ABSTRACT
THE CORRELATION BETWEEN STUDENTS’ VOCABULARY AND
TENSES MASTERY WITH THEIR WRITING ABILITY OF RECOUNT
TEXT OF TENTH CLASS AT SMK MUHAMMADIYAH
TUMIJAJAR TULANG BAWANG BARAT
IN 2015/2016
By
Mis Isnawati
Mutiara Zakiah Fitriani
This
research entitles the correlation between students’ vocabulary and tenses
mastery with their writing ability of recount text of the second semester at
smk muhammadiyah tumijajar tulang bawang barat I 2015/2016. There were 314
students from 10 classes and the writer took 40 students from the sample. After
analyzing the data result of the research, it was got score rcount = 0.88.
then hypothesis of the research could be accepted because rcount was
very higher than rtable
(0.88>0.312).
thus, it could be concluded there that were significant and positive
correlation between students’ vocabulary and tenses mastery with their writing
ability of recount text of the second
semester at SMK Muhammadiyah tumijajar in 2015/2016.
CHAPTER 1
INTRODUCTION
1.1
Background
of the Problem
Language is important system of communication with other people
using sound, symbol, and expressing ideas on their mind. Languages can
expression by gestures. Language is not only used to communicate but also to get
information, knowledge and technology. In learning English, there are some
skills that must be mastered by students. The skills are: Listening, speaking,
reading, and writing. Wring skills in which students learn how to write and use
English grammar, tenses well. Reading is language a skill in which the students
obtain information from the English text. Besides the four skills about
English, English also has components, such as vocabulary, tenses, and grammar.
Vocabulary is important role in learning English. Vocabulary is
total number of word in language. A good vocabulary is a vital part of
effective communication. A command of many words will make us a better speaker,
listener, reader, and writer. The primary method of communication between
people is word. Word may be used to communicate meanings in either a written or
spoken way.
Nevertheless, to communicate in foreign language, especially in
English written we should be mastered tenses too. Tenses and vocabulary are
like the coin side. They can’t be separated from each other. Tenses are
important in learning English, or in the use of English in all respects. For
example, the state of which we used to do, is underway, the students will do,
past and others. Tense is an important thing to writing because tenses is a form
of the verb in grammar show the timing of an act even and completion stages of
writing.
Writing is important in teaching and learning process because
almost every activity of human need be in writing form. As we know that almost
of student found difficulties in writing, they get trouble to describe their
ideas in writing. Recount is a text which retells or experiences in the past
time. It purpose either to inform or to entertain the audience. Social function
I recount is telling story in the past. The students must be able to choose the
correct tenses to make a good recount text, and must have many vocabularies
because text is arrangement of words, sentences, and paragraph.
1.2
Identification
of the Problem
Based on the background of problem above, the writer identifies
some problem that the students need to be improved their writing ability, the
students difficulties in writing recount text, the student need improved their
vocabulary and tenses mastery. The students’ difficulties mastering English
vocabulary and tenses.
1.3
Limitation
of the Problem
Based on the background and the identification of the problem above,
the writer would only focus on the correlation between students’ vocabulary and
tenses mastery with their writing recount text.
1.4
Formulation
of the Problem
Based on the background and the identification of the problem
above, the writer formulated the problem as follow:
1.
Is there
a correlation between students’ vocabulary mastery and their writing ability of
recount text.
2.
Is there
a correlation between students’ tenses mastery and their writing ability of
recount text.
3.
Is there
a correlation between students’ vocabulary and tenses mastery with their
writing ability of recount text.
1.5
Objectives
and the Uses of the Research
1.5.1 Objectives of Research
To know correlation between students’ vocabulary mastery, tenses
mastery and their writing ability of recount text.
1.5.2 Uses of the Research
1.
To give
information about the correlation about the correlation between students’ vocabulary
and tenses mastery with their writing ability of recount text.
2.
To
motivate the students in learning English especially in mastering vocabulary,
tenses, and their writing ability of recount text.
1.6 Scopes of the Research
1.6.1 Subject of the Research
The subject of the research is the students at the tenth class at
SMK Muhammadiya Tumijajar Tulang Bawang Barat 2015/2016.
1.6.2 Object of the Research
The object of the research is the students’ vocabulary and tenses
mastery with their recount text.
1.6.3 Time of the Research
The research was conducted at the tenth class at SMK Muhammadiyah
Tumijajar Tulang Bawang Barat.
1.6.4 Place of the Research
The research was conducted SMK Muhammadiyah Tumijajar Tulang Bawang
Barat.
CHAPTER II
FRAME OF THEORY, THINKING, AND HIPHOTHESIS
2.1 Frame of Theory
In this chapter, the writer presents the concept of language is the
concept of tenses, the concept of writing, the concept of recount text, the
correlation between students’ vocabulary and tenses mastery with their writing
ability of recount text.
2.1.1 Concept of Language
According to Cameron (2001:1) that, “language is the most important
tool for cognitive growth, and she has investigated how adult use language to
mediate the world for children and help them to solve problems”
It means that language is an important factor in human activities.
English has become an international language which is used in many countries
and big influence to human. The learners can communicate with other people in
the form language.
2.2 Concept of Teaching English as Foreign Language
Cameron (2001:200) states that ‘’ using only the foreign language
requires that teacher have a repertoire of language for classroom management
and organization, for giving feedback, for talking about language, for chatting
with children more informally.
Based on the statement above, the teacher in learning process plays
an important role provide the best in teaching material and the learning
teaching English, the teacher should decide some techniques to increase or to
motivate the students.
2.3 Concept of Vocabulary
According to Cameron (2001:72) that ‘’ vocabulary is central to the
learning of a foreign language at primary level’’ furthermore, Cameron (2001:1)
say that “vocabulary is fundamental to
using the foreign as, since vocabulary is both learn from participating in
discourse, and is essential to participating in it’’
Based on theories above, the writer assumed that vocabulary is very
important that should be mastered by the students it is the key to understand
the meaning of word.
2.4 Concept of Tenses
According Joy and Feez (2004:7) that ‘’the tense of the verb group.
In English, the tense tell us whether things are happening in the past, the
present or the future’’
2.5 Concept of Writing
Based on theory the writer assumed that writing needs time for
thinking because writing need idea and grammar. Before students start to write,
the teacher must to give process of writing.
2.6 Concept of Recount Text
According to Emilia (2011:74) that ‘’recount text is a text that
retells even or experiences in the past time’’. From the definition above it is
clear that recount text tells the even in the past. So to produce recount text.
2.7 The Correlation between Students’ Vocabulary and Tenses Mastery
in their Writing Ability of Recount Text
According to Harmer (2004:31) that, ‘’the important give to writing
differs from teaching situation to teaching situation. In some cases it shares
equal billing with the others skill; in other curricula it is only used, if at
all, in its ‘writing for writing’ role where write predominantly to augment
their learning of the grammar and vocabulary of the language’’
Based on the statement above, in writing the students will need
vocabulary and tenses to consider make their writing good.
2.8 Frame of Thinking
Writing is one of language skill that is likely for students to got
knowledge and information to understand the content writing recount text,
students should know and mastering the vocabulary, tenses.
Based on the theories mention, the writer assumed that vocabulary
and tenses mastery is the basic aspect in learning new language that is
English. In learning vocabulary, there are verb, noun, pronoun, adjective, and
adverb. Etc
2.9 The Hypothesis
Based on the theories and the writer’s assumption above, the
writer’s hypotheses are:
a.
There is
a correlation between student’s vocabulary and their writing ability of recount
text.
b.
There is
a correlation between students’ tenses mastery and their writing ability of
recount text.
c.
There is
correlation between students’ vocabulary and tenses mastery with their writing
ability of recount text.
CHAPTER III
METHODOLOGY OF RESEARCH
3.1 The Method of the Research
In this research, the writer used descriptive quantitative method.
It is a formal method, objective, systematical process for obtaining
quantifiable information about the world. Describe and quantitative method
research used to describe and to test relationship between vocabulary and
tenses mastery with their writing ability of recount text.
3.2
The
Variable of Research
1. The first independent variable is students’ vocabulary mastery
(X1)
2. The second independent variable is the students’ tenses mastery
(X2)
3. The dependent variable is the students’ writing recount text (Y)
3.2.1 The Operational Definition of Variable
The students’ vocabulary is the knowledge of the word that it’s the
meaning and ability to use them in sentences. The students’ tenses mastery is
the students can combine the words and verb in sentences by using the correct
tenses depend on when the action happen. The students’ ability in writing
recount text is the students’ ability in writing recount text using correct
generic structure and language features.
3.3
The
Population, Sample and Sampling Technique
3.3.1
The
population
The population on this research took from SMK Muhammadiyah
Tumijajar Tulang Bawang Barat of the tenth in this class of the second semester
in 2015/2016.there are 314 students’ from 10 classes.
3.3.2
The
Sample
At SMK Muhammadiyah Tumijajar Tulang Bawang Barat more than one
hundred students and the writer took 12.5% from population or 40 students.
3.3.3
The
Sampling Technique
In taking the sample, the writer used stratified proportional
random sampling technique, because the population is heterogeneous.
3.4
The
Data Collecting Technique
3.4.1
The
Main Technique
1.
The
students’ Vocabulary Mastery
2.
The
students’ Tense Mastery
3.
The
Writing Test
3.4.2 The Supporting Technique
Documentation, Observation, Interview.
3.5
The
Instrument of Research
3.5.1
The
Validity of Test
To get the data, the writer gave test to the students.
3.5.2
The
Readability of Writing Test
Hughes (1989:139-140) mentions some factors to write good
instruction.
1.
Choose
one of the following topics and make a descriptive text
2.
Your
composition must be at least 100-150 words based on the organization, content,
language use, mechanics, and vocabulary.
3.5.3
The
Reliability of Test
In administering a test, it is important to set determine an
understandable instruction.
3.5.4
Result
of Reliability Test of Vocabulary Mastery
Based on the calculation of try out test, from the total table of
students (n) is 20, it was found that r count (0.800-1.11) looking
at the table of product moment formula for n (20) r table at
significant level of 1% is 0,304. It means that r count (0.800-1.11)
> r table (0.444).
3.6
The
Data Analysis
3.6.1. The
Normality of Test
When the sample of the research is determine by using stratified
proportional random sampling technique for the population.
3.6.2 The Hypothesis of Test
The application statistic formula of product moment will be show
the correlation between by using product moment.
CHAPTER IV
REPORT AND DISCUSSION
4.1 Report
In this part, the writer will explain about the result of invariant
analysis of vocabulary, invariant analysis, of tenses, invariant analysis of
reading, normality test of vocabulary, normality test of tenses, normality test
of reading, and hypothesis test.
4.1.2 The
Invariant Analysis of Frequency Distribution of Vocabulary
To find the variant analysis of frequency distribution of
vocabulary mastery.
4.1.2 The Invariant Analysis of Frequency Distribution of Tenses
Mastery
To find the invariant of frequency distribution of tenses mastery.
4.1.3 The Invariant Analysis or Frequency Distribution of Writing
Recount Text Ability
To find the invariant analysis of frequency distribution of writing
recount text ability.
4.1.4 The Data normality Test of Students’ Vocabulary Mastery
After getting the scores from vocabulary test from the sample, then
the writer analyzed the data of normality test of students’ vocabulary mastery.
4.1.5 The Data Normality Test of Students’ Tenses Mastery
From the conclusion done by the writer, it was got X2table
at significant level 0.01 is 11.3. it means that X2ratio
< X2table (7.81>3.13<11 .3="" accepted="" comes="" distribution.="" from="" has="" hypothesis="" is="" it="" mean="" normal="" o:p="" population="" sample="" so="" that="" the="">
4.1.6 The Data Normality Test of Students’ Writing Recount Text
Ability
After getting the scores from vocabulary test from the sample, then
the writer analyzed the data of normality test of students’ vocabulary mastery.
4.1.7.1 The Correlation between Students’ Vocabulary Mastery and
their Writing Ability of Recount text
To find out the correlation between students’ vocabulary mastery
and writing ability (X1 and Y), the writer used product moment
formula, the calculation of the data can be seen appendices.
4.1.7.2 The correlation Between Students’ Tenses Mastery and their
Writing Ability of Recount Text
To find out the correlation between students’ vocabulary mastery
and writing ability (X1 and Y), the writer used product moment
formula, the calculation of the data can be seen appendices.
4.1.7.3 The Correlation between Students’ vocabulary and Tenses
Mastery and their Writing Ability of Recount text
To find the correlation between students’ vocabulary and tenses
mastery and writing ability (X1 X2
and Y), the writer used multiple
correlation formula.
4.2 Discussion
Supported by Cameron (2011:72) that ‘’ Vocabulary is central to the
learning of a foreign language at primary level’’ it mean that the basic of
communication is vocabulary, without vocabulary it is hard to image how to
communicate because we need word to express our thought and ideas.
Based on the result above, the writer concluded that the students
who have vocabulary and tenses mastery, they have well in writing.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on the result of the data analysis and hypothesis, the writer
concluded that:
1.
There is
correlation between students’ vocabulary mastery and writing recount text
ability.
2.
There is
correlation between students’ grammar mastery and writing recount text ability.
3.
There is
correlation between student’ vocabulary and tenses mastery in their writing
text ability.
5.2 Suggestion
1.
for the
Students:
The students should
be active in doing and understanding exercise to increase their vocabulary and
tenses mastery. It is also important to the student to practice their writing
ability.
2.
For the
Teacher
The teacher should
use variant technique or game to make the students interest in learning
English.
3.
For the
School
The school should
attention in their library, to add the qualified books. To make their interest.
REFERENCES
Cameron, Lynne. (2001). Teaching language to
young learners. Cambridge University Press.
Emilia Emi. (2011). Pendekatan Genre-based
dalam pengajaran bahasa inggris: petunjuk untuk guru. Bandung.
Harmer, J (2001). The practice of English
language teaching. England:Longman
Joy and feez. (2004). Writing English language
tests. United kingdom: Longman
THE
CORRELATION BETWEEN STUDENTS’ VOCABULARY AND TENSES MASTERY WITH THEIR WRITING
ABILITY OF RECOUNT TEXT OF
TENTH
CLASS AT SMK MUHAMMADIYAH TUMIJAJAR TULANG
BAWANG
BARAT IN 2015/2016
(A Paper)
By
MIS ISNAWATY
121220100
MUTIARA ZAKIAH FITRIANI
141220052
Submitted
to the English Department
As
a Partial fulfillment of Requirements
For
S-1 Degree Examination
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN
PERSATUAN GURU REPUBLIK INDONESIA
BANDAR LAMPUNG
2016
No comments:
Post a Comment