42
In which: t
count
= t value R
= 0.165 n
= 30 Therefore, it is calculated that:
t
count
= =
= =
=
= 0.89
Before testing the t
count
, the writer made two hypotheses of significance; they are:
Ha : There is a significant correlation between two variables
Ho : There is no significant correlation between two variables
The formulation of test: 1.
If t
count
t
table
, it means that the null hypothesis is rejected and there is a significant correlation.
2. If t
count
t
table
, the null hypothesis is accepted and there is no significant correlation.
Based on the calculation above, the result is compared by t
table
in the significant of 5 and 1 and n=30, the writer found the Degree of
Freedom Df with the formula: Df = N
– nr = 30 - 2
= 28 From Df = , it is obtained t
table
of 5 = 2.05 and 1 = 2.77. It means that t
count
is lower than t
table
0.89 2.05 and 0.89 2.77. Therefore, the
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alternative hypothesis Ho is accepted. In other words, there is no significant correlation between grammar knowledge and writing ability.
C. Data Interpretation
Based on the calculation above, it shows that the correlation value is r
xy
0.165 and the degree of freedom Df is 28. In the table of significance shows if Df value is 28, the table of significance 5 and 1
are 0.374 and 0.478. The statistical hypotheses state:
1. If r
o
as same as or higher than r
t
, the H
a
is accepted. 2.
If r
o
is lower than r
t
, the H
a
is rejected. Based on the score of r
xy
0.165, it indicates the score of r
o
r
t
, in which 0.165 0.374 and 0.165 0.478. It means that Ha is rejected; or in
other word there is no significant correlation between Grammar mastery and Writing ability.
To interpret the gravity of r
xy
0.165, the table of “r” product
moment shows that the correlation value is on the very low size, in which between 0.00-0.2
0. The table of “r” interpretation is such as follow:
Table 4.7 Pearson Correlation
1
The score of “r” product moment r
xy
Interpretation
0.00 – 0.199
Very low 0.20
– 0.399 Low
0.40 – 0.599
Medium
1
Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan RD, Bandung: Alfabeta, 2011, p.184.
44
0.60 – 0.799
High 0.80
– 1.000 Very high
The very low correlation indicates that if students only have minimum level of grammar mastery does not mean they also get poor
achievement in writing. There were some students who got low scores in grammar but they got high scores in writing. It can be inferred that the
students’ mastery of grammar features did not have a significant role in writing. Grammar might be a source to make effective communication but
it does not mean all kinds of grammar are useful for students. However, there were other possible factors resulting in a worse performance in the
grammar test but a better performance in writing. For the worst performance on the grammar test, this might be because the students have
low comprehension about the grammatical areas and have limited time in doing the test. They might be confused in putting the right words to make
the correct sentences. As for the writing, there were some other factors that influence students to make their writing better such as the ability to think
creatively and develop thoughts, the ability to choose excellent vocabulary, the ability to write with good spelling and punctuation, etc. It
simply illustrated that, students who did not have good grammar in their writing might be good in other aspects that usually used in rating scale of
writing assessment.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
A. Conclusions
According to the statistical calculation which was analyzed in the previous chapter, a conclusion can be sum up that there is no significant correlation
between grammar mastery and writing ability. The data showed that most of students got the minimum score of grammar but they got good score in writing.
Therefore, the writer summarizes that grammar mastery gives less contribution and has very low correlation to the ability of writing. Students who have
minimum level of grammar mastery, does not mean that they also get poor achievement in writing. It was affected by
some relevant factors such as students’ motivation in learning grammar and writing, their frequency of practice, and the
writing assessment that was not only focus on grammatical area but also some other factors such as content, organization, vocabulary and mechanics.
B. Suggestions
1. For Teachers or lecturers
Knowing the result, the English teacher as a motivator and stimulator can explain that some students are still weak in their mastery of grammar. The
teacher should explain about grammar rules and increase the students’
comprehension by using a good method. Besides, the teacher should explain to the students that there is some criteria to assess writing subject in order to
the students are not only focus on grammatical aspects in writing but also learn more about how to organize the text well by considering the content,
vocabulary, spelling and also punctuation.
2. For Students
For language learners, even thou gh students’ mastery of grammar has
less contribution to their writing, the students should pay attention to the
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language structures. Grammar is one of language components which interacts with other components. Knowing about grammar rules is very helpful for
them to communicate effectively either spoken or written.
3. For the Further Researcher
This research can be a contribution to the research in education which is intended to find out the correlation of two variables, in this case grammar and
writing. This research may also be a relevant previous study that can be used by other researchers to conduct a further research relating to the correlation
between language skills and language components.
