A GRADUATING PAPER Submitted to the Board of Examiners in Partial Fulfilment of theRequirements for the Degree of Sarjana Pendidikan (S.Pd) English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) S
THE CORRELATION BETWEEN STUDENTS’
MASTERY OF IMPERATIVE SENTENCE AND
THEIR ABILITY IN WRITING PROCEDURE TEXT
(A Study of the Ninth Grade Students of MTs N Salatiga
in the Academic Year 2017/2018)
TITLE PAGE
A GRADUATING PAPER
Submitted to the Board of Examiners in Partial Fulfilment of
theRequirements for the Degree of Sarjana Pendidikan (S.Pd)
English Education Department of Teacher Training and
Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
ANIK ARIYANTI T.M
11313027
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES OF SALATIGA
2017
DECLARATION
In the name of Allah, the Most gracious and Merciful.Hereby, the researcher declares that this graduating paper is written by thewriter herself. This paper is not contain any materials published by otherpeople and it is not cite any other people‟s idea except the information from the references.
The researcher makes this declaration, and she hopes this declaration can be understood.
th
Salatiga, September8 2017 The Writer
Anik Ariyanti T.M 113-13-027 th
Salatiga, September 8 2017
Noor Malihah, Ph.D
The Lecturer of English Education Department State Institute for Islamic Studies (IAIN) Salatiga
ATTENTIVE COUNSELOR’S NOTE Case: AnikAriyanti’s Graduating Paper
Dear, Dean of Teacher Training and Education Faculty
Assalamu’alaikum Wr. Wb.
After reading and correcting AnikAriyanti‟s graduating paper, entitledTHE
CORRELATION BETWEEN STUDENTS’ MASTERY OF IMPERATIVE
SENTENCE AND THEIR ABILITY IN WRITING PROCEDURE TEXT(A
Study of the Ninth Grade Students of MTs N Salatiga in the Academic Year
2017/2018), I have decided and would like to propose that this paper can be
accepted by the Teacher Training and Education Faculty. I hope that this paper will be examined as soon as possible.
Wassalamualaikum Wr. Wb.
Counselor
Noor Malihah, Ph.D
NIP. 19771128 200604 2 002
MINISTRY OF RELIGIOUS AFFAIRS STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
Jl. Lingkar Selatan Km. 02. Telepon. (0298) 6031364 Salatiga [email protected]
A GRADUATING PAPER
THE CORRELATION BETWEEN STUDENTS’ MASTERY OF
IMPERATIVE SENTENCE AND THEIR ABILTY IN WRITING
PROCEDURE TEXT
(A Study of the Ninth Grade Students of MTs N Salatiga in the Academic
Year 2017/2018)
WRITTEN BY:
ANIK ARIYANTI T.M
113 13 027
Has been brought to the board of examiners of English Education Department of Teacher Training and Education Faculty at the State Institute for Islamic Studies
th
(IAIN) Salatiga on September27 2017 and hereby considered to have completed the requirements for the degree of SarjanaPendidikan (S.Pd) in English Education Board of Examiners
Head :Moh.Khusen, M.Ag., M.A. ______________ Secretary : Noor Malihah, Ph.D. ______________ First Examiner :SetiaRini, M.Pd. ______________ Second examiner :Mashlihatul Umami, M.A. ______________
th
Salatiga, September27 2017 Dean of Teacher Training and Education Faculty
Suwardi, M.Pd. NIP.19670121 199903 1 002
MOTTO
Seek the fellowship of those who enjoy fellowship with the Lord.
(Abdul-Qadir Al Jailani)DEDICATION
Special dedicated for: My beloved parents,Dahlan and Komsiti.Thanks for everlasting praying. My beloved family, brother and sister. Thank for support to my success. My beloved partner, Ervanto. Thanks foreverlasting care. My big family of PPEM. Thanks for everything.
ACKNOWLEDGEMENT
Bismillahirrohmanirrohim,In the name of Allah SWT, the most gracious and the most merciful who always bless and help the writer, so the writer can finish the graduating paper. Bless and mercy is upon the great Prophet Muhammad SAW for his guidance that leads the writer to the truth.
However, this paper will not be finished without support, advice, help and encouragement from individual and institution. Hence, the writer would like to express thanks to:
1. Dr. Rahmat Haryadi, M.Pd. as the Rector of Institute for Islamic Studies (IAIN) of Salatiga.
2. Suwardi, M.Pd. as the Dean of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) of Salatiga.
3. Noor Malihah, Ph.D. as the Head of English Education Department and as the counselor of this paper, who gives great attention, suggestion afor this paper from beginning until the end. Thanks for your patience and care.
4. All of lecturers and staffs of State Institute for Islamic Studies (IAIN) Salatiga who have bestowed their knowledge to me and have helped me in processing administration.
5. Faisal Bahar Susanto, M.Ag as a English teacher of Mts N Salatiga and all of the students IX E and IX F who have helped me in processing the research.
6. All of my friends in TBI 2013, thanks for the relationship we have.
th
Salatiga, September 8 2017 The Writer
AnikAriyanti T.M 11313027
ABSTRACT
Maghfiroh, A.A.T. 2017.The Correlation between Students’ Mastery of Imperative Sentence and Their Ability in Writing Procedure Text (A Study of the Ninth Grade Students of MTs N Salatiga in Academic Year 2017/2018). A Graduating Paper.English Education Department, Teacher
Training and Education Faculty, State Institute for Islamic Studies of Salatiga. Advisor: Noor Malihah, Ph.D
Key Words:Correlation, imperative sentence, procedure text
The objective of this study was to find out the correlation between students‟ mastery of imperative sentence and their ability in writing procedure text. The research design was correlation method with the total number of participants was 52 students.The data from this research was taken using test. The writer has demonstrated two kinds of tests, imperative sentence test and writing test. The research data were analyzed using the formula of Pearson product moment correlation coefficient. The formula is used to find out whether there is correlation or not between students‟ mastery of imperative sentence and their ability in writing procedure text. The result of those research are: sum score of imperative sentence test is 4670, whereas sum score of writing procedure test is 4257. The final result from formula of Pearson product moment correlation was 0.563.The result obtained from the computation was higher than the value of table correlation at the significance 5% or 1% (0.563 > 0.273 or 0.563> 0.354). Based on the results, it can be concluded that there was correlation between the students‟ mastery imperative sentence and their ability in writing procedure text.
TABLE OF CONTENTS
REFERENCES CURRICULUM VITAE APPENDICES
LIST OF TABLES
CHAPTER I INTRODUCTION This chapter presents about background of the study, problems of
thestudy, objectives of the study, significance of the study, definition of key words and organization of the study.
A. Background of the Study
English is one of the international languages. Indonesian uses English language for communication, from elementary school until senior high school, English is recognized as a subject in their schools. Many students argue that studying English is not easy. Even, some students argue that they dislike English subject. There are four English language skills, they are listening skill, speaking skill, reading skill and writing skill. As English is important, so the students have to master the four language skills well. In this study, the writer would like to discuss writing as one skill which students find difficult.
Writing is one of four skills in English language. According to Heaton (1975:135), “writing skills are complex and sometimes difficult to teach”. It means that the writing is one of difficult subject for the students.
Although writing is difficult, but writing can be learnt and measured (Heaton, 1975:146). Besides that, according to Brown (2001:336), as quoted by Jusman et al.,
(2014:1) “writing is a thinking process, writers produce final written products based on their thinking after the researchers go through the thinking process”. In other words, writing as defines as expressing idea or their feelings. Furthermore, writing is uses to give information and also develop what they think, so they can produce the good written. In writing, the students have to choose the correct vocabulary, use punctuation correctly and also master grammar well.
In fact, the students of MTs N Salatiga, still confuse or do not know how they start to write. It is because the students arenot familiar with English vocabulary. Sometimes the students get mistakes to write the words and also the students make the grammatical errors. So, they get difficulty to produce English writing. In Junior High School, the students learn about kinds of text, such as narrative text, descriptive text, recount text, procedure text and also products of them. In this study, the writer focuses on the procedure text and conducts the research about it. To know about procedure text, the students have to learn about the structure of the text. For example, the students have to understand the grammatical features of the procedure text.
Procedure text is written using verb 1 or action verbs and imperative sentences. So, to produce paragraph of procedure text, they have to master about them. Actually, the students of MTs N Salatiga get difficulty to apply the grammar on the procedure text, or confuse to apply verb 1 in writing procedure text, and also they getdifficulty to arrange the imperative sentence in writing procedure text.
In the next section, the writer would like to discuss about procedure text and imperative sentence. In general, Procedure text is one of the short text that provides instructions or commands on how to do something. Knapp (2005:180) states that “procedure text is to tell someone what to do or how to do it, this can be achieved through a range of textual forms”. In daily life, usually we use the procedure text. For example, when we follow the instructions of a recipe, steps to make a food, how to turn on computer, etc. To write procedure text, imperative sentence should be mastered. It seems that to be able to write procedure text, students should be able to produce imperative sentence.
According to Azar (1985:70), “imperative sentence is used to give comman ds, make polite request and give directions”. It means that imperative sentences are not only used to command, but also have the function to give the request for someone to achieve the something. The writer concludes that imperative sentence is a kind of sentences to give a command or request to another person, usually ended by exclamation. So, in imperative sentence, there are speakers and listeners. The speakers command other person to do something and the listeners get a command from the speaker as the instruction. So, it seems that there may be a correlation between imperative sentence and writing procedure text.
Based on the description above, the writer is interested to know whether there is any correlation between the students‟ mastery of imperative sentence and their ability in writing procedure text. So, the writer conducts a research entitled “THE CORRELATION BETWEEN STUDENTS‟ MASTERY OF IMPERATIVE SENTENCE AND THEIR ABILITY IN WRITING PROCEDURE TEXT AT THE NINTH GRADE STUDENTS OF MTs N Salatiga ”.
B. Problems of the Study
Based on the background above, the writer decides some problem questions as follows:
1. How are the scores of the ninth grade students‟ of MTs N Salatiga in mastering imperative sentence?
2. How are the scores of the ninth grade stude nts‟ of MTs N Salatiga in writing procedure text? 3. Is there any correlation between the students‟ mastery of imperative sentences and their ability in writing procedure text?
C. Objectives of the Study
The objectives of the study are: 1. To know the scores of the ninth grade students‟ of MTs N Salatiga in mastering imperative sentence.
2. To know the scores of the ninth grade students‟ of MTs N Salatiga in writing procedure text.
3. To find out whether there is any correlation or not between the students‟ mastery of imperative sentences and their ability in writing procedure text.
D. Significance of the Study
This research can be beneficial as follows:
1. The lecturer Hopefully, this research will be beneficial for the lecturers to enrich the references of imperative sentences that is found in procedure text.
2. Other researchers The result of this research can be used as a reference to further researches with wider scope, hopes they will get basic information from this research.
3. The readers For any readers who read this research, hopefully it can bring the information concerning in imperative sentences and procedure text.
E. Definition of Key Words
To avoid misunderstanding about this study, the writer clarifies the key words as follow:
1. Correlation According to Ary (2010:27), “correlation means the extent to which the two variables vary directly (positive correlation) or inversely (negative correlation)”. It means that correlation consists of two or more parts linked to figure out which variables are connected.
2. Procedure Text According to Knapp (2005:180), “procedure text is to tell someone what to do or how to do it, this can be achieved through a range of textual forms”. It means that procedure text is explains about how to achieve the something in textual form.
3. Imperative sentence Imperative sentence has the function to give the request for someone to achieve the something, besides it imperatives sentence is used to give commands and give directions (Azar, 1985:70).
F. Statistical Hypothesis
1. If is as same as or higher than , so Ha is accepted. It means that there is correlation between imperative sentence mastery and ability in writing procedure text.
2. If is lower than , so Ha is rejected or H0 is accepted. It means that there is no correlation between imperative sentence mastery and ability in writing procedure text.
G. Paper Outline
This study is divided into five chapters. Each chapter explains different matters in line with the topic that is discussed.
Chapter I is introduction. It consists of the background of the study, problems of the study, objectives of the study, significances of the study, definition of key words, hypothesis and paper outline.
Chapter II is theoretical framework. It consists of the previous research, review of related theories they are writing, procedure text and imperative sentence.
Chapter III presents of the research methodology. It consists of type of research, location and time of the research, population and samples, technique of data collecting and technique of data analysis.
Chapter IV is research finding. It is the analysis to answer theproblems of the study. Chapter V is conclusion. It is conclusion of the result of this research and the suggestion which writer makes from the findings that writer has.
CHAPTER II THEORETICAL FRAMEWORK A. Previous Researches In this research, the writer takes a review from several previous researches (Azizah, 2017; Azmi, 2011; Rosdiana, 2011). First, Azizah (2017) conducts a research about the correlation between English vocabulary mastery and writing ability in descriptive text. The subject of Azizah‟s research is seventh grade students of SMP Islam Sudirman Semarang. To analysis the data, she uses two ways they are
analysis the data by classify the students into three criteria and analysis the data by pearson product moment correlation formula. The results of Azizah‟s research is there is a correlation between the students‟ vocabulary mastery and writing ability in descriptive text. So, the writer concludes that to be able to writing of descriptive text, the students have to mastery of vocabularies.
Second, Azmi (2011) conducts a research about a correlation between students‟ mastery of past tense and their ability in writing recount text.The subject of Azmi‟s research are eleventh grade of MA Hasanusholihat Jakarta. To analysis the data, He uses pearson product moment correlation.
The results of Azmi‟s research is there is a correlation between the students‟ past tense mastery and their ability in writing recount text. So, the writer concludes that grammar mastery is important to achieve in writing skill.
Third, Rosdiana (2011) conducts a different research from Azizah. Rosdiana‟s research is Developing Students‟ Ability in Using Imperative Sentences Through Total Physical Response (TPR). She uses Classroom Action Research (CAR) as a method to conducts the research. The subject of Rosdiana‟s research is the
VII grade students of MTsIslamiyahSawanganDepok. To analyze the data, she uses qualitative data. In Rosdiana‟s research, shows that there is a difference of the students‟ average in pre-test, post-test 1 and post- test 2. The result of Rosdiana‟s research is using TPR can develop students‟ ability in using imperative sentences. So, the writer concludes that using Total Physical Response (TPR) method is easy and interesting for the students in learning imperative sentence.
Those previous researches, are used as comparisons of this research. This research is the corre lation between students‟ mastery of imperative sentence and their ability in writing procedure text. It is different from Azizah‟s research, the differences are the variables and also in analysis the data. In this research, the writer only uses the person product moment to analyze the data. Then, this research is different from Azmi‟s research. Azmi uses grammar mastery to achieve the writing ability of recount text, while this research uses imperative sentences mastery to achieve the writing ability of procedure text. But, this research has similarity to Azmi‟sresearch, they are the method and analysis the data. Besides it, this research also has differences from Rosdiana‟sresearch, in this research using of imperative sentence is tofind the correlation with procedure text, and this research uses quantitative method.
B. Review of Related Theories 1. Writing a. The Nature of Writing
Generally, writing is one of the parts of language skills besides listening, speaking and reading. According to Heaton (1975:135), “writing skills are complex and sometimes difficult to teach”. It means that the writing is one of difficult subject for the students. Although writing is difficult, but writing can be learnt and measure (Heaton, 1975:146). It can be seen, that the students have to master about using vocabulary, language use, content, and also mechanics.
According to Harmer (2004:33), “writing is used to help the students perform a different kind of activity (in this case speaking and listening)”. In other words, Harmer states that writing is used as a base to help the speaking and listening skill. It means that before starts to listens or speaks, the students can write the idea first, and also can express the feelings on the paper first. Besides it, writing also has relations with reading skill. The writer cannot write without reading first. Because through reading, the writer understands how the language work to communicate ideas, understands about the word choices, spelling and other elements. So, writing cannot stand alone and has relation with other skills.
b. The Process of Writing
Writing is never one action, it is an ongoing act. According to Harmer (2004:4), the process of writing has four main elements: 1) Planning
Planning is a way to get ideas. Before starting to write or type, the writers try and decide what it is they are going to say. When planning, they have to think about three main issues. In the first, they have to think about purpose. Secondly, audience they are writing for. Thirdly, have to consider content structure of the piece.
2) Drafting The second process is drafting. In this process, begin to make the rough outline of what will be addressed.
3) Editing Process correcting mechanical errors to know the writing is clear or not. Usually the result of writing is not clear, perhaps the order of information is not clear, perhaps the way something of written is ambiguous or confusing. So, they move paragraph or write a new paragraph. Therefore, the editing process will help for other readers who comment or make a suggestion.
4) Final version When the writers have edited their draft, they produce their final version. So, the writer is ready to send the written text to audience.
Based on the explanation above, the steps of writing process help the learners to make the good writing. The learners believe that writing will be more successfully if through the steps of writing process.
c. The Purposes of Writing
There are three purposes of writing. They are to persuade, analyze and inform (Whitaker, 2009:2). The explanation is as follow:
1) Persuasive purpose Is to persuade the readers to do something. It efforts to influences others and initiate action or change. This type of writing includes evaluation of book, movie, consumer product. 2) Analytical purpose
Is to analyze a topic and to persuade the reader that the opinion is correct and supported by arguments. Analytical writing includes an alyze other people‟s arguments. 3) Informative purpose
In informative academic writing, the purpose is to share knowledge or information, give directions, and state ideas.
Informative writing involves describing events or experiences.
d. The Components of Writing
According to Heaton (1975:135), there are five components of successful writing. They are: 1) Language use Is the ability to write correct and appropriate sentence.
2) Mechanical skills Is the ability to use correctly those conventions peculiar to the written language. Such as punctuation, spelling.
3) Treatment of content Is the ability to think creatively and develop thoughts, excluding all irrelevant information.
4) Stylistic skill Is the ability to manipulate sentences and paragraphs, and use language effectively.
5) Judgement skills Is the ability to write in an appropriate manner for a particular purpose with a particular audience in mind, together with an ability to select, organize and order relevant information.
For the students of MTs N salatiga, they have recognized kinds of text, such as descriptive text, narrative text, recount text and procedure text. One that is taught in ninth grade is procedure text. So, the writer focuses on procedure text and conducts the research about it.
2. Procedure Text a. Definition of Procedure Text
Generally, procedure text is one of the short text that provides instructions or commands on how to do something. Knapp (2005) mentions the procedure text as the procedural instruction, but both have the same meaning. According to Knapp (2005:180), “procedural instructions are organized in temporal sequences that are identified by: the use of numbers such as 1, 2, 3 and so on, or temporal conjunction such as then, when, next, before and so on”. Besides it, Knapp also states the purpose of procedure text is to tell someone what to do or how to do it, this can be achieved through a range of textual forms. It means, that to achieve the something of procedure text, it need the sequence conjunction.
Mustriana (2005:83) also explains about procedure text. He states that “procedure text is designed to describe how something is achieved through a sequence of actions. It usually uses imperative sentences such as mix, take, press, etc”. From the statement, the writer concludes that the procedure text is one of text that describe about how something is achieve and shows the steps uses action.
b. Generic Structures of Procedure Text
Procedure text such as recipes and directions are concern with telling someone how to do something. According to Knapp (2005: 157), there are three generic structures of procedure text: 1) Goal. It is states as a heading.
It means, that in procedure text the goal is put on the title of text. Example: How to Make a Sandwich.
2) Materials Materials require to complete the task of procedure text.
3) Steps Steps concern on how to achieve the goal.
c. The Grammatical Features of Procedure Text Every text has the different of grammatical features.
Grammatical features are the characteristics to distinguish between one text and another text. According toKnapp (2005:156), there are six the grammatical features of procedure text, they are: 1) Action verbs
Action verbs are used to represent the processes involved in completing a task. Examples: walk, cross, go, etc.
2) Simple Present Tense, especially imperative form.
Simple present tense is to create a sense of timeless- ness. In procedure text also states as imperative form. Imperatives are verbs uses to give orders, commands and instructions. Examples: use, keep, don‟t touch. 3) Adverbs
Adverbs are often used to qualify verbs and to provide extra information about how a task should be completed. Examples: (1) quickly. Walk quickly across the road. (2) slowly. Slowly, add the remaining ingredients. 4) Temporal connectives
Are used in procedure to ensure processes are placed in the correct order of time. It means that procedure text uses connectives to put the steps in order. Examples:first, then, after that, next, finally.
5) Conditional connectives Used to provide a premise upon which a command or statement is based. Example: Ifyou mix the ingredients carefully, there won‟t be any lumps.
6) Modality Modality is uses to lessen or heighten the degree of obligation in completing a task.
Examples: (1) You should save your document before closing.
(2) You could read the next section of the book after completing your work.
Based on the explanation above, Wardiman (2008:59) also explains about the grammatical features of procedure text. It issimilar to Knapp, but Wardiman proposes fewer grammatical features. They are:
1) Use imperative sentences. Example: Cut the paper. 2) Use action verbs. Example: cut, mix and put. 3) Connector to show chronology. Example: then and while. 4) Adverbials to show when or how. Example: For a view minutes, two centimeters from the top.
In this research, the writer uses the Wardiman‟s grammatical feature to conducts the research about procedure text.
d. The Examples of Procedure Text
Based on the definition of procedure text, the generic structures and the grammatical features discussed earlier, Knapp (2005:158) also shows the examples of procedure text. He illustrated the examples of procedure text as in (1) and (2).
(1) How to Play Snakes and Ladders Materials:
1. Snakes and Ladders board game 2. 1 dice 3. 2, 3, 4 players
4. Counters of different colors, 1 for each player
Steps: 1. Put all counters on start.
2. First person rolls the dice and moves his counter in counting order the number of places shown on the dice.
3. Other players take their turns
4. If a counter land on the bottom of a ladder, the player moves the counter to the top of that ladder
5. If a counter land on a snake‟s head, the player moves the counter down to the bottom of that snake‟s tail.
6. The winner is the first player to reach Finish So, example 1 consist of three generic structures. They are goal, materials and steps.
(2) How to Make a Salad Sandwich Materials:
1. 2 pieces of bread
2. Butter
3. Lettuce
4. Tomato
5. Beetroot
6. Cucumber Steps: 1. First, take 2 pieces of bread.
2. Then, spread butter on the bread
3. Next, put in your lettuce, tomato, beetroot and cucumber or any other ingredients.
4. Put the other piece of bread on top.
5. Finally, put on plate and sandwich is ready to be served.
3. Imperative Sentence
Based on the Knapp‟s and Wardiman‟s grammatical features,the most prominent is the use of imperative sentence. Because the imperative sentence is one of the characteristic of procedure text, so the writer interested to know about the students‟ mastery of imperative sentence.
a. Definition ofImperative Sentence
According to Celce (1999:232), “imperatives are commands, also known as directives, whose function is to get someone to do something”. It is similar to Azar (1985:70), “imperative sentence is used to give commands, make polite request and give directions”. It means that imperative sentences not only used to command, but also has the function to give the request for someone to achieve the something.
In addition to Celce, Swan (1995:314) also states that “imperative has exactly the same form as the infinitive without to.
It is used for giving orders, making suggestions, and encouraging people to do thing”.
Based on the definition above, the writer concludes briefly that imperatives sentences are sentences that is used by someone to give commands, request, directions to other people for doing something.
b. Types of Imperative Sentence
Swan (1995) divides the types of imperative sentence based on the forms of imperative sentence. While, Pardiyono (2006) divides types of imperative sentence based on the function. According to Swan (1995:254), types of imperative sentence are: 1) Emphatic imperative Emphatic imperative is common in polite requests.
Can make an emphatic imperative with do + infinitive. Examples: (1) do sit down! (2) do forgive me!
2) Passive imperative Is to tell people to arrange for things to be done to them. Use
get + past participle.Example: get vaccinated as soon as you can.
3) Negative imperative Are constructed with do not (or don’t). Do used before be. Example: (1) don’t run.
(2)
don’tbe silly!
4) Subject with imperative The imperative does not usually have a subject, but it can be used with a noun or pronoun to make it clear who are speaking.
Example: Jhon come here! 5) Question tags
After imperatives, the question tags are „will you?‟ „Won‟t you?‟ „Would you?‟ „Can you?‟ „Can‟t you?‟ And „could you? Example: (1) give me a pencil, will you? (2) be quite,
can’t you?
(3) sit down,
won’t you?
(4) Get me something to drink, can you? 6)
„Always and never‟, come before imperative Example: (1) always remember to smile! (2) never speak to me like that again!
7) Let Is used to suggest that “I” or “we” should do something.
The structure with Let us (or Let‟s). Example: (1) let’spray. (2) let’s go home.
8) An imperative followed by
‘and’ and‘or’, can have a similar
meaning to IF-clause. Example: (1) Walk down our street any day and you‟ll see kids playing football.
Based on the explanation above, it shows that types of imperative sentence divides based on the forms of imperative sentence.
Different from Pardiyono, He divides types of imperative sentence based on the function of imperative sentence. According to Pardiyono (2006:197), types of imperative sentence are: 1) Command
People orders another to do something. It can be preceded by using the verb-1.
Examples: (1) mix the eggs and sugar! (2) turn on the lamp!
2) Prohibition Prohibition is a negative command that is formed by adding the word don‟t.
The formula: Don‟t + Verb-1. Examples: (1)
don’t whisk quickly!
(2)
don’t turn off the machine before 5 minutes!
3) Request The sentence is started with auxiliary. The request usually using “please” before verb 1.
The formula: Auxiliary + S + Verb-1 + O/C Examples: (1) do you want to help me? (2) please, close the door!
In this research, the writer uses Pardiyono‟s theory (2006) to analyses imperative sentence (see chapter 2).
CHAPTER III RESEARCH METHODOLOGY A. Type of Research This research is used quantitative research. Quantitative research is
much demanded by using number, beginning from collecting the data, interpretation toward data, and the result (Arikunto, 2002:10). The design used in this research is correlational research. According to Kothari (2004:130), “correlation research is studies the joint variation of two or more variables for determining the amount of correlation between two or more variables.”. In addition, Ary (2010:27) states “the correlation research gathers data from individuals on two or more variables and then seeks to determine if the variables are related (correlated)”.
From definition above, the writer collects and analyzes the data statistically from the students‟ scores of variables to find out the correlation between students‟ mastery of imperative sentences and their achievement in writing procedure text of the ninth grade students of MTs N Salatiga in academic year 2017/2018.
There are two variables in this research, they are: independent (X) and dependent variable (Y). In this research, the independent variable is students‟ mastery of imperative sentence (X) and the dependent variable is students‟ achievement in writing procedure text (Y).
B. The Location and Time of the Research
This research was conducted at MTs N Salatiga that located at JlTegalRejo no 1 Kota Salatiga and the data were taken from July 25-26, 2017.
C. Population and Sample
Population is defined as all members of any well, defined class of people (Ary, 2010:148). The population in this study was the ninth grade students of MTs N Salatiga. The total numbers of ninth grade are about 264 students, in 8 different classes.
According to Ary (2010:149), sample is part of population. The sample taken was 20% from the population because if the population is more than 100, the researcher should take the sample between 10% -15% or 20% - 25% or more (Arikunto, 2002:112). The writer used random sampling technique to conducted this research. Among 8 classes, the writer selected the
IX E and IX F class.
D. Technique of Collecting Data
In this research, the writer used a test as a technique to collect the data. The writer organized two kinds of test. Namely imperative sentence test and test of procedure text writing.
1. The imperative sentence test consists of two kinds of questions. First, multiple choice items have fifteen questions. Second, rearrange the sentence of imperative sentence have five questions (see appendix).
2. Procedure text writing have one instruction to write one paragraph for about 20 minutes (see appendix).
E. Technique of Analyzing Data
In analyzing the data, the writer used Pearson‟s Product Moment Correlation formula. The steps to analyze the data, were:
1. Calculating the score of two test using rubric assessment 2.
Calculating the data used Pearson‟s Product Moment Correlation formula
3. Interpreting the data using an index table of correlation and table of significant 5% or 1 % Each variable was analyzed by the rubric of assessment or formula. To measure the students‟ answer in imperative sentence mastery test, the data were analyzed by using the formula:
S= (Arikunto, 1997:242) S : Score for the test T : true answer N : Total of the questions Besides found the score of imperative sentence, the writer also used the rubric assessment to measure the writing test. The students‟ achievement in writing can be measured (Heaton, 1975:146). To measure the writing achievement is needed the component, such as content, organization, vocabulary, language use and mechanics.
Table 3.1 Rubric Assessment of Writing TestCONTENT Score Level Criteria
30-27 Excellent to very Knowledgeable,substantive,relevant good to assigned topic.
26-22 Good to average Some knowledgeable of subject, adequate range, limited development of thesis, mostly relevant to topic, but lacks detail.
21-17 Fair to poor Limited knowledge of subject, little substance, inadequate development of topic
16-13 Very poor Does not show the knowledge of subject, no substantive, not pertinent, not enough to evaluate
Table 3.2 Rubric Assessment of Writing TestORGANIZATION Score Level Criteria
20-18 Excellent to very Fluent expression, ideas clearly good stated/ supported, well organized, logical sequencing, cohesive
17-14 Very good to Somewhat choppy, loosely average organized but main ideas stand out, limited support, logical but incomplete sequencing
13-10 Fair to poor Non-fluent, ideas confused or disconnected, lacks logical sequencing and development
9-7 Very poor Does not communicate, no organization, not enough to evaluate
Table 3.3 Rubric Assessment of Writing TestVOCABULARY Score Level Criteria
20-18 Excellent to very Sophisticated, effective range, range good word/ idiom, choice and usage, word from mastery, appropriate register
17-14 Very good to Adequate range, occasional errors average of word/ idiom form, usage but meaning not obscured
13-10 Fair to good Limited range, frequent errors of words/ idiom form, choice, usage, meaning confused or obscured
9-7 Very poor Essentially translation, little knowledge of English vocabulary, idioms, word form, not enough to evaluate
Table3.4 Rubric Assessment of Writing Test
LANGUAGE USE Score Level Criteria 25-22 Excellent to very Effective complex constructions, good few errors of agreement, tense, number, word order/ functions, articles, pronouns, preparations
21-19 Very good to Effective but simple constructions, average minor problems in complex constructions, several errors of agreement, tense, number, word order functions, articles, pronouns, prepositions but meaning never obscured
17-11 Fair to poor Major problems in simple/ complex constructions, frequent errors of negation, agreement, tense, number, word/ order/ functions, articles, pronouns, prepositions and or fragments, deletions, meaning confused or obscured
10-5 Very poor Virtually no mastery of sentence construction rules, dominated by errors, does not communicate, not enough to evaluate
Table3.5 Rubric Assessment of Writing Test
MECHANICS Score Level Criteria
5 Excellent to very Demonstrates mastery of good conventions, few errors of spelling, punctuation, capitalization, paragraphing
4 Very good to Occasional errors of spelling, average capitalization, paragraphing, but meaning not obscured
3 Fair to poor Frequent errors of spelling, capitalization, punctuation, paragraphing, poor handwriting, meaning confused not obscured
2 Very poor No mastery of conventions, dominated by errors of spelling, punctuation, capitalization, paragraphing, handwriting illegible, not enough to evaluate.
So, the specification of the test can be based on the following table:
Table3.6 The Specification of Score
No Writing skill The higher score
1. Content
30
2. Organization
20
3. Vocabulary
20
4. Language use
25
5. Mechanics
5 Total 100 In analyzing the result of two variables, the writer used pearson‟ product moment correlation formula. According to Sudijono (2010:206), the symbol of correlation product moment is “r”, the formula of correlation as follow:
∑ ∑ ∑ ∑ ∑ ]
√ ∑ ] ∑ The interpretation of the symbols is: N : number of participants X : scores of students‟ mastery of imperative sentence Y : scores of students‟ ability in writing procedure text ∑X : students‟ mastery of imperative sentence sum score ∑Y : students‟ writing ability of procedure text sum scores
: the sum of the squares cores of students‟ mastery of ∑ imperative sentences
: the sum of the square scores of students‟ writing procedure text ∑ ∑XY : the sum of multiple scores between X and Y
Besides the Pearson Product Moment formula, the writer also used SPSS program to analyzed the data. According to Cramer and Bryman (2003: 16):