Conceptual Framework Theoretical Hypothesis Place and Time of the Research

22 in this study was a test, grammar test and writing test. The results of this research were 66.15 for the average scores of student s‘ mastery of past tense and 71.075 for the average scores of students‘ ability in writing recount text. For the final result, he used product moment pearson formula to analyzed the data and he found the result was 0.8107 which is mean that the result obtained from the computation is greeter from its critical value. Based on the result above it can be concluded that there is a correlation between students‘ mastery of past tense and their ability in writing recount text. Another researcher who did this research is Masriqon in 2011 by the title of the thesis the correlation between simple past tense mastery and writing ability in recount text at tenth grade of SMA Ibnu Sina Braja Selebah in the academic year of 20112012. The objective of his study was to find out simple past tense mastery, writing ability in recount text, and whether there was any correlation between simple past tense mastery and writing ability in recount text. He used a quantitative research as the method of the study. The populations of his study were 30 students of tenth grade of SMA IbnuSinaBrajaSelebah. The instrument he used was a test. He decided to give grammar test and writing test. Type of grammar test was multiple choices and writing test is essay test which asked students to make sentences into a paragraph. The result of the test was 0.745 score and the product moment table N=28 using 5 confidence limited the score 0.374 and 1 = 0.478, where the score 0.745 is between 0.600 – 0.800. It means that the relationship between simple past tense mastery and writing ability was enough. r ratio = 0.745 r table = 0.374, it means that there was positive relationship between both of variables. Based on the research it can be concluded that there is the significant relationship between simple past tense mastery and writing ability in recount text at tenth grade of SMA Ibnu Sina Braja Selebah in academic year 20112012.

E. Conceptual Framework

Writing is one of language skills that has an important role in teaching and learning activities. Writing is a way to share an idea, feeling or an information 23 from the writer to the reader through paper. In making a good writing, the writer should know the language components such as grammar, spelling, vocabulary, and punctuation. Many people consider that writing is a difficult skill to develop because it requires many language components. But writing, like another skills, can be improved by practice. There are various ways to organize sentences in a piece of writing. One of them is in the form of recount text. Recount text is a text that retell someone activity or experience in the order in which they happened in the past. Because recount text tells the event that happened in the past, it requires a past tense that have some function to tell story in past. Past tense is a tense that indicate some activity or event began, happened, and ended in the past whether the time signal is given or not. There are four forms of past tense; simple past tense, past continuous tense, past perfect tense, and past perfect continuous tense. Based on the the elaboration above, the writer assumes that students‘ understanding about past tense have a relationship in their writing skill in recount text. Because as mentioned above, recount text is a text that needs past tense as a tense to show the reader that an activity or event happened in the past.

F. Theoretical Hypothesis

Based on the theories were elucidated above, it can be posed a theoretical hypothesis as follow: there is a relationship betwee n students‘ understanding of past tense and their skill in writing recount text. 24 CHAPTER III RESEARCH METHODOLOGY

A. Place and Time of the Research

This research conducted at eighth grade students of Mts. Mathla‘ul Anwar, which located at Jatiuwung, Tangerang on 12 May 2014 to 02 June 2014.

B. Method of Research