SKRIPSI PENDIDIKAN BAHASA INGGRIS : THE CORRELATION BETWEEN STUDENTS’ ABILITY IN BUILDING SENTENCES AND THEIR WRITING ABILITY AT THE TENTH CLASS

 

SKRIPSI PENDIDIKAN BAHASA INGGRIS : THE CORRELATION BETWEEN STUDENTS’ ABILITY IN BUILDING SENTENCES AND THEIR WRITING ABILITY AT THE TENTH CLASS

 

CHAPTER I

INTRODUCTION

 

1.1  The Background of the Problem

English language is an important part of the world, because by using a language we can communicate and express our ideas. We need language not only for communication but also for getting science and technology. Many occupations need someone who has mastered English skills well. English has four skills; they are speaking, listening, reading, and writing. All of the skills are highly required.

 

In Indonesia, English as foreign language. Because of that, English becomes a difficult study to be learnt. People think that they do not need English to communicate in their daily activities because they can use their own language. For students, they only get a few times to learn or practice English in school. So, they are not interested and always be shy to use English.

 

Writing is one of English skills that should be mastered by the students beside listening, speaking, and reading. But, the students still have difficulties in writing because they confused and they are not to be brave to express their idea. They do not have enough vocabulary and they are afraid to make something wrong with the grammar, too. Therefore they think that writing is boring activity and it is uninteresting for them.

 

Referring the condition above, the writer believes that writing is a skill that needs extra works to be mastered. The purpose of teaching writing is to improve the students ability to be brave to express their idea, especially in writing context. Writing, for obvious reasons,  is one of the most visible products of education, and incorect usage and spelling havew been taken to be signs or a personal scholastic failure and an alleged widespread deterioration of writing ability and indication of inadequacies in whole scholl systems.

 

Writing is an effective way to communicate and express our thoughts, feelings, and opinions to others. Writing has function to entertaining and making fun. There are a variety of ways to use writing in our everyday live. For example we can  write about the cake receipt. Writing skill helps the learners gain independent, comprehensibility, fluency and creativity in writing. If learners have mastered these skills, they will be able to write so that not only they can read what they have written, but others speakers of that language can read and understand it.

 

In general, the students still have difficulties in writing. The students have difficulty to express their idea, opinions, thought and feeling. There are so many students want to write an English which can be easily to be read and understood by their friends, but they usually afraid of making mistakes especially in building sentences. Through building sentences in the school, it will improve students’ grammar in writing English. In writing students usually make many mistakes, especially for young learners, even in grammatical and also its content. Most of the mistakes they have made are often found in writing activities such as, building sentences from words into sentences and arranging sentences to be a good paragraph. If they can not master building sentences ability, it can be hard for them to master writing. Because building sentences is a part and a process of writing. It can help the students to write well.

 

As a teacher, teaching is not an easy job but it is necessary one and can be very rewarding when we see out students’ progress and know that we have helped to make it happen. Many teachers are also strongly committed to invite students to participate effectively in writing situations. The teachers have some texts for help them in teaching writing. The texts are purposeful and patterned to serve writer purpose. Each texts type has different social function, general structure, and language feature. There are many kinds of text that are studied in junior high school students, namely narrative, descriptive, recount, report, and procedure.

 

Based on the preliminary research the writer found that the students have many problems in writing, one of them is building sentence. They often make errors when they build the sentence. Beside that, the writer found that students’ writing ability still needed improvement, especially in  building sentences. Finally, Based on the background of the problem above, the writer conducted a research with the title “The Correlation Between Students’ Ability in Building Sentences and Their Writing Ability of the Tenth Class at Madrasah Aliyah Al-Hikmah Bandar Lampung in 2015/2016”

 

1.2  The Identifacation of the Problem

Based on the background above, the identification of the problem as follows:

1.     The students find difficulties in building sentences which had correct grammar pattern

2.     The students’ writing ability should be increased

 

1.3  The limitation of the Problem

Based on the identification of problem above the writer would like to focus on “The Correlation between Students’ Ability In Building Sentences and Their Writing Ability of the Tenth Class at Madrasah Aliyah Al-Hikmah Bandar Lampung in 2015/2016”.

 

1.4  The Formulation of the Problem

The formulation of problem of this research are as follow:

1.    How is the correlation between students’ ability in building sentences and  their writing ability?

 

1.5  The Objective of Research

Based on the previous explanation, the objectives of this reaserch are :

1.    To know the correlation between students’ ability in building sentences and their writing ability.

1.6  The Uses of Research

1.    To give information about the correlation between students’ ability  in building sentences and their ability in writing

2.    To give information for the teacher about the importance of building sentences in writing

3.    To give information for students about the importance of building sentences in writing

                                                                                          

1.7  The Scope of Research

The scope of this reseach are:

1.7.1     The Subject of  the Research

The research subject is the students of the tenth class at Madrasah Aliyah Al-Hikmah Bandar Lampung in 2015/2016

 

1.7.2     The Object of the Research

The object of the research is building sentences and writing ability

 

1.7.3     The Place of the Research

The research was conducted of the tenth class at Madrasah Aliyah Al-Hikmah Bandar Lampung.

 

1.7.4.   The Time of the Research

The research was conducted at the tenth class of the first semester of Madrasah Aliyah Al-Hikmah Bandar Lampung in 2015/2016.

 

 

 

 

 

 

CHAPTER II

THE FRAME OF THEORIES, THINKING, AND HYPHOTESIS

 

2.1 The Frame of Theories

In this part the writer explains the concept of language, the concept of teaching and learning English as a foreign language, the concept of grammar, the concept of writing and the concept of building sentences.

 

2.2 The Concept of Language

Language is very important for communication with each other people in the world. People use language in their daily activities and as a tool of communication among the numbers of people. It supported by (Larsen-Freeman,2003:2) states, “Language is a means of interaction between and among people.” It means that without language we can not communication or interaction well with each other people.

 

Language also has fuctions to communicate general attitudes toward life and other, and to express their idea, inspirations and knowledge about culture of the other country. In addition, language is used in every aspect in daily life, therefore people can get information easier and can get  everything by using language. Without language we cannot communicate between each other in our life because language way make something easier for their speaker to say other things.  This statement is supported by Jack C. Richard (2001:180) who states that “Language is viewed as vehicle for communicating meaning and massage”.

Language is a medium of communication which is able to connect among people with their different background. Brown (1994:37) states that “language is a way of life, that is a way of life, that is the foundation of us to communicate and to interact simultaneuously with thoughts and feelings.” It means that language plays an important role in the world it is considered as means of communication. People use language to communicate and interact with others to fulfill their needs.

 

Based on the statement above, the writer assumes that language is an important tool to communicate, without language people would not be able to communicate between each other. Language is also a tool unifier between people with each other

 

2.3  Concept of  Teaching English as A Foreign Language

As we know English in Indonesia as a foreign language. The functions as a tool  of communication with a foreign people from other countries. Because of that, people think that they do not need English to communicate in their daily activities because they can use their own language. For the students sometimes they should study hard to learn English, because English as a foreign language is to create the situation that the students can use English as a means of communication. It supported by Harmer (2004;39) said that “English as a foreign language is generally taken to apply the student who are studying general English at school and institutes in their own country or as transitory visitors in target language a country”.

“In teaching foreign language there is an onus on the teacher to provide exposure to the language and to provide opportunities for learning through classroom activities”(Cameron, 2001:12). It means that the teacher must be able to convey the material with as simple as possible so that students can easily receive the material provided.

 

“English as a foreign language is generally taken to apply the student who are studying general English at school and institutes in their own country or as transitory visitors in target language a country “ (Harmer, 2004:39). It means that the student should be put into situation that they use English for communication both spoken and written in their own country or other countries.

 

Brown (1994:49) states that “In language teaching we must practice and  practice, again and again. Just watch a small child learning his mother tongue they repeat thing over again during the language stage. We practice all the time. This we must also do when we learn a fogeign language”. It means that when we have to learn a lot of exercise so that we can use it well, especially in foreign language learning.

 

Based on the statement above, the writer assumes that language as a foreign language is important for students or anyone, because English is the language of the world that has a function as a communication tool both in our own country or in other countries. and teachers should also be able to convey the material well and can be received by students. is the first language in the whole world.

 

2.4  The Concept of Grammar

Grammar is a system of language. People sometimes describe grammar as the “rules” of the language. Actually the word grammar has several meanings anddescriptions attemped by linguists.

 

According to Larsen-Freeman“Grammar is one of dynamic linguistic process of pattern formation in language, which can be used by humans for making meaning in context appropriate ways”. Larsen-Freeman (2003:142). It means that grammar is proper and necessary processes to be part of the linguistics

 

Grammar is an important thing that must be mastered by people/student because by mastering grammar the students will be able to speak English or write sentences correctly. Harmer said that “grammar is essential for component users of language” (Harmer,1991:32)

 

Grammar is the students’ part of study in what forms are possible in language. Traditionally, grammar has been concerned almost exclusively with analysis at the level of sentences. So, in this case grammar learns about the description of the rules that govern how a language sentences are formed. (Thornburry, Scott, 2006:12).

 

Brown said that, “Grammar is a system of rules governing the convenional arrangement and relationship of word in sentences”. (Brown, 1994). It means that grammar is an important rules is needed in making sentences from the word to be a sentences

 

According to Scoot Thornbury (2005:1) “that grammar is a description of the rules that goven how a language sentences are formed or partly the study of what forms (or structure) are possible in a language”. It means that grammar is an important part of language as structure.

 

Thornburry (1991:1) say thay,”Grammar is descriptions of the rules that govern sentences are formed, grammar attempts to explain why the following sentences are acceptable.” It means that grammar is a rule that governs the sentence to be understood and accepted.

 

Grammar tell us about how to construct a sentence well. By mastering grammar , students  will know how to arrange a phrase, a clause in sentence, and it is very important in communication between orally or written. If what we say is grammatically correct, other people will understand what we have said easily. This statement is supported by Larsen-Freeman “Grammar is about word order in sentences (syntax) and word formation processes (morphology), it is also about using the correct function words. Importantly, grammar plays a role in the construction and interpretation of texts (Larsen-Freeman, 2003:18).

Based on the statement above, the writer assumes that grammar is the important thing of language and in building sentences as structure. By mastering grammar someone will know how to arrenge a phrase, a clause, in a sentence.

 

2.5  The Concept of Writing

Writing is one of the four language skills. Beside listening, speaking and reading with writing the students will be encouraged to express their ideas, though and feeling. Writing is the most difficult skills in English. So the students should be serious in learning writing.

 

Harmer (2004:4) state “because writing is used for a wide variety of purpose it is produced in many different forms”. It means that the writing was made has a goal and have a variety of forms.

 

It is also supported by Brown (1994:321) states that “to make a good writing a writer has to master the component of language, they are spelling, vocabulary, punctuation and grammar”. It mean that to learn writing the student must understand and master about the component of language. Because, writing is a process to express ideas or feeling that used the component of language.

 

Futhermore, According to Brown (2001:137) “Writing is, in fact, a transaction with word whereby you free yourself from what you presently think, feel, and perceive”. It means that writing is a tool to express your feelings of what you feel, what you see that you cannot be said.

 

Brown (2001:343) also states that there are some indicators for writing ability, those are:

1.     Produce graphemes and orthographic patterns of English

2.     Produce writing at an efficient rate of speed to suit the purpose

3.     Produce an acceptable core of words and use appropriate word order patterns

4.     Use acceptable grammatical systems (e.g., tense, agreement, pluralization, patterns, and rules)

5.     Express a particular meaning in different grammatical forms

6.     Use cohesive devices in written discourse

7.     Use the rhetorical forms and conventions of written discourse

8.     Appropriately accomplish the communicative functions of written text according to form and purpose

9.     Convey links and connections between events and communicate such relations as main idea, supporting idea, new information, given information, generalization, and exemplification

10.  Distinguish between literal and implied meanings when writing

11.  Correctly convey culturally specific references in the context of the written text

12.  Develop and use a battery of writting strategies, such as accurately assessing the audience’s interpretation, using prewriting devices, writing with fluency in the first draft, using paraphrases and synonyms, soliciting peer aqnd instructor feedback, and using feedback for revising and editing

 

 

Based on the statement above, the writer assumes that the students must can mastered writing because writing is one of important part in language. And from writing student can express an ideas or feeling.

 

 

2.6  The Concept of Building Sentences

To master language the students should be able to master language skill, one of them is writing skill. It of course,  needs the students ability of combine the words into appropriate sentence. That is the ability of building sentences. Building sentences is an activity where the words combined became a sentence. It supported by Manser (2011:146) “Build is construct something by putting parts or material together”. It means that building sentences is an activity to combined or construct words became a sentence. Building sentences studied in syntax. Mohammad Adnan Latief. Ph. D (1995:1) states that “Syntax refers to the system of setting words to construct a meaningful expression in the form of phrases and sentences”.

 

Manser (20011) states that “Sentence is a group of words that express a statement, questions, etc”. (Manser,2011). It means that the sentence is a collection of some of the words that have meaning.

 

"Sentence is a group of words that makes complete sense". (Peter-Knapp and Megan-Wtkins, 2005: 63). It means that the sentence is a group of words that have a meaning that can be understood.

 

Sentence are categorized into four types; simple, complete, complex and a compound complex sentence. A simple sentence contains only a single clause, while a compound sentence and compound complex sentence contain at least two clauses.

Rationale:

 

OH- Ohio Academic Content Standards 

 

Subject                               :   English Language Arts

Standard                            :   Writing Conventions 

Area                                    :   Grammar and Usage

Grade Level Indicator     :   Use nouns, verbs and adjectives (descriptive words) 

Area                                    :   Punctuation and Capitalization

Grade Level Indicator     :   Use end punctuation correctly, including question marks, exclamation points and periods.

Grade Level Indicator     :   Use correct capitalization (e.g., the first word in a sentence, names and the pronoun I).

 

https://otterbein.digication.com/erika_peart_educ_2600_portfolio/Lesson_Plans/published/?sh_6151335=6&moduleinstid=6151335&page_mode=published

 

Based on statement above, the writer assumes that building sentences is an activity to combined and construct words become a sentences that have meaning that can be understood.

 

2.7  The Correlation Between Students’ Ability in Building Sentences and Their Writing Ability

There are four skills of language; listening, reading, speaking and writing. In this case, the writer just focus on writing because writing as one of as language skill has relation with some aspects. The student should have ability write well, especially structure because how they can write well if they do not know the structure well. It is supported by Nunan who said that “Succesfull writing then involves mastering the mechanics of latter formation and mastering and obeying convention of spelling and punctuation, using the grammatical system to convey one the students’ intended meaning. (Nunan, 1989:37).

It is also supported by Thornburry (2005:1) who stated that “Grammar is a description of the rules that govern how language’s sentence are forms (or structure) are possible in a language”. It means that the sructure of the language is very important in order that the student will be able to construct and correlate word by word to be a new sentence. So, by mastering structure students can make sentences correctly and easily.

 

Writing is made up of sentences. It constitutes to be the combination of simple sentence, compound sentence, complex sentence and even compound complex sentence. To produce a good writing, the writer should take into account the balance of the use of the four types of sentences.

 

Harmer (2004:33) said that “Writing is frequently useful as preparation for some other activity, in particular when students write sentences as a preamble to discussion activities”. It is mean that students can go through what theiy know in their minds and the students can use dictionaries, grammar book or other references material to help them. So they can develop their writing, not only can write a sentence but also write paragraph, story or longer composition.

 

Based on the statement above, the writer assumes if students can not building a sentence or construct sentences properly so they can not write well. because building sentences can affect their writing ability.

 

2.8  Frame of Thinking

Building sentences is an activity to make the words became a sentence. Building sentences is one of the important thing in learning English process. Learning English has four skills. One of them is writing. In building sentence writing is very needed to make a good sentence.

                                                                       

 

                                                                                                             

 

 

                                                                                         

 

 

 

 

 

 

 

2.9 The Hypothesis

Based on the theories, definition and statement above the writer formulated the hypothesis as follows:

1.    There is correlation between students’ ability in building sentences and their writing ability

2.    There is a positive correlation between students’ ability in building sentences with their writing ability

3.    There is a significant correlation between students’ ability in building sentences with their writing ability

 

 

 

CHAPTER III

METHODOLOGY OF RESEARCH

 

3.1 The Method of Research

In this research, the writer used descriptive quantitative method. Because the writer chooses the research about the correlation between students’ building sentences and their writing ability, which is analyzing data based on numbering form. To get the data, the writer used item test.

 

3.2 The Variable of the Research

There are two variables in this research, namely:

1.    The independent variable is the students’ building sentences (X)

2.    The dependent variable is the students’ writing ability (Y)

 

3.2.1     The Operational Definition of Variable

The operational definition of variable is to describe the variable that investigated by the writer. The operational of variables are as follow:

1.    The students’ ability in building sentences . It is the ability of the students to make sentences. It is indicated by the scores achieved from the test given.

2.    The students’ writing ability. It is the ability in expressing ideas, thought and feeling in writing form. It is indicated by the scores achieved from the test given.

 

3.3    Population, Sample and Sampling Technique

3.3.1     The Population

The population of this research was the first semester of the tenth class of Madrasah Aliyah Al-Hikmah Bandar Lampung as the population. The total population of this research is 120 students in three classes.

Table 1

The population of students based on class and gender of the tenth class

at MA Al-Hikmah Bandar Lampung

 

Number	Class	Gender		Total of students
		Male	Female
1	X.A	9	31	40
2	X.B	18	22	40
3	X.C	16	24	40
Total		43	77	120

    Source : MA Al-Hikmah Bandar Lampung 2014/2015

 

3.3.2     The Sample

Suharsimi Arikunto states, “jika populasi kurang dari 100 maka dapat diambil semua sebagai sampel. Ini dinamakan penelitian populasi. Tetapi bila populasi lebih dari atau sama dengan 100, maka sebagai sampel dapat diambil 10-15% atau lebih dari populasi”.

 

Because the population is more than 100, then the writer took 33% of the population that was the object of research. That is: 120 x 33 : 100= 40 students. The writer took 40 students as the sample.

 

3.3.3     The Sampling Technique

To get the sample of the research, the writer used Stratified Proportionate Random Sampling Technique because the population is heterogeneous. In this case, the writer devide population into three levels they are high, middle, and low. Based on the population the writer took sample that also in range high, middle, and low as follow :

High   =  x 25 = 8.25 = 8

Middle = x 60 = 19.8 = 20

Low     = x 35 = 11.5 = 12

The writer took 8 students from 25 students, 20 students from 60 students, and 12 students from 35 students. In the taking the sample, the writer used lottary, totally the writer took 40 students as the sample of the research.

 

3.4 The Data Collecting Technique

3.4.1     The Main Technique

To collect the data, the writer used test with the details:

·         To know the students’ ability in building sentences, the writer used the essay test. The test consisted of 20 words where the students made the sentences based on the words given and the score of each item is 5, so the highest score is 100.

·         To know the students’ writing ability, the writer used the wriring test where the students write a composition. In this case, the writer gave 3 topics only, and then the writer asked the students to choose on of those topics. The topics as follow :

1.       My Ambition

2.       My Home Town

3.       My Childhood

 

In scoring students writing, the writer used assesment scale for written work by Heaton as follows:

Content :

30-27   :    Excellent to very good knowledgeeable-substantive, substantive Development of thesis,relevant to assigment topic

26-22   : Good to average: sure knowledge of subject; adequate range,limited

                  Development of thesis; mostly relevsnt to topic but lacks detail

21-17   :    Fair to poor: limited knowledge of subject, litlle substance, inadequate development of topic

16-13   :    Very poor: does not show knowledge of subject; non substantive, not pertinent; or not enough to evaluate

 

Organization

20-18   :    Excellent to very good: fluently expression; ideas clearly stated/

                  Supported; succinct; well-organized; logical sequencing; cohesive

17-14   :    Good to average: somewhat choppy; loosely organized but main idea stand out; limited support; logical but incomplite sequencing

13-10   :    Fair to good: non-fluent; idea confuse or unconnected; lack logical sequencing and development

9-1       :    Very poor: does not communicate; no organization; or not enough to evaluate

Vocabulary

20-18   :    Excellent to very good: sophisticated range; effective word/idiom and usage; word form mastery; appropriate register

17-14   :    Good to average: adequate range; occasional error of word/idiom from, choice,usage but meaning not obscured

13-10   :    Fair to good: limited rangen;frequent error of word/idiom from, choice usage; meaning confused or obscured

9-7       :    Very poor: essentially translation; little knowladge of English vocabulary,idioms,word form; or not enough to evaluate

 

Language Use

25-22   :    Excellent to very good: effective,complex,construction; few errors of greement, tense, number, word, order/ function, articles, pronouns, preposition

21-18   :    Good to average: effective but simple construction;minor problems in constructions;several errors of agreement, tense, number, word order/function, articles, pronouns, preposition, but meaning seldom obscured

17-11   :    Fair to poor: major problems in simple/ complex construction;   frequent errors of negation, agreement, tense

10-5     :    Very poor: virtually no master of sentence construction rules; dominated by errors; does not communicate; or not enough to evaluate

 

Mechanics

5           :    Excellent to very good: demonstrate mastery of convention; few errors of spelling, punctuation, capitalization, paragraphing

4           :    Good to average: occasion    

 

3.4.2     The Supporting Technique

1.    Documentation

The writer uses this technique to get the information about students’ English score and the total number of population from the school.

2.    Observation

The writer uses this technique to get the information about the condition or teaching learning process of the students by observing to the class.

 

 

3.5  The Validity, Reliability, and Readability of The Test

3.5.1     The Validity of the Test

To get the data, the writer gave the test to the students. To know the validity of test the writer used construct validity. It means that the test is based on current curriculum of MA Al-Hikmah Bandar Lampung

 

3.5.2     The Reliability of Test

To know the reliability of the test, the writer tries the test item by using Alpha Formula, as follows :

1.    Analyze the result by using, as follow :

Notes :

: Reliability

 k   : the number of items

  : the total of variance

∑: total variance of all items

                                                                                                (Arikunto,2006:109)

2.    To find the variance of the writer use the formula as follow:

    

Notes:

            = The variace

∑          = The number of data quadrate

(∑)        = The number of data being quadrate

N              = The number of data

 

Then the result of  will be consulted to the criteria of reliability as follow:

1.    Reliability coefficient 0.800 – 1.00 is very high

2.    Reliability coefficient 0.600 – 0.800 is high

3.    Reliability coefficient 0.400 – 0.600 is fair

4.    Reliability coefficient 0.200 – 0.400 is low

5.    Reliability coefficient 0.00 – 0.200 is very low

                                                                                                (Arikunto,2006:109)

 

3.5.3     The Result of Students’ Building Sentences Try Out

 

 =  =  =  =

 =  = =  = 

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 =  =  =  

 =  = =  = 

 =  = =  =  

 =  = =  =  

 =  = =  =  

 =  =  = =  

 =  = =  =  

 =  = =  =  

 =  = =  =  

 =  = =  =  1

 =  = =  =  

 =  = =  =  

 =  = =  =  

 =  = =  =  

 =  = =  =  

 =  = =  =  

 =  = =  =  

The Total of varians of the questionier

 

∑ =  +  +  +  +  + …………………………

∑ = 0.96 + 0.36 + 0.61 + 0.25 + 0.49 + 0.61 + 1.05 + 0.21 + 1.16 + 3.01 +

1.21 + 0.36 + 1 + 0.6 + 1.05 + 1.41 + 0.64 + 0.84 +2.49 + 0.89

∑ = 19.2

 

The total of the varians is:

 =

 =

 =

=

 = 79.64

 

 

From the calculation above it can be included to alpha formula as follows:

 =

 =

 = (1.052) (1 – 0.24)

 = (1.052) (0.76)

 = 0.79

 

Based on the reliability by Suharsimi Arikunto’s criteria that the item of building sentences test that the result is around 0.600 – 0.800. the writer got  hit = 0.79. so it means that the test items is high reliability.

 

3.5.4     The Readability of Test

In administering a test, it is important to set and determine an understandable instruction. It is necessary since there have been some cases in which students failed to do the test due to their inability to understand the given instruction. Hughes (1989:39-40) mentions some factors to write a good instruction. First, the instruction should be clear and explicit. Second, it should avoid the supposition that students all know what is intended. Third, the test writer should not really on the students’ power the telephaty to explicit the desired behavior.

 

 

3.5.4.1        Readability of Writing Test

3.5.4.2        Readability of Writing Test Contains:

a.     Whether the instruction are understandable or not

b.     Wheter the kind of test is clear or not

c.      Wheter the organization of the (generic structure) of the essay is understandable or not

d.     Wheter writing indicators to be evaluated are clear or not

e.     Wheter the topics are interesting or not

 

3.5.4.3        Readability of Test Items:

a.     Do you understand the instruction of the test?

b.     Is the kind of the essay to be written in this test stated clearly?

c.      Is the organization of the test essay demanded in this test understandable?

d.     Are the writing indicators to be evaluated in this test clear?

e.     Are topics interesting?

 

To know wheter the test was readable or not, the try out is given to other studentsout of the samples having the same level as the samples.

 

 

 

 

 

Table 3

The result of Readability Test

 

Question	Yes	No	Result
1	35	5	88%
2	33	7	83%
3	32	8	80%
4	37	3	93%
5	36	4	90%

 

The result is more than 75% of respondents give “YES” answer to each item or readability test. It can be concluded that the item of writing test is readable.

 

3.6     The Data Analysis

3.6.1     The Normality of Test

To know wheter the data comes from the population that has normal distribution, the writer used Chi Square (x²) formula, as follow:

1.    Searching the average X (X) and standard deviation (S), as follows :

S²=                       

2.    Determining trhe expected frequency (Ei) and perception frequency (Oi, as    follows :

a)    Delimitating the boundary of the class (X) by using subtraction the lowest score in the class by 0.5

b)    Calculating Z for the boundary of the class with the formula Z =.....

c)    Calculating with of internatinal class by seeing Z value list

d)    Calculating expected frequency (Ei) by multiplying wide of every interval with the total of the data that is : Ei = L1.N

e)    Then, after got the calculating, determining x² ratio by using formula:

² _ratio =

With the criterion test: reject if: ²_ratio ≥ ²(1-α)(k-3)

 

3.6.2     The Hypotheses of Test

To know the correlation between students’ ability in building sentences and their writing ability (X-Y), the writer used the  product moment formula, as follow :

Note

n     : the total number of sample

x     : the total number of odd items

y     : the total number of events items

x²    : the square of x

y²    : the square of y

xy   : the total number of x times by y

rxy  : the coeficient correlation between x (odd items) and y (even items)

 

The results are:

1.    r_count< r_tab = it means that there is positive correlation between students’ ability in building sentences and their writing ability.

2.    To know the significant of the correlation between students’ ability in building sentences and their writing ability, the writer would like to consult the result of data analysis with the table of product moment.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER IV

THE REPORT AND DISCUSSION

 

4.1 The Procedure of Research

The research was conducted at the first semester of the tenth class of Madrasah Aliyah Al-Hikmah Bandar Lampung in 2015/2016. In conducting the research, the writer asked permission to the headmaster of Madrasah Aliyah Al-Hikmah Bandar Lampung also the English teacher who teaches  at the second semester of the tenth class. Furthermore, the writer conducted by doing the following procedures:

Determining the subject of the research that was the students of the first semester of the tenth class of Madrasah Aliyah Al-Hikmah Bandar Lampung in 2015/2016

1.    Determining the research sample by using stratified proportionate random sampling technique.

2.    Arranged the instrument test.

3.    Gave the test items to collect the data of students’ building sentences and their writing ability.

4.    Calculated the result of the test to know the level of correlation between students’ building sentences and their writing ability.

5.    Made conclusion.

6.    Reported the result of the research.

 

4.2 The Analysis and Hypothesis Test

4.2.1 The Data of Research

To get the data, the writer had given the test to the sample. In this case, the sample had done two kind of test. They were building sentences, and their writing ability. Furthemore, the writer showed the result of each test as follow:

 

4.2.1.1 The Data of Students’ Building Sentences

Table 4

The Score of Students’ Building Sentences

 

Number of Students	Students’ Building Sentences
1	58
2	84
3	74
4	68
5	80
6	52
7	62
8	67
9	82
10	78
11	54
12	84
13	64
14	54
15	60
16	60
17	80
18	66
19	72
20	69
21	84
22	70
23	76
24	82
25	82
26	65
27	56
28	84
29	58
30	44
31	50
32	66
33	60
34	82
35	62
36	78
37	56
38	62
39	70
40	68
TOTAL	2723

        Source: The Data Analysis

 

4.2.2       The Data Normality Test of Building Sentences

From the result, it is obtained that highest score is 84 and the lowest score is 44 from total students (n) = 40. From the data, the writer got :

Span (R) = highest score – lowest score               

= 84 - 44                                                   

= 40

 

Total number of interval class (K) = 1 + 3.3 log n

= 1 + 3.3 log 40

= 1 + 3.3 (1.60)

= 1 + 5.28

= 6.28

= 6

Length of interval class (P)  =

=

= 6.6

= 7

 

Then the result above put into tables of distributions frequency as follows :

 

Table 5      

The invariant frequency of building sentences

 

Score	ƒ		2	ƒ	ƒ2
44 – 50	2	47	2209	94	4418
51 – 57	5	54	2916	270	14580
58 – 64	9	61	3721	549	33489
65 – 71	9	68	4624	612	4161
72 – 78	5	75	5625	375	28125
79 – 85	10	81.5	6642.25	815	66422.5
Total	40			2715	188650.5

              Source : The Data Analysis

 

 

 

 

From the table above it is obtained that :

∑ ƒ  = 2715

∑ ƒ² = 188650.5

∑ ƒ      = 40               

From the result above, so it would be looked for average () and standard deviation (S) as follows :

  =

=

= 67.87

 

S² =  

S² =

S² =

S² =

S² =

S  = 10.58

 

The next step is determining the expected frequency (Ei) and observed frequency (Oi), as follows :

1.    Delimitating the boundary of the class (X) by using subtracting the lowest score in the class by 0.5

2.    Calculating Z for the boundary of the class with the formula Z =

3.    Calculating the with of the interval class by seeing Z value list

4.    Calculating expected frequency (Ei) by multiplying the wide of every interval with the total of every interval with the total of the data that is : E_i = L_i . n

 

Table 6

List of The Distribution of Expected and Observed

Frequency of Building Sentences Test

 

X	Z	Zi	Li	Ei	Oi
43.5 50.5 57.5 64.5 71.5 78.5 85.5	-2.30 -1.64 -0.98 -0.32 0.34 1.00 1.57	0.4893 0.4495 0.3365 0.1255 0.1331 0.3413 0.4418	0.0398 0.113 0.211 0.2586 0.2082 0.1005	1.59 4.52 8.44 10.34 8.33 4.02	2 5 9 9 5 10

                Source : The Data Analysis

 

²_ratio =  

²_ratio  =

²_ratio =  0.11 + 0.05 + 0.04 + 0.17 + 1.33 + 8.89

²_ratio =  10.59

Test criterion :

Accept H_o if _count < ² (1 – α)(k – 3)

For significant level of 1% (α = 0.01) got :

_table = ² (1-0.01)(6-3)

= ² (0.99)(3)

= 11.3

From calculation above, it was found at significance level of 0.01 that : _count < _table. So, the H₀ hypothesis is accepted, it means that the data have normal distribution.

 

4.3         The Data Analysis and Normality Test of Writing Ability    

4.3.1     The Data Analysis of Students’ Writing Ability

Based on the result of the students’ writing ability test, writer got the data of students’ writing ability, as follow:

Table 7

The Score of Students’ Writing Ability

Number of Students	C	O	V	L.U	M	Students’ Writing Ability
1	17	12	15	13	3	60
2	23	16	20	19	4	82
3	22	16	19	19	4	80
4	21	14	16	19	3	73
5	24	15	20	19	4	82
6	18	14	16	15	3	66
7	19	15	16	15	3	68
8	18	15	17	15	3	68
9	24	16	20	19	4	83
10	22	16	17	20	3	78
11	18	15	15	15	3	66
12	21	14	17	19	3	74
13	18	13	16	14	3	64
14	19	15	15	15	3	67
15	17	12	15	13	3	60
16	19	13	16	13	3	64
17	23	16	20	19	4	82
18	17	12	15	13	3	60
19	19	14	15	19	3	70
20	22	15	17	19	3	76
21	24	16	20	19	4	83
22	20	13	16	18	3	70
23	17	12	15	12	3	59
24	22	16	17	20	3	78
25	23	16	20	19	4	82
26	22	14	17	19	3	75
27	21	14	17	19	3	74
28	22	15	18	20	3	78
29	22	15	17	20	3	77
30	17	12	15	13	3	64
31	18	12	16	13	3	62
32	19	14	16	18	3	70
33	19	13	16	13	3	64
34	22	15	17	19	3	76
35	0	14	16	19	3	72
36	20	14	16	19	3	72
37	19	14	16	18	3	70
38	17	11	12	12	3	58
39	20	13	16	18	3	70
40	20	14	16	19	3	72
Total						2849

  Source: The Data Analysis

 

4.3.2     The Data Normality Test of Writing Ability

From the result, it is obtained that highest score is 83 and the lowest score is 58 from total students (n) = 40. From the data, the writer got :

Span (R) = highest score – lowest score

= 83 – 58                                                  

= 25

Total number of interval class (K) = 1 + 3.3 log n

= 1 + 3.3 log 40

= 1 + 3.3 (1.60)

= 1 + 5.28

= 6.28

= 7

 

Length of interval class (P)  =

=

= 4.16

= 4

 

 

 

 

 

 

 

 

 

 

Then the result above put into tables of distributions frequency as follows :

Table 8

The invariant frequency of Writing Ability

 

Score	Ƒ		2	ƒ	ƒ2
58 – 61	5	59.5	3540.25	297.5	17701.25
62 – 65	5	63.5	4032.25	317.5	20161.25
66 – 69	5	67.5	4556.25	337.5	22781.25
70 – 73	9	71.5	5112.25	643.5	46010.25
74 – 77	6	75.5	6700.25	453	40201.5
78 – 81	4	79.5	6320.25	318	25281
82 – 85	6	83.5	6972.5	501	41835
Total	40			2868	213971.5

             Source : The Data Analysis

 

From the table above it is obtained that :

∑ ƒ  = 2868

∑ ƒ² = 213971.5

∑ ƒ      = 40

 

From the result above, so it would be looked for average ()  and standard deviation (S) as follows :

  =

=  

= 71.7

 

S² =  

S² =

S² =

S² =

S² =

S  = 14.62

 

The next step is determining the expected frequency (Ei) and observed frequency (Oi), as follows :

1. Delimitating the boundary of the class (X) by using subtracting the lowest score in the class by 0.5

2. Calculating Z for the boundary of the class with the formula Z = .

3. Calculating the with of the interval class by seeing Z value list.

4. Calculating expected frequency (Ei) by multiplying the wide of every interval with the total of every interval with the total of the data that is : E_i = L_i . n.

 

 

 

 

 

 

 

 

 

 

Table 9

List of The Distribution of Expected and Observed

Frequency of Writing Ability Test

 

X	Z	Zi	Li	Ei	Oi
57.5 61.5 65.5 69.5 73.5 77.5 81.5 85.5	-0.97 -0.70 -0.42 -0.15 0.12 0.40 0.67 0.94	0.3340 0.2580 0.1628 0.0596 0.0478 0.1554 0.2486 0.3264	0.076 0.0952 0.1032 0.1074 0.1076 0.0932 0.0778	3.04 3.80 4.13 4.30 4.30 3.73 3.11	5 5 5 9 6 4 6

              Source : The Data Analysis

²_ratio =  

²_ratio =

²_ratio = 1.26 +  0.38 + 0.18 + 5.13 + 0.67 + 0.02 + 2.68

²_ratio =  10.32

Test criterion :

Accept H_o if _count < ² (1 – α)(k – 1)

For significant level of 1% (α = 0.01) got :

_table = ² (1-0.01)(6-3)

= ² (0.99)(3)

= 11.3

From calculation above, it was found at significance level of 0.01 that : _count < _table. So, the H₀ hypothesis is accepted, it means that the data have normal distribution.

 

4.4 The Data Analysis

4.4.1 The Analysis Invariance Frequency Distribution of Students’ Ability in Building Sentences and Writing Ability

 

To find invariance frequency Distribution of students’ ability in getting main idea, the writer used the following formula:

 

Notes:

I                = interval class

NT           = the highest score

NR           = the lowest score

K              = categories

 

From the table 3 above, it can be seen that:

The Highest Score is 84

The Lowest Score is 44

 

While the criterion was divided into three forms, namely high, middle and low. So the interval was:

 = 13.3

   = 13

 

Table 10

The Invariance Frequency Distribution of Students’ Ability in

Building Sentences

 

No	Interval	Categories	Frequencies	Percentage
1	44 – 56	Low	7	17.5%
2	57 – 69	Middle	16	40%
3	70 – 84	High	17	42.5%
TOTAL			40	100%

Source: Data Analysis

 

From the table above, the writer made classification as follows:

A.   There were 7 students or 17.5%students got low score

B.   There were 16 students or 40% students got middle score

C.   There were 17 students or 42.5% students got high score

 

4.4.2 The Analysis Invarience Frequency Distribution of Students’ Writing Ability

 

To find the analysis invariance frequency distribution of students’ writing ability,the writer used the following formula:

Notes:

I     = interval class

NT = the highest score

NR            = the lowest score

K   = categories

 

From the table 6 above, it can be seen that:

The Highest Score is 83

The Lowest Score is 58

 

While the criterion was divided into three forms, namely high, middle and low. So the interval was:

 =8.3

   = 8

Table 11

The Invariance Frequency Distribution of Students’ Writing Ability

 

No	Interval	Categories	Frequencies	Percentage
1	58 – 65	Low	10	25%
2	66 – 73	Middle	14	35%
3	74 – 83	High	16	40%
TOTAL			40	100%

Source: Data Analysis

 

From the table above, the writer made classification as follows:

A.   There were 10 students or 25% students got low score

B.   There were 14 students or 35% students got middle score

C.   There were 16 students or 40% students got high score

4.5       The Hypothesis Test

4.5.1 The First Hypothesis

Based on the data that is got by the writer ( in the table above ) the writer can make the hypothesis, as follows :

Table 12

The Data Calculation of The Correlation between Students’ Ability in Building Sentences (X) and Their Writing Ability (Y)

 

No	X	Y	X2	Y2	XY
1	58	60	3364	3600	3480
2	84	82	7056	6724	6888
3	74	80	5476	6400	5920
4	68	73	4624	5329	4964
5	80	82	6400	6724	6560
6	52	66	2704	4356	3432
7	62	68	3844	4624	4216
8	67	68	4489	4624	4556
9	82	83	6724	6889	6806
10	78	78	6084	6084	6084
11	54	66	2916	4356	3564
12	84	74	7056	5476	6216
13	64	64	4096	4096	4096
14	54	67	2916	4489	3618
15	60	60	3600	3600	3600
16	60	64	3600	4096	3840
17	80	82	6400	6724	6560
18	66	60	4356	3600	3960
19	72	70	5184	4900	5040
20	69	76	4761	5776	5244
21	84	83	7056	6889	6972
22	70	70	4900	4900	4900
23	76	59	5776	3481	4484
24	82	78	6724	6084	6396
25	82	82	6724	6724	6724
26	65	75	4225	5625	4875
27	56	74	3136	5476	4144
28	84	78	7056	6084	6552
29	58	77	3364	5929	4466
30	44	64	1936	4096	2816
31	50	62	2500	3844	3100
32	66	70	4356	4900	4620
33	60	64	3600	4096	3840
34	82	76	6724	5776	6232
35	62	72	3844	5184	4464
36	78	72	6084	5184	5616
37	56	70	3136	4900	3920
38	62	58	3844	3364	3596
39	70	70	4900	4900	4900
40	68	72	4624	5184	4896
TOTAL	2723	2849	190159	205087	196157

Source: The Data Analysis

To find out and to prove whether there is correlation between students’ ability in building sentences and their writing ability, the writer used product moment formula, as follow :

 

 =

=

=

=

=

=

= 0.69

 

There is correlation between students’ ability in building sentences and their writing ability. It is indicated that r_xy  where from the calculation is got r_xy = 0.69. It showed that there is correlation between students’ ability in building sentences and their writing ability.

 

The second hypothesis is there is positive correlation between students’ ability in building sentences and their writing ability. In testing the second hypothesis, the writer used the criteria as follow: If r_count  > 0.00 it means that there was positive correlation and if r_count < 0.00 it means that there was negative correlation (there was no correlation).

 

Based on the calculation above, it was gained r_count = 0.69 > 0. The second hypothesis was accepted. It means that there was positive correlation between students ability in building sentences and their writing ability.

 

The third hypothesis is there is significant correlation between students’ ability in building sentences and their writing ability. Tp prove the third hypothesis, the writer used criteria as follow: If r_count was higher than r_table with n=40 at significance level 0.01 there was significant correlation. And if r_count was lower than r_table with n=40 at significance level 0.01 there was no significant correlation. Based on the calculation above, that r_count = 0.69 higher than r_table = 0.32. It means that there was signifivant correlation between students’ ability in building sentences and their writing ability.

 

4.6 Discussion

Based on the data analysis, the writer found that there are many problems faced by the students in writing, espacially in building sentences. It also can proved by the score of the students in writing. Building sentences is one of the process to practice writing. Building sentences is an activity or a process to combined the words become a sentence. Writing is made up of sentences. It constitutes to be the combination of simple sentence, compound sentence, complex sentence. So, building sentences can help the students to write well.

According to Harmer (2004:33) Writing is frequently useful as preparation for some other acyivity, in particular when students write sentences as a preamble to discussion activities. So the students can go through what they know in their minds and the students can use dictionaries, grammar book or other refrences material to help them. So they can develop their writing, not only can write a sentence but also write paragraph.

 

Based on the data analysis and hypothesis test, the result of the research showed r_count = 0.69 is higher than r_table = 0.32. It means that there was correlation between students’ ability in building sentences and their writing ability. By the criterion if r_count was higher than r_table  at significant level 0.01 there was significant correlation.

 

After the writer did the research and got the data, the writer can measure degree of each students knowledge and also this test is good for them. They can practice in writing and some of them can do the exercise from the writer and gets the good point. Based on the score of the students, the writer gives some solution to increase the students’ building sentences ability and their writing ability as follow:

1.    The students must motivate themselves to interested in learning English especially in writing.

2.    The students can serch the references to help them in writing, students can use dictionary, grammar book, or internet.

3.    The students should learn and be active in learning English espesially in writing, so their ability in writing will be better.

 

 

 

CHAPTER V

CONCLUSION AND SUGGESTION

 

 

5.1  Conclusion

Based on the result of the data analysis and hypothesis, the writer concluded that :

1.    There was correlation between students ability in building sentences and their writing ability at the tenth class of Madrasah Aliyah Al-Hikmah Bandar Lampung in 2015/2016.

2.    In teaching writing especially in building sentences, the students should master the structure to increase the students’ writing ability.

 

5.2 Suggestion

Based on the conclusion above, the writer would like to suggest that may helpful to increase the quality of the student at the tenth class of Madrasah Aliyah Al-Hikmah Bandar Lampung as follows:

1.    In teaching English, the teacher has to give more attention to the students. The teacher should motivate the students to be serious in learning English. Teacher should give the students a good ability in learning writing especially in writing sentences. Teacher should increase the students’ English achievement, and give the students a lot of writing exercises to support their ability in learning English.

2.    The students should motivate themselves to increase their ability in English especially in writing. The students should learn and be active in writing by using appropriate words to be sentences in order to increase their writing, so their ability in writing will be better.

3.    The school should provide a library that consists of quality books and should provide laboratory. It means to make the students interest to improve their skill and add their knowledge especially about English.