THE CORRELATION BETWEEN STUDENTS’ MASTERY IN USING ADJECTIVE AND THEIR ABILITY IN WRITING DESCRIPTIVE TEXT AT THE EIGHTH GRADE OF SMPN 1 TALANGPADANG IN THE ACADEMIC YEAR OF 2016 2017
(A Thesis)
Submitted as a Partial Fulfillment of The Requirements for S1-Degree
By: Sevia Yolanda NPM: 1211040174
Study Program: English Education
Advisor : Prof. Dr. Idham Kholid, M.Ag Co-Advisor : Nunun Indrasari, M.Pd
TARBIYAH AND TEACHER TRAINING FACULTY STATE INSTITUTE OF ISLAMIC STUDIES
RADEN INTAN LAMPUNG 2017
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(A Thesis)
Submitted as a Partial Fulfillment of The Requirements for S1-Degree
By: Sevia Yolanda NPM: 1211040174
Study Program: English Education
TARBIYAH AND TEACHER TRAINING FACULTY STATE INSTITUTE OF ISLAMIC STUDIES
RADEN INTAN LAMPUNG 2017
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YEAR OF 2016/2017 By:
Sevia Yolanda 1211040174
Writing ability is defined as the level of skill or competence in writing. The writer should be more careful and pay attention to the aspects of writing. Commonly, writing is the hardest thing for students because they should take a long process. One of the English components is grammar. The grammar can defined as the science of the rules in forming and combining words into sentences. Adjective is one the most important part in the grammar. The objective of this research was to know whether there was the correlation
between students’ ability in using adjective and their ability in writing descriptive text.
Descriptive text is the form of text that aims at describes how something or someone looks or feel. The purpose or the social function of descriptive text is to describe the reader about many things, including people, places, events, situations, thoughts, and feelings. In the recount text, the sentences are usually organized according to identification and description. The research methodology used in this research was correlation research. The population of the research was taken from the students at the first semester of the eighth grade of SMPN 1 Talangpadang Tanggamus in 2016/2017 academic year consisted of 137 students. The sample was chosen based on cluster random sampling technique. The sample taken was class VIII.2 consisting of 34 students. In collecting the data, the writer used instrument in the form multiple choice test for adjective ability and descriptive writing for ability in writing descriptive text. After giving try out, the writer gave the test and then analyzed the
data by using Pearson’s Product Moment formula.
The result of Pearson’s Product Moment correlation showed that the result was 0.8, and then it was consulted to rcritical. The result of rcritical with significant level 0.05 was 0.325. Due to robserved is higher than rcritical (0.8 > 0.325), the conclusion of the research is that there is a correlation between sudents’ ability in adjective and ability in writing descriptive text at the first semester of eighth grade of SMPN 1 Talangpadang in 2016/2017 academic year.
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Using Adjective and Their Ability in Writing Descriptive Text at the Eighth Grade of SMPN 1 Talangpadang in the Academic Year of 2016/2017” is completely my own work. I am fully aware that I have quoted some statements and ideas from various sources and those are properly acknowledged in the text.
Bandar Lampung, January 2017 Declared by,
Sevia Yolanda NPM. 1211040174
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“Nun. By the pen and by the (record) which (men) write.” (Al Qolam : 1)1
1 Abdullah Yusuf Ali, The Holy Qur’an Text and Translation (New Delhi : Millat Book Centre, 2006), p.736.
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Praise and gratitute be to Allah the Almighty for His abundant blessing for me, and from my deepest of my heart and great love, this thesis is dedicated to:
1. My parents, Mr. Ardiansyah and Mrs. Daswalena, S.Pd who always pray, support and guide for my success.
2. My beloved brothers, Ade Yoga Kurniawan, Muhammad Novalda and Ahzan Andrean who always support and prayed for me a lot in my life to continue my study well.
3. My family, who always supports and motivates me to finish this thesis. 4. My beloved lecturers and Almamater IAIN Raden Intan Lampung.
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10th, 1994. She is the first child of four children of the couple of Mr. Ardiansyah and Mrs. Daswalena, S.Pd.
The writer began her study at SDN 3 Talangpadang in 2000 and finished in 2006. In the same year, she entered SMPN 1 Talangpadang and finished in 2009. Then, she continued her study to SMAN 1 and finished in 2012. After that, she continued her study at IAIN Raden Intan Lampung, in English Education Study Program of Tarbiyah and Teacher Training Faculty of State Institute of Islamic Studies of Raden Intan Lampung.
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and for completing this thesis. Then, peace and salutation may be upon to the great messenger prophet Muhammad Peace be upon Him, who brought us from the darkness to the lightness. Besides, the writer also grateful to many people for contributing their ideas and time given to her in completing this thesis entitled, “The
Correlation between Students’ Mastery in Using Adjective and Their Abilty in
Writing Descriptive Text at the Eighth Grade of SMPN 1 Talangpadang in the Academic Year of 2016/2017”.
This thesis is presented to the English Education Study Program of IAIN Raden Intan Lampung. The primary aim of writing this thesis is to fulfill the requirement to obtain S1 degree.
Therefore, the writer would like to thank the following people for their ideas, time and guidance in completing this thesis:
1. Dr. H. Chairul Anwar, M.Pd, the dean of Tarbiyah and Teacher Training Faculty IAIN Raden Intan Lampung,
2. Meisuri, M.Pd, the chairperson of English Education study program at IAIN Raden Intan Lampung.
3. Prof. Dr. Idham Kholid, M.Ag, the advisor who has given guidance to the researcher to finish this thesis.
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to conduct the research at the school and Astrid Dewi, S.Pd as English teacher and for giving the contribution while she was conducting the research at the school.
6. All students of the eighth grade of SMPN 1 Talangpadang, for giving nice participation and great attention during the testing process in this research. 7. All lecturers of English Education Department in IAIN Raden Intan Lampung
who taught the researcher since the first year of her study.
8. Her best friends: Diana Lisa Zain, Nopita Sari, Desi Ani Ayu Lukmana, Muslikah, Rojiyah, Handrini Astuti and Mia Andriyana who always give support and suggestion to the researcher in writing this thesis.
9. All of people who have helped the writer to finish the study that can not mentioned one by one.
Finally, the writer is fully aware that there are still a lot of weaknesses in this thesis. For this, she truthfully welcomes criticism and suggestion from the readers to enhance the quality of this thesis to be better.
Bandar Lampung, The Writer,
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APPROVAL ... iii
ADMISSION ... iv
DECLARATION ... v
MOTTO ... vi
DEDICATION ... vii
CURRICULUM VITAE ... viii
ACKNOWLEDGMENT ... ix
TABLE OF CONTENTS ... x
LIST OF TABLES ... xi
LIST OF APPENDICES ... xii
CHAPTER 1: INTRODUCTION A. Background of the Problem ... 1
B. Identification of the Problem ... 8
C. Limitation of the Problem ... 8
D. Formulation of the Problem ... 8
E. Objective of the Research ... 9
F. Use of the Research ... 9
G. Scope of Research ... 9
1. Subject of the Research ... 9
2. Object of the Research ... 10
3. Place of the Research ... 10
4. Time of the Research ... 10
CHAPTER II: FRAME OF THEORY, THINKING AND HYPOTHESIS A. Concept of Writing ... 11
B. Concept of Writing Ability ... 12
C. Concept of the Writing Process ... 14
D. Purpose of Writing ... 17
E. Components of Writing ... 19
F. Types of Text ... 18
G. Descriptive Text ... 22
1. Concept of Descriptive Text ... 22
2. Generic Structure of Descriptive Text ... 23
3. Language Features of Descriptive Text ... 24
4. Basic steps to Write an Effective Descriptive Text ... 24
5. Concept of Descriptive Text Writing Ability ... 27
H. Concept of Adjective ... 28
I. Types of Adjective ... 30
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A. Research Design... 37
B. Variable of the Research ... 38
C. Operational Definition of Variables... 38
D. Population, Sample and Sampling Technique ... 39
1. Population ... 39
2. Sampling Technique ... 40
E. Data Collecting Technique ... 40
1. Test on Using Adjective ... 40
2. Test on Writing Ability ... 41
F. Research Procedure ... 41
G. Instrument of The Research ... 42
H. Try Out ... 48
I. Validity ... 48
1. Content Validity ... 49
2. Construct Validity ... 49
3. Internal Validity ... 49
J. Reliability of Test ... 50
K. Readability of Test ... 52
L. Data Analysis ... 53
1. Normality Test ... 53
2. Linearity Test ... 54
3. Hypothetical Test ... 54
CHAPTER IV RESULT AND DISCUSSION A. Data Collection ... 52
1. Situation of SMPN 1 Talangpadang ... 52
2. Students’ Situation ... 52
3. Teacher and Staffs’ Situation ... 53
4. Facilities and Infrastructure of the School ... 55
B. Result of Adjective and Writing Ability Test ... 56
1. Result of Adjective Mastery of Descriptive Text ... 56
2. Result of Writing Ability of Descriptive Text ... 58
C. Result of Data Analysis ... 59
1. Fulfillment of the assumption ... 59
a. Result of Normality Test ... 59
b. Result of Linearity Test ... 60
c. Result of Hypothetical Test ... 61
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2. Suggestion for the Students ... 65 3. Suggestion for the School ... 65 4. Suggestion for the Next Researcher ... 66
REFERENCES APPENDICES
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Talangpadang ... 37
Table 4: The Blue Print of Try Out for Adjective Test before Validity ... 40
Table 5: The Blue Print of Try Out for Adjective Test after Validity ... 40
Table 6: Scoring System Writing ... 41
Table 7: Value Interpretation ... 53
Table 8:Students of SMPN 1 Talangpadang ... 54
Table 9: List of Teacher and staff of SMPN 1 Talangpadang 2016/2017 ... 55
Table 10: Facilities and Infrastructure of SMPN 1 Talangpadang in 2016/2017 ... 57
Table 11: The Score of Students Adjective Ability ... 58
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Appendix 3:The Result of Interview with the Students ... 75
Appendix 4:Test Instrument Adjective Ability before Validated ... 78
Appendix 5:Answer Key of Test Instrument of Adjective before Validated ... 82
Appendix 6: Test Instrument Adjective Ability after Validated ... 83
Appendix 7: Answer Key of Test Instrument of Adjective after Validated ... 86
Appendix 8:Writing Instrument Test ... 87
Appendix 9:Form of Construct Validity ... 88
Appendix 10: Sample Try Out ... 89
Appendix 11: Instrument Readability ... 90
Appendix 12: The Result of Readability Test ... 91
Appendix 13:The Table Analysis Validity of Adjective Step 1 ... 92
Appendix 14: The Table Analysis Validity of Adjective Step 2 ... 93
Appendix 15:The Result of Try Out of Odd Adjective... 94
Appendix 16:The Result of Try Out of Even Adjective ... 95
Appendix 17:Reliability of Students' Ability in Using Adjective... 96
Appendix 18:Reliability of Writing Descriptive Text Ability ... 97
Appendix 19:The Sample of the Research ... 98
Appendix 20:Score of Adjective and Descriptive Text Test ... 99
Appendix 21:Students’ Writing Descriptive Score of the Test from Two Raters ... 100
Appendix 22: Table Liliefors ... 101
Appendix 23:TheTable Normality of Adjective ... 102
Appendix 24:The Table Normality of Descriptive Text ... 103
Appendix 25:Result of Linearity Test by Using SPSS Formula ... 104
Appendix 26:Scatterplot of The Data Correlation ... 105
Appendix 27:The Data Correlation of Variable X (Adjective) and Variable Y (Descriptive Text) ... 106
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A. Background of the Problem
Language can be used to express ideas, thoughts, opinions, and feelings. As Brown says that, language is more than a system of communication. It involves whole person, culture, educational, developmental communicative process.1 It means that language is considered as a tool of communication and it is difficult to do all activities without language. In our country, English is the first foreign language that is taught as a compulsory subject that should be learnt by all students from elementary school until university.
English is one of the international languages which used by many people to communicate in the world. Nowadays, English has become more and more important in sides of life, including education, economic, business, etc. English is also as the language of science and knowledge. People can find many books written in English. That is why; people who always want to keep up with the growth of this globalization era must master English.
1
H Douglas Brown, Teaching by Principles An Interactive Approach to Language Pedagogy Second Edition, San Francisco: Longman 2001, p.70
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English is generally taught and assessed in Indonesia as the foreign language and it is should be given to the students of junior school up to university. There are four skills: of English including listening, speaking, reading, and writing.2
Writing is a complex activity where the writer must have the ability to compose and integrate information, so the readers would be easy to understand the language that being used in written communication. Writing is among the most complex human activities. It involves the development of a design idea, the capture of mental representations of knowledge, and of experience with subjects.3 As one of the language skill, writing is very important for the students. In writing, the writers have to focus on the purpose of their writing (among others consideration) because it will effect what language they choose and how they used it.
On the other hand, Leo et.al state that writing as a process of expressing ideas or thought in words should be done at our leisure.4 In this case, writing as the process to express the ideas in written form that should be done at leisure time.
Many definitions about descriptive text can be found in separated books. One of them is being defined by Mukarto that descriptive text is a kind of text to describe
2
http://www.languagelearningportal.com/articles/en-GB/1062/4-essential-skills-in-language-learning.html
3
Horvath Jozsef, Advanced Writing in English as A Foreign Language , (Pecs: Lingua Franca Csoport, 2001), p. 5
4
Leo Susanto, et.al, English for Academic Purpose : Essay Writing (Yogyakarta : ANDI, 2007), p.1.
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something, someone, or place. Descriptive text has two main parts, they are identification and description. The structure of a text is called the generic structure. Descriptive text is like describe white house, animals, fruit, and etc.5 It can be concluded that descriptive text is a text to describe something, someone or place and
descriptive text has a two main parts such as identification and description that’s
called generic structure. In learning, the writer believes that adjective is very important in writing English, especially in writing descriptive text because by mastering adjective, the English students will be able to combine some words or phrases into sentences, or some sentences into a good paragraph, but, there are many students who cannot speak English properly, sometime they are confused to arrange the grammatical sentences. To make a sentence, the students have a problem in making a good sentence. According to Woods adjective is a descriptive word that changes the meaning of a noun or a pronoun.6 It means that adjective is important used for describe word order to make it clear and easy to understand. Adjective is one part of grammar that has an important position. It is used in arranging good sentences which has complete meaning especially in writing descriptive text, to describe about someone, something, or place we need to know about adjective well. However, some students did not understand about it.
Based on the explanation above the writer would like to know the correlation between
students’ ability in using adjective and their ability in writing descriptive text.
5
Mukarto, Sujatmiko, Josephine S.M, Widya Kiswara, EOS English on Sky SMP Book VII, Jakarta : Erlangga,2007,p.140
6
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In preliminary research data obtained by interview the English teacher of SMPN 1 Talangpadang, she said that the students have difficulties to develop their ideas to make a good descriptive text. In addition, she said that the students’ ability in writing is still very low, because they have lack grammar, not only that, they also commonly do the same mistakes in writing descriptive text. It can be seen on the table below.
Table 1
Students’ Writing Score of SMPN 1 Talangpadang 2016/2017 No Score Class Total Percentage
8.1 8.2 8.3 8.4
1 ≥ 75 15 15 14 12 56 40.88%
2 < 75 19 19 20 23 81 59.12%
Total 34 34 34 35 137 100%
From the table above, it can be said that most of the eight grade students of SMPN 1 Talangpadang still had difficulties in writing descriptive text.
Based on data it can be seen that the students’ writing score was still low. Further, the teacher said that only a few students got score above the criteria of minimum mastery (KKM), while many students got score below KKM. The criteria of minimum mastery (KKM) of this school is 75.
Besides, the teacher also said that they were unable to write descriptive text well because of lack grammar and vocabulary. This can be seen in the following table.
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Table 2
Students’ Adjective Score of SMPN 1 Talangpadang 2016/2017
No Score Class Total Percentage
8.1 8.2 8.3 8.4
1 ≥ 75 15 10 13 8 46 33.58%
2 < 75 19 24 21 27 91 66.42%
Total 34 34 34 35 137 100%
The writer assumed that their writing’s score was low because they were lack ability
in using adjective. Based on the background above, the writer assumed that adjective have an important part in writing.
On the other side, the writer also interviewed some students of the eighth grade. From the result of the interview, it was found that most of the students got problem with their vocabulary and grammar, so they got difficulties to express their ideas in writing descriptive text.
So, the writer is interested in doing the research entitled “The Correlation between
Students’ Ability in Using Adjective and Their Ability in Writing Descriptive Textof the Eighth Grade of SMPN 1 Talangpadang in the Academic Year of 2016/2017”.
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B. Identification of the Problem
Based on the background above the writer identified the problem as follows: 1. The students have difficulties in using adjective.
2. The students have difficulties in writing descriptive text.
C. Limitation of Problem
Based on the problem above, the writer only focused on the correlation between
students’ ability in using adjective and their ability in writing descriptive text.
D. Formulation of the Problem
Based on the background, the identification and the limitation of the problem mentioned above, the writer formulated the problem as follows:
Is there any significant correlation between students’ ability in using adjective and their ability in writing descriptive text?
E. Objective of Research
The objective of conducting this research is:
To know whether there is significant correlation between students’ ability in using adjective and their ability in writing descriptive text.
F. Use of Research
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1. To give information about the correlative study of students’ in using adjective and their ability in writing descriptive text.
2. To give information for the English teacher about the importance of grammar especially using adjective in writing descriptive text.
3. To motivate the students in learning English, especially to learn more about using adjective and writing descriptive text.
G. Scope of Research
In the research, the writer included some kinds of information as the scope of the research. They are follows:
1. Subject of the Research
The subject of the research was the students of the eighth grade of SMPN 1 Talangpadang.
2. Object of the Research
The object of the research is the correlation between students’ adjective ability and their ability in writing descriptive text.
3. Place of the Research
The research was conducted at SMPN 1 Talangpadang.
4. Time of the Research
The research was conducted at the first semester of 2016/2017 academic year.
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A. Concept of Teaching English as Foreign Language
Language teaching is influenced by ideas on the nature of language (language theories) and the learning conditions that make learners acquire the language (learning theories).1 In learning English as a foreign language, it is very difficult because it has different characteristic from our mother tongue, although students have studied it for a long time but their English ability is still low not only in speaking but also in writing. It means that the teachers are urged to repair their teaching method. The teacher has responsibility to make condition to be conducive by giving assignment, stimulus, guidance, direction, and also support his/her students in the teaching learning process.
In learning English students are not only hoped to be able to use language, but also to receive and get information. In teaching and learning process, the material should be arranged carefully. The material has to be arranged based on the students’ need, desire and ability. It means that the teacher has to prepare the material as well as possible before teaching-learning process. The teacher is urged to be creative in order to their students get the point easily. It is very important for students who learn foreign language. To get the best result in teaching English, the students should be
1
Ag Bambang Setiyadi, Teaching English As a Foreign Language (Yogyakarta: Graha Ilmu, 2006), p.20.
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given more opportunities to apply the language by giving them practice in speaking and writing.
According to Lim in Aprilia, the purpose of teaching foreign language is enable the students to use the language to communication. 2 It means that, in learning English the teacher does not only give the students theory about English but also he/she has time for practicing in their communication whether written or spoken through English language instruction. To achieve the target, the English teacher should be able to motivate the students in the classroom. According to Brown, teaching is showing or helping someone to learn how to do something.3 It means that teaching is given instruction, guiding in studying something, providing with knowledge and causing understanding.
B. Concept of Writing
We know that writing is one of skill in language should be mastered by the students. Besides that writing is one way to send message and information from the writer to the reader. There are a lot of definitions about writing that have been given by some experts. According to Byrne, writing is the act of forming letters or combination of letters: making marks on flat surface of same kind. It is more than the production of graphic symbol, just are speech is more than the production of sounds. The symbols
2
Nuri Aprilia, An Analysis of Language Mechanical Error in Paragraph Writing (IAIN Lampung : unpublished Thesis, 2012), p.8.
3
H. Douglas Brown, Teaching Principle of Language Learning and Teaching (London : Longman, 1980), p.5.
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have to be arranged to form sentence.4 From the definition above, it can be concluded that writing is the production of graphic symbols which have to be arranged according to certain conventions to form meaningful words, sentences, etc.
According to Lindemann writing is process of communication which uses a conventional graphic system to convey a message to a reader.5 It means that writing is a process of sending message by using letters, punctuation, word, or sentences as graphic system.
Moreover, writing is progressive activity. It means that when you first write something down. You have already been thinking about what you are going to say and how you are going to say it. Then after you have finished writing, you read over what you have written and make changes and corrections. Therefore, writing is never a one-step action.6 It means that when we write something, we must have already been thinking first because writing is never a one-step action.
Writing is also an action process of discovering and organizing the ideas, putting them on paper, and reshaping them. Writing is much like speaking, because it is a
4
Donn Byrne, Teaching Writing Skill (London: Longman Group UK, 1997), p.1 5
Erika Lindemann, A Rhetoric for Writing Teachers, Oxford University Press, 1983, p.11.
6
Alice Oshima and Ann Hogue, Introduction to Academic Writing (3rd Ed) White Plains: Longman,2007),p.15
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way to discover and communicate the ideas. However, unlike speaking the people get the information from oral communication but in writing through a paper.7
Based on the explanation above, it can be concluded that writing is the production of graphic symbols which are arranged based on certain convention to form meaningful words, sentences through process of thinking to generate ideas or activities of someone in order to inform the message on a paper.
C. Concept of Writing Ability
Raimes states that writing ability is a skill in which we express ideas, feelings, and thought which are arranged in words, sentences, and paragraph using eyes, brain and hands.8 Writing a sentence is a simple communication form, because student can write their idea, thought, and argument from a sentence. The process of writing is usually more complex than the process of speaking.
According to Nunan, writing ability is defined as the ability to respond to a given
stimulus according to some authority’s definition of the correct response.9
The term of ability is defined as skill or power. Concisely, writing ability is the skill to express
7
Alan mayers, Gateway to Academic Writing, (New York: Pearson Education, Inc, 2005), p.3
8
Raimes, A., Techniques in Teaching Writing, (New York: Oxford University Press, 1987), p.76
9
Jyi-Yeon, Defining Writing Ability for Classroom Writing Aseesment in High Schools, available on:http://files.eric.ed.gov/fulltext/EJ921024.pdf, ( May, 6th,2016)
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ideas, thoughts, and feelings to other people in written symbols to make other people or readers understand the ideas conveyed.10
Moreover, Weigle states that writing is an indication that shows that students have mastered the cognitive skills required for university work. In addition, he states that writing ability is the skill that we want to test and that the writer is likely to engage in. 11 Thus, the writing ability is the ability that will be tested in which the writer is to engage in and needs to master elements of writing itself as respond to the given stimulus.
Based on explanation above, it can be concluded that writing ability is the ability to
express one’s ideas, thoughts, opinion and feelings into a piece of written work so that people as readers can understand.
D. Concept of the Writing Process
Writing cannot be produced instantly, it needs process. In the process, writing is seen as process to experience rather that merely a product to be read. This process, of course, be affected by the content (subject matter) of writing, the types of writing (ex: letters, essay, and so on) and the medium it is written (pen and paper, computer words, file, etc). The writing process is at least as important as the product and even
in exam writing task, the students’ ability (quickly) and later read back through what
10
Avalaible on: http://Teachingenglishonline.net/definition-of-writing-ability/,(on May 6th,2016)
11
Sara Cushing Weigle, Assesing Writing, (New York: Cambridge University Press, 2002), p.14
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they have written in order to make any necessary corrections is extremely important.12
There are some of terms often used to refer to stages in the process writing,13 like the following:
Stages of Writing Process
Planning drafting editing final version.
The following explanations and suggestions may be useful during particular stages of the writing process.14
a. Planning
Experienced writers plan what they are going to write. Before starting to write or type, they try and decide what it is they are going to say. For some writers this may involve making details notes. When planning, writers have to think about three main issues. In the first place, they have to consider the purpose of their writing, the audience they are writing for, and the content structure of the piece.15 In the other words, the planning stage also known as prewriting. It requires preliminary thinking about the written assignment as good as some exploration and formal planning of ideas into a structure outline. Oshima says that prewriting is the step in the writing
12
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 1988), p.327
13
Jeremy Harmer,Op.Cit.,p.5 14
Ibid. 15
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process in which you get ideas.16 It means that in this step we just write down the sentences as we think without worrying about the sentences correct or not. Besides that, it can generate ideas and develop main thesis or purpose statement.
b. Drafting
It refers to the first version of writing as a draft. This first ‘go’ at a text is often done
on the assumption that it will be amended later. As the writing process proceeds into editing, a number of drafts may be produced on the way the final version.17 Therefore, during drafting the writer puts her/his idea into complete thought, such as sentences and paragraph. The writer organizes her/his ideas in a way that allows the reader to understand her/his message.
c. Editing (Reflecting and Revising)
The writer has produced a draft, then, she/he usually read through what she/he has written to see how it works. Perhaps the order of the information is not clear. Perhaps the way something is written is ambiguous or confusing. She/he may use a different form of words for a particular sentence. More skills the writer tends to look at issues at general meaning and over all structure before concentrating on detailed features such as individual words and grammatical accuracy. Besides, it is a particular type of revision focusing especially on language and mechanics. Students may begin editing
16
Alice Oshima and Ann Hogue, Op Cit, p.34 17
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by focusing on editing errors.18 It means that editing is processing, not a one-time event. When the writer edits his/her work, he/she is checking the place of error. Its typically errors are spelling, punctuation, capitalization and formatting (indenting of paragraph).
d. Final Version
Once the students have edited their draft, making the changes they consider to be necessary, they produce their final version.19 So, that this is the final stage in the writer process.
And from sources about writing process above, the writer can conclude that there are some stages to make a good writing and they are; planning, drafting, editing, and final version. The first is planning. Planning is experienced writers plan what they are going to write, before the students start to write something, they must plan or prepare about the material that they will make. The second is drafting, that is make the first version odd a piece of writing. The third is editing or revising, it is supported by Leo, he states that editing is the next step you have to do after writing process is completed.20 And in editing or revising the writers have a produced a draft they then, usually, read through what they have written to see where it works and where it does
18
Ibid 19
Ibid 20
Sutanto Leo,Et.al, English for Academic Purpose Essay Writing ( Yogyakarta: Andi, 2007), p.149
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not. And the last is final version, final version is last final after doing planning, drafting, and editing.
E. The Purpose of Writing
Writing is not only putting the sentences into a paper, but there are some purposes of writing. Based on Grenville, there are some purposes of writing:
1. Entertain
The writing does not necessarily make the readers laugh, but it at least engages their feelings in some way. Writing to entertain generally takes the form of so-called imaginative writing or creative writing. Examples of imaginative writing are novels, stories, poems, song lyrics, plays, and screenplays.
2. Inform
The writing tells the reader about something. These kinds of writing can also be entertaining in the sense that they are good to read, and also entertaining the reader is
not their main purpose that’s just a bonus. Examples of writing to inform are newspaper articles scientific or business reports, instruction or procedures, and essays for school and university.
3. Persuade
The writing attempts to convince the reader of something. This includes advertisements, some newspaper and magazine articles, and some types of essay. This type of writing might include the opinion, but as part of a logical case backed up with evidence, rather than just as an expression of the feelings. As the explanation
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above, the writer concludes the purpose of writing is the expression the ideas, convey a message to reader, so the ideas themselves should arguably be seen as the most important aspect of the writing.21
Based on explanation above, it can be concluded that the purpose of writing consists of certain, inform and persuade. The first purpose is to entertain. Writing to entertain generally takes the form of creative writing the examples are novels, stories, poems, song lyrics, and screenplays. The second purpose is to inform. Writing is to inform the reader about something. And the last purpose is to persuade. Writing to persuade is to convince the reader of something. The examples are advertisements, newspaper, and magazine articles.
F. Components of Writing
There are some components that are used in scoring writing ability. According to Tribble, the criteria to scoring writing ability are: content, organization, vocabulary language and mechanic.22
a. Content : the substance of writing ideas express (unity), content relevant to the topic.
b.Organization (form) : ideas clearly stated and supported, logically sequence, connective appropriately use (cohesion).
c. Vocabulary : the section of words that suitable with the content.
21
Kate Grenville, Writing From Start to Finish a Six-Steps Guide, (New South Wales: Allen & Unwin, 2001),p.11
22
Christopher Tribble, Language Teaching Writing, London: Oxford University Press, 1996,p.130
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d.Language : the employment of grammatical forms and Syntactical pattern.
e. Mechanic : the use of graphic convection of language (demonstrates good command of spelling, punctuation, and capitalization).
In the words to know students’ descriptive text ability the writer used the aspects of
scoring system as follows: task fulfillment/ content, organization, vocabulary, language and mechanics.
G. The Types of Text
In English, we can found type of writing. Each of these writing has its own characteristics and functions. The students of senior should have knowledge of those writing text. According to Anderson, types of text in English are divided into several types. They are poetic, dramatic, narrative, response, discussion, explanation, exposition, information report, procedure and recount. These variations are genre.23
1. Spoof
Spoof is a text to retell an event with a humorous twist. 2. Recount
Recount is a text to retell events for the purposes of informing or entertaining. 3. Report
23
Mark Anderson and Kathy Anderson, Text Types in English 2, (Melbourne: Macmillan,2003), p.3
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Report is a text to describe the way things are reference to a range of natural, manmade and social phenomena in our environment.
4. Analytical Exposition
Analytical exposition text is a text to persuade the reader or listener that something in the case.
5. News Item
News item text is a text to inform readers, listeners, or viewers about events of the day which are considered newsworthy or important.
6. Anecdote
Anecdote is a text to share with others an account of an unusual or amusing incident.
7. Narrative
Narrative text is a text to amuse, entertain and to deal with actual or vicarious experience in different ways.
8. Procedure
Procedure text is a text to describe how something is accomplished through a sequence of actions or steps.
9. Description
Description text is a text to describe a particular persons, place or thing. 10.Hortatory Exposition
Hortatory exposition text is a text to persuade the reader or listener that something should or should not be the case.
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11.Explanation
Explanation text is a text to explain the processes involved in the formation or workings of natural or socio cultural phenomena.
12.Discussion
Discussion text is a text to present (at least) two points of view about an issue. 13.Reviews
Reviews text is a text to critique an art work or event for a public audience.
Based on the explanation above, it can be concluded that, types of writing according to Anderson, there are 13 types of text in English. They are spoof, recount, report, analytical exposition, news item, anecdote, narrative, procedure, description, hortatory exposition, explanation, discussion, reviews. Whereby, in this research the writer focuses on the descriptive text. It will be conducted in SMPN 1 Talangpadang, in which based on syllabus on eighth grade, the students learn descriptive text.
H. Descriptive Text
1. Concept of Descriptive Text
Description is a useful tool in many kinds of writing. In narration or storytelling, it creates a sense of realism. In reports or explanation, it clarifies and makes idea
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emotions. In description, it can describe many things, including people, scene, and sense.24
A descriptive text describes how something or someone looks or feel. It gives an impression of something.25 Descriptive text refers to the senses, it tells how something looks, feels, smells, tastes, and sounds. A good description is a word pictures; the readers can imagine the object, place, or person in his or her mind.26 Description presents sensory information that makes writing come alive. It expresses an experience that the reader can actively participate in by using imagination. It can be concluded that descriptive text provides an illustration of people, places, events, situations, thoughts, and feelings.
Blanchard & Root state that writing a description is like creating a picture using words. The most important in description is to make it in a good description through specific detail that create appropriate with the picture.27
Based on explanation above, it can be concluded that descriptive text is a clear description of people, places, objects, or events using appropriate details. An effective description will contain sufficient and varied elaboration of details to communicate a
24
Sanggam Siahaan, Generic Text Structure, (Yogyakarta: Graha Ilmu,2008), p.89 25
Keith S. Folse, April Muchmore-Vokoun, Elena Vestri Solomon, Great Writing 2 Great Paragraphs, 3rd edition, (United States of America: Heinle Cengage Learning, 2010), p.135
26
Alice Oshima& Ann Hogue, Introduction to Academic Writing, (New York: Pearson Education, 2007), p.61
27
Karen Blanchard & Christine Root, Ready to Write,( Longman: Pearson Education, Inc, 2003), p. 69
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sense of the subject being described. Details used are usually sensory and selected to describe what the writer sees, hears, smells, touches, and tastes.
2. Generic Structure of Descriptive Text
Descriptive text has structure as stated by James that it is used in school to guide the students in learning English:
a. Identification: identifying the phenomenon to be described. The writer introduces people whose daily activities are going to describe.
b. Description: the purpose is to try and help someone feel that they are actually experiencing the thing described. The writer gives detailed information. Since the text tells daily activities, the writer describes or mentions his/her daily activities in sequence. Information about the time and place of the activities can be used to describe more about the daily activities.28
3. Language Features of Descriptive Text
a. Using attributive and identifying process.
b. Using adjective and classifiers in nominal group. c. Using simple present tense.29
28
Peter James, Real English 1 for Senior High School Grade X, (Jakarta: Penerbit Erlangga, 2013), p.84
29
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4. Basic Steps to Write an Effective Descriptive Text
A descriptive text simply describes something or someone by appealing to the
reader’s sense: sight, sound, touch, smell and taste. Here are the basic steps to write
an effective descriptive text:
1) Select a Subject
Observation is the key to write a good description. For example, in order to write about a place, visit the place and take notes on the sight, sounds, situation there. A descriptive text paints a picture for the reader, using descriptive devices and the senses. Create a thesis statement that informs the reader who or what you are describing.
Examples:
a. The wooden roller coaster in Coney Island is a work of art. b. My bedroom is an ocean sanctuary.
2) Select Dominant Details
Select only the details that support the dominant impression (thesis statement).
3) Organize Details
The paragraphs in a descriptive text can be structured spatially (from top to bottom or from near to far) or chronologically (time order) or from general to specific. Descriptive text can also use other patterns of organization such as narrative or exemplification.
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4) Use Descriptive Words
Do not use vague words or generalities be specific and use sensory, descriptive words
(adjectives). There some examples of the sensory words, in the descriptive text can’t
use vague words because word which will be used must be clear especially in adjective words. The words must give clear information.
a) Smells that are in the air (the aroma of freshly brewed coffee). b) Sounds (traffic, honking horns).
c) Sights (“The sun scattered tiny diamonds across dew-covered grass as it peeked
out from beyond the horizon.”).
d) Touch (“The texture of the adobe hut’s walls resembled coarse sandpaper.”) e) Taste: sweet, sour, salty, bitter, tart (“Giant goose bumps formed on my tongue
when I accidently bit into a sliver of lemon.”)30
The following texts below are the examples of descriptive text: 1. Describing place/thing
My Favorite Café
My favorite cafe to relax is a small café down the street from where I live. This café is on a small side street and as soon as you see it, you feel like going in.
There are three windows on either side of the door, and each window has a small table all around the room. Even though it is not a big place, it is size make it cozy and comfortable. I always like to sit at a small table in the corner near the front windows.
30
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From here, I can look at the artwork on the walls and at the pretty green plants hanging from the ceiling. With a strong cup of coffee and a good book, I feel very happy and relaxed in my favorite café.
Source: Dorothy E Zemach, & Lisa A Rumisek, Academic Writing from Paragraph to Essay.31
2. Describing person
My Grandmother
When I was young, I admired my grandmother for her strength and kindness. She was not very big. In fact, she was tiny and very thin she was strong, though. She lived by herself and still did a lot of the chores around her house. When I was child, I saw her almost every day, and she and I would talk about everything. She was happy person and was always smiling and joking, and she often make me laugh. My grandmother was also very patient, and she would listen to all my problems. She gave me very good advice whenever I needed it. I didn’t need to be afraid to tell her anything, because she never got annoyed with me. She just listened and tried to help. I also liked to spend time with her because she had interesting stories to tell me about her own childhood and life experiences. When I was young my grandmother was my best friend.
Source: Dorothy E Zemach, & Lisa A Rumisek, Academic Writing from Paragraph to Essay.32
31
Dorothy E Zemach,& Lisa A Rumisek, Academic Writing from Paragraph to Essay, (Oxford: Macmillan Publisher, 2005),p.26
32
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Based on explanation above, it can be concluded that the basic steps to write descriptive text are select a subject, select dominant details, organization, and use descriptive words. Descriptive text has two generic structure, they are identification and description. The identification structure is introducing people what are going to describe. Then, the description structure is giving detailed information.
5. Concept of Descriptive Text Writing Ability
Based on explanation, we know that the term of ability is defined as skill or power. Descriptive writing appeals to the senses, so it tells how something looks, feels, smells, tastes, and/or sounds.33 Concisely, writing ability is the skill to express ideas, thoughts, and feeling to other people in written symbols to make other people or readers understand the ideas conveyed.34 It means that it is a way of sharing personal
meanings and it emphasizes the power of the personality to construct someone’s view
based on a certain topic. Then, descriptive text is kind of the text which is aimed to describe a particular person or thing.35 A descriptive text has a functional objective to describe a particular person, place, things. To make a good descriptive paragraph the writer must be creative. The writer also has to understand about points that must be there in descriptive text writing.
33
Alice Oshima and Ann Hogue, Op.Cit, p.50 34
Christopher Tribble, Loc.Cit
35
Linda Gerot and Peter Wignell, Making Sense of a Functional Grammar (Sydney: Antipodean Education Enterprises (AEE),1994,P.208
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In writing a descriptive text, the writer expresses the idea or topic, than keep attention about generic structure of descriptive text. The writer also has to keep attention about five aspects of writing (content, organization, vocabulary, language, and mechanics) because they are the assessment of writing.
Based on the explanation above, it can be concluded that descriptive text writing ability is the ability to produce a text which describes briefly a certain kind of object such as a person, a place, a thing, or an animal which fulfills the criteria of a good writing including content, organization, vocabulary, language, and mechanics.
I. Concept of Adjective
Adjective is a part of grammar, it includes in part of speech which functioned to know the condition of a language. Frank states that adjective is a modifier that has the grammatical property of comparison. It is often identified by special derivational endings or by special adverbial modifiers that precede it. Its most usual position is before the noun it modifies, but it fills other position as well. For example: the small boy, the boy is small.36 It means that the adjective is important used describing word to make it clear and easy to understand. Adjective is a word used to describe a noun or a pronoun. It can be used describing about thing, person or place.
36
Marcella Frank, Modern English a Practical Reference Guide, (New York: University Prentice Hall, 1972), p. 109
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According to Bhardwaj, adjective is a word that adds something to the meaning of a noun or a pronoun.37 It is used before the noun or pronoun or come after it in the predicate. For example: a clever boy does his work well.
This boy is clever.
According to Lewis, adjective is a word that describes a noun.38 This noun provides more information about person, place, or thing. For instance, John is a tall and skinny man. Both tall and skinny are adjectives as they are used to describe John.
Besides that Seaton says that adjective is a describing word. It tells more about noun. An adjective usually appears before the noun it describes.39 It means adjective is word that used to describe noun by giving some information about thing, people, or place. Moreover, adjectives are words describe nouns or pronouns. They may come before the word they describe (that is a cute puppy.) or they may follow the word they describe (that puppy is cute.).40
37
A.p Bhardwaj, Essential English for Competitions, (New Delhi: S.Chand,2010), p. 23 38
William Greatheed Lewis, A Grammar of the English Language, (London: T.Dolby, 1979), p. 55
39
Anne Seaton, Y.H Mew, Basic English Grammar for English Language Learner, (Irvine: Saddleback, 2007), p.52
40
Jane Straus, The Blue Book of Grammar and Punctuation: An Easy to Use Guide with Clear Rules, Real World Example, and Reproducible Quizzes 10th edition, (San Francisco: Jossey Bass, 2008), p.10
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Based on the statement above, it can be concluded that adjective is often used to describe word, especially noun or pronoun (word that substitute for noun). Without an adjective we cannot describe a thing, or a person in the sentences.
J. Types of Adjective
Adjective is the word which is used to modify noun or pronoun. There five kinds of adjectives as follow41:
1. Possessive Adjective
Possessive adjective is the adjective which is used to point out the noun that belongs to someone. Such as: my, your, our, their, his, her, and its. Example:
- This is my book. - Your car is outside. - His girl friend is waiting.
2. Descriptive Adjective
Descriptive adjective is the adjective that is used to tell sorts of noun or quality.
Example:
- He is tall man.
- They are good students.
41
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- She is beautiful girl.
3. Numeral Adjective
Numeral adjective is the adjective which is used to show the number of a noun.
There are three types of numeral adjective, such as:
a) Definite Numeral Adjective
Definite numeral adjective is the adjective that is used to denote an extract number of a noun as: first, second, third or one, two, three,…..
Example:
- Ankor Wat is the seventh wonders of the world. - Ankor temple has got five towers.
b) Indefinite Numeral Adjective
Indefinite Numeral Adjective is the adjective which is to denote an inexact number of nouns as: some, any, much, many, little, a few, ….
Example:
- I have some friend here. - She has a few picture, - He has got much money. c) Distributive Numerical Adjective
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Distributive numeral adjective is the adjective that is used to cache one noun. They are: every, each, another, other,…
Example:
- Each student is very friendly. - They speak to another person.
4. Demonstrative Adjective
Demonstrative adjective is the adjective which is used to point out the noun. They are: this, these, that, those.
Example:
- That man is very handsome. - These girls are good looking.
5. Interrogative Adjective
Interrogative adjective is the adjective that is used to ask the question. They are
where, what, which,…
Example:
- Which animal do you like? - Where doctor is he?
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Based on the explanation above, the writer take summarize about adjective. Adjective is classified into possessive adjective, descriptive adjective, numeral adjective, demonstrative adjective, and interrogative adjective. In this research, the writer used possessive adjective, descriptive adjective, numeral adjective, and demonstrative adjective then ask students to make include those adjective above.
K. Concept of Using Adjective Mastery
Adjective is one of the part of speech is used to modify, describe or quantify a noun or a pronoun. By using adjective will be able to paint a clearer picture and provide a more comprehensible message to the audience.42 It means that using adjective we can express the quality of any person or object. Without adjective we could not say how any object looks like. Using adjective mastery is ability to describe clearer picture to make the readers understand when they read the writing. Use adjective make the writing more visual and vivid.
Adjective also tell how things look, feel, taste, sounds or smell and describe feel about something.43 It means that Adjective help the writer to create clear ideas of what the noun or pronoun tastes, smells, feels, looks, and sounds like. The readers will get a fuller picture of the things when they read the writing. It appeals to the
readers’ sense, therefore they can hear, see, touch, taste, and even smell what they are describing. In using adjectives makes the writing and the reading much more fun.
42
http://adjectivesstarting.com/what-is-an-adjective/ 43
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Based on the explanation above, it can be concluded that using adjective mastery is
students’ ability to express or create clear ideas of what the noun or pronoun tastes, smells, feels, looks, and sounds in order to make the description more vivid and the readers can hear, see, touch, taste, and smell what they are describing.
L. The Correlation between Students’ Mastery in Using Adjective and Their Ability in Writing Descriptive Text
Vocabulary is the vital aspect of the language.44 It means that vocabulary is a vital component of the language. So, vocabulary is the base of language communication. They will find difficulties in composing a written text when they have limited knowledge of vocabulary particularly in using adjective. Adjectives are important in a descriptive text. They are like spices, they add flavor in writing. Adjective is a part of speech that describes a noun.45 It tells something more about a noun or pronoun. The students must be able to describe a noun or pronoun, because when they describe how their feel, they should use adjective. Writers use adjective to give the reader more complete picture of the people, places, and things they want to describe.46
According to Knapp and Watkins, adjective is the grammatical class that tend to carry much of the responsibility for describing. Of course all lexical items, for example: nouns, verbs, adjectives and some adverb (as opposed to grammatical items:
44
Michael Wallace, Teaching Vocabulary, (New York: Henemen Education Book, 1998), p.123
45
Keith S. Folse, April Muchmore- Vokoun, Elena Vestri Solomon, Op.Cit, p.143 46
Alice Savage and Masoud Shaf, Effective Academic Writing, (New York: Oxford University Press, 2007), p. 43
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conjunction, prepositions, pronouns and articles) can be used descriptively, but it is adjectives that have describing as their key function.47 It means that adjective is very important in writing descriptive text.
Raimes states that writing reinforces the use of aspects of language skills including structure, idiom, and vocabulary that we have studied.48 It means that when students write, they need correct sentences. Particularly in writing a paragraph or text, they have to arrange the use of the paragraph or text correctly. They often use adjective in their writing to describe something. Therefore, if someone is able to write good sentences, it means that he or she is expected to be able to write good paragraph too, and in using adjective they can express their ideas, moods, feelings, and thoughts.
Based on the statement above, the writer therefore assumes that if the students have good grammar skill specifically in using adjective, they will be able to write a paragraph or text descriptive appropriately.
M.The Hypothesis
Based on the frame of thinking above, the writer proposes the hypotheses as follows: Ho: There is no significant correlation between students’ mastery in using
adjective and their ability in writing descriptive text.
Ha: There is a significant correlation between students’ mastery in using adjective and their ability in writing descriptive text.
47
Peter Knapp and Megan Watkins, Genre, Text, Grammar Technologies for Teaching and Assessing Writing, (Sydney: University of New South Wales, 2005), p. 110
48
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CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
In this research, the writer used correlation research design. According to Kothari, correlation research studies the joint variation of two or more variables for determining the amount of correlation between two or more variables.1Moreover, according to Kaufman, in correlation research, the goal is to determine whether two or more variables are related.2 In this research, the writer associated two variables:
students’ mastery in using adjective and their ability in writing descriptive text. According to Ary, correlation research employs data derived from preexisting variables. There is no manipulation, and the data are taken from single group.3 In this research, the writer analyzed the data taken from the students’ test. The writer scored both their in using adjective and their writing ability by using writing test. After getting the score, the writer analyzed the data to know whether there is correlation of the variables.
1
C.R Kothari, Research Methodology: Methods and Techniques, (New Delhi: New Age,2004),p.130.
2
Geoffrey Marczyk, et al. Essential of Research Design and Methodology, (New Jersey: John Wiley & Sons, Inc.,2005),p.3.
3
Donald Ary, et al., Introduction to Research in Education, (8thed) (Wadsworth, Belmont, 2010),p.349.
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B. The Variable of the Research
In this research there were two kinds of variables that investigated. Both of them are dependent and independent variable, they are:
1. Independent variable is the students’ mastery in using adjective (X). 2. Dependent variable is the students’ ability in writing descriptive text (Y).
C. Operational Definition of Variables
1. The students’ mastery in using adjective is students’ ability to express or create clear ideas of what the noun or pronoun tastes, smells, feels, looks, and sounds purpose to make the description more vivid and the readers can hear, see, touch, taste, and smell what they are describing.
2. The students’ ability in writing descriptive text is the students’ ability to produce a text which describe briefly certain kind of object such as a person, a place, a thing, or an animal which fulfills the criteria of good writing, including content, organization, vocabulary, language, and mechanics.
D. Population, Sample and Sampling Technique 1. Population
Population is all individuals of interest to the researcher.4 Furthermore, according to Kothari, it is the total of items about which information is desired.5 The population of this research was students of the eighth grade of SMPN 1
4
Suharsimi Arikunto, Prosedur Penelitian:Suatu Pendekatan Praktik, (14th ed) (Jakarta: Rineka Cipta, 2013),p.173
5
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Talangpadang in the academic year of 2016/2017. The population was 137 students.
Table 3
The Population Based on the Number of the Eighth Grade of SMP N 1 Talangpadang
No Class Genders Total
Male Female
1 VIII.1 12 22 34
2 VIII.2 13 21 34
3 VIII.3 12 22 34
4 VIII.4 15 20 35
TOTAL 52 85 137
Source: The Document of SMPN 1 Talangpadang.
2. Sampling technique
Sampling technique is the process of obtaining information about an entire population by examining only a part of it.6 In this research, the writer used cluster random sampling technique because the sample is in group and homogeneous and took the sample from group of class. The process in determining the sample in cluster random sampling technique was done by using lottery. First, the writer provided four pieces of paper, each pieces of paper contains the name of classes. Second, the pieces of paper were rolled and put in a glass. After that, the glass was shaken and the writer took one piece of the rolled paper to choose a class as sample. Finally, the writer got VIII.2 as a sample of the research.
6
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E. The Data Collecting Technique
In order to gain the data on the students in using adjective and their ability in writing descriptive text, the writer applied the test such the following explanation:
1. Test on using adjective
The writer used multiple choices to know the students’ mastery in using adjective. There were 40 items of the test.
2. Test on writing ability
To know the students’ writing ability, the writer asked the students to write descriptive text consisting of adjective based on the topics given. The writer asked them to use adjective in their descriptive text.
F. Research Procedure
There were steps done in research procedure, they are: 1. Determining the population
The writer determined the population. In this research, the writer chose the eighth grade of SMPN 1 Talangpadang consisted of 137 students.
2. Finding the sample
The writer used cluster random sampling to find the sample. The writer got VIII.2 class consisted of 34 students.
3. Try out of the instrument
In this research, the writer used a multiple choice test of using adjective and descriptive text writing ability test.
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4. Distributing the instruments
After having valid instruments of test, the writer distributed them to the students. 5. Analyzing the data
The data analyzed by using coefficient correlation product moment to investigate
whether there is correlation of students’ mastery in using adjective and their ability in writing descriptive text.
G. Instrument of the research
The instrument is tool used by the writer to gain the data in the research. In this research, the writer used test as instrument to collect the data. There were two kinds of test administered as follows.
1. The test of using adjective
There were 40 items of the test. Each number is followed by four answer (A,B,C, and D). The score of each item is 1 for correct answer and 0 for the wrong answer. Hence, the highest score is 100 and the lowest is 0 with measurement of the total score as follows:
Score =∑
Notes:
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N =Total of the test. 7
The specification of adjective test can be seen on the table below:
Table 4
The Blue Print of Try Out for Adjective Test Before Validity N
o
Types of Adjective Items Number Total
Odd Even
1 Descriptive Adjective 1,3,9,13,15,19, 25,27
6,8,14,24,34,36,38 ,40
16
2 Possessive Adjective 17,23,29,31,33 2,22 7
3 Numeral Adjective 21 4,10,12,28,30,32 7
4 Demonstrative Adjective 5,7,11,35,37,39 16,18,20,26 10
Total 20 20 40
Table 5
The Blue Print of Try Out for Adjective Test After Validity
No Types of Adjective Items Number Total
Odd Even
1 Descriptive Adjective 3,5,15,19,25 6,10,14,16,24 10
2 Possessive Adjective 1,9, 12,18,20 5
3 Numeral Adjective 7,11,17,21 2,8 6
4 Demonstrative Adjective 4,13,23 22 4
Total 14 11 25
2. The test of writing descriptive text
The writer gave this test to measure the students’ ability in writing descriptive text. In this case, the writer focused on descriptive text. Therefore, the students were asked to write descriptive text based topic given. To know the students’ writing ability, the writer asked the students to write a descriptive. Each student had to choose one topic and write descriptive text. In this case, the students made a
7
Sumarna Surapranata, Panduan Penulisan Tes Tertulis: Iimplementasi Kurikulum, (Jakarta:Rosda, 2004), p. 176.
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descriptive text in 60 minutes for time allocation. The topics that could be chosen by the students were:
a. My Family b. Cat
c. My House d. Computer
In this research to evaluate the students’ writing score, the writer used analytic rating scale adapted from Christopher Tribble. The text assessed based on the aspect of writing assessment: content, organization, vocabulary, language, and mechanics. The total score of writing test is 100.
Table 6
Scoring System Writing
Aspect Score Description
Task
fulfillment/Content
20-17 Excellent to very good: treatment of the subject, considerable variety of ideas or argument; independent and through interpretation of the topic; content relevant to the topic; accurate detail.
16-12 Good to average: adequate treatment of topic, some variety of ideas or argument; some independence of interpretation of the topic; reasonably accurate detail.
11-8 Fair to poor: treatment of topic is hardly adequate, little variety of ideas or argument;
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some irrelevant content to the topic, lacking detail.
7-5 Very poor: inadequate treatment of topic, no variety of ideas or argument, content irrelevant, or very restricted; almost no useful detail.
4-0 Inadequate: fails to address to task qith any effectiveness.
Organization 20-17 Excellent to very good: fluent expression, ideas clearly stated and supported; appropriately organized paragraphs or sections; logically sequenced (coherence); connectives appropriately used (cohesion).
16-12 Good to average: uneven expression, but main ideas stand out; paragraphing or section evident, logically sequenced (coherence); connectives used (cohesion).
11-18 Fair to poor: very uneven expression, ideas difficult to follow; paragraphing or organization does not to help the reader; logical sequenced difficult to follow (coherence); connectives largely absent (cohesion).
7-5 Very to poor:lack fluent expression, ideas very difficult to follow, little sense of paragraphing or organization; no sense of logical sequence difficult to follow (coherence); connectives not used (cohesion).
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4-0 Inadequate: fail to address this aspect of the task with any effectiveness.
Vocabulary 20-17 Excellent to very good: wide range of vocabulary; accurate work or idiom choice and usage; appropriate selection to match register. 16-12 Good to average: adequate range of
vocabulary; occasional mistakes in word or idiom choice and usage; register not always appropriate.
11-8 Fair to poor: limited rang vocabulary; a noticeable number of mistakes in word or idiom choice and usage; register not always appropriate.
7-5 Very poor: no range of vocabulary; uncomfortably frequent mistakes in word or idiom choice and usage; no apparent sense of register.
4-0 Inadequate: fails to address his aspect of the task with any effectiveness.
Language 30-24 Excellent to very good: confident handling to appropriate structures, hardly any errors of agreement, tenses, number, word order articles, pronouns, prepositions; meaning never obscured.
23-18 Good to average: acceptable grammar but problems with more complex structure; mostly appropriate structure; some error of agreement. Tense, number, word order, articles, pronouns,
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prepositions; meaning sometimes obscured. 17-10 Fair to poor: insufficient range of structures
with control only shown in simple construction; frequent errors of agreement, tense, number, word order, articles, pronouns, prepositions; meaning sometimes obscured. 9-6 Very poor: major problems with structure
even simple ones; frequent errors of negation, agreement, tense, number, word order/ function, articles, pronouns, prepositions; meaning often obscured.
5-0 Inadequate: fails to address this aspect of the task with any effectiveness.
Mechanics 10-8 Excellent to very good: demonstrates full command of spelling, punctuation, capitalization, and layout.
7-5 Good to average: occasional errors in spelling, punctuation, capitalization, layout.
4-2 Fair to poor: frequent errors in spelling, punctuation, capitalization, and layout.
1-0 Very poor: fails to address this aspect of the task with any effectiveness.
Source: Christopher Tribble, Language Teaching Writing (New York: Oxford University Press, 1996)8
Final scores of writing test calculated with average. The formula is :
8
Christopher Tribble, Language Teaching Writing, (New York: Oxford University Press, 1996), p.130
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Final Score:
Notes :
R1 : teachers’ rating score R2 : researchers’ rating score
H. Try Out
The test instrument of adjective mastery and writing descriptive text ability were tried out before the instruments were used. This was intent to know the validity and
reliability of the instrument. The writer measured the validity and reliability by trying out the instrument to 20 students from classes VIII.1 and VIII.3 that had been chosen as sample try out who were out of sample of this research.
I. Validity
According to Arikunto, validity is a measurement which shows the levels of validity or the real of the instrument. A valid instrument has a high validity. On the other hand, the instrument which lacks validity has a low validity.9 In addition, Setiyadi states that generally validity is a measurement to show how far the measurement of something that must be measured.10 It means the validity is measuring what to be measured. In this research, there are some aspects to be considered to measure validity of the test.
9
Suharsimi Arikunto, Op.Cit. p.211 10
Ag.Bambang Setiyadi, Metode Penelitian untuk Pengajaran Bahasa Asing Pendekatan Kuantitatif dan Kualitatif, (Yogyakarta: Graha Ilmu,2006),p.22.
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1. Content Validity
Content validity shows whether or not the test has good reflection on the material to be tested. It refers to the instrument parallel with the matter that measured. This research is aimed to measure students’ mastery in using adjective and ability in writing descriptive text of the eighth grade students. The test have to measure the
students’ mastery in using adjective and their ability in writing descriptive text based on curriculum and syllabus.
2. Construct Validity
Construct validity shows whether the test is actually in line with the theories of what it is intended to know the language. In the research, the writer administered adjective and descriptive text writing tests. The writer consulted to the instrument to the English teacher to check and evaluate those items.
3. Internal Validity
Point biserial correlation is one technique analysis correlation commonly in using to find correlation between two variables. The formula is as follows:
Rpbi =
√
Notes:
Rpbi = coefficient of point biserial correlation
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Mt = the total average
St = the total score of standard deviation P = proportion subject with true answer q = proportion subject with false answer11
An items is considered valid if the score of validity is higher than 0.444. It was based on the table of product moment where the r-critical for 20 subjects, df = N- nr = 20-2= 18 with alpha 0.05 was 0.444.
The result of validity analysis shows that there were 15 items considered invalid. They were 1,3,5,11,13,16,20,23,24,25,26,28,31,33,36, and 39 items number. Finally, the total valid items in try out were 25 items. (see Appendix 13)
J. Reliability of the Test
Arikunto says that reliability shows that instrument can be believed to be used as a tool of data collecting technique is good enough. 12 If the data are true based on the fact, no matter how many data are taken the result is same. Reliability shows the degree of mainstays about something. Reliability means the data can be delivered, so it can be relied on.
To get reliability of using adjective, the writer used spearman Brown formula as
11
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: Rajawali Press, 2014), p. 258 12
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follows: rxx Notes:
rxx = estimated reliability of the entire test
r11/22 = pearson r correlation between the two halves.13 (see Appendix 17)
To get reliability of the descriptive writing ability test, the write used inter rater ability. It was done by two raters who examine the students’ writing test with the intention of knowing the reliability of the test. (see Appendix 18) Then, the writer used Rank Order formula as follows:
ρ = 1 - ∑
Notes:
ρ = the number of rank order correlation 6 and 1 = constant number
D = difference of rank order correlation (D= R1 – R2) N = the number of students
After that, the writer consulted the result to the criteria of the reliability as follows. 1. A very low reliability ranges from 00.0 to 0.19
2. A low reliability ranges from 0.20 to 0.39
13
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3. An average reliability ranges from 0.40 to 0.59 4. A high reliability ranges from 0.60 to 0.79 5. A very high reliability ranges from 0.80 to 1.00.14
Based on the data (see Appendix 17), the reliability of adjective mastery test was 0.907. Based on the category, the reliability of adjective mastery was very high reliability since it amount 0.80-1.00.
From the data gained (see appendix 18), the reliability of writing descriptive text test was 0.77. Based on the category, the reliability of writing descriptive text was high reliability since it amount 0.60- 0.79.
K. Readability of Test
Readability tests are indicators that measure how easy a document is to read and understand. For evaluators, readability statistics can be solid predictors of the language difficulty level of particular documents. The essential information in an evaluation document should be easily understandable.15
To know readability of the students’ writing ability of descriptive text test instrument, the writer followed Kouamé’s research. The participants asked to evaluate
14
Sugiyono, Statistika untuk Penelitian, 17th Edition, Bandung, Alfabeta,2010,p.231 15
Julien B. Kouamé, Journal of Multi Disciplinary Evaluation Vol. VI No. 14 August 2010: Using Readability Tests to Improve the Accuracy of Evaluation Documents Intended for Low-Literate Participants, Western Michigan University, Michigan, p.133.
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Appendix 24
The Table Normality of Descriptive Text
No
Students'
Code Yi
Yi-Xbar
Zi
F(zi)
S(zi)
F(zi)-S(zi) {F(zi)-S(zi)}
1
AF
50 -14.176471 -1.8052991 0.035513947 0.029411765 0.00610218 0.006102182
AHD
52 -12.176471 -1.5506096 0.060497637 0.088235294 -0.0277377 0.027737663
ASO
52 -12.176471 -1.5506096 0.060497637 0.088235294 -0.0277377 0.027737664
AO
55 -9.1764706 -1.1685753 0.121287384 0.147058824 -0.0257714 0.025771445
ASP
55 -9.1764706 -1.1685753 0.121287384 0.147058824 -0.0257714 0.025771446
BPJ
56 -8.1764706 -1.0412306 0.148884271 0.205882353 -0.0569981 0.056998087
DA
56 -8.1764706 -1.0412306 0.148884271 0.205882353 -0.0569981 0.056998088
DAS
58 -6.1764706 -0.7865411 0.215775277 0.264705882 -0.0489306 0.048930619
DFI
58 -6.1764706 -0.7865411 0.215775277 0.264705882 -0.0489306 0.0489306110
FSS
59 -5.1764706 -0.6591963 0.254884847 0.323529412 -0.0686446 0.0686445711
FP
59 -5.1764706 -0.6591963 0.254884847 0.323529412 -0.0686446 0.0686445712
IA
60 -4.1764706 -0.5318516 0.297414392 0.352941176 -0.0555268 0.0555267813
IW
62 -2.1764706 -0.2771621 0.39082782 0.470588235 -0.0797604 0.0797604214
KMS
62 -2.1764706 -0.2771621 0.39082782 0.470588235 -0.0797604 0.0797604215
KW
62 -2.1764706 -0.2771621 0.39082782 0.470588235 -0.0797604 0.0797604216
MAB
62 -2.1764706 -0.2771621 0.39082782 0.470588235 -0.0797604 0.0797604217
MK
65 0.82352941 0.10487215 0.541761369 0.647058824 -0.1052975 0.1052974518
NPS
65 0.82352941 0.10487215 0.541761369 0.647058824 -0.1052975 0.1052974519
NR
65 0.82352941 0.10487215 0.541761369 0.647058824 -0.1052975 0.1052974520
QHS
65 0.82352941 0.10487215 0.541761369 0.647058824 -0.1052975 0.1052974521
RW
65 0.82352941 0.10487215 0.541761369 0.647058824 -0.1052975 0.1052974522
RPR
65 0.82352941 0.10487215 0.541761369 0.647058824 -0.1052975 0.1052974523
RR
66 1.82352941 0.23221689 0.591815222 0.676470588 -0.0846554 0.0846553724
RY
68 3.82352941 0.48690639 0.686837665 0.705882353 -0.0190447 0.0190446925
SHK
69 4.82352941 0.61425114 0.730475308 0.735294118 -0.0048188 0.0048188126
SNU
70 5.82352941 0.74159589 0.770833892 0.764705882 0.00612801 0.0061280127
SSA
72 7.82352941 0.99628539 0.840444249 0.794117647 0.0463266 0.046326628
TOY
73 8.82352941 1.12363013 0.869415017 0.823529412 0.0458856 0.045885629
VO
74 9.82352941 1.25097488 0.894528179 0.911764706 -0.0172365 0.0172365330
WHP
74 9.82352941 1.25097488 0.894528179 0.911764706 -0.0172365 0.0172365331
YW
77 12.8235294 1.63300913 0.948766462 0.911764706 0.03700176 0.0370017632
YT
77 12.8235294 1.63300913 0.948766462 0.970588235 -0.0218218 0.0218217733
YA
77 12.8235294 1.63300913 0.948766462 0.970588235 -0.0218218 0.0218217734
YS
77 12.8235294 1.63300913 0.948766462 1 -0.0512335 0.05123354
∑
2182
X bar
64.18
S
7.853
L Observed
0.105
L critical
0.152
Median
65(2)
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Appendix 25
Result of Linearity Test by Using SPSS Formula
Hypothesis of linearity
Ho : data is not linear
Ha : data is linear
Ho is accepted if significance of linearity
is higher than level of significant (α
= 0.05)
Ho is rejected if significance of linearity
is lower than level of significant (α
= 0.05)
Note: If significance of linearity = 0.05, it means that the data are not homogenous
ANOVA Table
Sum of Squares Df Mean Square F Sig.
Writing Ability Score * Adjective Ability Score
Between Groups (Combined) 1955.484 12 162.957 20.786 .000
Linearity 1525.504 1 1525.504 194.588 .000
Deviation from Linearity 429.980 11 39.089 4.986 .001
Within Groups 164.633 21 7.840
Total 2120.118 33
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Appendix 26
Scatterplot of The Data Correlation
Based on the scatterplot above, it could be seen that the data were linear which meant that there was correlation
between students’
adjective and writing descriptive text ability, for the line of linearity was high on.
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KEMENTRIAN AGAMA
INSTITUT AGAMA ISLAM NEGERI RADEN INTAN LAMPUNG
FAKULTAS TARBIYAH DAN KEGURUAN
Alamat: Jl. Letkol H.Endro Suratmin Sukarame I Bandar Lampung (0721) 703260
CONTROL CARD
Name
: Sevia Yolanda
Student Number
: 1211040174
Title
:THE
CORRELATION
BETWEEN
STUDENTS’
ABILITY IN USING ADJECTIVE AND THEIR ABILTY
IN WRITING DESCRIPTIVE TEXT OF THE EIGHTH
GRADE OF SMPN 1 TALANGPADANG IN THE
ACADEMIC YEAR OF 2016/2017.
No
Date
Consultation
Signature
1
2
3
4
5
6
7
Bandar Lampung,
Advisor
Prof. Dr. Idham Kholid, M. Ag
NIP. 19601020 198803 1 005
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