the correlation study between students' mastery on simple present tense and vocabulary toward
TRANSCRIPT
1
THE CORRELATION STUDY BETWEEN STUDENTS’ MASTERY ON
SIMPLE PRESENT TENSE AND VOCABULARY TOWARD THEIR
ABILITY IN WRITING DESCRIPTIVE TEXT AT TENTH GRADE
STUDENTS’ OF MAN 1 SRAGEN IN THE ACADEMIC YEAR
OF 2016/2017
Thesis
Submitted as a Partial Requirement
For Undergraduate Degree in English Education
By:
AYUK WINARNI
SRN. 123221056
ENGLISH EDUCATION DEPARTMENT
ISLAMIC EDUCATION AND TEACHER TRAINING FACULITY
THE STATE ISLAMIC INSTITUTE OF SURAKARTA
2016/2017
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RATIFICATION
This is to certify the Sarjana thesis entitled “The Correlation Study
Between Students‟ Mastery On Simple Present Tense And Vocabulary Toward
Their Ability In Writing Descriptive Text At Tenth Grade Students‟ Of MAN 1
Sragen In Academic Year Of 2016/2017 by Ayuk Winarni has been approved by
the Board of Thesis Examiners as the requirement for the Undergraduate Degree
in English Education Study Program Islamic Education and Teacher Training
Faculty, The State Islamic Institute of Surakarta.
Chairman : Rochmad Budi Santosa, S.Pd., M.Pd
NIP. 196911112002121001
(…………….)
Secretary : Zainal Arifin, S.Pd., M.Pd.
NIP. 197308202003121003
(....…………)
Examiner : Hj. Suprapti, M.Pd
NIP. 197408072005012004
(……………)
Surakarta, 21 February 2017
Approved by
The Dean of Islamic Education and
Teacher Training Faculty
Dr. H. Giyoto, M. Hum
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DEDICATION
This thesis is dedicated to:
1. Her beloved parents, Mr. Widodo and Mrs. Harni, who always be my first
motivator.
2. Her beloved brother Andi Winarno, her beloved sister Putri Purwandari
and my beloved nephew Huda and Abu.
3. Her beloved grandmother Mrs. Juminem
4. Her beloved friends RT Mekan (Aldila,Ida,Lilik, Novel and Laras) and B
Class
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MOTTO
Indeed, with hardship (will be) ease. So when you have finished (your duties),
then stand up (for worship). And to your Lord direct (your) longing.
(QS. Al – Insyirah: 6 – 8)
“Learn from yesterday, live for today, hope for tommorrow.”
(Albeart Einstein)
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PRONOUNCEMENT
Name : Ayuk Winarni
SRN : 123221056
Study Program : English Education Program
Faculty : Islamic Education and Teacher Training Faculty
I hereby sincerely state that the thesis titled “The Correlation Study Between
Students‟ Mastery On Simple Present Tense And Vocabulary Toward Their
Ability In Writing Descriptive Text At Tenth Grade Students‟ Of MAN 1 Sragen
In Academic Year Of 2016/2017” is my real masterpieces. The things out of my
masterpiece in this thesis are signed by citation and referred in the bibliography.
If later proven that my thesis has discrepancies, Iam writing to take academic
sanctions in the form of repeating my thesis and academic degree.
Surakarta, 21 February 2017
Stated by,
Ayuk Winarni
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ACKNOWLEDGMENT
Alhamdulilah, all praise be to Allah, the single power, the Lord of the
universe, master of the day of judgment, God all mighty, for all blessings and
mercies so the researcher was able to finish this thesis entitled The Correlation
Study Between Students‟ Mastery On Simple Present Tense And Vocabulary
Toward Their Ability In Writing Describtive Text At Tenth Grade Students‟ Of
MAN 1 Sragen In Academic Year Of 2016/2017. Peace be upon Prophet
Muhammad SAW, the greatest leader and good inspiration of world revolution.
The researcher is sure that this thesis would not be completed without the
helps, supports, and suggestions from several sides. Thus, the researcher would
like to express her deepest thanks to all of those who had helped, supported, and
suggested her during the process of writing this thesis. This goes to:
1. Dr. Mudofir, M.Pd, the Rector of State Islamic Institute of Surakarta.
2. Dr. H. Giyoto, M. Hum, as the Dean of Islamic Education and Teacher
Training Faculty.
3. Dr. Imroatus Solikhah, M. Pd, as the Head of English Education Department.
4. Zainal Arifin M.Pd as the consultant who already guided and advised patiently
during the arrangement of this thesis.
5. The entire lecturers in Islamic Education and Teacher Training Faculty who
give input and advices to her during conducted this study.
6. Head master of MAN 1 Sragen, Drs. Mariyo and the English teacher Heny
Maryana S.Pd who gave them helps during the research.
7. Her beloved mother, Harni , who always stays beside me to give motivation,
advices, and always prays for my best.
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8. Her beloved father, Widodo, who always cares and supports her.
9. Her beloved Grandmother, Juminem, who always supports and motivation.
10. Her dearest brother Andi Winarno, her dearets sister Putri Purwandari, dearest
nephew Huda and Abu who always gave her spirit and brightness.
11. All her friends in B class who always share many things and motivation her.
12. Her friends in RT MEKAN ( Aldila, Ida, Lilik, Nobel, and Laras), how had
given her many helps and always support her.
13. Her beloved best friends in B Class (Iwed, Danu, Anton and Apriyanto)
14. Her friends in PPL and KKN at MTs N Teras Boyolali who give her
impressing moments.
15. All the students in X IPS 4 and X IPS 5 of MAN 1 Sragen
The reseacher realizes that thesis is far from being perfect. The reseacher
hopes that this thesis is useful for the reseacher particularly and the readers
generally.
Surakarta, 21 February 2017
The reseacher
,
Ayuk Winarni
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ABSTRACT
Ayuk Winarni. 2017. The Correlation Study between Students’ Mastery on Simple
Present Tense and Vocabulary toward Their Ability in Writing Describtive Text at
Tenth Grade Students’ of MAN 1 Sragen in Academic Year Of 2016/2017.Thesis.
English Education Program, Islamic Education and Teacher Training Faculty.
Advisor : Zainal Arifin, S. Pd., M. Pd
Key words : Mastery on Simple Present Tense, Vocabulary Mastery and
Writing describtive text.
This research is intended to know whether there is Correlation Study
between Students‟ Mastery on Simple Present Tense and Vocabulary toward
Their Ability in Writing Describtive Text at Tenth Grade Students‟ of MAN 1
Sragen in Academic Year of 2016/2017.
The design of this research is correlation design. The research was carried
out at MAN 1 Sragen in the academic year of 2016/2017. The population was the
tenth grade students at MAN 1 Sragen. While the sample was 34 students of X
IPS 4 class taken by cluster area sampling technique. The instruments to collect
the data were test. Test is used to collect the mastery on simple present tense,
vocabulary mastery and ability in writing descriptive text data. In analyzing the
data, the researcher used Person Product Moment formula to find the coefficient
correlation and simple linear regression to find the significance and linearity of
the variables.
The result of the research showed that (1) there is positive correlation
study between students‟ mastery on simple present tense (X1) and ability in
writing describtive text (Y). The coefficient correlation is higher than r-table
(0.362> 0.339). (2) There is positive correlation study between vocabulary
mastery (X2) and ability in writiing describtive text (Y). The coefficient
correlation is higher than r-table (0.347> 0.339). (3) There is positive correlation
study between students‟ mastery on simple present tense and vocabulary toward
their ability in writing describtive text. The coefficient correlation is higher than r-
table (0.996> 0.339). The result of the research also showed that the contribution
students‟ mastery on simple present tense and vocabulary toward their ability in
writing describtive text of is 99.2%. Therefore, the researcher concluded that there
is positive significant correlation study between students‟ mastery on simple
present tense and vocabulary toward their ability in writing describtive text at
tenth grade students‟ of MAN 1 Sragen in academic year of 2016/2017.
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TABLE OF CONTENT
TITLE .............................................................................................................. i
ADVISORS SHEET ....................................................................................... ii
RATIFICATION ............................................................................................. iii
DEDICATION ................................................................................................ iv
MOTTO .......................................................................................................... v
PRONOUNCEMENT ..................................................................................... vi
ACKNOWLEDGEMENT .............................................................................. vii
ABSTRACT .................................................................................................... ix
TABLE OF CONTENTS ................................................................................ x
LIST OF TABLE ............................................................................................ xii
LIST OF FIGURE ........................................................................................... xiv
LIST OF APPENDICES ................................................................................. xv
CHAPTER 1: INTRODUCTION
A. Background of the Study ..................................................................... 1
B. Identification of the Problem .............................................................. 4
C. Limitation of the Study ....................................................................... 5
D. Problem Statement .............................................................................. 5
E. Objectives of the Study ....................................................................... 6
F. Research Benefit ................................................................................. 6
CHAPTER II: THEORITICAL REVIEW
A. Theoretical Review ............................................................................. 8
1. Review on writing describtive text .......................................... 8
a. The Nation of Writing ........................................................ 8
b. Purpose of Writing ............................................................. 9
c. Writing Process .................................................................. 10
d. The Kind of Writing ........................................................... 11
e. The Definition of Descriptive Text .................................... 12
f. Structure of Descriptive Text ............................................. 13
2. Review on Vocabulary ............................................................. 15
a. The Nation of Vocabulary .................................................. 15
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b. Vocabulary Mastery ........................................................... 16
c. Indicator of The Vocabulary Mastery Instrument .............. 19
3. Review on Simple Present Tense ............................................. 20
a. The Nation of Simple Present Tense .................................. 20
b. The Function of Simple Present Tense .............................. 21
c. Indicator of The Mastery on Simple Present Tense
Instrument .......................................................................... 25
B. The Previous Study .............................................................................. 26
C. Hypothesis ............................................................................................ 27
CHAPTER III: RESEARCH METHODOLOGY
A. Research Design .................................................................................. 29
B. Place and Time of the Research .......................................................... 31
C. Population, Sample, and Sampling ..................................................... 31
D. Technique of Collecting Data ............................................................. 32
1. Instrument of Collecting Data ........................................................ 33
2. Tryout the Instruments ................................................................... 34
E. Techniques of Analyzing The Data...................................................... 38
1. Describtion of The Data ................................................................. 39
2. Pre-requirement Testing ................................................................. 41
3. Hypothesis Testing ......................................................................... 43
CHAPTER IV: THE RESEARCH FINDING AND DISCUSSION
A. The Data Description ........................................................................... 46
1. The Data of The Mastery on Simple Present Tense ....................... 48
2. The Data of The Vocabulary Mastery ............................................ 50
3. The Data of The Ability in Writing Describtive Text .................... 51
B. The Data Analysis ................................................................................ 53
1. The Testing Pre-quirement Analysis .............................................. 53
a. Normality Test ......................................................................... 54
b. Liniearity and Significance Testing ......................................... 55
C. Hypothesis Testing ............................................................................... 58
D. The Discussion of The Research Finding ............................................ 62
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CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion .......................................................................................... 68
B. Suggestion ............................................................................................ 70
BIBLIOGRAPHY ......................................................................................... 72
APPENDICES ............................................................................................... 75
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LIST OF TABLE
Table 4.1 Table of Students‟ Score of Each Variable......................................45
Table 4.2 Table of Variable Data Description.................................................46
Table 4.3 Table of The Frequency Distribution of Mastery on Simple Present
Tense....................................................................................................... 47
Table 4.4 Table of The Frequency Distribution of Vocabulary Mastery..............49
Table 4.5 Table of The Frequency Distribution of Ability in Writing Describtive
Text...........................................................................................................51
Table 4.6 The Summary of Normality Testing Result……………………..........54
Table 4.7 The Summary of Linearity Testing Result........................................55
Table 4.8 The Summary of Significant Testing Result..........................................55
Table 4.9 The Correlation of The Variables...................................................57
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LIST OF FIGURE
Figure 3.1 The Relationship of The Three Variables ....................................... 31
Figure 4.1 Histogram of Mastery on Simpel Present Tense ........................... 49
Figure 4.2 Histogram ofVocabulary Mastery ................................................. 51
Figure 4.3 Histogramof Ability in Writing Describtive Text ......................... 53
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LIST OF APPENDICES
APPENDIX 1 The List of Students Joining The Tryout.................................. 76
APPENDIX 2 The Blue Prints of Mastery on Simple Present Tense test
(Tryout ................................................................................... 77
APPENDIX 3 Mastery on Simple Present Tense Test (Tryout ....................... 78
APPENDIX 4 Key Answer of Mastery on Simple Present Tense Test
(Tryout ................................................................................... 82
APPENDIX 5 The Blue Print of Vocabulary Mastery Test (Tryout ............... 83
APPENDIX 6 Vocabulary Mastery Test (Tryout ............................................ 84
APPENDIX 7 Key Answer of Vocabulary Mastery Test (Tryout ................... 89
APPENDIX 8 The List of Students Joining The Test...................................... 90
APPENDIX 9 The Blue Print of Mastery on Simple Present Tense Test
(Main Data ............................................................................. 91
APPENDIX 10 Mastery on Simple Present Tense Test (Main Data ............... 92
APPENDIX 11 Key Answer Mastery on Simple Present Tense Test (Main
Data ........................................................................................ 95
APPENDIX 12 The Blue Print of Vocabulary Mastery Test (Main Data ....... 96
APPENDIX 13 Vocabulary Mastery Test (Main Data .................................... 97
APPENDIX 14 Key Answer of Vocabulary Mastery Test (Main Data........... 100
APPENDIX 15 The Blue Print of Ability in Writing Descriptive Text .......... 101
APPENDIX 16 The Validity of Mastery on Simple Present Tense................. 102
APPENDIX 17 The Validity of Vocabulary Mastery..................................... 107
APPENDIX 18 Normality Mastery on Simple Present Tense ......................... 112
APPENDIX 19 Normality Vocabulary Mastery .............................................. 114
APPENDIX 20 Normality Ability in Writing Desecriptive Text ................... 116
APPENDIX 21 Linierity and Significant X1 to Y ........................................... 118
APPENDIX 22 Linierity and Significant X2 to Y ........................................... 120
APPENDIX23 Hypothesis ............................................................................... 122
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CHAPTER I
INTRODUCTION
A. Background of the Study
Language is a set of rules used by human as a tool if their
communication (Sanggam, 2008: 1). Giyoto (2006: 48) stated that
language is surely the most important tool of communication that
individuals have at their disposal. Meanwhile, Webster (1974: 536) stated
that language is a system of communication between humans through
written and vocal symbol; speech peculiar to an ethnic, national, or
cultural group; words esp. employed in any art, branch of knowledge, or
profession; a person‟s characteristic mode of speech; diction; linguistic; by
extension, the articulate or inarticulate expression of thought and feeling
by living creatures.
Language is a tool of communication. It means that language is
the media for us to communicate with the others. We communicate to
others directly or indirectly in the society. As a means of communication,
it is used to formulate thoughts and ideas and to communicate these to
other people in the civilized world. Language and human being cannot be
separated from each other. Language acts as the means of establishing and
maintaining relationship among people.
English is very important. As we know English is international
language. Most of the people use English in their communication in the
world. It means that English is very useful to learn. If we cannot speak in
English, we cannot interact with the people around the world. By the
1
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caused, the government aside the educational instance to develop English
education to their students.
In English education there are four skills to be mastered. Brown
(2001: 232) identifies English language teaching in four skills, namely
listening, speaking, reading and writing. Harmer (1998 : 79) states that
writing as a skill is by far the most important reason for teaching writing,
of course is that a basic language skill, just as important as speaking,
listening, and reading.
According to Byrne (1997: 1), writing is producing a sequence of
sentences arranged in particular order and linked together in certain ways.
He also states that writing is the act of forming letters or combination of
letter: making marks on a flat surface of some kind. Writing is very
important. From the observation, the researcher found that the students
have many difficulties in writing. Many factor the affects students have
difficulties in writing, like vocabulary mastery, structure mastery and
translation ability in English. It is in line with statement of Galuh Nur
(2008: 5) that writing is English reducpted as difficult activity for many
people, except for native speaker.
To create a good writing, the students have to be more careful and
have knowledge about the grammatical structures, vocabulary,
punctuation, spelling, and a good paragraph development. Harris (1969: 9)
stated that there are two very important elements shared by four language
skill, speaking, writing, reading and listening skill, namely; grammatical
structure and vocabulary. It was mentioned previously that vocabulary is
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one of the essential aspects. Vocabulary is central to language and critical
importance to typical language learner (Fauziati, 2002: 155). Without a
sufficient vocabulary, one cannot communicate effectively or express his
ideas in both oral and written form. Hatch and Brown (1995:1) gave the
definition that vocabulary refers to a list or set of words that individual
speakers of language might use.
As mentioned before, grammatical structure is also as important as
vocabulary. Grammatical is one of the aspects that should be mastered by
students. The students have to know grammar as the basic rule of
language. According to Fauziati (2002: 79) states that grammar is the rules
that show how words are combined, arranged or changed to show certain
kinds of meaning. By knowing and understanding grammar of a language,
the students can know how to make a correct sentence in language.
According to the syllabus of senior high school, there are four text
genres. They are narrative, recount, announcement and descriptive. A
descriptive text, according to Emilia (2011 : 82), is a text which is used to
describe a particular person, place or thing or something in writers‟ mind.
To be able to write a descriptive text well, students need to pay attention to
the grammar as one of the aspects in scoring writing.
MAN 1 Sragen is one of Islamic high school in Sragen which has
many students. The researcher conducted the research at MAN 1 Sragen as
the place of research because MAN 1 Sragen is one of favorite school in
Sragen and it has a good qualification in English, it is proved by there is
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English study club in MAN 1 Sragen. The researchers are already doing
research at the tenth grade students of MAN 1 Sregen.
From the explanation above, Vocabulary and grammar are the two
important elements in writing process. Therefore, the researcher is already
to know how students‟ grammar mastery especially simple present tense
and vocabulary mastery have correlation with their writing ability in
descriptive text. The researcher chooses the topic of her study entitled
“THE CORRELATION STUDY BETWEEN STUDENTS‟ MASTERY
ON SIMPLE PRESENT TENSE AND VOCABULARY TOWARD
THEIR ABILITY IN WRITING DESCRIPTIVE TEXT AT TENTH
GRADE STUDENTS‟ OF MAN 1 SRAGEN IN ACADEMIC YEAR OF
2016/2017”.
B. Identification of the problem
Based on the explanation above, some problems which are found
in the school are:
1. How is students‟ vocabulary mastery of the tenth grade students of
MAN 1 Sragen?
2. How is students‟ mastery on simple present tense of the tenth grade
students of MAN 1 Sragen?
3. How is students‟ ability in writing descriptive text of the tenth grade
students of MAN 1 Sragen?
4. What is the correlation between student‟s mastery on simple present
tense and vocabulary toward their ability in writing descriptive text of
the tenth grade students of MAN 1 Sragen?
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C. The Limitation of the Study
The researcher limits the problems to three variables; they are the
students‟ mastery on simple present tense, vocabulary mastery and the
students‟ ability in writing descriptive text. Whereas the research subject
in this research is the tenth grade students‟ of MAN 1 Sragen in the
academic year of 2016/2017.
D. Formulation of the Problems
Based on the background of the above, the reseacher can
formulates the problem statements as follows:
1. Is there any positive correlation between students‟ mastery on
simple present tense and the students‟ ability in writing descriptive
text at tenth grade students‟ of MAN 1 Sragen in the academic year
of 2016/2017?
2. Is there any positive correlation between students‟ vocabulary
mastery and the students‟ ability in writing descriptive text at tenth
grade students‟ of MAN 1 Sragen in the academic year of
2016/2017?
3. Is there any positive correlation between students‟ mastery on
simple present tense and vocabulary toward their ability in writing
descriptive text at tenth grade students‟ of MAN 1 Sragen in the
academic year of 2016/2017?
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E. The Objective of the Study
In line with the problem statement above, the objective of the
research study is to find out:
1. To know whether or not there is a positive correlation between
students‟ mastery on simple present tense and the students‟ ability
in writing descriptive text at tenth grade students‟ MAN 1 Sragen
in the academic year of 2016/2017.
2. To know whether or not there is a positive correlation between
students‟ vocabulary mastery and the students‟ ability in writing
descriptive text at tenth grade students‟ of MAN 1 Sragen in the
academic year of 2016/2017.
3. To know whether or not there is a positive correlation between
students‟ mastery on simple present tense and vocabulary toward
their ability in writing descriptive text at tenth grade students‟ of
MAN 1 Sragen in the academic year of 2016/2017.
F. The Benefits of the Study
The results of this research are expected to give benefits both
theoretically and practically.
1. Theatrical benefits
Theatrically, this research is to improve knowledge either
for teacher or society. The researcher hopes that the result of this
study is expected to have contribution for development of English
teaching.
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2. Practical benefits
For the teacher, this result of this research can gives some
information that can be used as a starting point whether it is
important to increase the students‟ ability in writing descriptive
text on the variable and the teacher can improve teaching learning
process especially in writing descriptive text ability by giving more
attention when he teach vocabulary mastery and simple present
tense to the students.
For students, they use for intend in learning of simple
present tense and vocabulary mastery so that their ability in writing
descriptive text will good. For school, this research can be used as
a reference in guiding the teacher to know more about the students‟
ability.
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CHAPTER II
REVIEW ON RELATED THEORIES
A. Theoretical Review
1. Review on Writing Descriptive Text
a. The Notion of Writing
Byren (1993:1) states that writing is the act of arranging
graphic symbols such as combination of letter and making sign on
a flat surface. The symbols should be arranged according to certain
convention form words, and words have to be arranged to form a
good sentence. Raimes (1983: 11) stated that writing means a
process of writing a connected text and not just single sentences
that a writer writes for a purpose and a reader.
Carroll and wilson (1993 : xxi) states that writing is
engaging students in grappling with word on blank pieces of paper
and making those words match experiences in order to make
meaning. Ur (1996: 163) says that writing is the expression of
ideas and conveying of a message to the reader. According to
Hyland (2002: 5), writing is an attempt to communicate with
readers and to better understand the ways that language patterns are
used to accomplish coherent and purposeful prose.
Silva and Matsuda (as cited in Uso-Juan and Martinez-Flor,
2006: 383) explain that writing is an activity involving a dynamic
interaction among three basic elements, namely the text, the writer
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and the reader, and requiring writers‟ consideration of all them in
order to write accordingly. Harmer (2007: 4) defines writing as an
activity consisting of a number of processes a writer has to go
through in order to produce something in its final form for a wide
variety of purposes.
From the explanation above, it can be summarized that
writing is a complex process to express the ideas into sentences
with correct pattern (grammar, structure, vocabulary, organization,
and mechanics) practice and experience are needed to write well.
b. Purpose of writing
According to Ur (1996 : 163), the purpose of writing, in
principle, is the expression of ideas, the conveying of a message to
the reader; so the ideas themselves should arguably be seen as the
most important aspect in writing. It means that when writers write
something, they have to consider the purpose of their writing since
it will influence, not only the type of text they wish to produce, but
also the language they use.
According to McMahan, et al. (1996:8), the purposes of
writing are as follows:
1) To express the writer‟s feeling
The writer wants to express his feeling and thought the written
form, as in a diary or a love letter.
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2) To entertain the readers
The writer intends to entertain the readers through written form,
and he usually uses authentic materials.
3) To inform the readers
The writer wants to give information or explain something to
the readers.
4) To persuade the readers
The writer wants to persuade of convince the readers about his
opinion, concept, or idea.
c. Writing process
Harmer (2005: 4-5) proposes four processes of writing as follows:
1) Planning
In this process, writers have to think about three main issues;
the purpose of their writing, the audience, and the content
structure.
2) Drafting
Writing a draft is necessary for writers on assumption that it
will help them develop the writing they intend to do.
3) Editing (Reflecting and Revising)
Once writers have produced a draft they then, usually, read
through what they have written to see where it works and
where it doesn‟t. Reflecting and revising are often helped by
other (or editors) who comment and make suggestions to help
the writers make appropriate revisions.
26
4) Final version
Once writers have edited their draft, making the changes they
consider to be necessary, they produce their final version which
is ready to send to its intended audience.
d. The kinds of writing
According to Kane (2000:6) there are four kinds of writing as
follows:
1) Exposition
Exposition explain how things work. It reveals what a
particular mind thinks or knows or believes. Exposition is
contracted logically.
2) Description
Description deals with perceptions; most commonly visual
perceptions. Its central problem is to arrange what we see into
a significant pattern.
3) Narration
The subject of narration is a series of related events. It is used
to arrange the events in a sequence of time and reveal their
significant.
4) Persuasion
It seeks to alter how a reader thinks or believe.
In this research, the researcher chooses description. The
researcher chooses description because the students can
explore their ideas related to the real things around them. They
27
can describe something around the environment by using
simple grammar.
e. The Definition of Descriptive Text
Description is a written English text in which the writer
describes an object. Description is a text containing two
components i.e., identification and description by which a writer
describes a person, or an animal, or a tree, or a house, or camping
as his topic(Sanggam and Kisno, 2008: 89). According to Sanggam
(2008: 217), in writing descriptive text the writer tries to analyze
and explain an object with a purpose to reveal out its aspect and the
nature of their interrelationship vividly.
According to Pardiyono (2007 : 33) stated that some of
attention for the teacher, pra-teacher, and lectures before teaching
writing in the classroom. In every genre, the teachers must be
understood about: communicative purpose, rhetorical structure, and
grammatical patterns or linguistic items.
1) Communicative purpose
Description is a type of written text, which has the specific
function to give description about an object (human or non-
human).
2) Rhetorical structure
Identification is a statement which consist one object topic
that will describe. And then, description consist the detail
description about the object in identification.
28
3) Grammatical patterns
It needs to understand that in the description text, they use
declarative sentence and use the present tense. Using conjunction,
it needs to make the text be coherent. Using present tense is very
dominant because it is explaining the description with use the fact,
general accepted-fact, or reality.
From the explanation above it can be concluded that
descriptive text is text which say that analyze and explain and
object with a person, thing is like. In the teaching descriptive needs
explaining and giving example about how to make the effective
identification. The text of identification is just consist one
sentence, that it can be complex or a phrase. Using adjective is
helpful to make an identification text more interesting.
f. Structure of Descriptive Text
Sanggam and Kisno (2008: 89), the generic structure of a
descriptive text consist of two parts, there are identification and
description. The explanations are as follows:
1) Identification
Identification is identifying the phenomenon to be described. It
contains some information of name, occupation, or special
character of person, thing, animal, or places.
2) Description
Description is describing the phenomenon in parts, qualities,
or/and characteristic. It contains, description of physical
29
features, personality, dressings, and characteristics of the
objects being described.
The following is an example of a descriptive text.
Borobudur Temple
Identification Borobudur is Hindu-Buddhist temple. It was built in the ninth
century under sailendra dynasty of ancient Mataram kingdom.
Borobudur is located in Magelang, Central Java, Indonesia.
Description Borobudur is well-known all over the world. Its construction
is influenced by the Gupta architecture of India. The temple is
contracted on a hill 46 m high and consists of eight steps like
stone terrace. The first five terraces are square and surrounded
by walls adorned with Buddhist sculpture in bas-relief. The
upper three are circular. Each of them is with a circle of bell
shape-stupa. The entire edifice is crowned by a large stupa at the
center at the center of the top circle. The way to the summit
extends through some 4.8 km of passage and star ways. The
design of Borobudur which symbolizes the structure of universe
influences temples at Angkor, Cambodia.
30
2. Review on Vocabulary
a. The Notion of Vocabulary
Fauziati (2002: 155) explained that vocabulary is central to
language and critical importance to typical language learner.
Without a sufficient vocabulary, one cannot communicate
effectively or express his ideas in both oral and written form. Hatch
and Brown (1995:1) gave the definition that vocabulary refers to a
list or set of words that individual speakers of language might use.
Hornby (1995:133) also stated that vocabulary is a list of
words with their meaning. While, according to Read (2000: 16-35),
vocabulary knowledge involves knowing the meaning of words. At
the simplest level vocabulary consists of words, but even the
concept of word is challenging to define and classify.
Meanwhile Webster‟s dictionary (1974 : 546) stated that
vocabulary is a dictionary of whole language or one book, author
or subject. Vocabulary is the stock of words used in language or by
a group of people or individual. Burn and Broman (1975: 295) said
that vocabulary is defined as the total number of words used by a
person, class or profession to make up language either in oral or
written communication.
From the definition above, a simple definition of
vocabulary can be stated that vocabulary is total number words that
are used by group of people that has function to make up a
31
language either in oral or written communication and great
understanding of the meaning of words and its use in a language.
b. Vocabulary Mastery
Hornby (1995: 721) defines mastery as a complete
knowledge, or complete skills. Rivers (1994: 125) states that
vocabulary mastery refers to the great skill in possessing words of
language.
Ellis and Brewster (1995: 34-39) states that learning
vocabulary is process that present or teach the student by using
some new words and the meaning.
Vocabulary mastery is then defined as students‟ complete
knowledge of the meaning and form of words in context
appropriately. Vocabulary knowledge concerns with words and
meaning, generally word-class and word-meaning.
a. Word Class
Word class is the classification of words of a language
depending on their function in communication (Hatch and
Brown, 1995: 218). Word class membership is an important
lexical feature, in this case are nouns, verbs, adjectives and
adverbs.
1) Nouns
Nouns can be divided into subclasses. There are proper
nouns and common nouns. There are also count nouns and
mass noun and abstract nouns and concrete nouns.
32
2) Verbs
Verbs are words that denote action. Verbs that donate states
rather than actions seem less verb like. Process verbs which
have no definite and points also seem less verb like than
strong actions. Vandler placed verbs into four classes:
activities (run, walk, look for), accomplishment (build, kill,
paint a picture), and states (know, love, have, desire).
3) Adjective
Adjective are used to highlight qualities or attributes.
Certain adjective are typically used to describe particular
nouns. For example, light, dark, bright, and dull are used
with color nouns. Adjectives can point out positive or
negative qualities. One reason why linguist believe that
positive adjectives are learnt more easily is that they are
unmarked.
4) Adverbs
Adverbs are similar to adjectives in many ways although
they typically assign attributes to verbal, to clauses or to
entire sentences rather than to nouns. Locative adverb, like
here and there are used very early by young children as
ways of pointing to location of objects. Time adverbs, like
now, then and yesterday are used by second language
learners as an initial way to mark.
33
b. Word meaning
The two important issues in word meaning students‟ usually
get difficuiltes to infer are synonymous and antonymous
1) Synonyms
Hatch and Brown (1995: 19) explain that synonyms are
words that share meaning. Although dictionaries list
synonyms as words with similar meaning, the fact X is a
synonym for Y does not mean that Y is necessarily a
synonym for X. One of the most important ways for
making text together is with the use of synonyms or chains
of related words. It might be selected words that are not
synonymous but which still refer to the same object.
2) Antonyms
Hatch and Brown (1995: 19) explain that antonyms are
words that mean the opposite. They present interesting
problem for anyone seriously interested in semantic feature
analysis. The feature on which the two words contrast can
be identified.
Many apparent oppoites, however, are really extreme points
on graduated classes. This is especially true of adjectives.
Hot and cold may seem like opposites, but temperature is
scale, and it is a judgment as to what constitutes hot, warm,
cool, and cold along that scale. The dimension is not just
bisected in to a plus and minus value. In the same way pairs
34
big-small, many-few, tall-short, happy-unhappy, and long-
short are the opposite ends of scale.
Vocabulary mastery in this thesis is the students‟
knowledge concerning with words and meaning, including
word class (noun, adjective, verb, and adverb) and word
meaning (antonym and synonym).
c. Indicator of the Vocabulary Mastery Instrument
Based on the theory about the aspects of vocabulary and the
material that is by the students from thesyllabus, the researcher
constructed the instrument of vocabulary mastery through the
indicator as follows:
1) Word class
a) Noun
Nouns can be divided into subclasses.
b) Adjective
Adjective are used to highlight qualities or attributes.
c) Verb
Verbs are words that denote action
d) Adverb
Adverbs are similar to adjectives in many ways although
they typically assign attributes to verbal, to clauses or to
entire sentences rather than to nouns.
35
2) Word meaning
a) Antonym
Hatch and Brown (1995: 19) explain that antonyms are
words that mean the opposite
b) Synonym
Hatch and Brown (1995: 19) explain that synonyms are
words that share meaning.
3. Review on Simple Present Tense
a. The Notion of simple present tense
Simple Present Tense is the most popular tense in using.
According to Azar (2005:60) simple present tense is generally used
to express event or situations that exist, always, usually, habitually.
It means that if we will express situation that exist, always, usually,
habitually we should using the simple present tense. The simple
present tense is one of tenses which is we should master if we will
make a descriptive paragraph.
According to Hewings (2001:02) we use the present simple
to describe things that are always true, or situation that exist now
and, as far we know, will go on indefinitely. We use the present
simple to talk about habits or things that happen on a regular basic.
We often use the present simple with verb that performs the action
they describe.
36
From the definitions above, it can be concluded the simple
present tense is describe things in general, express event or
situation.
b. The function of simple present tense
According to Riyanto (2009: 98) the function of simple present
tense is used for :
1) An action that happens all the time or habits.
Excample :
a) Rose always comes on time
b) Hassan and I are classmates
2) A thing that is true in general
a) Ice is cold
b) The sun rises in the east
3) A schedule/time table or plan
a) The bus arrives at 5:30 a.m
b) The bank opens at 8:30 and closes at 4:00
4) A description and definition
a) A doctor works in a hospital. He examines the sick people.
He gives medicine too
Simple present tense has pattern, there are:
a. Verbal sentence
According to Suryadi (2011:420)Verbal sentences issentences that
predicate a verb
37
The function of the verbal sentences:
1. To express a general truth.
2. To express the activities
Formula:
1) Positive
Excample:
a. He goes to school every day
b. They bring my book
c. Ita plays volley ball
2) Negative
Excample:
a. Ita does not sit on the floor
b. They do not listen to the radio
3) Interrogative
Excample :
a. Does she eat rice?
b. Do you lend them a book?
c. Does ita go to school?
S + V1 (s / es) + O/C
S + do/does + not + V1 + O/C
Do / does + S + V1 + O/C
38
Notes :
I, you, we, they : v-1 / do
She, he, it, dila and novel : v-1 / does
(Suryadi,2011:422-425)
b. Nominal sentence
Nominal sentence is sentences that predicate a non verb (Suryadi,
2011: 420).
The function of the nominal sentence :
1. To express an action that happens all the time or habits
Formula :
1) Positive
Excample:
a. It is calender
b. You are happy
c. He is in the class
2) Negative
Excample :
a. You are not farmer
b. That is not good picture
c. I am not sick
S + to be (is,am,are) + C
S + tobe (is, am, are) + not + C
39
3) Interrogative
Excample :
a. Is he present today?
b. Are you happy now?
c. Am I in your group?
Notes :
Consist of complement :
Adjective : happy, good, sad, ....
Noun : student, driver, ....
Adverb : here, in the office, ....
Pronoun : mine, hers, yours, ....
(Suryadi,2011: 430-432)
c. Time signal:
1. Used with expression of frequency
In the morning once week
In the Evening once mounth
In the Afternoon once year
Every day twice day
Every week
Every mounth
Every year
To be (is, am, are) + S + C
40
2. Used with adverbs of frequency
Always some time
Generally ussually
Often never
Regularly nowadays
Seldom frequently
Steadily ever
Here
There
(Suryadi,2011: 485-486)
d. Indicator of the Simple Present Tense mastery Instrument
Based on the theory about the aspects of simple present tense and the
material that is by the students from thesyllabus, the researcher
constructed the instrument of vocabulary mastery through the indicator
as follows:
a. Verb
Verbs are words that denote action
b. Adverb of Time
Adverb of time are words that are used to describe verb, adjective
or adverbs.
41
B. The Previous Study
Before the researcher conducts this research, there are some other
researchers that also have been conducted the correlation research with
almost same title as follow:
1. Nikmaturrohmah Nayu Zariah (T-2011 Nik TBI), the students of IAIN
Tulungagung (2011) from Faculty of English Education Program. Her
research title is The Correlation between Simple Present Tense
Mastery and Ability in Writing Descriptive Text of the First Graders of
SMPN 1 Kauman. This title is same as the researcher‟s title, but there
are some differences such us, Nikmaturrohmah Nayu Zariah‟s research
has two variables, independent variable is simple present tense mastery
and dependent is ability in writing descriptive text. In this research has
three variables, independent variables are mastery on simple present
tense and vocabulary mastery, dependent variable is ability in writing
descriptive text. Nikmaturrohmah Nayu Zariah chooses the first grade
of SMP N 1 Kauman whereas in this research, researcher chooses the
tent grade of MAN 1 sragen.
2. Erlin Marlinda (SRN.26.10.6.2.082), the students of The State Islamic
Institute of Surakarta (2014) from Islamic Education and Teacher
Training Faculty. Her research title is A Correlation Study between
Students‟ Vocabulary Mastery and Extroversion toward Writing
Ability on Descriptive Text of The tenth Grade Students of SMA N 1
Gondang in Academic Year 2013 / 2014. This title is almost same as
the researcher‟s title. Erlin Marlinda‟s research has three variables,
42
independent variables are vocabulary mastery (X1) and extroversion
(X2), dependent is writing ability on descriptive text (Y). In this
research, researcher has three variables, independent variables are
mastery on simple present tense (X1) and vocabulary mastery (X2),
dependent is writing ability in descriptive text. Erlin Marlinda chooses
the tenth grade of SMA N 1 Gemolong whereas the researcher chooses
the tenth grade of MAN 1 Sragen.
C. Hypothesis
Ho :
1. There is no positive correlation between students‟ mastery on simple
present tense and the students‟ ability in writing descriptive text at
tenth grade students‟ of MAN 1 Sragen in the academic year of
2016/2017.
2. There is no positive correlation between students‟ vocabulary mastery
and the students‟ ability in writing descriptive text at tenth grade
students‟ of MAN 1 Sragen in the academic year of 2016/2017.
3. There is no positive correlation between students‟ mastery on simple
present tense and vocabulary toward their ability in writing descriptive
text at tenth grade students‟ of MAN 1 Sragen academic year of
2016/2017.
43
Ha :
1. There is a positive correlation between students‟ mastery on simple
present tense and the students‟ ability in writing descriptive text at
tenth grade students‟ of MAN 1 Sragen in the academic year of
2016/2017.
2. There is a positive correlation between students‟ vocabulary mastery
and the students‟ ability in writing descriptive text at tenth grade
students‟ of MAN 1 Sragen in the academic year of 2016/2017.
3. There is a positive correlation between students‟ mastery on simple
present tense and vocabulary toward their ability in writing descriptive
text at tenth grade students‟ of MAN 1 Sragen academic year of
2016/2017.
44
CHAPTER III
RESEARCH METODOLOGY
A. Research Design
The method used in this study is correlation.According to Fraenkel
and Wallen (2015: 331) correlation is a study which investigates the
possibility of relationship between two or more variables. Brown (1996 :
151) states that correlation is the “go-togetherness” of two sets of score.
He also states that this family of statistical analysis helps teachers to
understand the degree of relationship between two sets of numbers and
whether and whether that relationship is significant, as well as meaningful.
This research has two kinds of variables, independent variable and
dependent variable.
According to Nunan (2012: 39) There are three possible result of
a correlation study: a positive correlation, a negative correlation and no
correlation. The correlation coefficient is a measure of correlation strength
and can range from -1.00 to +1.00. Perfect positive correlation would
result in a score of +1, perfect negative correlation would result in -1.
1. Positive correlation
Positive correlation indicates that both of variables improve or
decrease in the same time. A correlation coefficient close to +1.00 (it
indicates a strong positive correlation).
29
45
2. Negative correlation
Negative correlation indicates that as the amount of the one
variable improve, the other decreases. A correlation coefficient close to
-1.00 (it indicates a strong negative correlation).
3. No correlation
No correlation indicates that there is no relationship between two
variables. A correlation coefficient is 0 (it indicates no correlation).
In this research, there are three variables, two independent
variables (X) and one dependent variable (Y) namely:
a. Independent variable
Independent variable in this research is the mastery on simple
present tense ( ) and vocabulary mastery ( ) at the tenth grade
students‟ of MAN 1 Sragen in the academic year of 2016/2017 (X).
b. Dependent variable
Dependent variable in this research is ability in writing descriptive
text at the tenth grade students‟ of MAN 1 Sragen in the academic
year of 2015/2016 (Y).
46
The relationship of the three variables of this research can be
figured out as follows:
Figure.3.1The relationship of the three variables
B. The Place and Time of the Research
The research was carried out at tenth grade students‟ of MAN 1
Sragen. It is located at Jl. Irian No. 5, Sragen. This research was conducted
on October 2016.
C. Population, Sample, and Sampling
1. Population
Sugiyono (2015: 117), population is generalization region
consisting of: the object and subject that has certain qualities and
characteristics are set by the study to learn and then drawn
conclusions. The population of this research is 350 students at the
tenth grade of MAN 1 Sragen in the academic year of 2016/2017.
Simple present tense Mastery
( )
Vocabulary Mastery ( )
Ability in writing
descriptive text (Y)
47
2. Sample
Sample is a part of total and characteristic which was
owned by its population (Sugiyono, 2015: 118). In this research,
the researcher will take two classes at the tenth grade of MAN 1
Sragen, they are X IPS5 as the Tryout Test class and X IPS 4 as the
Test class.
3. Sampling
Sampling is a technique used in taking sample (Sugiyono,
2015: 118). Sampling used in this research is cluaser area
sampling. This technique can be used because all the classes are
homogeny class. The steps of choosing the sample as follows:
a. The researcher writes the name class in each piece of paper.
b. Then, the researcher rolls the paper and puts in together in
hand.
c. The rolls of paper shaken.
d. The researcher puts the paper down and chooses one of them
randomly.
e. The class in the chosen paper will be the sample.
D. The Technique of Collecting Data
In this researcher, test is used as the most appropriate evaluation to
collect the data of students‟ mastery on simple present tense, vocabulary
mastery and writing ability in descriptive text. There many kinds of test
but the multiple choice test can be used to measure a variety of learning
outcomes for simple to complex degree knowledge, understanding and
48
application area and it is easier to collect data of student‟ score and
simpler to analyze the data.
1. Instruments of Collecting Data
Arikunto (2013: 150) defines a test is a series of question which is
used to measure the skill, knowledge or ability that is possessed by
individual or group. Brown (2004 : 3) defined test as a method of
measuring a person‟s ability, knowledge, or performing in a certain
subject. The instrument used to collect the data in this research was
test. There were three tests, test of mastery on simple present tense,
test of vocabulary mastery and test of writing ability in descriptive
text. Before giving test to the sample of the research, the test was
tested to the sample of try-out. It was used to know the validity and the
reliability of the test. In finding out the correlation between mastery on
simple present tense and vocabulary mastery toward writing ability in
descriptive text, the researcher applied the Pearson Product Moment.
In this research, the researcher will carried out test to measure as
follows:
a. Test of mastery on simple present tense
The test of mastery on simple present tense was intended to
collect the data about students‟ mastery on simple present tense.
The test is objective test in the form of multiple-choice type
consisting of 23 items from 40 items in try out. There are four
answer‟s option; a, b, c, or d in each question.
49
b. Test of vocabulary mastery
The test of vocabulary mastery was intended to collect the
data about students‟vocabulary mastery. The test is objective test
in the form of multiple-choice type consisting of 25 items from 40
items in try out. There are four answer‟s option; a, b, c, or d in
each question.
Then, in determining the students‟ score, the writer marks 1
for each item which is answered correctly and marked 0 for the
wrong answer.
c. The Test of Writing Descriptive text
To measure students‟ competence in ability in writing
descriptive text, the researcher uses essay test.
2. Try Out the Instruments
It is necessary to do a try out to make the instrument valid and
reliable before it is used. The instruments of this research are the test
of mastery on simple present tense, the test of vocabulary mastery and
the their ability in writing describtive text. The instruments were tried
out at the tenth grade students of MAN 1 Sragen class X IPS 5. The
way to test the validity and reliability of those instruments (test) are as
follow:
a. The Validity of Instruments
Instruments are valid means of measuring instruments used to
obtain data that is valid (Sugiyono, 2015: 173). He also stated that
50
validity is defined as the extent to which an instrument measured
what it claimed to measure.
1) The validity of mastery on simple present tense test and
vocabulary mastery test, the researcher uses content validity and
Excel 2010. The researcher uses Product Moment Formula
assisted by Excel 2010.
The formula is :
= ( )( )
√* ( ) +* ( ) +
Where:
r: the coefficient of correlation between and Y
X: the independent variables
Y: the dependent variables
n: the number of sample
(Sugiyono, 2015: 255 )
There is criterion to know the validity of items. The item of
the test is considered as valid if the correlation coefficients is at
least the same as the r table at = 0,05 for N = 35, that is 0,334.
The item of the test is considered as not valid if the correlation
coefficient is lower than r table. The criterion is as follow:
( )
51
After being computed, they were consulted to the r table, for N =
35, the r-table is 0,334 at the level of significance = 0,05.
The result of the try out indicates that:
1. From 40 items of the test of mastery on simple present tense,
23 items are valid and 17 items are invalid. ( See Appendix 5 )
2. From 40 items of the test of vocabulary mastery, are 25 items
are valid and 15 items are invalid. ( See Appendix 11)
2) The validity of writing ability in descriptive text
To find out the validity of writing descriptive text test, the
researcher uses content validity. According to Brown, validity is by
far the most complex criterion of an effective test and arguably the
most important principle (2004: 22). Validity is the degree of
accuracy of the data occurs on the object of research with data that
can be reported by research (Sugiyono, 2015: 363).
In this researcher, the validity of writing descriptive text
test is measured by using the theory of content validity and
consulted to the expert and accorded to the syllabus. Besides that,
the test is consulted to the teacher who usually applies test of
writing descriptive in chosen class. From the expert judgments, the
researcher consulted to Zainal Arifin, M.Pd as the researcher‟s
advisor and Heny Maryana, S.Pd as the English teacher of MAN 1
sragen.
52
b. The Reliability of Instruments
Reliability is very important for a test to get a reliable result of a
measurement. Reliability of the Instrument is the instrument that if
used several times to measure the same object would generate the
same data (Sugiyono, 2015: 173). Reliability refers to consistency of
the score obtained by the same persons with different sets of the
equivalent items.
1. The reliability of Simple Present Tense Test and Vocabulary Mastery
test.To find out the reliability of Simple Present Tense Test and
Vocabulary Mastery test, the researcher uses Kuder Richardson 20
Formula or KR-20 assisted by excel 2010.
The formula is a follow :
[
] [
]
11 : The coefficient reliability
k : The number of items
p : The proportion of test takers who pass items
q : The proportion of test takers who fail the items
: The variance of the test
The computation of reliability of mastery on simple present test
showed the coefficient reliability (r11) is 1,016. R11 is higher than rtable
53
(1,016> 0.334), so, it means that the instrument of mastery on simple
present tense is reliable. While the computation of reliability of
vocabulary mastery test showed the coefficient reliability (r11) is
1,015. R11 is higher than rtable (1,015> 0.334), so, it means that the
instrument of vocabulary mastery is also reliable.
2. The reliability of Writing Ability in Descriptive Text Test
To measure the reliability of writing ability in descriptive text test,
the researcher uses inter-rater reliability. Inter rater reliability occurs
when two or more scores yield inconsistent scores of the same test,
possibly for lack of attention to scoring criteria, inexperience,
inattention, or even preconceived biases (Brown, 2004: 21).
In this research, the reliability of writing descriptive text test is
measured computing the mean score from each corrector or tester. The
mean score is obtained from the English teacher of MAN 1 Sragen.
E. Techniques of Analyzing the Data
After collecting the data, the next step is to analyze them to know
whether there is a positive correlation between students` mastery on
simple present tense and vocabulary toward their ability in writing
descriptive text . The researcher presents the mean, range, median, and
modus of the sample as follows:
54
1. Describtion of the data
a. Mean
Mean is the average value of a data group. It is gained from
summing up all individual data of the group and dividing it by
the total of the individuals.
=
Where:
: mean
Σx : the total of the value
n : the number of the respondents
(Budiyono, 2009:30)
b. Median
Median is the scores which are arranged based on the
amount, which is in the middle between the lowest and the
highest scores (Budiyono, 2009 :33). Brown (1996:151) says
that the median is the point that divides the scores 50/50; much
like the median in a highway divides the road into two equal
parts.
c. Mode
Mode is that score which occurs most frequently (Brown,
1996:104). Brown also says that no statistical formula is
necessary for this straightforward idea.
55
d. Range
Range is the gap between the highest and the lowest value
in a data group. It is gained by subtracting the highest value
with the lowest value.
Where:
R : range
H : the highest value
I : the lowest value
(Budiyanto, 2009:214)
e. Standard deviation
Standard deviation is the distance of an individual value
from the mean.
√ ( )
Where:
S : standard deviation
n : total of sample
: mean
X : score
(Budiyanto, 2009:48)
R = H - I
56
2. Pre-requirement Testing
Before testing the hypothesis, the researcher tested the
normality, linearity testing and the significance of regression of the
data.
a. Normality testing
Normality test is used to determine whether a data
set is well-modeled by a normal distribution or not (Ralph,
1986). In this study, the researcher uses Liliefors method to
do normality test. The step of the method as follows:
1) Calculate the mean
=
: Mean
∑fx : Total of the score
n : Total of sample
2) Calculate the Standard Deviation
√ ( )
SD : standard deviation
n : total of sample
: mean
X : score
3) Calculate Z value in each item score
Z =
4) Searching P ≤ Z in each item score using Liliefors table
57
5) Calculate Ltableby certain α using table or formula
bellow if n > 30:
Ltable =
6) Calculate Lo in each item score
Lo = (F/n) - (P ≤ Z)
7) Make conclusion, if Lo is lower than Ltable (Lo < Lt), so,
the data has normal distribution.
(Sudjana, 2005)
b. The linearity of regression and the significance of
regression
Linearity test is aimed to know whether two
variables have significant linier regression or not. The
linearity test can be done by using the formula as follows:
1) Simple linier regression
The equation of simple linier regression is a follow:
= a + bX
Where:
= calculated value of Y (dependent variable)
= constant number
= coeffient of regression
= independent variable
Where :
b = ( )( )
( )
58
a =
(Sugiyono, 2015: 262)
2) Multiple linier regression
√
Where :
Correlation between Variable with
toward Y
Correlation of Product Moment between with
Y
: Correlation of Product Moment between with
Y
(Sugiyono, 2015: 266)
3) Hypothesis Testing
a. To test the first and the second hypothesis, by
computing the correlation between the first
independent variable ( mastery on simple present
tense) and the dependent variable (writing ability in
descriptive text), and the second independent
variable (vocabulary mastery) and the dependent
59
variable (writing ability in descriptive text). The
writer uses the simple correlation technique using
the Product Moment Formula as follows :
= ( )( )
√* ( ) +* ( ) +
Where:
r: the coefficient of correlation between and Y
X : the independent variables
Y : the dependent variables
n : the number of sample
(Sugiyono, 2015: 255 )
b. To test the third hypothesis of the study, the writer
computes and analyzes the correlation between the
three variable, those are: mastery on simple present
tense, vocabulary mastery, and writing ability in
descriptive text. Multiple Linier Regression
Technique is used by the researcher.
√
60
Where :
:Correlation between Variable
with toward Y
:Correlation of Product Moment
between with Y
:Correlation of Product Moment
between with Y
:Correlation of Product Moment
between
(Sugiyono, 2015: 266)
c. To find whether or not the coefficient of is
significant , the formula of Regression Line
Analysis used by the researcher is as follows:
=
⁄
( )( )
Where:
: The value of regression line
R : the correlation of coefficient between ,
, Y
k : the number of independent variable
n : the number of sample
(Sugiyono, 2015: 266)
61
CHAPTER IV
THE RESEARCH FINDING AND DISCUSSION
A. The Data Description
The data analyzed in this research are the result of test. The score
of students‟ mastery on simple present tense and vocabulary toward their
ability in writing descriptive text can be seen at table 4.1. The research
description is based on the score of test to know the students‟ mastery on
simple present tense and vocabulary toward their ability in writing
descriptive text of X IPS 4 students of MAN 1 Sragen in the academic
year of 2016/2017. In computing the data, the researcher is assisted by
Ms. Excel 2010 for Windows to analyze all data and hypothesis. The
result of the data is presented in the form of mean, median, mode,
standard deviation, the highest and lowest score which is completed with
the variable description in the form of table and histogram.
TABEL 4.1 Students‟ Score of Each Variable
No. Name Score
X1 X2 Y
1 ALVINO RIDWAN WIDAKDO 61 80 60
2 ANGGA KINASIH 70 85 75
3 BASTIAN FAHRI NURDIN 65 70 70
4 CANDRA ILHAM 70 64 80
5 MUHAMMAD ZAKRONI 67 80 77
6 MURSYID EFENDI 74 76 75
7 WISNU ROFIIN 70 85 79
8 ALVIRA BELIANA ROMADHONI 61 96 85
9 ATIN HASANAH 80 84 84
10 CAHYORINI NUR TRI ANANDA 74 88 75
62
SANTI
11 DANIAR RUSDIANA MUJAROZAH 61 88 85
12 DANISYA PUPUT QINASIH 68 96 80
13 DELTA ASRI TAMARA 61 80 70
14 DWI ADI TAMA 65 88 72
15 DYAH AJI SETYORINI 65 60 70
16 ELINA NURUL ISTIQOMAH 61 76 79
17 ENIK TRI MARHENI 70 72 85
18 INDAH WIWIN MURNIATI 70 64 72
19 INDRI MIFTA KHULJANAH 70 96 85
20 KESSI ANJANI 70 68 72
21 KIKI RAMADHANI SHOLEKHAH 66 84 73
22 KURNIA AMBARWATI 74 88 80
23 LUSI TRI RAHAYU 61 88 65
24 NANDA MUSTIKASARI 65 74 85
25 NUR DEWI HIDAYAH 61 84 81
26 NURMUFA ATUN 70 70 85
27
ROSYIDHA AGUSTINA
WIJAYANDARU 70 60 65
28 SALSABELLA NOVITRIANA 75 76 85
29 SALSABILA AULIATUN NISA 65 72 82
30 SELLA OKTAVIA YULANDA 66 72 69
31 SILFIA AZAHRI 70 96 85
32 VIESTA ISMI YULIANA 65 72 67
33
ZAKIYYAH ROSYIDAH
MUDMA‟INATUL 79 96 82
34 ZHAHWA INDAH SARWORINI 61 80 65
The data research from three variables is summarized below:
Table 4.1 Variable Data Description
Variable Mean Median Mode Standard
Deviation Minimum Maximum
Mastery on
simple
present
tense
67,68 69 70 5,18 61 80
Vocabulary
Mastery 79,64 75 88 10,42 60 96
Ability in
writing
descriptive
text
76,44 75 85 7,25 60 85
63
The obtained data for each variable (mastery on simple present tense,
vocabulary mastery and ability in writing descriptive text) can be described as
follows:
1. The data of the mastery on simple present tense
The data of the mastery on simple present tense are obtained from
a test. The data was taken from 34 students as the sample of the
research. From the data, the highest score is 80 and the lowest score is
61. So, the range is 19 and the class interval is 6. The standard
deviation is 5,18 mean is 67,68median is 69 and mode is 70. It can be
seen at appendix 15 and the histogram can be seen at figure 4.1
Table 4.2 : The frequency distribution of mastery on simple present tense
No Class interval Frequency %
1.
2.
3.
4.
5.
6.
61 – 63
64 – 66
67 – 69
70 – 73
74 – 76
77 – 80
8
8
2
10
4
2
23,53%
23,53%
5,88%
29,41%
11,76%
5,88%
K = 1 + (3.3) log N = 1 +
(3.3) log 34
1 + (3.3) 1.5 = 1 + 5,049
6,049 = 6
34 100 %
The table above explains about the frequency of mastery on simple
present tense. The analysis of the data is there are 8 students who got
the score around 61 – 63 (8 students got the score 61) and the
percentage 23,53%. There are 8 students who got the score around 64
– 66 (6 students got the score 65 and 2 students got the score 66) and
the percentage is 23,53%. There are 2 student who got the score 67 –
69 (1 student got score 67 and 1 student got score 68) and the
64
percentage is 5,88%. There are 10 students who got the score around
70 - 73 (10 student got the score 70) and the percentage is 29,41%.
There are 4 students who got the score around 74 – 76 (3 students got
the score 74 and 1 student got the score 75) and the percentage is
11,76 %. There are 2 students who got the score around 77 – 80 (1
student got the score 79 and 1 student got the score 80 ) and the
percentage is 5,88 %
.
Figure 4.1: histogram of mastery on simpel present tense
Figure 4.1 above explains about the histogram of mastery on
simple present tense. The data from table 4.3 are presented as a
histogram in figure 4.1 above. In this histogram, the vertical
dimension on the graph list is the frequencies of the score, and the
horizontal dimension rank orders the scores‟ of mastery on simple
present tense from the lowest to highest. The columns are drawn in the
graph to correspond with the result of the computation the data.
0
2
4
6
8
10
12
61 – 63 64 – 66 67 – 69 70 – 73 74 – 76 77 - 80
Series1
65
2. The data of the vocabulary mastery
The data of the vocabulary mastery are obtained from a test. The
data was taken from 34 students as the sample of the research. From
the data, the highest score is 96 and the lowest score is 60. So, the
range is 36 and the class interval is 6. The standard deviation is 10,42
mean is 79,64median is 75 and mode is 88. It can be seen at appendix
16 and the histogram can be seen at figure 4.2
Table 4.3 the frequency distribution of vocabulary mastery
No Class Interval Frequency %
1.
2.
3.
4.
5.
6.
60 – 65
66 – 71
72 – 77
78 – 83
84 – 89
90 – 96
4
1
8
4
10
5
11,76%
2,94%
23,53%
11,76%
29,41%
14,71%
K = 1 + (3.3) log N = 1 + (3.3)
log 34
1 + (3.3) 1.5 = 1 + 5,049
6,049 = 6
34 100 %
The table above explains about the frequency of vocabulary
mastery. The analysis of the data is there are 4 students who got the
score around 60 – 65 (2 students got the score 60 and2 students got the
score 64) and the percentage 11,76%. There are 1 students who got the
score around 66 - 71 (1 student got the score 68) and the percentage is
2,94%. There are 8 students who got the score around 72 - 77 (4 student
got the score 72, 1 student got the score 74 and 3 students got the score
76) and the percentage is 23,53%. There are 4 students who got the
score around 78 – 83 (4 students got the score 80) and the percentage is
11,76%. There are 10 students who got the score around 84 – 89 (3
66
students got the score 84, 2 students got the score 85 and 5 students got
the score 88) and the percentage is 29,41%. There are 5 students who
got the score around 90 – 96 (5 student got the score 96) and the
percentage is 14,71%.
Figure 4.2 : histogram of vocabulary mastery
Figure 4.2 above explains about the histogram of vocabulary
mastery. The data from table 4.4 are presented as a histogram in figure
4.2 above. In this histogram, the vertical dimension on the graph list is
the frequencies of the score, and the horizontal dimension rank orders
the scores‟ of the vocabulary mastery from the lowest to highest. The
columns are drawn in the graph to correspond with the result of the
computation the data.
3. The data of the ability in writing descriptive text
The data of ability in writing descriptive text the are obtained from
test. The data was taken from 34 students as the sample of the
research. From the data, the highest score is 85 and the lowest score is
60. So, the range is 25 and the class interval is 6. The standard
0
2
4
6
8
10
12
60 – 65 66 – 71 72 – 77 78 – 83 84 – 89 90 – 96
Series1
67
deviation is 7,25mean is 76,44 median is 75 and mode is 85. It can be
seen at appendix 18 and the histogram can be seen at figure 4.3
Table 4.4: The frequency distribution of ability in writing
describtive text
No Class interval Frequency %
1.
2.
3.
4.
5.
6.
60 – 64
65 – 69
70 – 74
75 – 79
80 – 84
85 – 89
1
5
7
6
7
8
2,94%
14,71%
20,59%
17,65%
20,59%
23,53%
K = 1 + (3.3) log N = 1 + (3.3)
log 34
1 + (3.3) 1.50 = 1 + 4.95
5.95 = 6
34 100 %
The table above explains about the frequency of ability in writing
describtive text. The analysis of the data is there are 1 students who got
the score around 60 – 64 (1 student got the score 60) and the percentage
2,94%. There are 5 students who got the score around 65 – 69 (3
students got the score 65, 1 student got the score 67, and 1 student got
the score 69) and the percentage is 14,71%. There are 7 students who
got the score around 70 – 74 (3 students got the score 70, 3 students got
the score 72 and 1 student got the score 73 ) and the percentage is 20,59
%. There are 6 students who got the score around 75 – 79 (3 students
got the score 75, 1 student got the score 77 and 2 students got the score
79 )the percentage is 17,65 %. There are 7 student who got the score
around 80 – 84, (3 students got the score 80, 1 student got the score 81,
2 students got the score 82 and 1 student got the score 84 )the
68
percentage is 20,59 %. There are 8 students who got the score around
85 – 89 (8 students got the score 85) and the percentage is 23,53 %.
Figure 4.3 : histogram of ability in writing describtive text
Figure 4.3 above explains about the histogram of ability in writing
describtive text. The data from table 4.5 are presented as a histogram in
figure 4.2 above. In this histogram, the vertical dimension on the graph
list is the frequencies of the score, and the horizontal dimension rank
orders the scores‟ of the ability in writing describtive text.From the
lowest to highest. The columns are drawn in the graph to correspond
with the result of the computation the data.
B. The Data Analysis
1. The Testing Pre-requirement Analysis
The researcher used Liliefors. The normality test is purposed to
know whether the variable data research distribution is normal
distributed or not. The whole computation for the normality test can
be seen at the appendices.
0
2
4
6
8
10
60 – 64 65 – 69 70 – 74 75 – 79 80 – 84 85 – 89
Series1
69
a. Normality Test
1) Normality of mastery on simple presesnt tense (X1)
The result of the mastery on simple presesnt tense shows
that the value of Liliefors (Lo) is 0.133(Appendix 15). The
Ltable for N = 34 at the level of significant = 0.05 is 0.152.
It means that the data of mastery on simple presesnt tense (X1)
comes from normally distributed population because Lo is
lower than Ltable.
2) Normality of Vocabulary mastery (X2)
The result of the vocabulary mastery style shows that the
value of Liliefors (Lo) is 0.120 (Appendix 16) for N = 34 at
the level of significant = 0.05 is 0.152. It means that the data
of vocabulary mastery (X2) comes from normally distributed
population because Lo is lower than Ltable.
3) Normality of Ability in writing describtive text (Y)
The result of the ability in writing describtive text shows
that the value of Liliefors (Lo) is 0.119(Appendix 17) for N =
34 at the level of significant = 0.05 is 0.152. It means that
the data of ability in writing describtive text (Y) comes from
normally distributed population because Lo is lower than
Ltable.
The analysis result of normality testing can be summarized
as follows:
70
Table 4.5 The Summary of Normality Testing Result
No. Variable
Liliefors
Score
Significan
ce
Conclusio
n
1. Mastery on simple
present tense
0,133 0,152 Normal
2. Vocabulary mastery 0,120 0,152 Normal
3. Ability in writing
describtive text
0,119 0,152 Normal
(see appendix 15,16 and 17)
b. Linearity and Significance Testing
1) Linearity Testing
Linearity test is purposed to know whether two variables
which will be done by statistical analysis correlation show the
linear relationship or not. The researcher used F Test to know
the linearity of the test. The whole computation for the
linearity test can be seen at the appendices.
The computation of linearity testing mastery on simple
present tense (X1) and ability on writing describtive text (Y)
shows that the value F-obtained (Fo) is -1,18 Fo must be
compared to F table (Ft). The value of Ft for N = 34 at the level
of significant = 0.05 is 3,30. It can be seen that F-obtained is
lower than F table or F0 (-1,18) < Ft (3,30). It means that the
regression between students‟ mastery on simple present tense
and ability on writing describtive text is linear (Appendix 18).
The computation of linearity testing vocabulary mastery
(X2) and ability in writing describtive text (Y) shows that the
value F-obtained (Fo) is 0,61. F-obtained (Fo) must be
71
compared to F table (Ft). The value of Ft for N = 34 at the
level of significant = 0.05 is 3,30. It can be seen that F-
obtained is lower than Ft or F0 (0,61) < Ft (3,30). It means that
the regression between vocabulary mastery and ability in
writing describtive text is linear (Appendix 19).
The analysis result of linearity testing can be summarized as
follows:
Table 4.6 The Summary of Linearity Testing Result
Variabel Fobtain Ftabel(0.05) Conclusion
X1 * Y -1,18 3,30 Linier
X2 * Y 0, 61 3,30 Linier
(see appendix 18 and 19)
2) Significant Testing
The significance testing is purposed to know whether two
variables which will be done statistical analysis correlation
show the significance or not.
Table 4.7 The Summary of Significant Testing Result
Variabel Fobtain Ftabel(0.05) Conclusion
X1 * Y 4,84 4,15 Significant
X2 * Y 4,39 4,15 Significant
(See appendix 18 and 19)
72
a) Significance Testing between Students’ mastery on
simple present tense and ability in writing describtive
text
The result of significance testing between students‟
mastery on simple present tense and ability in writing
describtive text shows that the value of F-obtained (Fo) is
4,84. The value of F-table (Ft) is 4.15. F-obtained is higher
than the F-table (4,84> 4.15). It can be concluded that the
regression of students‟ mastery on simple present tense and
ability in writing describtive text is significant (appendix
18).
b) Significance Testing between vocabulary mastery and
ability in writing describtive text
The result of significance testing between
vocabulary mastery and ability in writing describtive text
shows that the value of F-obtained (Fo) is 4,39. The value
of F-table (Ft) is 4.15.F-obtained is higher than the F-table
(4,39> 4.15). It can be concluded that the regression of
vocabulary mastery and ability in writing describtive text is
significant (appendix 19).
Since the computation of normality, linearity and
significance testing show that the data are normal
distribution and the regression is linear and significant, the
researcher can continue to test the three hypothesis of the
73
research stated on the previous chapter. The researcher used
Pearson Product Moment Formula to test the first and
second hypothesis. To test the third hypothesis, the
researcher used Multiple Linear Regression.
C. Hypothesis Testing
After examining the data for the normality and linearity, the
researcher tested the null hypotheses (Ho) against the alternative
hypotheses (Ha). The correlation analysis was computed by manual
computation. Further explanation on correlation analysis is presented at
the table 4.9 as follows:
TABEL 4.8 correlation of the variables
N
o.
Variable Correlati
on
Coefficient
Determinati
on
Significa
nt
Conclusions
1. X1 and Y 0,362 13,13% 2,199 >
2.042
There is a
positive
significant
correlation
2. X2 and Y 0.347 12,05% 2,094 >
2.042
There is a
positive
significant
correlation
3. X1 and X2
toward Y
0.996 99,2% 4,016 >
3.32
There is a
positive
significant
correlation
(see appendix 20)
1. The First Hypothesis
The first hypothesis says that there is positive correlation study
between students‟ mastery on simple present tense (X1) and ability in
writing describtie text (Y). This hypothesis is alternative hypothesis
74
(Ha). To test the hypothesis, Ha is changed become null hypothesis
(Ho), it says there is no correlation between students‟ mastery on
simple present tense and ability in writing describtie text. The
researcher analyzed the collected data using Pearson Product Moment
Formula assisted by Ms. Excel 2010 for Windows to test the
hypothesis (appendix 20).
The statistical hypothesis of the first hypothesis:
a) Ho : rxy=0. It means there is no correlation between X1 and Y.
b) Ha : rxy>0. It means there is positive correlation between X1 and
Y.
The result of the computation shows that the coefficient of
correlation between students‟ mastery on simple present tense and
ability in writing describtie text is 0,362 (see appendix 20). Then, the
r-obtained is adapted to r-table. Since r-obtained is lower that r-table
(0.362> 0.339), it can be concluded that there is correlation between
students‟ mastery on simple present tense and ability in writing
describtie text. Based on the levels of relationship, the coefficient
correlation between students‟ mastery on simple present tense and
ability in writing describtie text of the tenth grade of MAN 1 Sragen
in the academic year of 2016/2017.
It implies that Ho is rejected and therefore, there is positive
correlation between students‟ mastery on simple present tense and
ability in writing describtie text. The contribution of students‟ mastery
on simple present tense (X1) to ability in writing describtie text. (Y)
75
isY=r2 x 100% = 0,362
2 x 100% = 13,13%. It means that 13,13%
variation of ability in writing describtie text in influenced bystudents‟
mastery on simple present tense and 86,87 % is influenced by other
factor.
2. The Second Hypothesis
The second hypothesis says that there is positive correlation study
between vocabulary mastery and ability in writing describtive text.
This hypothesis is alternative hypothesis (Ha). To test the hypothesis,
Ha is changed become null hypothesis (Ho), it says there is no
correlation study between vocabulary mastery (X) and ability in
writing describtive text (Y). The researcher analyzed the collected data
using Pearson Product Moment Formula assisted by Ms. Excel 2010
for Windows to test the hypothesis (appendix 20).
The statistical hypothesis of the first hypothesis:
a.) Ho : rxy=0. It means there is no correlation between X2 and Y.
b.) Ha : rxy>0. It means there is positive correlation between X2 and Y.
The result of the computation shows that the coefficient of
correlation study between vocabulary mastery and ability in writing
describtive text is 0.347 (see appendix 26). Then the r-obtained is
adapted to r-table. Since r-obtained is higher than r-table (0.347>
0.339), it can be concluded that there is correlation study between
vocabulary mastery and ability in writing describtive text.
It implies that Ho is rejected and therefore, there is positive
correlation study between vocabulary mastery and ability in writing
76
describtive text. The contribution of vocabulary mastery (X2) to ability
in writing describtive text (Y) is Y=r2 x 100% = 0.347
2 x 100% =
12,05%. It means that 12,05% variation of ability in writing
describtive text in influenced by vocabulary mastery and 87,95% is
influenced by other factor.
3. The Third Hypothesis
The third hypothesis says that there is positive correlation study
between students‟ mastery on simple present tense (X1) and
vocabulary mastery (X2) toward their ability in writing describtive text
(Y). This hypothesis is alternative hypothesis (Ha). To test the
hypothesis, Ha is changed become null hypothesis (Ho), it says there
is nocorrelation study between students‟ mastery on simple present
tense and vocabulary mastery toward their ability in writing
describtive text. The researcher analyzed the collected data using
Multi Linear Regression assisted by Ms. Excel 2010 for Windows to
test the third hypothesis (appendix 20).
The statistical hypothesis of the first hypothesis:
a.) Ho : rx1x2y=0. It means there is no correlation between X1and X2
toward Y.
b.) Ha : rx1x2y>0. It means there is positive correlation between X1 and
X2 toward Y.
The result of the computation shows that the coefficient of
correlation study between students‟ mastery on simple present tense
(X1) and vocabulary mastery (X2) toward their ability in writing
77
describtive text (Y)is 0.996 (see appendix 20). Then the r-obtained is
adapted to r-table. Since r-obtained is lower that r-table (0.996>
0.339), it can be concluded that there is correlation study between
students‟ mastery on simple present tense and vocabulary mastery
toward their ability in writing describtive text.
It implies that Ho is rejected and therefore, there is positive
correlation study between students‟ mastery on simple present tense
and vocabulary mastery toward their ability in writing describtive text.
The contribution of students‟ mastery on simple present tense and
vocabulary mastery toward their ability in writing describtive text is
Y=r2 x 100% = 0.996
2 x 100% = 99.2%. It means that 99,2 %
variation of ability in writing describtive text in influenced
bystudents‟ mastery on simple present tense and vocabulary mastery ,
while 0,8 % is influenced by other factor.
D. The Discussion of the Research Finding
The result of the research shows that there is significant and
positive correlation study between students‟ mastery on simple present
tense and vocabulary toward their ability in writing describtive text. It
means that the theories which stated some experts about ability in writing
describtive text and its sub skills in theoretical review, involved students‟
mastery on simple present tense and vocabulary are related.
A positive correlation means that the increase of students‟ mastery
on simple present tense and vocabulary is followed by the increase of
ability in writing describtive text. This kind of correlation creates an
78
assumption that ability in writing describtive text can be regressed,
explained, and predicted from the students‟ mastery on simple present
tense and vocabulary.
The researcher found the result of the computing after analyzing of
all the data. The result of students‟ mastery on simple present tense test
shows that the the highest score is 80 and the lowest score is 61. So, the
range is 19 and the class interval is 6. The standard deviation is 5,18 mean
is 67,68 median is 69 and mode is 70. The result of vocabulary mastery
test shows that the highest score is 96 and the lowest score is 60. So, the
range is 36 and the class interval is 6. The standard deviation is 10,42
mean is 79,64median is 75 and mode is 88. The result of ability in writing
describtive text test shows that the highest score is 85 and the lowest
score is 60. So, the range is 25 and the class interval is 6. The standard
deviation is 7,25mean is 76,44 median is 75 and mode is 85. After
analyzing the correlation between the variables, a discussion can be given
as follows. The discussion will emphasize more on finding the possible
causes of the result of the study. Since the computation of the normality,
linearity, and significant testing show that the data are in normality
distribution and regression is linear and significant, the researcher
continues to test the three hypotheses.
From the first hypothesis testing, it was found that there is positive
correlation study between students‟ mastery on simple present tense (X1)
and ability in writing describtie text (Y).It means that the hypothesis is
accepted. Based on the result of product moment correlation analysis, the
79
correlation coefficient between mastery on simple present tense (X1) and
ability in writing describtie text (Y) is higher than r table (0.362> 0.339).
The value of significance testing also shows that the correlation between
students‟ mastery on simple present tense (X1) and ability in writing
describtie text (Y) is significant, because t-obtained is higher than t-table
(2,199 > 2.042). So, there is positive correlation study between students‟
mastery on simple present tense and ability in writing describtie text. The
coefficient of determination between students‟ mastery on simple present
tense and ability in writing describtie text is 13,13%. It means that 13,13
% variation of ability in simple present tense is influenced by students‟
mastery on simple present tense and 86,87% is influenced by other
factors. From the result of this study, it can be known that students‟
mastery on simple present tense gives contribution to ability in writing
describtive text. When the students‟ mastery on simple present tense
increases, so the ability in writing describtive text will be high. It means
there is positive significant correlation study between students‟ mastery
on simple present tense to ability in writing describtive text at the tenth
grade students of MAN 1 Sragen in academic year 2016/2017, it also
means that the increase of students‟ mastery on simple present tense will
be followed by the enhancement of ability in writing describtive text.
From the second hypothesis testing, it was found that there is
positive correlation between vocabulary mastery (X2) and ability in
writing describtive text (Y).It means that the hypothesis is accepted.
Based on the result of product moment correlation analysis, the
80
correlation coefficient between vocabulary mastery and ability in writing
describtive text is higher than r table (0.347> 0.339). the value of
significance testing also shows that the correlation between vocabulary
mastery and ability in writing describtive text is significant, because t-
obtained is higher than t-table (2,094 > 2.042). So, there is positive
correlation between vocabulary mastery and ability in writing describtive
text. The coefficient of determination between vocabulary mastery and
ability in writing describtive text is 12,05%. it means that 12,05 %
variation of ability in writing describtive text is influenced by vocabulary
mastery and 87,95 % is influenced by other factors. From the result of this
study, it can be known that vocabulary mastery gives contribution to
ability in writing describtive text. When the vocabulary mastery increases,
so the ability in writing describtive text will be high. It means there is
positive significant correlation between vocabulary mastery to ability in
writing describtive text at the tenth grade students of MAN 1 Sragen in
academic year 2016/2017, it also means that the increase of vocabulary
mastery will be followed by the enhancement of ability in writing
describtive text.
Furthermore, from the third hypothesis testing, it was found that
there positive correlation study between students‟ mastery on simple
present tense (X1) and vocabulary mastery (X2) toward their ability in
writing describtive text (Y).It means that the hypothesis is accepted.
Based on the result of Multi Linear Regression analysis, the correlation
coefficient between students‟ mastery on simple present tense and
81
vocabulary mastery toward their ability in writing describtive text is
higher than r table (0.996> 0.339). The value of significance testing also
shows that the correlation study between students‟ mastery on simple
present tense and vocabulary mastery toward their ability in writing
describtive text is significant, because F-obtained is higher than F-table
(4,016 > 3.32). So, there is positive correlation between students‟ mastery
on simple present tense and vocabulary mastery toward their ability in
writing describtive text. The coefficient of determination between mastery
on simple present tense and vocabulary mastery toward their ability in
writing describtive text is 99,2%. It means that 99,2 % variation of is
ability in writing describtive text influenced by mastery on simple present
tense and vocabulary mastery, while 0,8 % is influenced by other factors.
From the result of this study, it can be known that mastery on simple
present tense and vocabulary mastery to ability in writing describtive text.
When the students‟ mastery on simple present tense and vocabulary
mastery increase, so their ability in writing describtive text will be high. It
means there is positive significant correlation between students‟ mastery
on simple present tense and vocabulary toward their ability in writing
describtive text at the tenth grade students of MAN 1 Sragen in academic
year 2016/2017, also means that the improvement of mastery on simple
present tense and vocabulary mastery will be followed by the
improvement of ability in writing describtive text.
From the result of this study, it can be known that there is positive
correlation between students‟ mastery on simple present tense and
82
vocabulary toward their ability in writing describtive text.Students‟
mastery on simple present tense and vocabulary significant role in their
ability in writing describtive text. In other words, It can be said that
students‟ mastery on simple present tense and vocabulary give
contribution to ability in writing describtive text. So, the improvement of
students‟ mastery on simple present tense and vocabulary will be
followed by the improvement of students‟ ability in writing describtive
text. Students should have mastery on simple present tense to improve
their ability in writing describtive text. Students also should do more
exercise in ability in writing describtive text and choose what are their
learning style preferred to easier them into a ability of writing describtive
text.
83
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
This research is concluded in December 2016 in MAN 1 Sragen by
the correlation study. The researcher used cluster area as the technique of
taking the sample. The first result of the study is there is a positive
correlation between students‟ mastery on simple present tense and the
students‟ ability in writing descriptive text (rx1y = 0,362>r-tabel = 0.339).
From the single correlation computation of students‟ mastery on simple
present tense and the students‟ ability in writing descriptive text the
coefficient of correlation is rx1y =0,362; (see appendices 20). The this
value is compared to r-tabel at the significance level of 5% for N = 34, it
is 0,339. It means that rx1y is higher than r-tabel. It means that the null
hyphothesis is rejected and the alternative hyphothesis is accepted. The
conclusion is that there is significant positive correlation study between
students‟ mastery on simple present tense and the students‟ ability in
writing descriptive text. It means that of students‟ mastery on simple
present tense will be followed by the enhancement of ability in writing
describtive text.
The second result of the research is there is a positive correlation
between vocabulary mastery (X2) and the students‟ ability in writing
descriptive text (Y). From the single correlation computation of
vocabulary mastery of X2 and Y the coeefient of correlation is 0.347; (see
appendices 20). Then this value is comper to r-table at the significance
68
84
level of 5% for N=34, it is 0,339. It means that rx2y is higher than r-
tabel. It means that the null hypothesis is rejected and the alternative
hypothesis is accepted. The conclution is that there is positive correlation
between students‟ vocabulary mastery and the students‟ ability in writing
descriptive text. It means that the increase of vocabulary mastery will be
followed by the enhancement of ability in writing describtive text.
The result of the third hypothesis is there is a positive correlation
between students‟ mastery on simple present tense (X1) and vocabulary
(X2) toward their ability in writing descriptive text (Y). It means that the
hypothesis is accepted. Based on the result of Multi Linear Regression
analysis, the correlation coefficient between students‟ mastery on simple
present tense and vocabulary mastery toward their ability in writing
describtive text is higher than r table (0.996> 0.339). The value of
significance testing also shows that the correlation study between
students‟ mastery on simple present tense and vocabulary mastery toward
their ability in writing describtive text is significant, because F-obtained is
higher than F-table (4,016 > 3.32). So, there is positive correlation
between students‟ mastery on simple present tense and vocabulary
mastery toward their ability in writing describtive text. The coefficient of
determination between mastery on simple present tense and vocabulary
mastery toward their ability in writing describtive text is 99,2%. It means
that 99,2 % variation of is ability in writing describtive text influenced by
mastery on simple present tense and vocabulary mastery, while 0,8 % is
influenced by other factors. From the result of this study, it can be known
85
that mastery on simple present tense and vocabulary mastery to ability in
writing describtive text. When the students‟ mastery on simple present
tense and vocabulary mastery increase, so their ability in writing
describtive text will be high. It means there is positive significant
correlation between students‟ mastery on simple present tense and
vocabulary toward their ability in writing describtive text at the tenth
grade students of MAN 1 Sragen in academic year 2016/2017, also means
that the improvement of mastery on simple present tense and vocabulary
mastery will be followed by the improvement of ability in writing
describtive text.
B. Suggestion
Based on conclusion and implication above, the reseacher would
like to suggest as follows.
1. For the teacher
a. The quality of the students‟s writing ability, espeacially on
describtive text should be improved. It can be materialized by
giving writing taks with specific topic or theme. It will make the
students easier to write and focus on the specific things that they
will write.
b. The student‟s vocabulary mastery should be improves. It can be
materialized by encouraging students to read more and giving
assignments that require them to uses their own vocabulary. A lot
of practices will help them.
86
2. For the students
a. The students should active, creative, and inovative more to improve
their writing ability, especially on descriptive text. One of the way is
by improving and understanding their vocabulary mastery.
b. The students also should improve their vocabulary mastery more by
having lot of practices, trying to find new words meaning by
themselves, trying to find new words faced on the texts book, and
having willingness to study on a dictionary.
3. To other researcher
There are many aspects that could influence the student‟s writing
ability, especially on descriptive text. The student‟s vocabulary mastery
and simple present tense mastery are some aspects that could improve or
influence it. There are many factors besides students activities that could
improve or influence the success of the students learning english.
The researher realizes that this result of this research is still far
from being perfect, but the reseacher expects that this research will be
useful to the other reseacher as reference to their researcher. Besides, it
can also be used by them to carry out and develop a similar research with
the other varians of variables or aspect that can improve or influence the
writing ability, especially on descriptive text. The other reseachers should
have more creative and innovative in doing the similar reserach and than
the result can depply active contribution for education.
87
BIBLIOGRAPHY
Brown, D. 2004. LANGUAGE ASSESSMENT Principles and Classroom
Practices. United States of America: Longman.
Budiyono. 2009. Statistika Untuk Penelitian. Surakarta: UNS Press
Burn, Paul C. And Broman, Betty L. 1975. The Language Arts in Childhood
Education. Chicago: Band Mc Nally College Publishing Company
Byrne, Donn. 1993. Teaching Writing Skills. New york: Longman
Carrol, J and Wilson, E. 1993. Act of Teaching: How to Teach Writing (a text, a
reader, a narrative). Englewood, Corrolado: Teacher Idea Press
Dana Shejbalova. 2006. Methods and Approaches in Vocabulary Teaching and
Their Influence on Students’ Acquisition. MASARYK UNIVERSITY
FACULTYOF EDUCATION.
Emilia, E. 2011. Pendekatan genre-based dalam pembelajaran bahasa inggris:
petunjuk untuk guru. Bandung: Rizky Press
Fauziati, Endang. 2002. Teaching of English as foreign language (TEFL).
Surakarta : Muhammadiyah University Press
Fraenkel, Jack R and Norman E. Wallen. 2015. How to design and evaluate
reseach in education. New York: McGraw Hill Inc
Hacth, Everyn, and Cheryl Brown. 1995. Vocabulary, Semantic, Language
Education. Cambridge: Cambridge University Press
Harmer, J. 2005. How to teach English. Essex: Longman
Harmer, J. 2007. How to teach writing. Essex: Longman
Heaton. J. B. 1988. Writing English Language Test. New york: Longman
Hewings, Martin. 2001. Advanced Grammar in use : a self-study reference and
practice book for advenced learning of English with answers. Jakarta :
Erlangga
Hornby. 1995. Advance Learner’s Dictionary. New York: Oxford University
Press
Hyland, Ken. 2002. Teaching and Reseaching Writing. London : Longman
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Maman Abdurrahman, Sambas Ali Muhidin, and Ating Somantri. 2011. Dasar-
dasar Metode Statistika Untuk Penelitian. Bandung: CV. Pustaka Setia
McMahan, E., Susan, X.D., & Robert, F. 1996. Literature and the writing
process. New Jersey: Prentice Hall Inc.
Nunan, David. 1992. Language and languages study and teaching-research
methodology. Cambridge: Cambridge University Press
Pardiyono. 2007. Pasti Bisa!! Teaching Genre-Based Writing. Yogyakarta: Andi
Offset
Read, John. 2000. Assessing Vocabulary. United Kingdom: Cambridge University
Press
Riyanto, Slamet, Leila N H and Emilia N H. 2009. A Complete Grammar for
TOEFL Preparation (Skor TOEFL dapat merubah karir anda). Bandung:
Pustaka Pelajar
Robinson, H Alan. 1975. Teaching Reading and Study Strategies: The Content
Areas. Boston: Allyn and Bacon, Inc.
Rohman, Galuh Nur. 2009. How to Write Autonously. Malang: UIN Malang Press.
Siahaan, Sanggam. 2008. The ENGLISH Paragraph. Yogyakarta: Graha Ilmu.
Siahaan, Sanggam and Kisno Shinoda. 2008. Generic Text Structure. Yogyakarta:
Graha Ilmu.
Siregar, Syofian. 2013. Metode Penelitian Kuantitatif ( Dilengkapi dengan
Perbandingan Perhitungan Manual dan SPSS). Jakarta: Kencana Prenada
Media Group
Shephed, James F. 1987. College Vocabulary Skills. Boston: Houghton Miffin
Company
Sugiyono. 2015. METODE PENELITIAN PENDIDIKAN (Pendekatan Kuantitatif,
Kualitatif, dan R&D). Bandung: ALFABETA.
Suryadi and Junaida. 2011. Complete English Grammar (Belajar Bahasa Inggris
Awal Sampai Mahir). Yogyakarta: Pustaka Belajar.
Thornbury, Scott. 2002. How to Teach Vocabulary. Charlbury UK: Bluestone
Press
89
Ur, Penny. 1996. A Course in Language Teaching. Melbourne :
CambridgeUniversity Press
APPENDICES
90
APPENDIX 1
The List of Students Joining The Tryout
NOMOR NAMA
URUT INDUK
1. 10032 ARDIKA ILYAS PRAMADYA
2. 10038 ARYA IRFAN RIVALDI
3. 10055 CALVIN NUR IKHSAN PRADANA
4. 10125 GALIH JIHAD ABKAR
5. 10169 MUCHLIS LAZWARDI SASONGKO
6. 10285 SANTOSO
7. 10353 YOGA DWI MISBAHUL ANUGRAH
8. 10359 YUSUF HERYAWAN
9. 10009 ALYA NUR AINI
10. 10012 ANA MASKANAH
11. 10022 ANISA NURUL LESTARINI
12. 10048 BANATI BERLIANA FADILLAH
13. 10067 DEFI NUR ANGGRAINI
14. 10068 DELIANA PUTRI
15. 10070 DESHINTA RAMADHANI
16. 10076 DIAH NURYA ASIH
17. 10080 DIKNA FRISCA SARI
18. 10087 DWI FARISKA FATHAM MUBINA
19. 10089 DWI PRASETYAWATI
20. 10098 ERI TRI HARTANTI
21. 10101 ERNA SULINGGA
22. 10102 FADILA FEBRIANI
23. 10121 FITRI NUR HIDAYATI
24. 10155 JESSICA ANGELIA J.G. SITORUS
25. 10159 KHASANAH ARIE PUJI ASTUTI
26. 10170 LAILATUL JANAH
27. 10191 MIFTAH FEBRI RUSTIANI
28. 10254 RIDZKY IKLASUL FARIASIH
29. 10273 ROSSIDAH
30. 10286 SELIS SETIANINGRUM
31. 10292 SHELLYN APRILIA SAPUTRI
32. 10296 SHISILIA FARINTINA
33. 10337 VIKA AYU WULANSARI
34. 10343 WAHYU NUR LATIFAH
35. 10351 YENI PURWANINGSIH
36. 10362 ZELIKA NUR AFIFAH
91
APPENDIX 2
The Blue Prints of Mastery on Simple Present Tense test (Tryout)
Operational Definition Indicator Number of
item
Total
simple present tense is
generally used to express
event or situations that exist,
always, usually, habitually
(Azar, 2005:60) . The
indicators involved dynamic
verb, to be and adverb of
time.
1. Verb
Word that used to refer
various kinds of action
involving the thing in
event.
14 – 27 14
2. Adverb of time
Word are used to
provide information
about action events.
1 – 13 13
3. To be 28 - 40 13
Total 40
92
APPENDIX 3
Mastery on Simple Present Tense Test (Tryout)
1. Tom drives to Bringthon ….
a. Once a week c. Next week
b. Next year d. Last week
2. The train comes ….
a. Yesterday c. Two days ago
b. Every afternoon d. Last day
3. The students holds a flag ceremony in the school yard ...
a. Every Monday c. Morning
b. On time d. Afternoon
4. Mary does clean her house .....
a. At the morning c. If she want
b. Twice a day d. At 7th AM
5. Indonesian people celebrates their nation anniversary ....
a. Every August c. On 2017
b. Tomorow morning d. Tomorow
6. We usually take a bath ....
a. Tommorow c. Twice a day
b. Before we go d. 2 days later
7. My mother always tells me a story before I go to bed. She tells the story
....
a. Every night c. Tomorrow
b. Yesterday d. Yesterday morning
8. My father reads a newspaper ...
a. On Sunday c. After he drinks a coffee
b. At the living room d. with my Mother
9. We usually takes a bath ….
93
a. Tomorrow morning c. Two days ago
b. Yesterday d. Every morning
10. I meet with my mother ….
a. Once a week c. Soon
b. This morning d. Last week
11. Andi never eats cake ....
a. An hour ago c. In the morning
b. Already d. Now
12. This bus sometime stops ….
a. Three days latter c. Tomorrow
b. Yesterday d. In the morning
13. The ceremony starts ….
a. Next week c. In the morning
b. 2 days later d. On the future
14. She always .... late.
a. Comes c. Come
b. Is coming d. Had came
15. My mother .....eggs for breakfast every morning.
a. Eat c. Cooks
b. Are eating d. Cook
16. I ..... when she come.
a. Always knows c. Knows
b. Am d. Don't know
17. The sun ...... in the East and .... in the west
a. Rise, set c. Sets, rises
b. rises, sets d. Set, rise
18. These three heads which .... as the Flavian administration.
a. Know c. Knows
b. Knew d. Knowing
19. They .... mathematics everyday
a. learned c. learning
b. Learns d. Learn
20. The bus .... at 5:30 a.m
a. Arrive c. Arrived
b. Arrival d. Arrives
94
21. The bank .... at 8:30 and closes at 4:00
a. Opened c. Opening
b. Open d. opens
22. The baby .... milk every morning
a. Drink c. Drinks
b. Drinking d. Drank
23. Dila : When do you do your homework?
Lilik : ...........................
a. I have did my homework at 6 PM
b. I did my homework at 6 PM
c. I am doing my homework at 6 PM
d. I do my homework at 6 PM.
24. The ship .... the harbour this night at 7 o‟clock.
a. Leaves c. Leave
b. Leaved d. leaving
25. Rose always .... on time.
a. Come c. Came
b. Arrive d. Comes
26. It … in Alaska
a. Snows c. snow
b. Snowed d. will snow
27. I .... person.
a. Am eats c. Am a lazy
b. Always eats d. Will eat
28. Mr. Hasan ... to the office everyday.
a. Is goes c. Is going
b. Goes d. Are goes
29. A doctor and a nurse .... in a hospital.
a. Are works c. Is work
b. Is works d. Are work
30. Cindy and Cintya .... always happy every time
a. Are c. Were
b. Am d. Is
95
31. They .... the diligent students.
a. Were c. Is
b. Was d. Are
32. Rini .... busy on Sunday.
a. Is c. Always
b. Are d. Are always
33. My biology teacher .... always kind to every students.
a. Were c. Is
b. Are d. Was
34. This motorcycle .... my mine.
a. Of c. Are
b. Am d. Is
35. In a week, there .... seven days.
a. Am c. Are
b. Is d. was
36. I ... indonesian
a. Is c. Am
b. Are d. Am a
37. Japan ..... an industrial contry.
a. Been c. To be
b. Are d. Is
38. That mosque .... very beautiful.
a. Been c. Is
b. Are d. Am
39. My friend and I … Indonesian.
a. Am c. Are
b. Is d. Was
40. … smart?
a. Is they c. They is
b. Are he d. Are they
96
APPENDIX 4
Key Answer of Mastery on Simple Present Tense Test (Tryout)
1. A 11. C 21. D 31. D
2. B 12. D 22. C 32. A
3. A 13. C 23. D 33. B
4. B 14. A 24. A 34. D
5. A 15. C 25. D 35. C
6. C 16. D 26. A 36. C
7. A 17. B 27. C 37. D
8. C 18. C 28. B 38. C
9. D 19. D 29. A 39. C
10. A 20. D 30. A 40. D
97
APPENDIX 5
The Blue Print of Vocabulary Mastery Test (Tryout)
Operational Definition Indicator Item
Number
Total
vocabulary is central to
language and critical
importance to typical
language learner (Fauziati,
2002:155). The elements of
vocabulary mastery used
are adjective, verb, noun,
adverb, synonym and
antonym.
1. Word meaning
a. Synonym
Word that means the same or
nearly the same
b. Antonym
Word that means the opposite
34 – 40
1 – 7
7
7
2. Word class
a. Verb
Word that used to refer various
kinds of action involving the
thing in event
b. Noun
Word that used to refer things
such as people, object,
creature, phenomena, etc.
c. Adverd
Word that used to refer various
kinds of action involving the
thing in event
d. Adjective
Word are used to highlight
qualities or attribute
8 – 14
15 – 21
22 – 27
28 – 33
7
7
6
6
Total 40
98
APPENDIX 6
Vocabulary Mastery Test (Tryout)
Choose and cross (X) the correct answer.
1. The opposite meaning of excludes is ....
a. Important c. Includes
b. Contains d. Famous
2. The opposite meaning of ancient is ....
a. Modern c. Hitorical
b. Old d. Faith
3. I think diving is scaring. The opposite of the word „scaring‟ is ...
a. Exciting c. Boring
b. Challeging d. Fascinating
4. Diyan is taller than Deni. The opposite meaning of the underline word is ...
a. Shorter c. Wider
b. Higher d. Longer
5. This song is familiar for me. The opposite of familiar is ....
a. Friendly c. Close
b. Usual d. Strange
6. By using telephone, we can take our communication in the different places
in short time. The antonym of short is ....
a. High c. Long
b. Low d. Hard
7. He is a diligent boy. The antonym of underlined word is ....
a. Stupid c. crazy
b. lazy d. Smart
8. You and I .... busy
a. was c. am
b. Is d. Are
9. Children always ...... their parents.
99
a. Are loving c. Is loving
b. Leaves d. Love
10. We ... our lunch at two o‟clock everyday.
a. Has c. Will have
b. Are having d. Have
11. I love singing. The negative construction is ....
a. I not love singing
b. I didn‟t love singing
c. I don‟t love singing
d. I doesn‟t love singing
12. It .... matter, go ahead!
a. Does c. Don‟t
b. Doesn‟t d. Do
13. They .... in a small town near Brington.
a. Live c. Lived
b. Lives d. Is lived
14. Rosie‟s dad usually .... at home and watches a video.
a. Stays c. Stayed
b. Stay d. Is staying
15. The .... rises in the east and sets in the west.
a. sun c. Sky
b. Star d. moon
16. .... is my sister.
a. Ningsih c. The girls
b. Jack d. John
17. There .... a lot of grass in the garden.
a. Was c. Were
b. Are d. Is
18. “ Are those .....?
“ Yes, they are”.
a. A child c. Childrens
b. Childs d. Children
100
19. How many ... do you have?
a. Sister c. Sisters
b. Sister‟s d. Sisters‟
20. My father raises a lot of ....
a. Buffalo c. Buffalos
b. His d. Its
21. There are not any .... in gulf.
a. Sheep c. Goat
b. Ox d. Camel
22. Indonesian people celebrates their nation anniversary ....
a. Every August c. Tomorrow
b. On 2017 d. Tomorrow morning
23. We usually take a bath ....
a. Tomorrow c. Twice a day
b. Before we go d. 2 days later
24. My father reads a newspaper ...
a. At the living room c. after he drinks a coffee
b. On Sunday d. with my mother
25. I telephoned the artist and he invited us to visit him in his ....
a. School c. Studio
b. Study d. Shop
26. My brother‟s a waiter in a ..... in the city center.
a. Pub c. Studio
b. Restaurant d. Bar
27. You know why Linda always smells so nice? She‟s a florist at a big...
a. Garage c. Flower shop
b. School d. Nursery
28. Generally, girls are .... than boys.
a. Talkative c. Most talkative
b. More talkative d. Talking
101
29. Criket is an .... game.
a. Exciting c. Excitinger
b. Excitengest d. Existence
30. Arpita is looking .... in this dress.
a. Gorgeously c. Gorgeousest
b. Gorgeouser d. Gorgeous
31. She has a very .... voice.
a. Sour bitter c. Sweet
b. Sweetest d. Sweeten
32. Diamond is the ... natural material.
a. Hard c. Hardening
b. Harden d. Hardest
33. The entire staff of the hotel we stayed at was very....
a. Friendly c. Friendlier
b. Friendliest d. Friends
34. Your sister is good looking, I saw her in the crossing way. The synonym
of the underline word is....
a. Sexy c. Handsome
b. Nice d. Beautiful
35. Denisha put her books in a good order. The „put in order‟ mean ...
a. Grow c. Take care
b. Arrange d. Plant
36. Jamus Park is well-known for its tea garden. The synonym of the
underline word is ...
a. Pleased c. Beautiful
b. Famous d. Delightful
37. The book store is near the mall. The synomym of near is .....
a. Quick c. Close by
b. Short d. Far from
102
38. The students and the tearchers do ceremony every Monday. The synonym
of ceremony is ...
a. Homage c. Celebration
b. Party d. Feast
39. Anton‟s friends stay away from him because his strange behavior. Strange
can be replaced with the word ....
a. Polite c. Cool
b. Glorious d. Odd
40. Mr. Susman, the charming teacher is absence because her mother sick.
Charming is the same meaning to ....
a. Pleasing c. Embarrassing
b. Screaming d. Famous
103
APPENDIX 7
Key Answer of Vocabulary Mastery Test (Tryout)
1. C 11. C 21. C 31. C
2. A 12. B 22. A 32. D
3. C 13. A 23. C 33. A
4. A 14. A 24. B 34. D
5. D 15. A 25. C 35. C
6. C 16. A 26. B 36. B
7. B 17. B 27. C 37. C
8. D 18. D 28. B 38. C
9. D 19. C 29. A 39. D
10. D 20. C 30. A 40. A
104
APPENDIX 8
The List of Students Joining The Test
NOMOR NAMA
URUT INDUK
1. 10006 ALVINO RIDWAN WIDAKDO
2. 10014 ANGGA KINASIH
3. 10049 BASTIAN FAHRI NURDIN
4. 10056 CANDRA ILHAM
5. 10204 MUHAMMAD ZAKRONI
6. 10206 MURSYID EFENDI
7. 10347 WISNU ROFIIN
8. 10007 ALVIRA BELIANA ROMADHONI
9. 10043 ATIN HASANAH
10. 10054 CAHYORINI NUR TRI ANANDA SANTI
11. 10063 DANIAR RUSDIANA MUJAROZAH
12. 10065 DANISYA PUPUT QINASIH
13. 10069 DELTA ASRI TAMARA
14. 10086 DWI ADI TAMA
15. 10090 DYAH AJI SETYORINI
16. 10092 ELINA NURUL ISTIQOMAH
17. 10096 ENIK TRI MARHENI
18. 10141 INDAH WIWIN MURNIATI
19. 10142 INDRI MIFTA KHULJANAH
20. 10158 KESSI ANJANI
21. 10162 KIKI RAMADHANI SHOLEKHAH
22. 10165 KURNIA AMBARWATI
23. 10179 LUSI TRI RAHAYU
24. 10211 NANDA MUSTIKASARI
25. 10222 NUR DEWI HIDAYAH
26. 10229 NURMUFA ATUN
27. 10275 ROSYIDHA AGUSTINA WIJAYANDARU
28. 10282 SALSABELLA NOVITRIANA
29. 10283 SALSABILA AULIATUN NISA
30. 10287 SELLA OKTAVIA YULANDA
31. 10300 SILFIA AZAHRI
32. 10336 VIESTA ISMI YULIANA
33. 10361 ZAKIYYAH ROSYIDAH MUDMA‟INATUL
34. 10363 ZHAHWA INDAH SARWORINI
105
APPENDIX 9
The Blue Print of Mastery on Simple Present Tense Test (Main Data)
Operational Definition Indicator Number of
item
Total
simple present tense is
generally used to express
event or situations that exist,
always, usually, habitually
(Azar, 2005:60) . The
indicators involved dynamic
verb and adverb of time.
1. Verb
Word that used to refer
various kinds of action
involving the thing in
event.
8 - 17 10
2. Adverb of time
Word are used to
provide information
about action events.
1 – 8 8
3. To be 18 - 23 5
Total 23
106
APPENDIX 10
Mastery on Simple Present Tense Test (Main Data)
1. The train comes ….
a. Every afternoon c. Two days ago
b. Yesterday d. Last day
2. The students holds a flag ceremony in the school yard ...
a. On time c. every Monday
b. Morning d. afternoon
3. Mary does clean her house .....
a. At the morning c. At 7th AM
b. If she want d. Twice a day
4. Indonesian people celebrates their nation anniversary ....
a. Every August c. On 2017
b. Tomorow morning d. Tomorrow
5. We usually take a bath ....
a. Tommorow c. 2 days later
b. Before we go d. Twice a day
6. I meet with my mother ….
a. Soon c. once a week
b. This morning d. last week
7. Andi never eats cake ....
a. In the morning c. Already
b. An hour ago d. Now
8. The ceremony starts ….
a. Next week c. On the future
b. 2 days later d. In the morning
9. She always .... late.
a. Come c. comes
b. Is coming d. had came
107
10. My mother .....eggs for breakfast every morning.
a. Eat c. cook
b. Are eating d. cooks
11. I ..... when she come.
a. Always knows c. Knows
b. Am d. Don't know
12. These three heads which .... as the Flavian administration.
a. Knows c. know
b. Knew d. knowing
13. They .... mathematics everyday
a. Learned c. learn
b. Learning d. learns
14. The bus .... at 5:30 a.m
a. Arrive c. arrival
b. Arrives d. arrived
15. The bank .... at 8:30 and closes at 4:00
a. Opens c. opening
b. Opened d. open
16. The baby .... milk every morning
a. Drinks c. drink
b. Drank d. drinking
17. The ship .... the harbour this night at 7 o‟clock.
a. Leave c. leaving
b. Leaved d. leaves
18. It … in Alaska
a. Snows c. snow
b. Snowed d. will snow
19. I .... person.
a. Am eats c. Am a lazy
b. Always eats d. Will eat
20. I ... indonesian
a. Is c. am a
b. Are d. am
108
21. In a week, there .... seven days.
a. Am c. was
b. Is d. are
22. This motorcycle .... my mine.
a. Of c. is
b. Am d. are
23. That mosque .... very beautiful.
a. Been c. am
b. Are d. is
109
APPENDIX 11
Key Answer Mastery on Simple Present Tense Test (Main Data)
1. A 11. D 21. D
2. C 12. A 22. C
3. D 13. C 23. D
4. A 14. B
5. D 15. A
6. C 16. A
7. A 17. D
8. D 18. A
9. C 19. C
10. D 20. D
110
APPENDIX 12
The Blue Print of Vocabulary Mastery Test (Main Data)
Operational Definition Indicator Item
Number
Total
vocabulary is central to
language and critical
importance to typical
language learner (Fauziati,
2002:155). The elements of
vocabulary mastery used
are adjective, verb, noun,
adverb, synonym and
antonym.
3. Word meaning
c. Synonym
Word that means the same or
nearly the same
d. Antonym
Word that means the opposite
24 – 25
1 – 5
2
5
4. Word class
e. Verb
Word that used to refer various
kinds of action involving the
thing in event
f. Noun
Word that used to refer things
such as people, object,
creature, phenomena, etc.
g. Adverd
Word that used to refer various
kinds of action involving the
thing in event
h. Adjective
Word are used to highlight
qualities or attribute
6 – 9
10 – 15
16 – 20
21 – 23
4
6
5
3
Total 25
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APPENDIX 13
Vocabulary Mastery Test (Main Data)
1. The opposite meaning of ancient is ....
a. Hitorical c. Modern
b. Old d. Faith
2. I think diving is scaring. The opposite of the word „scaring‟ is ...
a. Boring c. Exciting
b. Challeging d. Fascinating
3. Diyan is tallerthan Deni. The opposite meaning of the underline word is ...
a. Longer c. Wider
b. Higher d. Shorter
4. This song is familiar for me. The opposite of familiar is ....
a. Friendly c. Close
b. Usual d. Strange
5. By using telephone, we can take our communication in the different places
in short time. The antonym of short is ....
a. High c. Long
b. Low d. Hard
6. We ... our lunch at two o‟clock everyday.
a. Are having c. Will have
b. Have d. Has
7. I love singing. The negative construction is ....
a. I don‟t love singing
b. I not love singing
c. I didn‟t love singing
d. I doesn‟t love singing
8. They .... in a small town near Brington.
c. Live c. Lived
d. Lives d. Is lived
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9. Rosie‟s dad usually .... at home and watches a video.
a. Stays c. Stayed
b. Stay d. Is staying
10. The .... rises in the east and sets in the west.
a. Sun c. Sky
b. Star d. Moon
11. .... is my sister.
a. John c. The girls
b. Ningsih d. Jack
12. “ Are those .....?
“ Yes, they are”.
a. A child c. Childrens
b. Childs d. Children
13. How many ... do you have?
a. Sister c. Sister‟s
b. Sisters d. Sisters‟
14. My father raises a lot of ....
a. Buffalo c. Buffalos
b. His d. Its
15. There are not any .... in gulf.
a. Sheep c. Goat
b. Ox d. Camel
16. People usually eat ....
a. On Monday c. Every morning
b. Three times a day d. Once a week
17. Indonesian people celebrate their nation anniversary ....
a. Everyday c. Every August
b. Every month d. Every birthday party
18. We usually take a bath ....
a. Every morning c. Twice a day
b. Once a week d. Everyday
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19. My brother‟s a waiter in a ..... in the city center.
a. Restaurant c. Studio
b. Pub d. Bar
20. You know why Linda always smells so nice? She‟s a florist at a big...
a. Garage c. Nursery
b. School d. Flower shop
21. Generally, girls are .... than boys.
a. Talkative c. Talking
b. Most talkative d. More talkative
22. She has a very .... voice.
a. Sour bitter c. Sweetest
b. Sweet d. Sweeten
23. Diamond is the ... natural material.
a. Hard c. Hardest
b. Harden d. Hardening
24. Your sister is good looking, I saw her in the crossing way. The synonym
of the underline word is....
a. Sexy c. Handsome
b. Nice d. Beautiful
25. The students and the tearchers do ceremony every Monday. The synonym
of ceremony is ...
a. Celebration c. Feast
b. Party d. Homage
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APPENDIX 14
Key Answer Vocabulary Mastery Test (Main Data)
1. C 11. B 21. D
2. A 12. D 22. B
3. D 13. C 23. C
4. D 14. C 24. D
5. C 15. C 25. A
6. B 16. B
7. A 17. C
8. A 18. C
9. A 19. A
10. A 20. D
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APPENDIX 15
The Blue Print of Ability in Writing Descriptive Text (Main Data)
Competence
Standard
Construct Indicators Items Number
4.10 preparing
oral and written
descriptive text
about person,
tourist
attractions, and
the famous
historic building
by paying
attention to the
goal, the text
structure and
language
elements,
correctly and in
accordance with
the context
writing is the
expression of ideas
and conveying of a
message to the
reader (Ur,
1996:163)
Students are able
to preparing
written descriptive
text about person,
tourist attractions,
and the famous
historic building by
paying attention to
the goal, the text
structure and
language elements,
correctly and in
accordance with
the context
1