the correlation study between students' mastery on simple present tense and vocabulary toward

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

2

3

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

4

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

5

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)

6

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.


Stated by,

Ayuk Winarni

7

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.

8

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.


The reseacher

,

Ayuk Winarni

9

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.

10

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

11

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

12

CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion .......................................................................................... 68

B. Suggestion ............................................................................................ 70

BIBLIOGRAPHY ......................................................................................... 72

APPENDICES ............................................................................................... 75

13

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

14

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

15

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

16

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

17

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

18

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

19

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?

20

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?

21

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.


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.


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.

22

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.

23

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

8

24

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.

25

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


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


between with Y


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


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


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


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).


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.


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.


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).


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.


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.


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


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


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

88

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



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


a. Every August c. Tomorrow

b. On 2017 d. Tomorrow morning


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


a. Every August c. On 2017

b. Tomorow morning d. Tomorrow


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



thing in event

f. Noun

Word that used to refer things

such as people, object,

creature, phenomena, etc.

g. Adverd



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

111

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

112

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


a. Every morning c. Twice a day

b. Once a week d. Everyday

113

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

114

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

115

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

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