y32Arinkunto, op.cit.P.170
  25. 25. E. Research procedureAs the writer had mentioned, the research was held at SMA Ibnu SinaBraja Selebah. Here, He took several steps of procedure in order to make itflawlessly and well conducted. The steps are as follows:1) Determined the research subject those are the students of SMA Ibnu SinaBraja Selebah, and problems and then asked the permission of the head of thisinstitution.2) Gave the test of simple past tense and writing to get data.3) Analyzed the data of the result of the test in order to know whether there iscorrelation between simple past tense mastery and writing ability.4) Took the conclusion of the research.
  26. 26. CHAPTER IVDATA FINDING AND DISCUSSIONA. Data FindingIn this research, there were two datas. The first is simple past tensemastery and the writing ability in recount text. The data finding as follows;1. Simple Past Tense MasteryThe resecher used test to measure the simple past tense mastery. Kind of testused was multiple choice form and there were 25 questions with fouralternative answer. The result of the test of simple past tense mastery asfollows:Table 2The resullt of simple past tense mastery (X) at tenth grade of SMA Ibnu SinaBraja Selebah in the academic year of 2011/2012No Students Code X1 AN 882 BD 723 DN 524 DD 445 ED 526 FJ 767 HR 808 HRN 729 IN 6810 IR 7611 IW 84
  27. 27. No Students Code X12 JK 6413 JN 9214 KRN 8015 KRT 7616 LL 8417 LS 3618 MN 6019 MK 7620 MR 8021 MJ 6822 MH 7223 MD 5624 NN 9225 NV 6026 NS 7227 PR 7228 PD 8029 RD 7630 RDN 52∑2112The source: the result of simple past tense test at tenth grade of SMA Ibnu SinaTo find the invariant frequency distribution of simple past tense masteryscores, the writer useds the following formula:NrtIRWhere:
  28. 28. IR = class intervalt = the highest scorer = the lowest scoreN = total of the categoriesFrom the table, it could be seen as follows:The Highest Score: 92The Lowest Score: 36While the criteria divided into 3 were high, average, and low, so the intervalis:The total interval IR for independent variable of this research was 19. Afterknowing the class interval, the data taken from interval above and put on thetable of the table of frequency distribution, as follows.Table 3The frequency distribution at the result of simple past tense masteryInterval Frequency Categories Percentage74 – 92 14 High 46,6%55 – 73 11 Average 36,6%36 – 54 5 Low 16,6%30 100%Based on the table above, we might conclude that:a. There are 14 students (46,6%) who got the high scoreb. There are 11 students (36,6%) who got the Average scorec. There are 5 students (16,6%) who got the low score66,1835633692 I
  29. 29. 2. Writing AbilityTo know the writing ability, the writer used test to measure writing ability byessay test form. The writer gave them topics to make simple sentences into asimple paragraph. The data of writing ability result could be identified asfollows:Table 4The result of writing ability (Y) test at tenth grader of SMA Ibnu Sina BrajaSelebah in the academic year 2011/2012No Students Code Y1 AN 802 BD 653 DN 504 DD 505 ED 506 FJ 657 HR 708 HRN 809 IN 6510 IR 6511 IW 6012 JK 6513 JN 8214 KRN 8015 KRT 6716 LL 8017 LS 5018 MN 50
  30. 30. No Students Code Y19 MK 6620 MR 6821 MJ 6522 MH 6823 MD 6524 NN 8525 NV 5826 NS 6527 PR 6628 PD 7229 RD 6830 RDN 501970The source: the result of writing ability test at tenth grade of SMA Ibnu SinaBased on the table above, the writer computed frequency of distribution onability writing using the formula based on Suharsimi Arikunto, as follows:Where :IR = class intervalt = the highest scorer = the lowest scoreN = total of the categoriesFrom the table above, it could be seen that :The highest score is 85
  31. 31. The lowest score is 50While the criterion divided into 3 were high, fair and low, so the interval is :66,1133535085IR = 12The total interva IR for independent variable of this research was 12. Afterknowing the class interval, the data taken from interval above and put on thetable of the table of frequency distribution, as follows.Table 5The frequency distribution at the result of writing abilityInterval Categories Frequency Percentage80 - 94 High 6 20%65 - 79 Fair 16 53,3%50 - 64 Low 8 26,7%Total 30 100%
  32. 32. From the table above the writer made classification as follows:(1) There were 6 students (20%) who got high score.(2) There were 16 students (53,3%) who got fair score.(3) There were 8 students (26,7%) who got low score.Base on data above, the writer measured that there was correlation betweensimple past tense mastery and writing ability at tenth grade of SMA Ibnu SinaBraja Selebah in academic year 2011/2012 was at fair category.B. Testing HypothesisThe purpose of the hyphotesis testing in this research was to measure thesignificant correlation between simple past tense mastery and writing ability inrecount text at the tenth grade of SMA Ibnu Sina Braja Selebah in academic year2011/2012.Having gained the score of coefficient correlation, the writer would like toconsult the score with the interpretation table of r. (see the display below):Table 6InterpretationThe Score of r Interpretation0,800 – 1,000 High0,600 – 0,800 Enough0,400 – 0,600 Middle0,200 – 0,400 Low0,000 – 0,200 lower (no correlation).3333Suharsimi Arikunto, Op.Cit. p. 271-276
  33. 33. Based on the table of simple past tense mastery and writing ability result,the writers will know the correlation between them. To analyze to prove thehypothesis, we considered to the following table:Table 7The data calculation of the correlation between simple past tense mastery (X)and writing ability (Y) at the tenth grader of SMA Ibnu Sina Braja Selebahin the Academic Year of 2011/2012.No Students Code X Y X2Y2XY1 AN 88 80 7744 6400 70402 BD 72 65 5184 4225 46803 DN 52 50 2704 2500 26004 DD 44 50 1936 2500 22005 ED 52 50 2704 2500 26006 FJ 76 65 5776 4225 49407 HR 80 70 6400 4900 56008 HRN 72 80 5184 6400 57609 IN 68 65 4624 4225 442010 IR 76 65 5776 4225 494011 IW 84 60 7056 3600 504012 JK 64 65 4096 4225 416013 JN 92 82 8464 6724 754414 KRN 80 80 6400 6400 640015 KRT 76 67 5776 4489 509216 LL 84 80 7056 6400 672017 LS 36 50 1296 2500 180018 MN 60 50 3600 2500 300019 MK 76 66 5776 4356 5016
  34. 34. No Students Code X Y X2Y2XY20 MR 80 68 6400 4624 544021 MJ 68 65 4624 4225 442022 MH 72 68 5184 4624 489623 MD 56 65 3136 4225 364024 NN 92 85 8464 7225 782025 NV 60 58 3600 3364 348026 NS 72 65 5184 4225 468027 PR 72 66 5184 4356 475228 PD 80 72 6400 5184 576029 RD 76 68 5776 4624 516830 RDN 52 50 2704 2500 2600∑2112 ∑1970 ∑154208 ∑132470 ∑142208To find and to prove whether there was correlation between simple pasttense mastery and writing ability, the writer used the product momentformula:Where:N = 30∑X = 2112∑Y = 1970∑X2= 154208∑Y2= 132548∑XY = 141816  })(.{}.)(.{))((.2222YYnXXnYXXYnrxy
  35. 35. 22)1970(132548.30}{)2112(154208.30{)1970)(2112(141816.30}38809003976440}{44605444626240{41606404254480}95540}{165696{938400158305958493840965755.12581993840rxy = 0,745To know the critical value of r product moment (rtable), the writer firstlycounted df. Df is degree of freedom. The formulation of df = N – 2. N isthe number of research population.Df = N - 2= 30 – 2= 28After considering the product moment table by using df 28, it could beknown that:1) The critical value of r product moment (rtable) for the 5% level is 0.374.2) The critical value of r product moment (rtable) for the 1% level is 0.478.From all data analysis above, it could be known that:  })(.{}.)(.{))((.2222YYnXXnYXXYnrxy
  36. 36. 1) The score 0,745 could be seen on the Product Moment table N= 28using 5% confidence limits is gained the score 0,374 and 1% = 0.478,where rratio = 0,745 > rtable=0,374. By all means, there was correlationbetween simple past tense mastery and writing ability.2) The score 0,745 is more than 0,000. It means that there was positivecorrelation between simple past tense mastery and writing ability at thetenth grade of SMA Ibnu Sina Braja Selebah. Besides, we got rratio=0,745 > rtable= 0,374, so we considered that there was significantcorrelation between them.3) The score 0,745 is between 0,600 – 0,800. It means that the correlationbetween simple past tense mastery and writing ability at the tenthgrade of SMA Ibnu Sina Braja Selebah is enough.Based on the result data confirmed that rratio was higher than rtable.Therefore, it could be inferred that Ha was accepted and Ho wasrejected. It means that there was positive and significant correlationbetween simple past tense mastery and writing ability in recount text attenth grade of SMA Ibnu Sina Braja Selebah in academic year2011/2012.C. DiscussionBased on the result of product moment, it could be understood that therewas positive and significant correlation between simple past tense mastery and
  37. 37. writing ability in recount text at the tenth grade of SMA Ibnu Sina Braja Selebahin academic year 2011/2012.It means that simple past tense mastery could influence and improve thewriting ability. If the simple past tense mastery was good, the writing ability wasgood too. By writing, we can create retelling past events and special events. Thus,the purpose of writing skill is the high grade of four skills because in writing weare able to speak, listen, and read.
  38. 38. CHAPTER VCONCLUSIONS AND SUGGESTIONSIn this chapter the researcher gave conclusions and suggestions aboutsimple past tense mastery and writing ability in recount text at tenth grade ofSMA Ibnu Sina Braja Selebah in academic year 2011/2012.A. ConclusionsBased on the result of the research, the researcher concluded as follows:1) The score 0,745 could be seen on the Product Moment table N = 28 using 5%confidence limits is gained the score 0,374 and 1% = 0.478, where rratio =0,745 > rtable = 0.374. By all means, there was correlation between simple pasttense mastery and writing ability.2) The score 0,745 is more than 0,000. It means that there was correlationbetween simple past tense mastery and writing ability at the tenth grade ofSMA Ibnu Sina Braja Selebah. Besides, we got rratio = 0,745 > rtable = 0.374, sowe considered that there was significant correlation between them.3) The score 0,745 is between 0,600 – 0,800. It means that the correlationbetween simple past tense mastery and writing ability at the tenth grade ofSMA Ibnu Sina Braja Selebah is enough.
  39. 39. B. SuggestionsThe researcher has some suggestions:1. For the teachera. The teacher should introduce steps how to mastery of writing abilityb. The teacher should prepare interesting material for writing and simple pasttense.c. The teacher should give exercises and tasks to the students. It hopes toimprove writing ability.2. For the studentsa. They have to practice the writing skill in writing activity.b. They have to write another experience such as, in holiday, childhood, etcto develop them in writing.3. For the schoolSchool should provide books in the library about steps writing ability andsimple past tense mastery.
  40. 40. REFERENCESAnderson Mark and Kathy Anderson, 2003. Text Types In English. Macmillaneducation AustralisArikunto, Suharsini, 2006. Prosedur Penelitian Suatu Pendekatan Praktek.Jakarta: rineka Cipta.Azar, Betty Schampler, 1992. Fundamental of English Grammar. EnglewoodCliffs, New Jersey.Derewianka, Beverly, 1990. Exploring How Texts Work. Australia: PrimaryEnglish Teaching Asociation.Djiwandono, M. Soemardi, 1996. Penerbit: ITB Bandung.Emolyn, Susan. 1950. Descriptive English Grammar. Englewood Cliffs: PrenticeHall, Inc.Harris, David P, 1969. Testing English as a Second Language. Bombay NewHelhi: Tata Mc Graw-Hill Publishing Company Ltd.H Douglas Brown, 2000. Teaching By Principles, San Fransisco State University.Macmillan Publishing Company, 1986. English Macmillan.Nunan David, 1998. Language Teaching Methodology: A Texbook for Teachers,Prantice Hall International.Sugiyono, Prof. Dr, 2010. Metodologi Penelitian Pendekatan. Bandung: AlfabetaWishon George E, Julia M. Bruks, 1980. Let Write English. American BookCompanyhttp://englishonline.blogdetik.com/2009/08/10/simple-past-tense/http://www.1-language.com/englishcoursenew/unit27grammar.htm(23may2011)http://www.definitons.net/ability/(23may2011)

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