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The Relationship between Students Grammar and Reading Comprehension
Achievement at SMA N 1 OKU
1. Background of the Study
Grammar is central to the teaching and learning of languages. It is also one
of the most difficulties aspects of language to teach well. Grammar is difficult aspect
of language to teach because there are many rules or forms have to enable and all of
the form apply in four skills, listening, speaking, writing and reading. When, we talk
about grammar in our mind thinking about set of word forms and rules of usage. It is
hard to apply so that we just know the word form and rules of usage but for the
practice both of them we still confused what we want to speak or means and what we
read means.
Grammar is one of the important skills in learning any language and
involves word order, form, and structure. Grammar is study or science, rules, and the
combination of the words into sentences (syntax). It is basic knowledge for
developing four skills. It is important to learn grammar because a student who
masters grammar mastery will able to understand utterance/sentences produced by
other people. So that grammar skill should be mastery for the students to improve
their four skills likes reading, speaking writing and then listening.
To achieve languages skills such as reading, the students should learn the
language components, such as phonology, it has to do with the sound system of a
language. Vocabulary, it is a list or collection of words and phrases usually
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alphabetically arranged and explained or defined their meaning. Grammar, this is
refers to the ways words are structured and or used to form what are commonly called
sentences. In English, for example, standards grammatical usage requires
differences as exemplified. Reading comprehension is the ability which depends on
the accuracy and speed of graphic perception, they are perception of writer symbol,
control of language relationship and structure, knowledge of vocabulary items, and
lexical combination, awareness of redundancy, the ability to use contextual clues and
recognition of control allusion.
In reading text, the student will become a reader. He must understand what
the writer means to write. Without any knowledge grammar, the reader will have
difficulty the meaning of sentences. Because of the explanation above the writer
wants to know there is relationship between grammar and reading comprehension
significances. As we know study about grammar is not easy because there are many
forms, rules that should be mastery so that students confused to understand what does
mean this grammar. Sometimes they know the form or rules but when this rules or
form apply in exercise they dont understand what they will do, they just know the
rules but for the application still confused.
The writer will try to do research in one of the high school in Baturaja. The
writer ever has free observation and found out that some of the students difficult to
know meaning of the sentence that they read. When the writer asked them they
answer that the word is not familiar or new word and grammatical items. So that they
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difficult to comprehend meaning of the passage. So that they think reading a text is
difficult because of above the reason. The writer chooses SMA N 1 OKU as place of
research, because SMA N 1 OKU is one of the old and familiar senior high schools in
Baturaja and the location of the place is strategies. There are many students from
junior High school in Baturaja that continued their study there. So that the writer will
do research at SMA N 1 OKU can be representing as sample.
Based on the explanation above, the writer is interested to do research to
find out whether there is a relationship between grammar and reading comprehension
achievement at SMA N 1OKU.
2. Problem
2.1 Limitation of the problem
The problem in this study is limited in grammatical items and reading
comprehension. The grammatical items are as follow simple past tenses, past
continuous tense, modals, pronouns, adverbs and conjunction. The writers limit
reading comprehension in narratives texts.
2.2 Formulation of the problem
The problems of this study will be formulated in the following question is
there any relationship between students grammar and reading comprehension
achievement?
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3. Objective of the Study
The objective of this study is to find out if there is a relationship or not
between students grammar and reading comprehension achievement.
4. Significances of the Study
The writer hopes that the result of study will give advantages to English
teacher, for the students, for the writer and for the TEFL.
a. To English Teacher
The result of this study will give contribution for English teacher to be
aware, if there is relationship between the student understand of
grammar and their achievement on reading comprehension.
b. To the students
The result of this study can motivate students to develop their ability in
grammar so they can improve their reading comprehension.
c. To the writer
The result in this study will improve her English ability be better and
give some experiences that there is relationship between grammar and
reading comprehension.
d. To the TEFL
The result in this study can give contribution to development of
Teaching and Learning English as Foreign Language.
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5. Hypothesis of the Study
According to Wallen et.all (1991:44) state that hypothesis is a prediction of
some sort regarding the possible outcomes of a study. In this study, the writer
formulates the hypothesis listed bellow namely the null hypothesis (Ho) and
alternative hypothesis (Ha), they are:
Ho: There is no a relationship between students grammar and reading
comprehension achievement.
Ha: There is a relationship between students grammar and reading
comprehension achievement.
6. Criteria for testing Hypothesis
According to Sudijono (2006:136) stated that coefficient correlation (r)
which a number between 0 (null) until + 1.00. If Coefficient correlation + 1.00 are
highest or if coefficient correlation 0 (null) is lower. While If coefficient correlation
more than + 1.00, it means there is an error in accounting.
a) If r obtained equal to or more than r table, so the null hypothesis (ho)
unacceptable.
b) If r obtained less than r table, so the null hypothesis (ho) acceptable.
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7. Literature Review
7.1 The concept of Grammar
Grammar is basic of four major skills in English, that the ability of it is
necessary to mastery. According to Nordquist stated that grammar is the structural
foundation of our ability to express ourselves. The more we are aware of how it
works, the more we can monitor the meaning and effectiveness of the way we and
others use language. It can help foster precision, detect ambiguity, and exploit the
richness of expression available in English. And it can help everyone--not only
teachers of English, but a teacher of anything, for all teaching is ultimately a matter of
getting to grips with meaning.
Suryadi et.al (2006:1) states two definitions of grammar, first, study about
the role to make and combination word become sentences or utterance. Second Brach
of linguistic that study about syntax and morphology. Grammar is necessary for
students or other people who want to mastery English because it guides us to produce
word and correct sentences. According to Calvin stated that There are three
aspects of grammar: morphology (word forms and endings), syntax
(from the Greek "to arrange together" the ordering of words into
clauses and sentences), and phonology (speech sounds and their
arrangements). According to Mashuri (2008:10) stated that there are two
types of grammar:
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a. Descriptive grammar: refers to the structure of a language as it is actually used
by speakers and writers.
b. Prescriptive grammar: refers to the structure of language as certain people
think it should be used.
A complete collection of rules is called the mental grammar
of the language, or grammar for short. Grammar is the system of
relationship between elements of the sentence that links the
sound to the meaning. It is used to refer both to the knowledge of
language in the speakers mind, and to the system as written down
in rules, grammar books and other description.
7.2 The kinds of Grammar in this Study
There are many kinds of grammar but for this study the writer takes some of
them such as simple past tenses, past continuous tense, modals, pronouns, adverbs
and conjunction.
a. Simple Past Tense
Simple past tense used to express an action started and finished at the
specific time in the past. According to Azar (1998:27) stated that the simple
past tense indicated an activity or situation began and ended at the particular
in the past. According Rini (2008:48) stated that simple past consists of
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second form verb (verb-2) such as regular verb-2: infinitive + ed, example:
carried, worked and irregular verb-2, example to eat (ate), to leave (left).
The functions of simple past tense are:
1) To determine an activity that finished at particular time in the past.
2) To determine a habitual action in the past.
3) If put in conditional tense type 2 to determine something that isnt real
such as if, as though, if only, wish.
According to Suryadi et all (2006:473) stated that there are two formulations
in simple past tense such as in nominal and verbal. For the nominal
formulation as follow:
S + verb-2 + Complement (Positive sentence)
S + did + not (didnt) + Verb-1 + Complement ( Negative sentence)
Did + S + verb-1 + Complement (Interrogative Sentence)
Yes + S + did
No + S + didnt
Example:
1) She bought a book yesterday (positive sentence)
2) She did buy a book yesterday (negative sentence)
3) Did she buy a book yesterday (interrogative sentence)
Yes, she did
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No, she didnt
While for the nominal formulation as follow:
S + was / were + non verb (Positive sentence)
S + was / were + not + non Verb ( Negative sentence)
Was / were + S + non verb (Interrogative Sentence)
Yes + S + was / were
No + S + was / were + not
Example:
1) She was happy this morning
2) She wasnt happy this morning
3) Was she happy this morning
Time signals
1) Yesterday 6) Two days ago
2) Yesterday Morning 7) The day before yesterday
3) Last night 8) On Sunday morning
4) An hour ago 9) So
5) A few minutes ago 10) The other day
b. Past Continuous Tense
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Past continuous tense used to an actions or activity that happening in the
past. According Azar (1998:28) stated that there are two actions occurred at
the same time, but one action began earlier and was in progress when the
other action occurred. Some times the past continuous tense is used in both
parts of sentences when two actions are progress simultaneously.
According to Yuliani et al (2010:39) stated that the function of past
continuous tense are;
1) To indicate an action this was occurring in the past and was interrupted by
another action.
2) To indicate two action occurring at the same time in the past.
3) To indicate an action which occurring at some specific time in the past.
According to Suryadi et all (2006:490) stated that formulations past
continuous tense as follow:
S + was / were + verb + ing + Complement (Positive sentence)
S + was / were + not + Verb + ing + Complement ( Negative sentence)
Was / were + S + verb + ing + Complement (Interrogative Sentence)
Example:
1) He was studying when you telephoned (positive sentence)
2) He was not studying when you telephoned (negative sentence)
3) Was he studying when you telephoned? (interrogative sentence)
Time signals
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1) When
2) As .
3) While ..
4) All day yesterday
5) The whole day yesterday
c. Modals
Modal or modal auxiliary used to helping verb. According to Brata
(2005:36) stated that modal is part of auxiliary verb as helping verb and
additional meaning for verb. Modal always follow verb-1 without to
infinitive. While Azar (1998:151) stated that modal auxiliary generally
express speakers attitudes. Each modal have more than one meaning or use.
1) Can used to express ability and permission
a) She can speak three languages (ability)
b) Can I borrow your dictionary? (permission)
2) Could used express ability in the past
a) She could swim well when she was young
3) May used to express permission and possibility
a) May I read this book? (permission)
b) He may come late this morning (possibility)
4) Might used to express strong possibility
a) she might be at home today (Strong possibility)
5) Must used to express necessity and conclusion
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a) We must eat nutrious food
b) He has been in England for years. He must speak English fluently
6) Should express obligation and desirability
a) John should study everyday ( obligation)
b) I should help them to finish the job (desirability)
d. Pronouns
Pronouns used to changing nouns. According to Azar (1998:132) stated
that a pronoun is used in place of a noun. A singular pronoun is used to refer
to a singular noun while a plural pronoun is used to refer to plural pronoun.
According to Cyssco (2007:27) stated that in English, there are five part in
pronouns such as subjective pronoun, possessive pronoun, possessive
adjective, objective pronoun and reflexive pronoun that have different
function in a sentence.
Tabel 1
PERSONAL PRONOUN
Subjective
pronoun
Possessive
adjective
Possessive
pronoun
Object
pronoun
Reflexive
pronoun
Singular
1. I My Mine me Myself
2. You Your Yours You Yourself
3. He His His Him himself
She her Hers Her Herself
It Its its it Itself
Plural
1. We Our ours Us ourselves
2. You Your Yours You Yourselves
3. They their Theirs them Themselves
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Example:
1) I read a book.Itwas good. (the pronoun itrefers to the antecedent noun
book)
2) I read some books. They were good. (the pronoun they refer to the
antecedent noun some books)
3) I like tea. Do you like tea too? (Sometimes the antecedent noun is
understood, not explicit stated. I refers to the speaker and you refers to
the person the speaker is talking to.
4) John has a car.He drives to work. (subject pronouns are used as subject
of sentences as he)
5) (a) John works in my office. I know him well
(b) I talk to him every day.
Object pronouns are used as the objects of verbs, as in (a) or as the
object of preposition, as in (b)
6) That book is hers
Yours is over there
Incorrect: that book is hers and Yourss is over there
(Possessive pronouns are not followed immediately by a noun; they
stand alone. Possessive pronouns do not take apostrophes.)
7) Herbook is here
Yourbook is over there.
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(Possessive adjectives are followed immediately by a noun; they do not
stand alone)
8) (a) A bird uses its wings to fly.
Incorrect: A bird uses its wings to fly.
(b)Its cold today.
(c) The harbor Inn is my favorite old hotel. Its been in business since
1993.
(Its has an apostrophe when it is used as a contraction ofit is, orit has
when has is part of the present perfect tense.)
e. Adverbs
According to Cyssco (2007:151) stated that Adverbs are words that used
to explain or modify adjective, verb or explain another adverb. Adverb are
words which give information about when, how where or in what
circumstances something happens. There are mainly kinds of adverbs:
1) Adverb of manner shows how the subject does the action. They are
normally put after the direct object or after the main verb. Such as
honestly, quickly, politely, diligently, friendly, lively, lovely, motherly,
silly, cowardly, unfriendly. Sickly.
Example:
(a) He speaks honestly.
(b) He served us politely.
(c) She studies diligently.
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(d) The nurse handled young children in a lovely way.
(e) Mother looks after her baby in a motherly way.
2) Adverb of frequency show how often the action happens. They are
normally put before the mainly verb. Such as always, often, usually,
normally, sometimes, seldom, frequently, generally, never.
Example:
(a) He is always in time for meal.
(b) I often write a letter to her
(c) I never have seen again.
(d) I usually drink milk.
(e) They are sometimes very lazy.
3) Adverb of place show where the action happens. They are normally put
after the direct object or the intransitive verb. Such as outside, there,
everywhere, here, in the bank, wall, in his room, at the party, post office
and etc.
Example:
(a) He went outside.
(b) Ita went there last week.
(c) I looked at it everywhere.
(d) He kept himself quietly in his room.
(e) She kept her money in the bank.
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4) Adverb of time show when the action happens. They normally put at the
end of a clause or sentence. Such as yesterday, now, today, next week,
just, at 7.00 a.m and etc.
Example:
(a) We wrote a good story yesterday.
(b) Lets do it now
(c) Everybody is happy today.
(d) Next week. Ill visit my grandmother.
(e) We come to the class at 7.00 a.m.
f. Conjunction
Conjunctions are used to join words, phrases or sentences together.
According to Suryadi (2007:241) stated that words that used to connect or
combine words or clause in the sentence. According to Cyssco (2007:191)
stated that there are four types of conjunction;
1) Coordinating conjunctions show words that used to join two clauses that
equivalent. Such as and, or, also, either or, or, for, but, nor, neither
nor and etc.
Example:
(a) John and I are leaving early tomorrow morning.
(b) He spoke impressively and won an appreciation.
(c) I offered him a job but he refused the offer.
(d) You must try harder for there is a hard completion.
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2) Subordinating conjunction show words that used to join two clauses that
not equivalent, like that main clause with dependent clause. Such as after,
before, though, where, although, if , if, till, as, than, unless, because, that,
when, while and etc.
Example:
(a) The man came after we had finished doing our job.
(b) We believe that Linda is a clever student in her class.
(c) He called me when I was doing my weekly report.
(d) John was very sad because he lost his job.
3) Correlative conjunction or couple conjunction consist of two or more
word. Such as either or, tough ...yet, such that, scarcely when, as
as, whether nor, not only but also, both and, such as, so that,
hardly when and etc.
Example:
(a) Brenda is either a typist or a secretary.
(b) She can speak neither English nor France.
(c) My brother not only wrote the song but also sang it well.
4) Compound conjunction, like that as though, as if, even if, as soon as,
provided that, as much as, so that, as well as, on condition that, in other
that.
Example:
(a) He saves his salary so that he can support his sister.
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(b) As soon as I met her, I felt in love with her.
(c) He always speaks as if he were a director.
(d) The man appears as though he were a famous movie star.
7.3 The Concept of reading
Reading is an important language skill that must be mastered by students
leaning English as a second or foreign language. Unconsciously, we read something
to get some information, writer message and pleasant. According to Harmer
(1998:90) states that reading is an exercises dominated by the eyes and brain. The
eyes receive message and the brain them has to work out the significance of these
message. According toDjuharie (2008:11) states that reading means comprehends
the information of the text that needed efficiently. To know the information or
message, we should understand what the text means, it call reading comprehension.
Reading comprehension is defined as the level of understanding of writing.
There is some way that we used to read some text or other, Djuharie
(2008:12) states there is four ways reading like; skimming is prediction of text
quickly to get means of it. Scanning is a quickly survey of the text get particular
information. Extensive reading is read long text, usually to get pleasant. Intensive
reading is read short text to comprehend particular information. Although, there are
some different way it is not read itself. In reading, the reader uses knowledge, skill
and strategies to determine what those meanings there are include; Linguistic
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competence is the ability to recognize the elements of the writing system; knowledge
of vocabulary; knowledge of how words are structured into sentences, Discourse
competence is knowledge of discourse markers and how they connect parts of the text
to one other, sociolinguistic competence is knowledge about different types of texts
and their usual structure and content, strategies competence is ability to use top-down
strategies, as well as knowledge of the language.
While Ruddell (2005:31) states that reading is the act of constructing
meaning while transacting with text. The reader makes meaning through the
combination of prior knowledge and previous experience; information available in
text; the stance he or she takes in relationship to the text; and immediate,
remembered, or anticipated social interaction and communication. According to
Harmer (1998:210) states that To get benefit from their reading, students need to be
involved in both extensive and intensive reading. Whereas with the former a teacher
encourages students to choose for them selves what they read and to do so for
pleasure and general language improvement, the letter is often (but not exclusively)
teacher chosen and directed, and designed to be able students to develop specific
receptive skills. According to Ruddell (2005:88) states that reading has three
additional goals
1. Subject matter learning. Students read not only to understand text but to
extend their knowledge in subject areas as well
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2. Increasing reading skill. At each grade level, students are expected to become
better reader and to read increasingly difficult text
3. Knowledge application Throughout the middle and secondary grades, students
are expected to apply knowledge constructed from their reading of subject text.
7.4 The Concept of Reading Comprehensions
Reading related with comprehension because without it reading only
reading. Reading comprehension is defined as the level of understanding of writing. It
means that when student read passage they know and understand what the text mean
and if the teacher ask them they able to answers. According to Hawes states that
comprehension is invisible. Its definition, its process, and its product continue to be
elusive. Students are analysis what the passage talks about. Herbers (1978) citied by
Rudell (2005:118) states is there are three kinds of reading comprehension:
a. Literal comprehension refers to meaning derived from reading the line in
which the reader constructs meaning that accurately reflects the authors
intended message. Literal comprehension is text explicit; that is, answers to
literal questions require reader understanding of ideas stated directly in text.
Comprehension skills included as literal are (a) understanding concrete word,
phrases, clauses, sentences patterns; (b) identifying stated main ideas; (c)
recalling details; (d) remembering stated sequences of events; (e) selecting
stated cause events; (f) contrasting and comparing information; (g) identifying
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character traits and actions; (h) interpreting abbreviations, symbols and
acronyms; (1) following written directions; and (j) classifying information.
b. Interpretive comprehension refers to meaning derived by reading between
the lines, in which the reader perceives author intent or understand
relationship between text elements that are not stated directly. Interpretive
comprehension is text implicit; answers to interpretive question require the
reader to draw conclusion in response to unstated cause-effect relationship or
comparison, perception of nuance, and/or symbolic use of language and ideas.
c. Applied comprehension refers to meaning derived by reading beyond the
lines in a which the reader understand relationship between information in
text and information in his/her prior knowledge base. Applied comprehension
is schema implicit (or experience based, if you prefer); answers to question at
this level require integration of new information into the readers previous
fund of knowledge, from which new relationship emerge.
The three definitions above, at the lowest level, reader understand the authors
intended meaning; at the second, the reader draws conclusion and sees implied
relationship; at the highest, the reader perceives new relationship
7.5 The concept of Narratives text
Narrative is text that amuse entertain and to deal with actual or vicarious
experience in different ways. Narratives deal with problematic events which lead to a
crisis or turning point of some kind, which in turning finds a resolution.
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Narrative text often we find in many passages in each book. Narratives text
means genre that amuse entertain and to deal with actual or vicarious experience in
different ways. According to Mun, et.al (2006:vii) state that a narrative is a piece of
writing that tells a story. The story can be imaginary or based on real incident. The
examples of narrative texts are short story, folk tales, legend, fables and myths.
The generic structure consists of;
a. Orientation : This part presents the settings of the story and introduces the
characters involved.
b. Complications : The story continues here. Usually, There is an event or a
sequence of events that lead the characters into a complication (some form of
conflict that disrupts the normal event). Tension starts to build up to a climax,
and this draws anticipation in the readers.
c. Resolution : The problem starts to get resolved. Sometimes the story ends
happily or vice versa, and at the other times the resolution (i.e. the ending of
the story) is left for the readers to decide.
Significant lexicogrammatical features;
a. Focus on specific and usually individualized participant
b. Use of material Process
c. Use of relational processes and mental processes
d. Use of temporal conjunction and temporal circumstances
e. Use of past tense
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The example of narratives text;
Donalds New HatOne day, Daisy decided to buy Donald a new hat. Your hat is so
old-fashioned! she said. Come on, Ill buy you a new one.
Donald knew that Daisy was right, so he agreed to go to a hat shop.As they went in, Daisy took off his old hat. Hey, whats going on?
asked Donald.
Im taking off your old hat because its so ugly. We dont want the
assistant to see you wearing it, do we? said Daisy. Donald just said, Er.. no, I mean, youre right, we dont.
In fact, Donald was very fond of this old hat, although he didnt
mind getting a new one if Daisy paid for it. The trouble was this: There
wasnt any hat in the shop that Donald liked. He tried many hats, but hefelt that all hats looked silly on him.
The shop assistant was getting tired of serving Donald, but they tookanother hat and showed it to him. What about this one, Sir? Im sure
youll like it.
I quite agree! said Donald happily. Do you know why? Becausethat hat looked exactly the same as his old one! Poor Daisy, she wasnt
very happy, but she had to pay for that hat. She promised she would buy a
new hat for Donald, didnt she?
(Taken from:Suryana, 2007:14)
8. Other Previous Related Studies
This is previous studies which related. The thesis is entitled The correlation
between the grammar mastery and the writing skill of the seventh-grade students of
SMP Negeri 26 PALEMBANG, written by Agustina in 2006. The result of study
showed that there was a positive correlation between the grammar mastery and the
writing. The similarities of this study same in correlation design in two variables to
find out there is relationship between grammar and another languages skills. While
the differentiates of this study are titles the writer which is try to make correlation
between grammar and reading comprehension, place and time of research.
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9. Research Procedure
9.1 Method of the Research
The writer will use quantitative descriptive method. According to Gay
(1992:25) stated that quantitative method involves the collection and analysis of
numerical data obtained from tests. While descriptive method involves collecting data
in order to answer question about the current status of the subject or topic of study.
So quantitative descriptive are collects and analysis numerical data to answer
question about the current status of the subject of study.
10. Research Variables
Variables is components in research, it means object or phenomena
research. According to Wallen et.al (1991:31-36) stated that variable is any
characteristic that is not always the same that is any characteristic that varies, there
are two variables like independent variable and dependent variable.
a. Independent variable presumed to have an effect on to influence some how
another variable. It is grammar ability.
b. Dependent variable is the variable that the independent variable is presumed
to effect. It is reading comprehension achievement.
11. Operational Definition
There are some words that used to avoid misunderstanding. The writer will
give the explanation about grammar and reading comprehension achievement.
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a. Grammar means the ability of the students to answer the questions of grammar
test correctly based on grammar topics.
b. Reading comprehension achievement means the ability of the students to answers
reading comprehension questions correctly based on the reading passages.
c. Correlation means relationship between grammar and reading comprehension
achievement.
12. Population and Sample
12.1 Population
According to Sudjana et.al (2009:84) state that population is all of elements
or resources data that possible to give information for the research. Wallen et.al
(1991:129) state that population always all of the individuals who possesses a certain
characteristic (or set of characteristics). The population in this research is the tenth
grades students of SMA N 1 OKU. The total population is 252 students. The classes
do not graded based on intelligence level so that all of them have same possibility to
be as the sample.
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Table 2
The population of the study
No Class Number of students
1
2
3
4
5
6
7
Xa
Xb
Xc
Xd
Xe
Xf
Xg
36
36
36
36
36
36
36
Total 252
Source : SMA N 1 OKU (Academic Year 2009-2010)
12. 2 Sample
According to Sudjana et.al (2009:84) state that sample is part of population
have same characteristic so that can be represented population. Means that to do
research should be specific from population had. The writer takes sample of this
research by using purposive sampling method. According to Gay (2000:138) state
that purposive sampling, also referred to as judgment sampling, the research selects a
sample based on his or her experience or knowledge of the group to be sampled. The
writer will use purposive sampling because limitations of the time, all of the sample
have the same ability and number of the classes. It is difficult for the writer to take all
the population becomes sample because the population is large.
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Table.3
Table of sample
No Class Number of students
1
2
Xa
Xg
36
36
Total 72
Source : SMA N 1 OKU (Academic Year 2009/2010)
13. Technique for collecting data
In technique for collecting data there two instruments that used. According
to Sudjana (2009:99) states that ones of the techniques for collecting data are test. For
this research the writer will use the tests for the students to collect the data. Hadjar
(1995:173) states that test is instrument to measure ability or skill. The writer will use
achievement tests to measure result of study in learning process.
In this study, the writer chooses multiple choices forms. The writer gives
two tests for the students; first test is grammar test and second is reading
comprehension test. The total numbers of items for grammar tests are 30 items while
for reading comprehension tests are 20 items.
14. 1 Validity of the Test
All good tests must have at least these qualities. Validity is an important key
to effective research. If a piece of research is invalid then it is worthless. According to
Cohen et.al (2005:105) state that validity is thus a requirement for both quantitative
and qualitative/naturalistic research. Validity is based on the view that it was
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essentially a demonstration that a particular instrument in fact measures what it
purports to measure, more recently validity has taken many forms. Validity should be
seen as a matter of degree rather than as an absolute state. According to Wallen et al
(1991:88) state that content validity related evidence refers to the nature of content
included within the instrument, and specification the researcher used to formulate the
content. To make test have a high degree of content validity, the writer make the table
of test specification. In this study the writer makes two tables specifications first,
table specification of the grammar test; it can be seen in table 4 and second, table
specification of the reading comprehension test; it can be seen in table 5. They consist
of objectives, materials, number of items, total and types of test. For the more
explanation above can be seen in next pages.
Table 4
Table specification of the grammar test
No Objectives Material Number of Items Total Types of
Test
1 The students - Simple past 3,4,6,8,9,10,23 30 Multiple
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are able to
answers some
questions on
grammatical
items:
tense
- Past
continuous
tense
- Modals
- Pronouns
- Conjunction
- Adverb
11,18,19,24,29,3
0
2, 17,26,27,28
5, 12,13,14
5,12,13,14
1,15,16,25
7,20,21,22
Choices
Table 5
Table specification of the reading comprehension test
No Objectives Material Number of Items Total Types of
Test
1 The students
are able to
- Narratives
Text
20 Multiple
choices
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answers some
question on
comprehension
question:
- kind of text
- getting the
main ideas
- specific
information
- Understandi
ng the text
- Communicat
ive purpose
a. The Lion
And The
Mouse
b. The Golden
Eggs
c. Hunter
d. Snow
White
e. Cinderella
5, 12
13
1,2,3,4,6,7,8,9,11,
14,16,17,18,19
15,20
10,
Test
14. 2 Reliability of the Test
Another characteristic of a good test is reliability. According to Cohan et.al
(2005:117) state that reliability is essentially a synonym for consistency and
replicability over time, over instruments and over groups of respondents. Reliability
refers to the stability of the test score. A reliability test is a test that is consistent and
dependable. According to Cohen (2005:118) to find out the reliability coefficient of
the tests can use Spearman Brown Formula. The writer will use Spearman Brown
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Formula because base on the items of the tests that will do in once test. Theformula,
as follows,
Where:
Instrument of reliability
the actual correlation between the halves of the instrument
( ) ( )
( ) ( ){{ }2222YX-XYN
21
=
15. Technique for analyzing data
In analyzing the data this research will use Percentage scoring and Pearson
product moment correlation. It uses to find or analysis students score while it is
one of the techniques to find out correlation between two variables. This is developed
by Karl Pearson. According to Sudijono (2006:196) state correlation product moment
use to determine correlation two variables. The writer will use the correlation analysis
to find out the correlation coefficient between variable X (the students grammar) and
variable Y (reading comprehension achievement). The formulation of percentage
scoring and correlation product moment, as follow;
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Where:
rxy = the coefficient of correlation between the grammar test scores and the
reading comprehension test scores.
xy = the total of multiplication of the grammar test scores and the reading
comprehension test scores
SDx = the standard deviation of the grammar test scores
SDy = the standard deviation of the reading comprehension test scores
N = the number of students
16. Tentative Schedule of research
The schedule of this research will be described in this table:
Table 6
Shedule of research
No Step of activityMonths
3 4 5 6 7 8 9 10
1. Preparation X X
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2.
3.
4.
Collecting The Data
Analyzing the data
Writing the thesis
X X
X X X
X X X X
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