The effectiveness of collocation instruction towards students’ writing skill of procedure text (a quasi-experimental study for grade VII of SMP Islamiyah Ciputat)

“A Skripsi”

Presented to the Faculty of Tarbiya and Teachers’ Training

in a Partial Fulfillment of the Requirements for the Degree of S,Pd (S-1)

in English Language Education

By

Heni Wahyuni

109014000213

THE DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2015

ABSTARCT

HENI WAHYUNI (NIM. 109014000213). The Effectiveness of Collocation Instruction towards Strudents’ Writing Skill of Procedure Text: (A Quasi-Experimental Study for Grade VII of SMP Islamiyah Ciputat).

The objective of this study was to see whether using collocation instruction is

effective or not towards students’ writing skill of procedure text. This study was

conducted at grade VII of SMP Islamiyah Ciputat academic year 2014/2015 with the total number of sample 60 which divided into two classes: 30 samples from experimental class and 30 samples from control class. The writer used convenience sampling as sampling technique. The method used in this study was quantitative method with quasi-experiment study as a design. The instrument of this study was pre-test and post-test. The test item in this study was written test. For scoring rubric, analytic scoring is used in this study. The result of the study showed that the calculation of the value of tvalue is 5.12 and the degree of freedom (df) is 58. The value of ttable in the degree of freedom and at the degree of significance 5% is 1.672 or in other words, tvalue > ttable. It means that Null Hypothesis (Ho) was rejected and Alternative Hypothesis (Ha) was accepted. Therefore, it can be concluded that

ABSTRAK

HENI WAHYUNI (NIM. 109014000213). Keefektifan Collocation Instruction terhadap Kemampuan Menulis Teks Prosedur Siswa (Studi Kuasi-Experimen terhadap kelas VII SMP Islamiyah Ciputat).

Tujuanstudi ini adalah untuk melihat efektif atau tidaknya penggunaan collocation instruction terhadap keterampilan siswa dalam menulis teks prosedur. Studi ini dilakukan di kelas VII SMP Islamiyah Ciputat tahun ajaran 2014/2015 dengan jumlah sampel 60 yang terbagi ke dalam dua kelas: 30 sampel kelas eksperimental dan 30 sampel kelas kontrol. Penulis menggunakan convenience sampling sebagai teknik pengambilan sampel. Metode yang digunakan dalam studi ini adalah metode kuantitatif dengan penelitian kuasi experimen sebagai design-nya. Instumen studi ini adalah pre-tes dan post-tes. Item tes dalam studi ini adalah tes tertulis. Untuk rubrik penilaian, analytic scoring digunakan dalam studi ini. Hasil dari studi ini menunjukan bahwa penghitungan nilai tvalue adalah 5.12 dan derajat kebebasannya (df) adalah 58. Nilai ttable pada derajat kebebasan dan pada derajat signifikan 5% adalah 1.672 atau dengan kata lain, tvalue > ttable. Ini berarti bahwa Hipotesis Null (Ho) ditolak dan Hipotesis Alternatif (Ha) diterima. Oleh karena itu, dapat disimpulkan bahwa collocation instruction efektif terhadap kemampuan siswa dalam menulis teks prosedur.

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful. Prayers and blessings be upon the best of creation, our Prophet Muhammad SAW, and upon his family and companions, and all who follow in their footsteps.

The writer is deeply grateful to Allah because she finally be able to accomplish her ‘skripsi’ entitled “The Effectiveness of Collocation Instruction toward Students’ Writing Skill of Procedure Text (A Quasi-Experiment Study at Grade VII of SMP Islamiyah Ciputat). This ‘skripsi’ is the requirement fulfilled for the Degree of Strata I (Bachelor of Art) in Department of English Language Education.

The writer would like to give sincere gratitude to her beloved mother, Warnidah, and her beloved father, Suyono, who always hope and pray for her success. It is blessing to have them as parents. Their strong support and all their loving kindness always motivate her to do better and better in her life. They are the most tolerance of writer’s weaknesses in everything. Besides her parents, the writer would like to express deep gratitude toher most precious family, Attin Suprihatin, the writer’s beloved sister, Ikin Sodikin, the writer’s brother in law, and Azi Agis Waryono, the writer’s brother, who always give her motivation to achive her goals of life.

The writer also would like to give appreciation to the following people for their their substantial contribution in the process of making this ‘skripsi’:

1. Prof. Dr. Ahmad Thib Raya, M.A, the Dean of Faculty of Tarbiya and Teachers’ Training.

2. Dr. Alek, M.Pd., the Head of Department of English Education.

3. All lecturers in Department of English Education who had given great knowledge during the writer’s study at this department.

4. Zaharil Anasy, M.Hum and Dr. Fahriany, M.Pd., as advisors who gave the writer helpful advice and detailed guidance in accomplishing this ‘skripsi’. The writer would like to thank both of them for all their kindness.

5. Anggi Pranata, S.Pd., as English teacher of grade VII of SMP Islamiyah Ciputat who gave permission to conduct study at his class.

6. All of writer’s friends in E Class Department of English Education 2009. 7. Anyone who gave positive contribution to the writer.

The ssuggestions and criticisms will be valuable to correct the weakness of this study.

Jakarta, 04 June 2015

The Writer,

TABLE OF CONTENTS

APPROVAL SHEET

ENDORSEMENT SHEET

ABSTACT……… i

ABSTRAK………... ii

ACKNOWLEDGEMENT………... iii

TABLE OF CONTENTS………... v

LIST OF TABLES………... viii

LIST OF FIGURES ... ix

LIST OF APPENDICES……… x

CHAPTER I : INTRODUCTION A. Background of the Study ……….. 1

B. Identification of the Problems ……….. 5

C. Limitation of the Problems ………... 5

D. Formulation of the Problems ……… 5

E. Purpose of the Study ……….. 5

F. Significance of the Study ………. 6

CHAPTER II : THEORETICAL FRAMEWORK A. Literature Review ……….. 7

1. Procedure Text ………... 7

a. Definition of Procedure Text ………... 7

b. Purpose of Procedure Text ………... 8

c. Genre of Procedure Text ... 8

d. Grammatical Feature of Procedure Text ... 9

e. Organization of Procedure Text …....………... 10

2. Collocation ………... 13

a. Definition of Collocation ………... 13

b. Categorization of Collocation………. 14

3. Using Collocation Instruction for Improving Students’ Writing Skill of Procedure Text……… 17

B. Previous Study ……….. 20

C. Conceptual Framework ……… 21

D. Research Hypothesis ……… 22

CHAPTER III : RESEARCH METHODOLOGY A. Place and Time of the Study ………... 23

B. Method and Research Design of the Study…...……….... 24

C. Population and Sample ……… 24

D. Data Collection ...……...……….. 25

E. Scoring Rubric ...……… 28

F. Data Analysis ...………...…… 29

G. Hypothesis Statistics ………. 31

CHAPTER IV : RESEARCH FINDING AND DISCUSSION A. Data Description ………... 33

1. Pre-test Score ………... 33

2. Post-test Score ………. 35

3. Gained Score ………... 36

4. Frequency Distribution of Experimental Class ... 38

5. Frequency Distribution of Controlled Class ... 41

B. Data Analysis ………... 44

1. Normality Test of Pre-Test ……….. 44

2. Normality Test of Post-Test ……… 45

4. Homogeneity Test of Post-Test ……….. 47

5. T-Test Formula………... 49

C. Test Hypothesis ……… 53

D. Data Interpretation ………...…….... 54

E. Discussion ... 54

CHAPTER V : CONCLUSION, IMPLICATION AND SUGGESTION F. Conclusion ………. 56

G. Implication ………. 56

H. Suggestion ……….. 57

REFERENCES………... 58

viii

LIST OF TABLES

Table 4.1 The Pre-Test Score of Experimental Class and Controlled Class .... 33 Table 4.2 The Post-Test Score of Experimental Class and Controlled Class.. 35 Table 4.3 The Gain Score of Experiment Class and Controlled Class ……... 37 Table 4.4 The Frequency Distribution of the pre-test of Experimental Class .. 38 Table 4.5 The Frequency Distribution of the post-test of Experimental

Class... 40 Table 4.6 The Frequency Distribution of the pre-test of Controlled Class ... 41 Table 4.7 The Frequency Distribution of the post-test of Controlled Class.... 43 Table 4.8 The Result of Normality Pre-Test of Experimental and Controlled

Class ………... 44

Table 4.9 The Result of Normality Post-Test of Experimental and Controlled

Class ………... 45

Table 4.10 The Result of Homogeneity Pre-Test of Experimental and

Controlled Class ………….………... 47 Table 4.11 The Result of Homogeneity Post-Test of Experimental and

Controlled Class ……..………... 48 Table 4.12 The Comparison of the Students’ Gain Score of Experimental and

ix

LIST OF FIGURES

Figure 4.1 Diagram of frequency distribution of the pre-test score of the

experimental class………... 39 Figure 4.2 Diagram of frequency distribution of the post-test score of the

experimental class…………..………... 40 Figure 4.3 Diagram of frequency distribution of the pre-test score of the

controlled class ...……… 42 Figure 4.4 Diagram of frequency distribution of the post-test score of

LIST OF APPENDICES

Appendix 1 Frequency Distribution of Experimental Class………... 61

Appendix 2 Frequency Distribution of Controlled Class…………..……….. 66

Appendix 3 Normality of Pre-test ...……… 71

Appendix 4 Normality of Post-test…...……… 73

Appendix 5 Instrument of Pre-Test...………. 75

Appendix 6 Instrument of Pre-Test (Experimental Class) ………... 76

Appendix 7 Instrument of Pre-Test (Control Class) ……...………….... 77

Appendix 8 Lesson Plan (Experimental Class) ...……… 78

Appendix 9 Lesson Plan (Controlled Class) ...………. 85

Appendix 10 The Subject List of Experimental Group ... 95

Appendix 11 The Subject List of Controlled Group ... 97

Appendix 12 Samples of Students’ Writing ... 99

Appendix 13 t-Table ... 103

Appendix 14 f-Table ... 104

Appendix 15 z-Table ... 105

CHAPTER I

INTRODUCTION

This chapter consists of background of study, identification of the problem, limitation of the study, formulation of the study, purpose of the study, and significant of the study.

A. Background of Study

English has a position as an international language. It means that English widely used in many countries around the world to communicate both orally and written. It is used in trade, advertisement, educational institution, and many other areas not only in native speaker country but also in non-native speaker country. English creates great opportunities to interact with other countries as a global citizen and help to promote culture in international scale.

Indonesia is one of the non-native speaker countries. It means that English is not used by Indonesian people in their daily conversation because the status of English in Indonesia is as a foreign language. However, English become a subject that has to be taught in Indonesian schools. The general goal of Language learning based on Standar Kompetensi Lulusan Satuan Pendidikan (SKL-SP) is the students can show their listening skill, speaking skill, reading skill, and writing skill in a simple form.1

As one of the four English skills that have to be mastered, writing skill considers as productive skill. It means that writing include in producing language. In writing, students have a role as active learner rather than passive receiver of information. It is necessary for students to write effectively by producing good

1

sentences and good text. They should be able to organize ideas and to clarify concept in order to make sure that information can be understood by reader.

The Standard Competance (Standar Kompetensi) of English writing skill for junior high school students in Indonesia is “Mengungkapkan makna secara tertulis dalam wacana interpersonal dan transaksional sederhana, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, dan report, dalam konteks kehidupan sehari-hari.”2 It means that students have to perform the ability in giving written expression of interpersonal discourse and simple transactional, formally or informally, in the form of recount, narrative, procedure, descriptive, and report in the context of daily life.

As one of the written form that required to be learned, procedure text is important in our daily life. It tells how something is done through steps and actions. In writing procedure text, students are required to be able to produce their own simple procedure text with using the generic structure of procedure text that involves goal, materials (equipments and ingredients), and sequence of step. However, based on the writer’s experience in teaching procedure text in grade VII of junior high school, the students often have problem to arrange the words for constructing the text. The students often confuse to combine words in an appropriate pattern. It can be assumed that students do not know the words that usually comes together. Students often confuse to arrange procedure text because they do not know the key words that become important for their writing.

The students often confuse in connecting words because they translate words as a single isolation in their mother tongue. For Indonesian students, they often make a mistake in combining words such as water boil for the English boiling water or jam strawberry for the English strawberry jam. It is because of the negative transfer from

2

Muhaimin, et. al., Pengembangan Model Kurikulum Tingkat Satuan Pendidikan (KTSP) pada Sekolah dan Madrasah, (Jakarta:Raja Grafindo Persada,2008), p.272

their mother tongue to target language. Mother tongue, here Indonesian, has different pattern with English as a target language. Instead of writing heat the oil, some students may produce hot the oil. Students have lack of knowledge of vocabulary and have difficulty to differentiate between verb and adjective because both heat and hot have the same meaning panas in Indonesian.

One of the difficulties in writing is how to organize and sequence ideas. Writing involves not only putting sentences together in language that is grammatically correct and appropriate, but also organizing the ideas in those sentence in a logical way so that they make a coherent text which is easy for the reader to follow.3 That is the reason why students from both native speaker or non-native speaker of writing class need extra effort to do their task. In non-native speaker, the challenge is much bigger than that. It is because the hinderance such as how they combine words, which word is appropriate for what exactly they mean in their first language, etc.

Language consists of chunks which refer to collocations that will produce continuous coherent text when they combined.4 Collocations itself are the words combination or the group of words that often combined together. Collocation instruction is a method to help students notice these chunks or collocation through using them in writing process.5 With using collocation instruction, students will not use words as a single isolation but word is combined with other word as a group. The word will be grouped with other word that usually comes together in a certain context.

3

J. Hadfield & C. Hadfield, Oxford Basics Introduction to Teaching English, Oxford: Oxford University Press, 2008 p.117

4

Michael Lewis, Implementing the Lexical Approach Putting Theory into Practice (Hove: Language Teaching Publications, 1997), p.7

5

Fatemeh, Eidian, et al.,. The Impact of Lexical Collocation Instructionon Developing Writing Skill Among Iranian EFL Learners. International Journal of Language Learning and Applied

Collocations are necessary to build students’ mental lexicon.6 In writing, the lexicon activated words based on the meaning and then translated into orthographic code.7 With giving words combination, it can be considered that the words that often come together in the context of procedure text particularly in genre of recipes will be placed in one catalog entries in the students’ lexicon. For instance, when students are given lexical collocation such as heat the oil or fry the onion, it will help them to identify what they should do if they have nouns such as oil and onion. Other example is grammatical collocation such as pour into. The students will automatically think what they should do and to what kind of equipment it should be placed.

As the writer mentioned earlier about the problem that faced by grade 7 of junior high school students in writing procedure text and the necessary of collocation in building students’ mental lexicon and its role in producing coherent text, the writer decided to conduct the study that had aim to find out whether collocation instruction,which means noticing collocation through using them in writing process, has positive effect in writing procedure text at grade VII of SMP Islamiyah Ciputat where the writer had access and permission to conduct this study.

The writer selected free collocation that only related in the context of procedure text particularly in genre of recipes to be presented, for instance, verb+noun (crack the egg, heat the oil), verb+adverb (stir carefully), and verb+preposition (pour into, boil for).The writer expected that it will help to reduce students’confusion in constructing procedure text because the way words combined in collocation is necessary to avoid students’ mistake as an impact of different pattern of Indonesian as mother tongue with English as a target language.

6

Jimmie Hill in Michael Lewis, Teaching Collocation: Further Developments in the Lexical Approach, (Hove: Language Teaching Publications, 2000), pp.53-56

7

J.B. Gleason & N.B. Ratner, Psycholinguistics, (Harcourt New York: Brace College Publishers, 1993), p.203

B. Identification of the Problem

Based on the background of the study above, the writer identified the problems as follow:

1. Students have a problem in combining words with an appropriate pattern because they do not know the words that often combined together.

2. Students have a problem of negative transfer because Indonesian, as students’ mother tongue has different pattern with English as a target language.

3. Students have difficulty in arranging words for constructing a text because they often confuse to connect the words in an appropriate way.

C. Limitation of the study

This study focuses on two main investigations. The first is the implementation of collocation instruction and the second is positive effect of collocation instruction in the process of writing procedure text at grade VII of SMP Islamiyah Ciputat.

D. Formulation of the study

Based on the identification of the problem above, the writer formulates the study as follows “Is collocation instruction effective towards students’ writing skill of procedure text at grade VII of SMP Islamiyah Ciputat?”

E. Purpose of the study

The aim of this study is to find out whether collocation instruction is effective or not for improving students’ writing skill of procedure text at grade VII of SMP Islamiyah Ciputat.

F. Significant of the study

There are three significant from the writer:

1. The writer hopes that this study will raise teacher awareness to take collocation instruction into consideration in teaching procedure text because it will help students to produce multi word rather than word as a single isolation. 2. The writer hopes that this study will encourage teacher to use collocation instruction for teaching procedure text because collocation instruction will help students’ understanding of combining words in an appropriate pattern and arranging them into a text.

3. The writer hopes that this study will have benefit on the nextsimilar subject study.

CHAPTER II

THEORITICAL FRAMEWORK

This chapter consists of literature review that describes writing and collocation, previous study, thinking framework, and hypothesis of this study.

A.

Literature Review

1. Procedure Text

a. Definition of Procedure Text

A text can be seen from two key perspectives, a thing that can be recorded, analysed and discussed; and also a process that is the outcome of a socially produced occasion.1 Procedure text is one of the text types that shows a process to make or to operate something. Procedure text has a function to tell how something is done through a sequence of step. A procedure enables people to do or to make things that are new to them and to make sure they do or make things in the correct order. It also includes all that need to be done.

Procedure covers the countless things that people do. It has a goal and a result. The result of procedure should be reflected in the goal. The procedure tells how to achieve the goal. It should be consist of step by step to achieve the goal. Procedure is important in daily life, for instance, telling how to make a cup of coffee, telling step by step instruction how to cook rice using rice cooker, giving direction to someone’s house, etc.

1

Peter Knapp & Megan Watkins, Genre, Text, Grammar: Technologies for Teaching and Assessing Writing (Sidney: University of New South Wales Press Ltd., 2005), p.13

b. The purpose of procedure Text

Beard mentions four purposes of texts which are to persuade, to instruct or advise, to entertain and to inform.2 Procedure text involve in the category of texts that has a purpose to instruct or advise. It is a text that gives instruction to the reader what they should do to achieve their goal.

Procedure is written for different audiences. In writing a procedure text, it is required to think about the audience and consider the following in order to achieve the purpose which is to instruct or advise the audience to do something3:

- The age of the audience.

- Whether the audience has any previous experience of the procedure. - Whether the audience will need special instructions about the

equipment needed or about the steps to be done.

c. Genre of Procedure Text

Writing is a process that often heavily influenced by the constraints of genres, then these elements have to be present in learning activities.4 There are various genre in writing procedure text. Genre itself is defined as a category assigned on the basis of external criteria such as intended audience, purpose, and activity type.5 It means that genre describes certain types of activities. Genre in procedure text includes recipes, directions, instruction manuals, administrative procedures, maintenance notices, advices texts, rules, etc.

2

Adrian Beard, How Text Work, (New York: Routledge, 2003), p.25

3

June Keir, Text Types Book 3 Informative Texts Recognising And Creating Procedures, Explanations, Recounts And Descriptions, (Australia: Ready-Ed Publications, 2009) p.14

4

Jeremy Harmer, How to Teach Writing. (Edinburg: Pearson Education Limited, 2004), p.86

5

Brian Paltridge, Genre, Text Type, and the Language Learning Classroom, (ELT Journal Volume 50, Oxford: Oxford University Press, 3 July 1996)

Procedure texts explain how to realize a certain goal by means of actions which are at least partially temporally organized.6 A procedure text can be a simple, ordered list of instructions to reach a goal, but it can also be less linear, outlining different ways to realize something, with arguments, advices, conditions, hypothesis, preferences. It also often contains a number of recommendations, warnings, and comments of various types.

d. Grammatical Features of Procedure Text

The following are some of the grammatical feature of procedure text7:

 Action Verb

It is used to represent the processes involved in completing a task, for instance:

Spread the bread with the jam.

Pour the water into the pan.

 Adverb

It is often used to qualify verbs and to provide extrra information about how a task should be completed, for instance:

Add the ingredients slowly. Stir the tea carefully.

 Temporal connective

It is used to ensure processes are placed in the correct order of time, for instance:

First melt the butter, then add the flour.

6

Estelle Delpech & Patrick Saint-Dizier, Investigating the Structure of Procedural Texts: Identification of Titles and Instructions, JADT (Journées Internationales d’Analyse statistique des Données Textuelles, 2008).

7

e. Organisation of procedure text

According to Hodge and William, organization is basically a system of coordinated social units concerned with accomplishment of certain goal.8 Therefore, organisation of procedure text means a well organized system that concerned with the way how a certain goal has to be achieved when someone want to make or to do something. The organisation of procedure text is more common called by generic structure. The organisation of procedure text can be explained specifically as follow:

1) First, procedure texts generally begin with the goal of the task, which is used as a title, for instance, ‘How to Make a cup of coffee’.

2) After the goal, a list of material that includes equipments and ingredients is required to complete the task.

3) In the final, the text end with the sequence of steps specifying how the goal is to be achieved.

The organisation of procedure text focuses on instructional texts in sequence of action. It is organised in temporal sequences that are identified by the use of numbers (such as 1, 2, 3 etc.) or temporal connectives (such as then, next, after that). It indicates an ability to deal with aspects of grammar by action verbs, and the temporal nature of sequencing, represented in the grammar by temporal connectives.9 The following are examples of procedure text genre recipes based on the organisation mention above:

Example 1:

Goal How to Make a cup of Coffee List of Material Equipment:

8

B.J. Hodge & William P. Anthony, Organization Theory 2nd Ed., (Boston: Allyn and Bacon, Inc ,1984), p. 10

9

 cup

 spoon Ingredients:

 water

 coffee

 2 spoonful of sugar

 a dash of milk

Sequence of Step 1. First, boil the water for several minutes. 2. Then, take a cup.

3. Then, put the coffee into the cup.

4. And then, pour the boiling water into the cup. 5. After that, add 2 spoonful of sugar.

6. Next, add a dash of milk into the cup. 7. And next, stir all the ingredients carefully. 8. Finally, enjoy your cup of coffee.

Example 2:

Title/Goal How to Make a Glass of Orange Juice Materials Equipments:

 Glass

 Squeezer Ingredients:

 Oranges

 Water

 Sugar Sequence of Steps

2. Second, squeeze the oranges. 3. Then, take a glass.

4. And then, put the squeezed oranges into the glass. 5. After that, pour the boiling water into the glass. 6. Next, add the sugar into the glass.

7. And next, stir all the ingredients carefully. 8. After that, add the ice cubes into the glass. 9. Finally, enjoy your orange juice.

f. Assessing Procedure Text

Assessing students' writing ability require the clarity of objective or criterion which can be assessed through a variety of tasks. The following is assessment criteria used for assessing the generic structure and grammatical features of procedure text writing10:

1. Genre-based criteria

- The writing mainly instructs or advises.

- The theme of writing is consistent with the task.

- The structure or staging of the text consistent with the genre. 2. Textual language criteria:

- The text is formatted appropriately.

- The text uses correctly structured simple, compound and complex sentences.

- The text uses tense appropriately and consistently. 3. Syntactical language criteria:

10

Peter Knapp & Megan Watkins, Genre, Text, Grammar: Technologies for Teaching and Assessing Writing (Sidney: University of New South Wales Press Ltd., 2005), p.176

- All main clauses have essential elements such as a main verb and statements have the subject and main verb in the correct order. - The subject and main verb agree in person and number.

- Prepositions are used appropriately and with some variety. - Articles and plurals are used correctly.

- Sentence, simple and complex punctuation is punctuation is correct.

4. Spelling

- Most high-frequency words are spelt correctly.

- Most less frequently used words and words with common but not simple pattern are spelt correctly.

- Most words with difficult or unusual patterns are spelt correctly. - Most challenging words appropriate to the task are spelt correctly. - All challenging words appropriate to the task spelt correctly.

2. Collocations

a. Definition of Collocation

Collocations are the way in which words are used together regularly. The term of collocations are derived from the Latin word collocare which means to place together or to assemble, and this term introduced by J. R. Firth in 1930s. Collocations are seen as language chunks which are memorized by speakers as whole units in order to achieve language fluency.11 They are the occurrence of two or more words within a short space of each other in a text. They are a pair or group of words that are often used together.

11

Violeta Seretan, Syntax-Based Collocation Extraction. (Text, Speech and Language Technology Series Vol.44, Dordrect: Spinger, 2011), p.9

Collocations are one of the main concerns of lexicography. Lexicography itself is focus on the meaning and use of words, a central to dictionary making.12 The elements involved in collocations are assumed to be lexemes, for instance, it is assumed that combinations such as pay attention, pays attention, paid attention and attention was paid are instantiations of the same collocations.

In Lexical Approach, an approach of language learning that suggests a much more central role for lexis or all the words of a language, collocations describe as the way individual words co-occur with others.13 This approach was developed by Michael Lewis who believes that the primary approach in foreign language teaching should be focused on the lexicon (vocabulary) of the target language as opposed to using the more traditional grammatical or structural approach. It suggests that vocabulary should be taught in chunks instead of as individual words. These chunks are refered to as collocations which mean words that frequently go together.14

From several definitions above, it can be concluded that collocation is the combination of words that usually comes together in an appropriate pattern. The way words combine is important because learners can recognise certain pattern that usually appear in a certain context.

b. Categorization of Collocation

Sinclair mentions two types of collocation, significant collocation and casual collocation.15 Significant collocations have high intencity to come together. For example, the words dog and barked, barked is not very common and, it usually occurs near the word dog. Casual collocations are the combination of common words, such

12

Douglas Bieber, et al., Corpus Linguistics: Investigating language Structure and Use,

(Cambridge: Cambridge University Press, 2000), p.21

13

Michael Lewis, The Lexical Approach: The State of ELT and a Way Forward, (Londan: Language Teaching Publications, 1999), p.93

14

Deborah L. N., et. al., Kaleidoskope of Models and Strategies Teaching English to Speakers of Other Languages, (New York:Greenwood Publishing Group Inc., 2006), p. 55

15

John Sinclair, Corpus, Concordance, Collocations, (Oxford: Oxford University Press, 1991), p.12

as the big house, both big and house can be callocated with many other common words, the small house, the big problem. It is depend on the context of situation where those words have to be combined.

Hill differentiates collocation into more specific types16: 1. Unique collocations

They have the unique meaning such as foot the bill which means to pay an amount of money, not related to the part of body as the individual word foot.

2. Strong collocations

They are not unique but strong or very strong combination such as ulterior motives, harbour grudge.

3. Weak collocations

They are the combination of usual words in English, for example bad habit, expensive car, good time.

4. Medium-strength collocation

They are not strong or weak but in the middle, for instance hold a conversation, make a mistake, do the homework.

Collocation includes idiom and phrasal verb. Lewis mentions that all collocations are idiomatic and all phrasal verbs and idioms are collocations or contain collocations. Collocations are placed on a sliding scale of meaning and form relatively unrestricted (collocations) to highly fixed (idioms). He classifies collocation into free collocation, restricted collocation, figurative idiom, and pure idiom.17

There are two major categories of collocation, lexical collocation and grammatical collocation. Lexical collocation is collocation in which two lexical

16

Jimmie Hill in Michael Lewis, Teaching Collocation: Further Developments in the Lexical Approach, (Hove: Language Teaching Publications, 2000), pp. 63-64

17

Christopher Gledhill, Collocations in Science Writing, (Language in Performance Series No. 22, Tubingen: Gunter Narr Verlag,2000), pp.7-20

elements co-occur and grammatical collocations are collocations in which a lexical and a more grammatical element, for instance a preposition.18 There are several combinations of grammatical collocation and lexical collocation19:

1. Grammatical collocations

 noun+preposition combination

sympathy with, blocade against, apathy towards

 noun+to-infinitive an effort to get a job

a struggle to solve the problem

 noun+that-clause

He took an oath that he would do his duty.

 preposition+noun

by accident, in advance, etc.

 adjective+preposition

they are angry at the children.

 predicate adjective+to-infinitive It was necessary to work together.

 Collocational verb patterns For instance verb+preposition:

Boil the vegetable for five minutes

2. Lexical collocation

 verb (usually transitive) + noun/ pronoun (or prepositional phrase) come to an agreement, compose a music,

18

Nadja Nesselhauf, Collocations in a Learner Corpus, (Amsterdam: John Benjamins Publishing Company, 2004), p.22

19

R. R. D. Moehkardi, Grammatical and Lexical English Collocations: Some Possible Problems to Indonesian Learners of English. (Journal of Humaniora Vol 14 No.1 Februari 2002), pp.53-62

set an alarm

 verb (meaning eradication and or nullification) + a noun reject an appeal, withdraw an offer,

annul a marriage

 adjective + noun

best regards, kindest regards, strong tea

 noun + verb

bomb explode, bees buzz, alarm go off

 noun + noun

a bouquet of flower, a glass of water, a bit of advice

 adverb + adjective

hopelessly addicted, deeply absorbed, closly acquinted

 verb + adverb

appreciate sincerely, argue heatedly

3. Using Collocation Instruction for Improving Students’ Writing Skill of Procedure Text

Writing as a process refers to the act of collecting ideas and arranging them until they are presented in a way that is understood by the reader.20 In writing procedure text, students have to identify the verbs in the text with comparing the verbs with the nouns. They discuss the relationship between the verb and the noun in the sentence, and the way the verbs indicates what is to be done with the noun, for instance crack the egg, pour the water. They also have to add extra information to the

20

C. T. Linse & David Nunan, Practical English Language Teaching: Young Learner, NewYork: McGraw-Hill Companies, Inc., 2005), p.98

way the verbs should be performed. this includes identifying adverbs such as carefully and slowly.21

Collocation refer to the limitations on how words can be used together, for instance which prepositions are used with particular verbs, or which verbs and nouns are often used together. The term of collocation instruction means noticing, highlighting and conciousness-raising certain combination of words to students. There are two types of instruction, explicit instruction and implicit instruction.22 Explicit instruction involves the construction of explicit knowledge consciously, learners are given the target items and try to develop concepts and rules on their own. On the other hand, implicit instruction refers to a kind of instruction in which learners learn the target items with reading a text for comprehension of the content rather than for learning that items in that text.

Collocation will make students recognise the multi word combination and they can use them to construct a text in an appropriate way. With giving collocation in writing procedure text, the process of identifying which action should be done in the sequence of step will be easier because teacher enrich students with free collocation so that students can combine words for constructing procedure text. The following are common collocations which introduced to student in the context of procedure text particularly in genre of recipes:

1. Verb+Noun Combination

garlic peel chilli onion

onion chop garlic chilli water boil vegetables 21

Peter Knapp & Megan Watkins, Genre, Text, Grammar: Technologies for Teaching and Assessing Writing (Sidney: University of New South Wales Press Ltd., 2005), p.168

22

Elaheh Zaferanieh, et al., On the Impacts of Four Collocation Instructional Methods: Web-Based Concordancing vs. Traditional Method, Explicit vs. Implicit Instruction, (Studies in Literature and Language Vol. 3, No. 3, 2011) pp.120-126

water pour

milk

crack

eggs whisk

bread spread jam

oil heat

soup

cheese grate

coconut

onion fry garlic chilli

2. Verb+Adverb

Stir ... carefully Mix together ...

3. Verb+Preposition

Place ... on ...

with ... Spread ...

On ...

Mix ...with ...

Boil ... for ... Pour ... into ... Chop ... into ...

The instruction also can be implemented in exercise as follow in order to help students identifying the relation of verbs and nouns:

Verb Noun

Spread Heat Pour Crack

Peel

Water Egg Onion

Oil Jam

The following are examples of combining words exercise:

Boil the water for several minutes. Chop the onion into small pieces.

Pour the water into a cup. Place fried rice on the plate.

Stir all the ingredient carefully. Mix together all the ingredients.

B.

Previous Study

1. The first study is the research from Malinda Prawati, et al titled Teaching Writing Procedure Text Through Demonstration. This study is the experimental study with pre-test and post-test as instrument.They used demonstration to teach students writing procedure texts and has the result that demonstration has high significant effect to increase students’ achievement of writing skill on procedure text. The difference between this study and the writer’s study is the writer does

not use demonstration but uses collocation instruction in increasing students’ writing skill on procedure text with the same experimental method and pre-test and post-test instrument.

2. The second study is focus on using collocation instruction to developstudents’ writing skill. This study is a part of 2013 International Journal of Language Learning and Applied LinguisticsWorld. It is titled

The Impact of Lexical Collocation Instructionon Developing Writing Skill Among Iranian EFL Learners by Fatemeh Eidian, et al. This is an experimental study which has experimental and control groups with pre-test and post-test as an instrument using university students as sample population. The result of this study showed that lexical collocation can develop students’ writing skill. The differences between this study and the writer’s study is the writer study uses junior high school students as sample population and it does not measure writing skill generally, but only one type of writing which is procedure texts with recipes as genre specification.

C.

Conceptual Framework

Students can use the grammatical features, generic structure, and vocabularies that have been given to express their ideas in written text. Procedure text is one of the types of written texts that students learned. Procedure text is the text that tells how to do or how to make something. Writing procedure text becomes one of English materials in grade VII students syllabus. The purpose of learning procedure text based on the syllabus is to make students able to produce their own simple procedure text accurately, fluency, and acceptably. Procedure text tells the action should be done for making something, and the way verbs (action) work with nouns (object of action) is definitely crucial. However, students often confuse to arrange procedure text because they do not know the key words, such as verbs and nouns, which become important for their writing. They often have problem to combine those words and connect them for constructing the text.

The writer considered about using collocation instruction in procedure text writing. Collocations are important because they will make students think about multi word and reduce their confusion in arranging text. It can make students recognise the pattern of certain words combination in an appropriate way. Collocation instruction that used by writer in writing procedure text means giving combination of free collocation of verb+noun, verb+adverb, and verb+preposition in learning procedure text. It is necessary because the ability of students to identify the verbs in the text with comparing the verbs with the nouns and also identify adverbs are required in constructing procedure text. The writer expected that collocation instruction will make students easier to construct a simple procedure text writing particularly in genre of recipes.

D.

Research Hypothesis

Collocation instruction will have an effect to improve students’ writing procedure text because students will not use word as a single isolation but use words as a group. It can reduce students confusion in arranging text because they can combine words since the ability of students to identify the verbs in the text with comparing the verbs with the nouns and also identify adverbs are required in constructing procedure text.

CHAPTER III

RESEARCH METHDOLOGY

This chapter consists of the explanation about place and time of the study, method and design of the study, population and sample, data collection, scoring rubric, data analysis, and hypothesis statistics.

A. Place and Time of the Study

This study conducted at SMP Islamiyah Ciputat. This study held from 8th of April to 29th of April. The writer gave the treatment in academic year 2014/2015.

The Schedule of the Study

No Task Preparation Time

1. Preliminary visit Permission Letter Monday, 31th of March 2015

2. Communicate with the headmaster and English Teacher

Permission Letter Wednesday, 1st of April 2015

3. Pre-test Pre test Wednesday, 8th of

April 2015

4. Treatment Lesson Plan,

Handbook,

Worksheet, Teaching Materials

The day of treatment of Experimental and Controlled Class

5. Post-test Post test Wednesday, 29th of

B. Method and Design of the Study

This study uses quantitative method. According to Creswell, quantitative research has several characteristics, one of them is describing a research problem through a description of trends or a need for an explanation of the relationship among variables. It is also analyzing trends, comparing groups, or relating variable using statistical analysis and interpreting results by comparing them with prior predictions and past research.1 This study used quasi-experimental design with controlled group and experimental group. Quasi-experimental design were used because this study is an experimental design that does not meet all the requirements necessary for controlling the influence of extraneous variables. In this study, controlled group means a group who only gets traditional learning like translating or doing exercise without being given some collocations. In contrast, experimental group was presented some collocations related to the context of procedure text particularly genre of recipes during writing class.

C. Population and Sample

Population is a group of individuals who have the same characteristic that the researcher can identify, whereas sample is a subgroup of the population that the researcher plans to study. Sample is individuals who are represents the entire population.2 In this study, the writer uses convenience sampling approach of nonprobability sampling. The reason of the writer using that sampling approach is because the writer selects participants who are available to be studied. The writer decided to conduct study at grade VII students of SMP Islamiyah Ciputat because the students were available for this study which means that the students fulfilled the criteria of this study. It also because the writer had access to the school and had the permission of the principal to conduct this study. This study will be conducted in two

1

Jhon W. Creswell, Education Research Methodology, (Boston: Pearson Education, Inc., 2012), p.13

2

equal classes, the first class as experimental group who receives the experimental treatment and second class is control group.

D. Data Collection

The writer used instrument in order to get the better data. To make this study successful, the writer used some instruments to collect data, they are as follows:

1. Test

a. Pre-test

Pre-test provides a measure on some attribute or characteristic that the writer assess for participants in an experiment before they receive a treatment.3 The purpose of pre-test is to know the basic students’ ability in writing procedure text. The instrument of the pre-test is written test. b. Post-test

Post-test is a measure on some attribute or characteristic that is assessed for participants in an experiment after a treatment.4 The purpose of post-test in this study is to know the students’ ability improvement in writing procedure texts. The instrument of the post-test is written test.

2. Validity of Test

Validity is the compatibility of a test. It means that a test should measure what supposed to measure. There are several types of validity, and one of them is content validity. Content validity means that the validity is based on a careful analysis of the language being tested and the particular course objective.5 Alderson, et al. argue that content validity involves a judgement from experts in some systematic way such as analysing the content of the test and

3

Jhon W. Creswell, Ibid., p.297

4

Ibid.

5

comparing them with statement of what the content should be.6 They add that the statement may be organized as syllabus or curriculum, or a domain specification. Therefore, the writer used curriculum and syllabus KTSP of VII grade junior high school as content validity to justify that the test is valid.

3. Observation

Observation was the activity that was done by the writer to get the data. The observation focused on teacher and students activity in classroom. In this part, the researcher used checklist as instrument to take information related to the activity in the class room. The following is the observation checklist used by the writer:

Observation Checklist

No Activities Description

1 Teacher’s clarity in explaining material Very Good Good Average Poor Very poor

2 Classroom management Very Good

Good Average Poor Very poor 3 Teacher’s interaction with students Very Good

Good

6

Alderson J.C., et al., Language Test Construction and Evaluation, (Cambridge: Cambridge University Press, 1995), p.173

Average Poor Very poor 4 Students’ attention towards teacher’s

presentation

Very Good Good Average Poor Very poor 5 Students’ response of teacher’ questions Very Good

Good Average Poor Very poor 6 Students’ understanding of material Very Good

Good Average Poor Very poor 7 Students’ enthusiasm to join the class Very Good

Good Average Poor Very poor

4. Documentation

Document is a piece of written or printed material that provides an information. It refers to the archival data that help the writer to collect the required data. It can help the writer to get accurate data concerning to the study. It can be defined as looking for the data concerning matters or variable that are taken in form of notes of meeting, book, agenda etc.

E. Scoring Rubric

The writer used analytic scales as a scoring technique. In analytic scoring, texts are rated on several aspects of writing or criteria rather than given a single score.7 The criteria rated as follow:

Scoring Rubric

Content

30 - 27 EXCELLENT TO VERY GOOD : relevan to assigned topic-etc 26 – 22 GOOD TO AVERAGE : mostly relevant to topic – etc

21 – 17 FAIR TO POOR : inadequate development topic - etc 16 – 13 VERY POOR : not enough to evaluate – etc

Organization

20 -18 EXCELLENT TO VERY GOOD : well-organized, logical sequencing- etc 17-14 GOOD TO AVERAGE : logical but incomplete sequencing – etc

13 -10 FAIR TO POOR : lacks logical sequencing and development– etc 9-7 VERY POOR : no organization, not enough to evaluate – etc

Vocabulary

20 - 18 EXCELLENT TO VERY GOOD : word form mastery, appropriate register (words use for particular situation– etc

17-14 GOOD TO AVERAGE : occasional errors of word form, choice, usage but meaning not obscured

13 – 10 FAIR TO POOR : frequent errors of word form, choice, usage and meaning confused or obscured – etc

9 – 7 VERY POOR : little knowledge of English vocabulary, word form or not enough to evaluate

Language use

25 – 22 EXCELLENT TO VERY GOOD : few errors of word order/function, articles, preposition - etc

21-19 GOOD TO AVERAGE : several errors of word order/function, articles,

7

preposition – etc

17 – 11 FAIR TO POOR : frequent errors of word order/function, articles, preposition - etc

10 – 5 VERY POOR : dominated by errors, or not enough to evaluate – etc Mechanics

5 EXCELLENT TO VERY GOOD : few errors of spelling, punctuation, capitalization – etc

4 GOOD TO AVERAGE : occasional errors of spelling, punctuation, capitalization – etc

3 FAIR TO POOR : frequent errors of spelling, punctuation, capitalization – etc 2 VERY POOR : dominated by errors of spelling, punctuation, capitalization – etc Total Score:

Adapted From S.C. Weigle, Assessing Writing, (Cambridge: Cambridge University Press, 2009), p.116

F. Data Analysis

1. Test of Normality

Test of normality is used to test whether the sample comes from population that distributed normally or not.8 The writer determined the normality of data from students’ writing scores of pre-test and post-test that had obtained in advance. For calculation of normality test, the writer used Lilliefors test with the formulation as follow:

Zivalue = ̅

Annotation:

X = the students’ score from the controlled class interval ̅ = the mean score of controlled class pre-test

= standard of deviation F(Zi) = Zivalue on Ztable

8

Budi Susetyo, Statistika untuk Analisis Data Penelitian (Dilengkapi Data Perhitungan SPSS dan Ms. Office Excel), (Bandung: Refika Aditama, 2010), p.148

S(Zi) =

F(Zi)-S(Zi) = the difference value of F(Zi) and S(Zi)

2. Test of Homogeneity

Test of Homogeneity is used to test the variance and to know whether the data were homogeneous or not.9 The writer determined the homogeneity of the data using Fisher-test. The following is the formulation of the homogeneity test:

Fvalue=

Annotation:

S12: the greatest variance S22: the smallest variance

3. T-Test Formulation

The final step is testing the statistical hypothesis with using the following Statistic calculation of T-test formulation.10

a. Analyzing the Mean of Variable X with formula : M x ∑ b. Analyzing the Mean of Variable Y with formula :

M y ∑

c. Analyzing the Standard Deviation Score of Variable X with formula :

9

Budi Susetyo, Ibid, p. 160 10

√∑

d. Analyzing the Standard Deviation Score of Variable Y with formula :

√∑

e. Analyzing the Standard Error Mean of Variable X with formula :

SEMx =

√

f. Analyzing the Standard Error Mean of Variable Y with formula :

SEMy =

√

g. Analyzing the Standard Error of different Mean of Variable X and Mean of Variable Y with formula :

SEMx

–

SEMy =

√

h. Analyzing t0with formula :

t

0

=

i. Analyzing the degree of freedom (df) with formula :

df = n

1

+ n

2

–

2

G. Hypothesis Statistics

The limitation of this studyhypothesis determine as follow:

H0: Collocation instruction is not effective towards students’ writing skill of procedure text for grade VII at SMP Islamiyah Ciputat.

H1: Collocation instruction is effective towards students’ writing skill of procedure text for grade VII at SMP Islamiyah Ciputat.

Ho : µ 1 = µ 2 H1: µ 1 ≠ µ 2

For the next step, the writer used the following criteria:

1. If t-test (tt) > t-table (to) in significant rank of 0,05, Ho (null hypothesis) is rejected. It means there is significant difference between students’ achievement in writing procedure text for grade VII at SMP Islamiyah Ciputat in experimental group.

2. If t-test (tt) < t-table (to) in significant rank of 0,05, Ho (the null hypothesis) is accepted. It means there is no significant difference between students’ achievement in writing procedure text for grade VII at SMP Islamiyah Ciputat in experimental group.

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This chapter consists of some information about data description, data analyzing, test hypothesis and finding interpretation.

A. Data Description 1. The Pre-Test Score

In this study, the writer collected pre-test score both in experimental class and controlled class before giving treatment to the students in the classroom. The following is the description of the pre-test score:

Table 4.1

The Pre-Test Score of Experimental Class and Controlled Class

Experimental Class Controlled Class

No Code Score No Code Score

1. E-1 80 1. C-1 76

2. E-2 65 2. C-2 60

3. E-3 67 3. C-3 76

4. E-4 75 4. C-4 80

5. E-5 77 5. C-5 74

6. E-6 53 6. C-6 68

7. E-7 77 7. C-7 80

8. E-8 80 8. C-8 57

9. E-9 70 9. C-9 76

10. E-10 65 10. C-10 74

11. E-11 53 11. C-11 74

12. E-12 60 12. C-12 70

14. E-14 53 14. C-14 80

15. E-15 60 15. C-15 60

16. E-16 75 16. C-16 74

17. E-17 65 17. C-17 63

18. E-18 70 18. C-18 74

19. E-19 60 19. C-19 63

20. E-20 70 20. C-20 60

21. E-21 75 21. C-21 57

22. E-22 80 22. C-22 74

23. E-23 70 23. C-23 68

24. E-24 65 24. C-24 70

25. E-25 75 25. C-25 60

26. E-26 67 26. C-26 68

27. E-27 67 27. C-27 68

28. E-28 60 28. C-28 57

29. E-29 75 29. C-29 70

30. E-30 53 30. C-30 68

N = 30 ∑ X = 2015 N = 30 ∑ Y = 2075

Mean X 67.16 Mean Y 69.16

Based on table 4.1, it can be seen that 53 was the lowest students’ pre-test score in experimental class and 80 was the highest students’ pre-test score in experimental class while 57 the lowest students’ post-test score in control class was 53 and 80 was the highest students’ pre-test score in controlled class. Moreover, the total students’ score of pre-test in experimental class was 2015 and the total students’ score of pre-test in controlled class was 2075. The experimental class has the average score 67.16 and the controlled class has the average score 69.16

2. The Post-Test Score

Post-test score was collected both in experimental class and controlled class after giving the treatment to the students in the classroom aiming to find out whether it has an effect in improving students’ ability or not. The following is the description of the pre-test score:

Table 4.2

The Post-Test Score of Experimental Class and Controlled Class

Experimental Class Controlled Class

No Code Score No Code Score

1. E-1 89 1. C-1 83

2. E-2 78 2. C-2 75

3. E-3 87 3. C-3 80

4. E-4 80 4. C-4 80

5. E-5 85 5. C-5 83

6. E-6 74 6. C-6 72

7. E-7 89 7. C-7 80

8. E-8 89 8. C-8 60

9. E-9 80 9. C-9 75

10. E-10 74 10. C-10 70

11. E-11 78 11. C-11 75

12. E-12 75 12. C-12 78

13. E-13 78 13. C-13 83

14. E-14 75 14. C-14 80

15. E-15 80 15. C-15 78

16. E-16 87 16. C-16 78

17. E-17 80 17. C-17 75

18. E-18 85 18. C-18 70

20. E-20 87 20. C-20 70

21. E-21 89 21. C-21 75

22. E-22 80 22. C-22 83

23. E-23 67 23. C-23 72

24. E-24 78 24. C-24 80

25. E-25 85 25. C-25 67

26. E-26 85 26. C-26 60

27. E-27 78 27. C-27 72

28. E-28 85 28. C-28 72

29. E-29 80 29. C-29 67

30. E-30 67 30. C-30 60

N = 30 ∑ X = 2419 N = 30 ∑ Y = 2213

Mean X 80.63 Mean Y 73.76

Based on table 4.2, it can be seen that 67 was the lowest students’ post-test score in experimental class and 89 was the highest students’ post-test score in experimental class while 60 was the lowest students’ post-test score in controlled class and 83 was the highest students’ post-test score in controlled class. In addition, 2419 was the total students’ score of pos-test in experimental class and 2213 was the total students’ score of post-test in controlled class. The experimental class has the average score 80.63 and the controlled class has the average score 73.76.

3. Gain Score

In this study, gain score was used as primary data to calculate ttest after finding out the mean score, standard deviation score and standard error mean score. It is the difference score between students’ pre-test score and post-test score. The following is the description of the scores:

Table 4.3

The Gain Score of Experimental Class and Controlled Class

Experimental Class Controlled Class

No Code Score No Code Score

1. E-1 9 1. C-1 7

2. E-2 13 2. C-2 15

3. E-3 20 3. C-3 4

4. E-4 5 4. C-4 0

5. E-5 8 5. C-5 9

6. E-6 21 6. C-6 4

7. E-7 12 7. C-7 0

8. E-8 9 8. C-8 3

9. E-9 10 9. C-9 -1

10. E-10 9 10. C-10 -4

11. E-11 25 11. C-11 1

12. E-12 15 12. C-12 8

13. E-13 25 13. C-13 7

14. E-14 22 14. C-14 0

15. E-15 20 15. C-15 18

16. E-16 12 16. C-16 4

17. E-17 15 17. C-17 12

18. E-18 15 18. C-18 -4

19. E-19 15 19. C-19 -3

20. E-20 17 20. C-20 10

21. E-21 14 21. C-21 18

22. E-22 0 22. C-22 9

24. E-24 13 24. C-24 10

25. E-25 10 25. C-25 7

26. E-26 18 26. C-26 -8

27. E-27 11 27. C-27 4

28. E-28 25 28. C-28 15

29. E-29 5 29. E-29 -3

30. E-30 14 30. E-30 -8

N = 30 ∑ X = 404 N = 30 ∑ Y = 138

Mean X 13.46 Mean Y 4.6

Table 4.3 shows that -3 was the lowest students’ gain score in experimental class and 25 the highest students’ gain score in experimental class while -8 was the lowest students’ gain score in controlled class and 18 the highest students’ gain score in controlled class. In addition, 404 was the total students’ gain score in experimental class and 138 was the total students’ gain score in controlled class. The experimental class has the average score of 13.46 and the controlled class has the average score of 4.6.

4. The Frequency Distribution of the Experimental Class a. Pre-test score of the experimental class

Table 4.4

The Frequency Distribution of the pre-test of Experimental Class No. Interval Low Class

Boundary

Up Class Boundary

Frequency Absolute Relative

1. 53-57 52.5 57.5 5 16.66 %

2. 58-62 57.5 62.5 4 13.33 %

4. 68-72 67.5 72.5 4 13.33 %

5. 73-77 72.5 77.5 7 23.33 %

6. 78-82 77.5 82.5 3 10 %

∑ 30 100%

Figure 4.1 Diagram of frequency distribution of the pre-test score of the experimental class

The data of the pre-test score of the experimental class presented into frequency distribution table and diagram form. The classification of the data was made based on the length of interval (P), number of classes (K), and range (R). The table 4.4 shows that the length of the interval was 5 and the numbers of class interval were 6. The up class boundary of the first class interval was 57.5 and the up class boundary of the last interval was 82.5. The total numbers of students were 30. Moreover, the most frequency appearance on the frequency distributed was the score between 63-67 and 73-77 with the number of absolute frequency 7 and the relative frequency 23.33 %. In addition, the least appearance of score was on interval 78-82 with the number of absolute

0 1 2 3 4 5 6 7

53-57 58-62 63-67 68-72 73-77 78-82

Class Interval

Absolute Frequency

frequency 3 and relative frequency 10%. The whole description of statistical calculation can be seen on the appendix.

b. Post-test score of the experimental class

Table 4.5

The Frequency Distribution of the post-test of Experimental Class No. Interval Low Class

Boundary

Up Class Boundary

Frequency Absolute Relative

1. 67-70 66.5 70.5 2 6.66 %

2. 71-74 70.5 74.5 2 6.66 %

3 75-78 74.5 78.5 8 26.66 %

4. 79-82 78.5 82.5 6 20 %

5. 83-86 82.5 86.5 5 16.66 %

6. 87-90 86.5 90.5 7 23.33 %

∑ 30 100%

0 1 2 3 4 5 6 7 8

67-70 71-74 75-78 79-82 83-86 87-90

Class Interval

Absolute Frequency

Figure 4.2 Diagram of frequency distribution of the post-test score of the experimental class

Table 4.5 shows that the numbers of the class interval was 6 and the length of interval was 4. The low class boundary of the first class interval was 66.5 and the low class boundary from last class was 86.5. The total numbers of absolute frequency were 30. The table also shows that the most frequency appearance on the frequency distributed was the score in interval 75-78 with the absolute frequency 8 and relative frequency 26.66%. Moreover, the least appearance of score was the score between interval 67-70 and 71-74 with the absolute frequency 2 and relative frequency 6.66%. On the other hand, the upclass boundary on the first interval was 70.5 and the up class boundary of the last interval was 90.5. The whole description of statistical calculation can be seen on the appendix.

5. The Frequency Distribution of the Controlled Class a. Pre-test score of the controlled class

Table 4.6

The Frequency Distribution of the pre-test of Controlled Class

No. Interval Low Class Boundary

Up Class Boundary

Frequency Absolute Relative

1. 57-60 56.5 60.5 7 23.33 %

2. 61-64 60.5 64.5 2 6.66 %

3 65-68 64.5 68.5 5 16.66 %

4. 69-72 68.5 72.5 3 10 %

5. 73-76 72.5 76.5 6 20 %

Figure 4.3 Diagram of frequency distribution of the pre-test score of the controlled class

Table 4.6 shows that the numbers of the class interval were 6 and the length of the interval was 4. While the lowest score in the class interval was 57 and the highest score was 80. The total numbers of absolute frequency were 30. While the highest class interval was 77-80, the up class boundary was 80.5. In addition, the lowest absolute frequency was 2 on the class interval 61-64 with relative frequency 6.66% and the higest absolute frequency was 7 with relative frequency 23.33% on the both class interval 57-60 and 77-80. The whole description of statistical calculation can be seen on the appendix.

0 1 2 3 4 5 6 7

57-60 61-64 65-68 69-72 73-76 77-80

Class Interval

Absolute Frequency

b. Post-test score of the controlled class

Table 4.7

The Frequency Distribution of the post-test of Controlled Class No. Interval Low Class

Boundary

Up Class Boundary

Frequency Absolute Relative

1. 60-63 59.5 63.5 4 13.33 %

2. 64-67 63.5 67.5 2 6.66 %

3 68-71 67.5 71.5 3 10 %

4. 72-75 71.5 75.5 9 30 %

5. 76-79 75.5 79.5 3 10 %

6. 80-83 79.5 83.5 9 30 %

30 100 %

Figure 4.4 Diagram of frequency distribution of the post-test score of the controlled class

Table 4.7 shows that the numbers of the class interval were 6 and the length of the interval was 4. While the lowest class interval was 60-63, the 0

1 2 3 4 5 6 7 8 9

60-63 64-67 68-71 72-75 76-79 80-83

Class Interval

Absolute Frequency

lowclass boundary was 59.5. In addition, the lowest absolute frequency was 2 on the class interval 64-67 with relative frequency 6.66% and the higest absolute frequency was 9 with relative frequency 30% on the both class interval 72-75 and 80-83. In the addition, the total numbers of absolute frequency were 30. The whole description of statistical calculation can be seen on the appendix..

B. Data Analysis

1. Normality Test of Pre-Test

Lilliefors Normality test was used in this study to find out the distribution of pre-test data. It is used in order to know the data normally distributed or not.

Table 4.8

The Result of Normality Pre-test of Experimental and Controlled Class

No Source Experimental Controlled

1. N 30 30

2. Average 67.63 69.16

3. Variance 66.69 58.85

4. Standard Deviation 8.10 7.67

5. Maximal Score 80 80

6. Minimal Score 53 57

7. T value 0,1257 0,1163

8. T table 0.1590

9. Criteria Normal

The following is the writer’s assumption: Ho : the data of normal distribution H1 : the data of un normal distribution

The criteria is Ho accepted if Tvalue< 0.1590 and rejected if Tvalue> 0.1590 with α = 5%.

Based to Table 4.4, it can bee seen that Tvalue in experimental class is smaller than Ttable, with the closest Lilliefors critical value of 30 with degree of significance 0.05 which is Tvalue< Ttable (0.1257< 0.1590). In addition, Tvalue in controlled class is smaller than Ttable, with the closest Lilliefors critical value of 30 with degree of significance 0.05 which is Tvalue< Ttable (0.1163< 0.1590). It shows that Null Hypothesis (Ho) is accepted and the data of pre-test is normally distributed. The whole description of Lilliefor Test calculation on the table above can be seen on the appendix.

2. Normality Test of Post-Test

Lilliefors Normality test was used in this study to find out the distribution data of post-test. It is used in order to know the data normally distributed or not.

Table 4.9

The Result of Normality Post-test of Experimental and Controlled Class

No Source Experimental Controlled

1. N 30 30

2. Average 80.63 73.76

3. Variance 36.94 47.37

4. Standard Deviation 6.07 6.88

5. Maximal Score 89 83

6. Minimal Score 70 60

7. T value 0.0850 0.1105

8. T table 0.1590

9. Criteria Normal

Ho: the data of normal distribution H1: the data of un normal distribution

The criteria is Ho accepted if Tvalue< 0.1590 and rejected if Tvalue> 0.1590 with α = 5%.

Based on Table 4.5, it can be seen that Tvalue in experimental class is smaller than Ttable, with the closest Lilliefors critical value of 30 with degree of significance 0.05 which is Tvalue< Ttable (0.0850< 0.1590). In addition, Tvalue in controlled class is smaller than Ttable, with the closest Lilliefors critical value of 30 with degree of significance 0.05 which is Tvalue< Ttable (0.1105< 0.1590). It shows that Null Hypothesis (Ho) is accepted and the data of post-test is normally distributed. The whole description of Lilliefor Test calculation on the table above can be seen on the appendix.

3. Homogeneity Test of Pre-Test

The homogeneity test was used to find out whether the group sample which was taken from population is homogeneous or not. The following is the calculation of homogeneity test of pre-test:

Variance of Pre-Test of Experimental Class S2 = ∑

-

∑

=

–

= 4 586.5–67.162 = 4 586.5– 4 510.46 = 76.04

Variance of Pre-Test of Controlled Class S2 = ∑

-

∑

=

–

= 4 835.5 – 69.162 = 4 835.5– 4 783.10 = 52.4

Homogeneity Test of Pre-Test Fvalue=

=

= 1.45

Table 4.10

The Result of Homogeneity Pre-Test of Experimental and Controlled Class

No Class Variance N Fvalue Ftable Criteria

1. Experimental 76.04 30

1.45 1.85 Homogenous

2. Controlled 52.40 30

The following is the writer’s assumption: Ho : the data of homogenous variance H1 : the data of un homogenous variance

The criteria is Ho accepted if Fvalue< 1.85 and rejected if Fvalue> 1.85 with α = 5%. Based on Table 4.6, Fvalue is smaller than Ftable, with the closest critical value of 29 with degree of significance 0.05 which is Fvalue< Ftable (1.45< 1.85). It shows Null Hypothesis (Ho) is accepted and the data of pre-test group sample was taken from homogeneous population.

4. Homogeneity Test of Post-Test

The homogeneity test was used to find out whether the group sample which was taken from population is homogeneous or not. The following is the calculation of homogeneity test of post-test:

Variance of Post-Test of Experimental Class S2 = ∑

-

∑

=

–

= 6 538.03 – 80.632 = 6 538.03 – 6 501.19 = 36.84

Variance of Post-Test of Control Class S2 = ∑

-

∑

=

–

= 5 491.56 – 73.762 = 5 491.56– 5 440.53 = 51.03

Homogeneity Test of Post-Test Fvalue=

=

= 1.38

Table 4.11

The Result of Homogeneity Post-Test of Experimental and Controlled Class

No Class Variance N Fvalue Ftable Criteria

1. Experimental 51.03 30

1.38 1.85 Homogenous

The following is the writer’s assumption: Ho : the data of homogenous variance H1 : the data of un homogenous variance

The criteria is Ho accepted if Fvalue< 1.85 and rejected if Fvalue> 1.85 with α = 5%. According to table 4.11, it can be seen that Fvalue is smaller than Ftable, with the closest critical value of 29 with degree of significance 0.05 which is Fvalue< Ftable (1.81< 1.85). It shows Null Hypothesis (Ho) is accepted and the data of post-test group sample was taken from homogeneous population.

5. T-Test Formulation

For testing the hypothesis of the study, the writer used t-test formulation. The symbol “X” in the calculation was used to represent the gain score of experimental class students and symbol “Y” represent the gain score of controlled class students. The following description is the calculation of the formulation:

Table 4.12

The Comparison of the Students’ Gain Score of Students’ Experimental Class and Controlled Class Student

No

Score

x = X - ̅ y = Y - ̅ x2 y2

X Y

1. 9 7 -4.46 2.40 19.89 5.76

2. 13 15 -0.46 10.40 0.21 108.16

3. 20 4 6.54 -0.60 42.77 0.36

4. 5 0 -8.46 -4.60 71.57 21.16

5. 8 9 -5.46 4.40 29.81 19.36

6. 21 4 7.54 -0.60 56.85 0.36

7. 12 0 -1.46 -4.60 2.13 21.16

9. 10 -1 -3.46 -5.60 11.97 31.36

10. 9 -4 -4.46 -8.60 19.89 73.96

11. 25 1 11.54 -3.60 133.17 12.96

12. 15 8 1.54 3.40 2.37 11.56

13. 25 7 11.54 2.40 133.17 5.76

14. 22 0 8.54 -4.60 72.93 21.16

15. 20 18 6.54 13.40 42.77 179.56

16. 12 4 -1.46 -0.60 2.13 0.36

17. 15 12 1.54 7.40 2.37 54.76

18. 15 -4 1.54 -8.60 2.37 73.96

19. 15 -3 1.54 -7.60 2.37 57.76

20. 17 10 3.54 5.40 12.53 29.16

21. 14 18 0.54 13.40 0.29 179.56

22. 0 9 -13.46 4.40 181.17 19.36

23. -3 4 -16.46 -0.60 270.93 0.36

24. 13 10 -0.46 5.40 0.21 29.16

25. 10 7 -3.46 2.40 11.97 5.76

26. 18 -8 4.54 -12.60 20.61 158.76

27. 11 4 -2.46 -0.60 6.05 0.36

28. 25 15 11.54 10.40 133.17 108.16

29. 5 -3 -8.46 -7.60 71.57 57.76

30. 14 -8 0.54 -12.60 0.29 158.76

∑ 404 138 1377.13 1290.44

Mean 13.46 4.6 45.90 43.01

According table 4.12 above, the statistical calculation can be calculated as follow:

MX = ∑

=

= 13.46

b. Analyzing the Mean of Variable Y with formulation: MY =

∑ =

= 4.6

c. Analyzing the Standard Deviation Score of Variable X with formulation:

√∑

=

√

= √ = 6.77

d. Analyzing the Standard Deviation Score of Variable Y with formulation:

√∑

=

√

= √ = 6.55

SEMx =

√

=

√

=

= 1.25

f. Determining the Standard Error Mean of Variable Y with formulation:

SEMy =

√

=

√

=

= 1.21

g. Analyzing the Standard Error of different Mean of Variable X and Mean of Variable Y with formulation :

SEMx – SEMy = √ = √ = √

= √ = 1.73

h. Analyzing t0 with formulation :

t

0

=

=

=

= 5.12

i. Analyzing the degree of freedom (df) with formulation: df = (n1 + n2 ) – 2

= ( 30 + 30 ) – 2 = 60 – 2

= 58

The result of statistical calculation above shows that 5.12 is tvalue and 58 is the degree of freedom (df) while 1.672 is the value of ttable in the degree of freedom at the degree of significance 5%.

C. Test Hypothesis

The following is the Alternative Hypothesis (H1) and the Null Hypothesis (H0) which were suggested:

H0: Collocation instruction is not effective towards students’ writing skill of procedure text for grade VII at SMP Islamiyah Ciputat.

H1: Collocation instruction is effective towards students’ writing skill of descriptive text for grade VII at SMP Islamiyah Ciputat.

The following formulation of the statistics hypothesis was used to test the hypothesis:

1. If the result of calculation t0 (t observation) is bigger than ttable (t table) in significant degree of 0,05, t0 > ttable ; Null Hypothesis (H0) is rejected and Alternative Hypothesis (H1) is accepted. In other words, collocation instruction is effective towards students’ writing skill of procedure text for grade VII at SMP Islamiyah Ciputat.

2. If the result of calculation t0 (t observation) is smaller than ttable (t table) in significant degree of 0,05, t0 < ttable; Null Hypothesis (H0) is accepted and Alternative Hypothesis (H1) is rejected. In other words, collocation instruction is not effective towards students’ writing skill of procedure text for grade VII at SMP Islamiyah Ciputat.

D. Data Interpretation

From the analysis of students’ gain score, the gain score in experimental group is higher than the gain score in controlled group. It was determined based on the total score and in the average score of the gain score.

The data from pre-test and post-test of both experimental class and controlled class used bythe writer to test the distribution data with Lilliefors test as its normality test. Moreover, the writer tests the homogenous of both pre-test and post-test using Fisher-test. From those result of calculation, it can be seen that the data of pre-test and post-test are normal and homogenous.

The result of statistical calculation shows that 5.12 is the value of tvalue and 58 is the degree of freedom (df). It can be seen that 1.672 is the value of ttable in the degree of freedom and at the degree of significance 5%. It means that the result of calculation t0 (t observation) is bigger than ttable (t table) in significant degree of 0,05. Therefore, Null Hypothesis (H0) is rejected and Alternative Hypothesis (H1) is accepted. It means that collocation instruction is effective towards students’ writing skill of procedure text for grade VII at SMP Islamiyah Ciputat.

E. Discussion

There are a possitive effect of using collocation instruction in writing skill of procedure text. In the pre-test, the mean score of the experimental class is smaller than controlled class. However, after given the treatment with collocation instruction, the position is changed. The post-test’s mean score of experimental class is higher than the controlled class. It means that giving collocation instruction to the students has the significant impact on their writing skill of procedure text.

Students in the experimental class had less difficulty in combining the words and arranging text because they obtained the instruction to combine the words and had more knowledge which words that usually come together in the context of

procedure text. The point that necessary to emphasize is the teacher has to ensure that the students have the knowledge about the words. The next stage that become a key point is providing words combination. The combination of verb+noun (crack the egg, heat the oil) verb+adverb (stir carefully) and verb+preposition (pour into, boil for) combination as the primary combination that frequently appear in this context. Therefore, teacher should be focus on those combination in arranging procedure text.

105

APPENDIX 15 Z-TABLE

107

APPENDIX 16 LILLIEFORS TABLE