the correlation between students’ simple present...
TRANSCRIPT
THE CORRELATION BETWEEN STUDENTS’ SIMPLE PRESENT
TENSE MASTERY AND THEIR ABILITY IN WRITING DESCRIPTIVE
TEXT AT THE FIRST SEMESTER OF THE EIGHTH GRADE OF
SMPN 1 KARYA PENGGAWA PESISIR BARAT IN
2016/2017 ACADEMIC YEAR
A Thesis
Submitted as a Partial Fulfillment of
The Requirement for S1-Degree
By
EVI FITRIA
NPM. 1211040102
Study Program : English Education
Advisor : Bambang Irfani, M. Pd
Co-Advisor : Nunun Indrasari, M.Pd
TARBIYAH AND TEACHER TRAINING FACULTY
THE STATE INSTITUTE OF ISLAMIC STUDIES
RADEN INTAN LAMPUNG
2016
ii
ABSTRACT
THE CORRELATION BETWEEN STUDENTS’ SIMPLE PRESENT TENSE
MASTERY AND THEIR ABILITY IN WRITING DESCRIPTIVE TEXT AT
THE FIRST SEMESTER OF THE EIGHTH GRADE OF SMPN 1 KARYA
PENGGAWA PESISIR BARAT IN 2016/2017 ACADEMIC YEAR
By:
Evi Fitria
In this research, the writer focused on the correlation between students’ simple
present tense mastery and their ability in writing descriptive text. The objective of
this research was to know whether there was a correlation between students’ simple
present tense mastery and their ability in writing descriptive text at the first semester
of the eighth grade of SMPN 1 Karya Penggawa Pesisir Barat in 2016/2017 academic
year. There were two variables in this research, the independent variable, students’
simple present tense mastery (X) and dependent variable, students’ ability in writing
descriptive text (Y).
This is a correlation research. It is used to know the correlation between students’
simple present tense mastery and their ability in writing descriptive text. In taking the
sample of the research, cluster random sampling was applied. The population of the
research was taken from the students of eighth grade at SMPN 1 Karya Penggawa
Pesisir Barat in 2016/2017 academic year. The sample of the research was taken 30
students from 121 population. In collecting the data of this research, the writer used
objective test that were multiple choices consisted of 40 items test and writing
descriptive text test. In this research, SPSS was used to compute Rank Spearmans’
formula.
After doing the hypothetical testing, the result demonstrated that there was positive
correlation between students’ simple present tense mastery and their ability in writing
descriptive text. Based on the data analysis computed by using SPSS, it was obtained
that Sig = 0,001 and α = 0.05. It means that Ha is accepted because Sig < α = 0.05.
Based on this research, it was suggested that to have a good ability in writing
descriptive text, students should have a good mastery of simple present tense.
v
DECLARATION
Hereby, I state this thesis entitled “The Correlation between Students’ Simple Present
Tense Mastery and their Ability in Writing Descriptive Text at the First Semester of
the Eighth Grade of SMPN 1 Karya Penggawa Pesisir Barat in 2016/2017 Academic
Year” is completely my own work, I am fully aware that I have quoted some
statement and theories from various sources and they are properly acknowledged in
the text.
Bandar Lampung, 20 October 2016
Declared by,
Evi Fitria
NPM. 12110401012
vi
MOTTO
“Say : Nun. By pen and what they inscribe, you are not [ O Muhammad ] by the favor
of your lord a madman. And indeed for you is a reward uninterrupted. And indeed
you are of a great moral character.”1
1 Ayatal-quran.net/2016/08/surah-al-qalam-the-cave-terjemah-bahasa-inggris, Retrieved on
October 25th, 2016
vii
DEDICATION
I would like to dedicate this thesis for all my beloved people:
1. My beloved parents, Mr. Mat Halim and Mrs. Mursyidah who have already
prayed and supported for my success, and advised me all the time.
2. My beloved brothers, Ilham Aripin, Rizki Sanjaya, and Pegi Ramadan who
always motivate me to succeed.
3. My beloved Almamater IAIN Raden Intan Lampung.
viii
CURRICULUM VITAE
The writer’s name is Evi Fitria. She was born in Way Sindi on September 15th, 1995.
She is the first child of Mr. Mat Halim and Mrs. Mursyidah. She has three brothers.
She lives at Jalan Lintas Bengkulu Kelurahan Way Sindi, Kecamatan Karya
Penggawa, Pesisir Barat.
The writer began her study in Elementary School at SDN 1 Way Sindi Pesisir Barat
in 2000 and graduated in 2006. She continued her study in Junior High School at
SMPN 1 Karya Penggawa Pesisir Barat and Graduated in 2009. After that, she
continued her study to MAN 1 Krui Pesisir Barat and graduated in 2012. After
finishing her study in MAN, she decided to study in English Education Program of
Tarbiyah and Teacher Training Faculty of State Institute of Islamic Studies Raden
Intan Lampung.
ix
ACKNOWLEDGEMENT
First of all, all praise be to Allah, the most merciful, the most beneficent, for His
blessing and mercy given to the writer during her study and in completing this final
project. Then, the best wishes and salutation be upon the great messenger prophet
Muhammad S.A.W
This thesis presented to the English Education study program of IAIN Raden Intan
Lampung. The primary aim of writng this thesis is to fulfill a part of students’ task in
partial fulfillment of the requirement to obtain S1-degree.
For that reason, the writer would like to thank the following people for their ideas,
time and guidance for this thesis:
1. Dr. H. Chairul Anwar, M.Pd, the Dean of Faculty of Tarbiyah and Teacher
Training and his staff who have given and opportunity and the help for the
writer when on going the study until the accomplishment of this thesis.
2. Meisuri, M.Pd, the Chairwoman of English Education Study Program of IAIN
Raden Intan Lampung who has given help to complete this thesis.
3. Bambang Irfani, M.Pd, the advisor who patiently guided the writer until the
completion of this thesis.
4. Nunun Indrasari, M.Pd, the co-advisor has guided the writer a lot until the
finishing of this thesis.
x
5. All lecturers of English Department of Tarbiyah and Teacher Training Faculty
who have taught the writer since the first of her study.
6. Markoni S.Pd the headmaster of SMPN 1 Karya Penggawa Pesisir Barat,
Melda Wati S.Pd, the English teacher, all administration staff and the eighth
grade students of SMPN 1 Karya Penggawa Pesisir Barat for allowing her to
carry out the research in their institution.
7. Her beloved father, Mr. Mat Halim and mother, Mrs. Mursyidah, as well as
her beloved brother for their support, love, and everything that she cannot tell
all in words.
8. Her beloved friends, especially friends in class D who gave greately
contribution toward the completion of this thesis.
Finally, the writer is fully aware that there are still a lot of weaknesses in this thesis.
For this, the writer truthfully expects criticism and suggestion from the readers to
enchance the quality of the thesis.
Bandar Lampung, 20 October 2016
The Writer
Evi Fitria
NPM. 1211040102
xi
TABLE OF CONTENTS
Page
COVER .................................................................................................................... i
ABSTRACT ............................................................................................................ ii
APPROVAL ........................................................................................................... iii
ADMISSION ........................................................................................................... iv
DECLARATION ..................................................................................................... v
MOTTO .................................................................................................................. vi
DEDICATION ......................................................................................................... v
CURRICULUM VITAE ........................................................................................ vi
ACKNOWLEDGEMENT .................................................................................... vii
TABLE OF CONTENTS ....................................................................................... ix
LIST OF TABLES ................................................................................................ xii
LIST OF FIGURE ................................................................................................ xiii
LIST OF APPENDICES ...................................................................................... xiv
CHAPTER I INTRODUCTION
A. Background of the Problem ...................................................................... 1
B. Identification of the Problem .................................................................... 7
C. Limitation of the Problem ........................................................................ 7
D. Formulation of the Problem ...................................................................... 7
E. Purpose of the Research ........................................................................... 8
F. Use of the Research .................................................................................. 8
G. Scope of the Research............................................................................... 9
1. Subject of the Research .................................................................... 9
2. Object of the Research ...................................................................... 9
3. Time of the Research ......................................................................... 9
4. Place of the Research......................................................................... 9
CHAPTER II REVIEW OF RELATED LITERATURE
A. Concept of Teaching and Learning English as a Foreign Language ........ 10
B. Concept of Grammar ................................................................................ 12
C. Concept of Tenses .................................................................................... 14
xii
D. Concept of Simple Present Tense ............................................................. 16
1. Definition of Simple Present Tense .................................................. 16
2. Use of Simple Present Tense............................................................. 17
3. Form of Simple Present Tense .......................................................... 19
4. Time Signal of Simple Present Tense ............................................... 21
5. Simple Present Tense Mastery .......................................................... 22
E. Concept of Writing ................................................................................... 23
1. Definition of Writing......................................................................... 23
2. Writing Process ................................................................................. 24
3. Writing Ability .................................................................................. 25
F. Concept of Text ........................................................................................ 27
1. Kind of Text ...................................................................................... 29
G. Concept of Descriptive Text ..................................................................... 32
1. Definition of Descriptive Text .......................................................... 32
2. Generic Structure .............................................................................. 33
3. Linguistics Features .......................................................................... 34
4. Descriptive Text Writing Ability ...................................................... 34
H. Frame of Thinking .................................................................................... 35
I. Hypothesis ................................................................................................ 36
CHAPTER III RESEARCH METHODOLOGY
A. Research Design. ...................................................................................... 37
B. Variable of Research ................................................................................ 38
C. Operational Definition of Variable ........................................................... 38
D. Population, Sample, and SamplingTechnique .......................................... 39
1. Population .......................................................................................... 39
2. Sample ............................................................................................. ..40
3. Sampling Technique .......................................................................... 40
E. Data Collecting Technique ....................................................................... 41
F. Try Out ..................................................................................................... 41
G. Instrument of the Research ....................................................................... 42
H. Scoring Procedure .................................................................................... 46
I. Research Procedure .................................................................................. 46
J. Validity, Reliability, and Readability of the Test ..................................... 48
1. Validity of the Test ............................................................................ 48
2. Reliability of the Test ........................................................................ 51
xiii
3. Readability of the Test....................................................................... 53
K. Data Analysis ............................................................................................ 53
1. Prerequisite Test ................................................................................ 53
a. Normality Test ............................................................................ 53
b. Linearity Test ............................................................................. 54
2. Hypothetical Test............................................................................... 55
CHAPTER IV RESULT AND DISCUSSION
A. Findings .................................................................................................... 57
1. Data Analysis..................................................................................... 57
2. Result of the Test ............................................................................... 57
a. Result of Simple Present Tense Mastery Test ............................ 57
b. Result of Writing Descriptive Text ............................................ 59
3. Result of Data Analysis ..................................................................... 61
a. Result of Normality Test ............................................................ 61
b. Result of Linearity Test .............................................................. 63
c. Result of Hypothetical Test ........................................................ 63
B. Discussion ................................................................................................. 65
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ................................................................................................ 70
B. Suggestion ................................................................................................ 70
REFERENCES
APENDICES
xiv
LIST OF TABLES
Page
Table 1 Students’ Score of Writing Descriptive Text ................................................. 4
Table 2 Students’ Score of Simple Present Tense ...................................................... 6
Table 3 The Scoring of Writing work by Tribble ...................................................... 26
Table 4 Population of Students .................................................................................. 39
Table 5 Specification of Try Out Test of Simple Present Tense Mastery ................. 43
Table 6 Specification Test of Simple Present Tense Mastery.................................... 44
Table 7 Criteria of Reliability .................................................................................... 52
Table 8 Normality of Simple Present Tense Mastery ................................................ 62
Table 9 Normality of Writing Descriptive Text ......................................................... 62
Table 10 Result of Hypothetical Test ........................................................................ 64
xv
LIST OF FIGURES
Page
Figure 1 Result of Simple Present Tense Mastery Test ............................................. 58
Figure 2 Result of Writing Descriptive Text Test ...................................................... 60
xvi
LIST OF APPENDICES
Page
Appendix 1 Result of Interview for English Teacher ................................................ 77
Appendix 2 Result of Interview for English Students ............................................... 78
Appendix 3 Syllabus .................................................................................................. 83
Appendix 4 Instrument of Try out Simple Present Tense Mastery Test .................... 89
Appendix 5 Instrument of Simple Present Tense Mastery Test ................................. 98
Appendix 6 Instrument Writing Descriptive Text Test............................................. 105
Appendix 7 Scoring Writing by Tribble ................................................................... 106
Appendix 8 Validation Form for Simple Present Tense Mastery ............................. 107
Appendix 9 Validation Form for Writing Descriptive Text ..................................... 108
Appendix 10 Result of Reliability Test ..................................................................... 109
Appendix 11 Instrument of Readability Test ............................................................ 113
Appendix 12 Result of Readability Test ................................................................... 114
Appendix 13 Students’ Name of Try Out ................................................................. 115
Appendix 14 Students’ Name of Sample .................................................................. 116
Appendix 15 Score of Try Out Simple Present Tense Mastery ................................ 117
Appendix 16 Score of Simple Present Tense Mastery Test ...................................... 118
Appendix 17 Score of Writing Descriptive Text ...................................................... 119
Appendix 18 Recapitulation Analysis Items Try Out Simple Present Tense ........... 120
Appendix 19 Recapitulation Analysis Items of Simple Present Tense Mastery ....... 124
Appendix 20 Descriptive Statistics for Simple Present Tense Mastery .................... 128
Appendix 21 Descriptive Statistics for Writing Descriptive Text ............................ 129
Appendix 22 Data Analysis ...................................................................................... 130
1
CHAPTER I
INTRODUCTION
A. Background of the Problem
Language is important in human life, people use language for communication
between one and another and also it is used to deliver message or ideas from the
speaker to the listener in interaction among themselves or with the environment.
Without language it is impossible for people or everyone to join interaction each
other in daily life or in learning something and also the human activities could not run
without language. Every country has a different language, we need an international
language for communication around the world.
English is one of international languages which is used throughout the world and also
English used in many fields of life such as: in politics, economics, sosial and
education. Therefore, English as a language in international communication is clearly
needed by many learners to deliver thought or idea in variety of situation.
In Indonesia, English is a foreign language that is taught formally from junior high
school through university level as a compulsory subject. According to Setiyadi,
“teaching the target language is seen as a mental discipline even though it is often
2
claimed that the goal of the language teaching is to be able to read literature in this
original form.1
The goal of teaching and learning English is to make the students master English
skills. There are four English skills namely, speaking, reading, listening, and writing,
that should be mastered by the students. Writing is a psychological activity of the
language user to put information in the writing text.2 The written productive language
skill is called writing. It is skill of a writer to communicate information to a reader or
group of readers. Her or his skill is also realized by his or her ability to apply the
rules of the language s/he is writing to transfer information s/he has in her or his mind
to her or his readers(s) effectively.3
Writing is a process of communication which uses conventional; graphic system to
convey a message to reader. For many of foreign language learners, writing is
considered as the most difficult skill because in writing they have to combine the
correct grammatical and also the coherence of the paragraph.4
In writing there are many kinds of text. One of the texts is descriptive text.
Descriptive text is a text which is intended to describe a particular person, place or
1Ag. Bambang Setiyadi, Teaching English as a Foreign Language, (Yogyakarta: Graha Ilmu,
2006), p. 32 2Sanggam Siahaan, Issues In Linguistics (1st Ed), (Yogyakarta: Graha Ilmu, 2007), p. 215 3Sanggam Siahaan, The English Paragraph (1st Ed), (Yogyakarta: Graha Ilmu, 2008), p. 2 4Sanggam Siahaan, Generic Text Structure (1st Ed), (Yogyakarta: Graha Ilmu, 2008), p. 3
3
thing.5 It means descriptive text is a kind of text with a purpose to give information
about particular person, place or thing. “it differs from report which describes things,
animals, persons, or others in general. The social function of descriptive text is to
describe a particular person, place, or thing”.6 It can be concluded that descriptive
text is a type of text which describe particular person, animal or thing and report text
is a type of text which describe person, animal or thing in general.
Based on an interview with Melda Wati, S.Pd, as English Teacher in SMPN 1 Karya
Penggawa Pesisir Barat in the preliminary research, she said that many students got
difficulties when they describe something. They looked difficult to arrange words
into sentences and becomes paragraph. They are just easy to describe something with
a vocabulary not sentence structure.7 Furthermore, based on the observation at SMPN
1 Karya penggawa Pesisir Barat, the writer found that there are many students who
still had low score of descriptive text. It is proven by the following data of writing
test at the eight grade of SMPN 1 Karya Penggawa Pesisir Barat in 2016/2017
academic year. Whereas, the criteria of minimum mastery score (KKM) of the school
is 75.
5Juanita Siahaan, An Analysis of Students’ Ability and Difficulties in Writing Descriptive
Text. Journal of Englis and Education. Vol.1.Issue 1. 2013, p.115, http://www.ejournal.upi.edu,
retrieved on April 2nd, 2016 6M Mursyid PW, English Learning Handout 2005, p. 4,
http://www.mmursyidpw.files.wordpress.com, retrieved on April 2nd, 2016 7Melda Wati, The Result with Interview to the English Teacher of Eighth Grade, retrieved on
March 3rd, 2016, Unpublished
4
Table 1
The Students’ Score of Descriptive Text Test at the Second Semester of the Seventh
Grade of SMPN 1 Karya Penggawa Pesisir Barat in the Academic Year of 2015/2016
No. KKM The Number of Students Persentage
1. ≥70 48 39.67 %
2. <70 73 60.33 %
Total 121 100%
Source: Document of the Writing in Descriptive Text Score of Eighth Grade of SMPN 1
Karya Penggawa Pesisir Barat 2015/2016.
Based on the table above, it can be seen that more than 60 % descriptive text score of
students was under the passing grade for English subject in SMPN 1 Karya Penggawa
Pesisir Barat. There were only 48 students from 121 students who passed the criteria
of minimum mastery (KKM). It shows that writing descriptive text ability of students
in SMPN 1 Karya Penggawa Pesisir Barat in 2015/2016 academic year is still low.
In teaching and learning English as a foreign language it needs grammar to speak and
write correctly. The students need grammar in order to make good sentence.
Grammar is one of the components of language that must be mastered by the students
to learn English, because the grammatical rules of Indonesian language are different
from English. That is why, learning English grammar is very important to understand.
Brown says that grammar is a system of rules governing the conventional
arrangement and relationship of words in sentence.8 In other word grammar is one
8H. Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy
(2nd Ed), (New York: Longman, 1994), p. 347
5
kind of language component that give explanation or rule about how to join of the
words become a good sentence based on grammatical rule.9
Grammar is also called as organization words that are combined into sentences to
express thought and feeling or to express of the idea in writing. In teaching English as
foreign language, the students need to master grammar because by mastering
grammar students will be able to speak and write English correctly. In mastering
English grammar there are many rules and sentences that should be mastered by the
students. One of sentences is simple present tense.
The simple present tense refers to action or situation that to do not change frequently.
It is used to describe habits or routines, to express opinions, or to make genenral
statements of fact, the simple present can also be used to refer to the future.10 It
means that simple present tense is one kind of sentence that is used to the express
daily activities and general statement. This sentence is used in descriptive text. As we
know in descriptive text often use simple present tense formula. According to Juanita,
Linguistic features of descriptive text are: use specific participant, written in present
tense, use linking verbs, use adjective, use relational and material process.11
Based on the interview with some students, they said that they were still confused
about tenses, the students still made many errors in using tenses. One of the tenses
9 Ibid. 10Patricia Werner, Mosaic 1 A Content-Based Grammar, (New York: McGraw-Hill, 1990), p.
125 11Juanita Siahaan, Op.Cit, p. 115
6
that was regarded difficult by them is simple present tense. They found difficulties to
understand the subject verb agreement in simple present tense, the formula of simple
present tense, and the rule of verb in simple present tense. In conclusion the students
ability in simple present tense is still low.12 It can be seen in the table below:
Table 2
The Students’ Score of Simple present Tense Test at the Second Semester of the Seventh
Grade of SMPN 1 Karya Penggawa Pesisir Barat in the Academic Year of 2015/2016
NO KKM The Number of Students Percentage
1 ≥70 37 30.58 %
2 <70 84 69.42 %
Total 121 100 %
Source: Document of the Simple Present Tense Score of Eighth Grade of SMPN 1 Karya
Penggawa Pesisir Barat 2015/2016.
Based on the table above, it can be seen that 84 students got score of simple present
tense lower that 70, and only 37 students that get score passed the KKM. Moreover,
from the table above it can be seen that there were many students had still not
understood about simple present tense. They faced difficulties in simple present tense.
Based on the background, the writer conducted a research entitled “The Correlation
Between Students’ Simple Present Tense Mastery and Their Ability in Writing
Descriptive Text at the First Semester of the Eighth Grade of SMPN 1 Karya
Penggawa Pesisir Barat in 2016/2017 Academic Year”
12Seventh Grade Students’, The Result with Interview to Students of Seventh Grade, retrieved
on March 3rd, 2016, Unpublished
7
B. Identification of the Problem
Based on the problem above, the writer finds several problems as follows :
1. The students find difficulties to understand the subject verb agreement in
simple present tense.
2. The students find difficulties to understand the formula of simple present
tense.
3. The students find difficulties to understand the rule of the verb in simple
present tense.
4. The students find difficulties in writing descriptive text correctly based on the
grammatical rule.
5. The students find difficulties to arrange the sentence in writing descriptive
text.
6. The students find difficulties to understand the generic structure of descriptive
text.
C. Limitation of the Problem
In this research, the writer focuses on the correlation of students’ grammar mastery
and their ability in writing. The grammar used was focused on the simple present
tense mastery and writing was focused on the descriptive text.
8
D. Formulation of the Problem
Based on the background of the problem above, the writer makes a formulation of the
problem as follows :
Is there a significant correlation between students’ simple present tense mastery and
their ability in writing descriptive text at the first semester of the eighth grade of
SMPN 1 Karya Penggawa Pesisir Barat in 2016/2017 Academic Year ?
E. Purpose of the Research
The purpose of this research is to know whether there is a correlation between
students’ simple present tense mastery and their ability in writing descriptive text at
the first semester of the eighth grade of SMPN 1 Karya Penggawa Pesisir Barat in
2016/2017 Academic Year.
F. Use of the Research
The uses of the research are as follows :
1. Theoretically
To give information to the readers about the correlation between students’ simple
present tense mastery and their ability in writing descriptive at SMPN 1 Karya
Penggawa Pesisir Barat.
2. Practically
a. For the students
The result of this research can motivate the students in learning English
especially in simple present tense and descriptive text.
9
b. For the teachers
The result of this research can give information for the teachers about the
correlation between students’ simple present tense mastery and their ability in
descriptive text.
c. For the school
The result of this research is expected to be able to motivate the school to
improve the quality of learning English.
G. Scope of the Research
1. Subject of the research
The subject of this research was the eighth grade students’ of SMPN 1 Karya
Penggawa Pesisir Barat.
2. Object of the research
The object of this research was the correlation of students’ simple present
tense mastery and their ability in writing descriptive text.
3. Place of the research
The research was conducted at SMPN 1 Karya Penggawa Pesisir Barat.
4. Time of the research
The research was conducted at the first semester of 2016/2017 academic year.
10
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Concept of Teaching and Learning English as a Foreign Language
Since students use their mother language in their daily conversation, English teachers
has essential role to make students understand and enjoy the material. It is necessary
to make students comfort and enjoy in teaching and learning English. Language is the
situation whereby humans communicate and interact with one another by means of
habitually used oral auditory arbitory symbols. Many people use language to
communicate each other in their daily life. Language is also used to express the idea
as a share each people by using language through spoken and written form.
Language teaching is influenced by ideas on the nature language (language theories)
and the learning conditions that make learners to acquire the language (learning
theories).1 It means that English is different when English for communication and
English for teaching materials and methods. These differences may influence in
teaching English achievement.
Teaching is the process of showing or helping someone to learn how to do something,
giving instructions, guiding in the study of something, providing with knowledge, and
it is causing someone understand about something that learned.2 It describes that
1Ag. Bambang Setiyadi, Teaching English as a Foreign Language, (Yogyakarta: Graha Ilmu,
2006), p. 20 2H. Douglas Brown, Principles of Language Learning and Teaching (4th Ed), (New York:
Addison Wesley Longman, 2000), p. 7
11
teaching is a process to help the learners for understanding something that learned. In
this case the English teacher should be able to create a real situation that can be used
to support learning and teaching process in order thet the students are able to use
English naturally for communication. The students should be put into situation that
they can use English for communication both in written and spoken forms.
Further, according to Harmer that English as a foreign language is generally taken to
apply to students who are studying general English at schools and institutes in their
own country or as transitory visitors in a target language country.3 Meanwhile,
English generally has been learnt by the students since they were in the basic level of
education. It means that English as a foreign language is important, and is needed to
the English learner as a part their study in the school.
Based on the explanation above, it can be inferred that teaching English as a foreign
language is the process for helping the students to learn English and make their
understanding in learning process and do a lot of practice to master the English
language. In teaching English, the teacher should be creative to make the students are
interested in learning English as a foreign language.
3Jeremy Harmer, How to Teach Writing, (Harlow: Longman Group, 2004), p. 79
12
B. Concept of Grammar
In teaching and learning English as a foreign language it needs grammar to speak and
write correctly. The students need grammar in order to make good sentence.
Grammar is one of the components of language that must be mastered by the students
to learn English. Because the grammatical rules of Indonesian language are different
from English. That is why, learning English grammar is very important to understand
English teacher. Brown says that grammar is a system of rules governing the
conventional arrangement and relationship of words in sentence.4 In other word
grammar is one kind of language component that give explanation or rule about how
to join the words become a good sentence based on grammatical rule.
The statement indicates that grammar is a set of rules derived from language rules
that most of its native speaker rarely care about. However, thesis enable them to
communicate each other without creating misunderstanding and misinterpretation.
They commonly do not realize, that when they express themselves trough writing or
speaking, what they write or speak have patterns and they keep subconsciously
applying the patterns in their communication.
Meanwhile in the context of education especially in the learning and teaching of
foreign language, grammar is usually considered one of the language components
other that vocabulary and sound system which students should acquire. As foreign
language learners commonly do not have much direct exposure to the language
4H. Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy:
2nd Edition, (New York: Longman, 1994), p. 347
13
mastery. Language component is one of the ways to support the mastery of foreign
language skills. Harmer states grammar is not just concerned with syntax, however
the way words are formed - and can change their form in other to express different
meanings – is also at the heart of grammatical knowledge.5 Based on three statements
above, the writer assumes that by mastering grammar can help the students to
complete sentence correctly.
Grammar is also called as organization words that combination into sentences to
express thought and feeling or to express the idea in written. In teaching English as
foreign language, the students need to master grammar because by mastering
grammar students will be able to speak and write English correctly, it is fact that
different countries have different language and every language has system which is
called grammar. It also happened in translating, in order to competence in translating
we should know of the language structure. In English grammar, tenses play an
important role in sentence formation, the tense of a verb shows the time of an even or
action.6
Based on the theories above, grammar is rule how to make a good sentence that can
be understood by the reader. In English grammar there is an important part called
5Jeremy Harmer, The Practice of English Language Teaching, (Edinburgh Gate: Longman,
2007), p. 32 6Paul Joseph, Grammar Simple Present Tense, http://www.englishleap.com/grammar.tense,
retrieved on April 2nd, 2016
14
tenses. Tenses is a verb shows the time of an event or action, it is very important in
constructing a sentence and it should be mastered by the learners.
C. Concept of Tenses
In learning English as a foreign language, there is component called grammar. When
we learn grammar, the tenses will be automatically correlated. Tense means time.
However, it should be pointed out that time in relation to action is a concept that
exists in the mind of speaker, reader, or listener. Tense, in actual usage, refers
consistently only to grammatical forms. Often tense and time do not correspond at
all.7 It means that tense is the linguistic indication of the time of an action. In fact,
tense establishes a relation: it indicates the time of an event in respect to the moment
of speaking, reading or listening.
Tense is one of the important parts of structure in English. In teaching learning
English the teacher should make the students understand about tenses which are used
to make them able to make sentence because tenses are a verb form that are used in
certain time. So it must be mastered by the students. According to Lado, tense is form
of the verb that refers to change the time.8 It means that information of time that
difference can influence form of the verb used in the sentences. In English grammar
there are 16 kinds of tenses:
7George E. Wishon and Julia M. Burks, Let’s Write English, (North York: Van Nostrand
Reinhold Ltd, 1980), p. 192 8M.J Lado, Memahami Tenses Bahasa Inggris, (Jakarta: Titik Terang, 2008), p. 7
15
1. Simple Present Tense
2. Present Continuous Tense
3. Present Perfect Tense
4. Present Perfect Continuous Tense
5. Simple Past Tense
6. Past Continuous Tense
7. Pas Perfect Tense
8. Past Perfect Continuous Tense
9. Simple Future Tense
10. Future Continuous Tense
11. Future Perfect Tense
12. Future Perfect Continuous Tense
13. Simple Past Future Tense
14. Past Future Continuous Tense
15. Past Future Perfect Tense
16. Past Future Perfect Continuous Tense
Each of these has a present, past, future, and past future form.9 It means that English
grammar has sixteen kinds of tenses, but in this research the writer will focus on
simple present tense.
9 Paul Joseph, Loc. Cit.
16
According the definition above, tense is a particular form of a verb indicating the time
of an action or a state. It is also a grammatical category that locates a situation in time
that indicates the situation takes place. To have a good ability in writing descriptive
text, the learner or students should master the tenses well especially simple present
tense, because simple present tense is a sentence used in writing descriptive text.
D. Concept of Simple Present Tense
1. Definition of Simple Present Tense
The Simple Present Tense refers to action or situation that to do not change
frequently. It is used to describe habits or routines, to express opinions, or to make
genenral statements of fact, the simple present can also be used to refer to the
future.10
In English grammar, the simple present tense is a form of the verb that refers to an
action or event that is ongoing or that regularly takes place in present time (for
example, "He cries easily").11
The simple present tense is the one which we use when an action is happening right
now, or when it happens regularly (or unceasingly, which is why it’s sometimes
10Patricia Werner, Mosaic 1 A Content-Based Grammar, (New York: McGraw-Hill, 1990), p.
125 11Terry Willie, Simple Present Tense, http://grammar.about.com/od/rs/g/Simple-Present-
Tense.htm, retrieved on April 2nd, 2016
17
called present indefinite). The simple present tense is formed by using the root form
or by adding -s or -es to the end, depending on the person.12
2. Use of Simple Present Tense
a. Repeated Actions
Use the Simple Present to express the idea that an action is repeated or usual. The
action can be a habit, a hobby, a daily event, a scheduled event or something that
often happens. It can also be something a person often forgets or usually does not
do.13
Examples:
1) The train leaves every morning at 8 AM.
2) The train does not leave at 9 AM.
3) When does the train usually leave?
4) She always forgets her purse.
5) He never forgets his wallet.
b. Fact or Generalization
12Betty Schrampfer Azar, Basic English Grammar (2nd Ed), (New York: Longman Group,
1941), p. 200 13Steven, Simple Present Tense, http://www.englishpage.com/verbpage/simplepresent.html,
retrieved on April 2nd, 2016
18
The Simple Present can also indicate the speaker believes that a fact was true before,
is true now, and will be true in the future. It is not important if the speaker is correct
about the fact. It is also used to make generalizations about people or things.14
Examples:
1) Cats like milk.
2) Birds do not like milk.
3) California is in America.
4) California is not in the United Kingdom.
5) Windows are made of glass.
c. Scheduled Events in the Near Future
Speakers occasionally use Simple Present to talk about scheduled events in the near
future. This is most commonly done when talking about public transportation, but it
can be used with other scheduled events as well.15
Examples:
1) The train leaves tonight at 6 PM.
2) The bus does not arrive at 11 AM, it arrives at 11 PM.
3) When do we board the plane?
4) The party starts at 8 o'clock.
5) When does class begin tomorrow?
14Ibid. 15Ibid.
19
d. Now (Non-Continuous Verbs)
Speakers sometimes use the Simple Present to express the idea that an action is
happening or is not happening now. This can only be done with Non-Continuous
Verbs and certain Mixed Verbs.16
Examples:
1) I am here now.
2) She is not here now.
3) He needs help right now.
4) He does not need help now.
5) He has his passport in his hand.
6) Do you have your passport with you?
3. Form of Simple Present Tense
The following forms of simple present tense are:
a. Verbal
When the predicate is a verb, the sentence will be called “Verbal Sentence”.17
1) Positive form
Formula: S + Verb + (s/es) + O
Example: My father reads newspaper every morning.
I get up 5 O’clock every day.
2) Negative form
16Ibid. 17Betty Schrampfer Azar, Op. Cit, p. 168
20
Formula: S + do/does + not + verb + O
Example: My father doesn’t read newspaper every morning.
I don’t get up 5 O’clock every day.
3) Interrogative form
Formula: Do/does + S + verb1 + O?
Example: Does my father read newspaper every morning?
Do you get up 5 O’clock every day?18
4) Negative Interrogative form
Formula: Do/does + not + S + verb1 + O?
Example: Doesn’t he speak English well?
Don’t you eat every day?
b. Nominal
When the predicate (in a sentence) is a noun, pronoun, noun phrase, adjective or
adverb, the sentense will be called “Nominal Sentence”.19
1) Positive form
Formula: S + to be + noun adjective/adverb
Example: The world is round.
Tom and I are students.
2) Negative form
Formula: S + to be + not + noun adjective/adverb
Example: My bed is not comfortable.
The shops are not open every morning.
3) Interrogative form
18M.J Lado, Op. Cit, p. 8 19Ibid.
21
Formula: S + to be + not + noun adjective/adverb
Example: Is your parent at home?
Are these hotel expensive?
4) Negative Interrogative form
Formula: To be + not + S + noun adjective/adverb
Example: Aren’t you a doctor? Yes, I am/No, I am not.
Isn’t she a nurse? Yes she is/No, she isn’t.20
4. Time signals of Simple Present Tense
Time signal are words and phrases that tell us when an event takes place. Time
signals for the simple present tense identify more than just one event. Remember that
the simple present tense is used for repeated events.
a. Adverb of Time
Every day Every week Every month Every year
Every/each In the morning Once/twice a day Here/there
Note: adverb of time used in the first sentence or end sentence.
Example: You write a letter every day.
You do not write a letter every month,
Do you write a letter every year?
Don’t you write a letter twice a day.
b. Adverb of Frequency
Always Never Seldom
Often Now sometimes
20M.J Lado, Op. Cit, p. 18
22
Note: adverb of frequency is often used before verb or after verb.21
Example: They usually study English.
They do not always study English.
Do they seldom study English?
Don’t they seldom study English?
Based on the statement above we can conclude that simple present tense is a sentence
construction which tells or shows the daily activities and general truth in the nominal
or verbal form of positive, negative, interrogative, and negative interrogative
sentences using its particular time signals.
5. Simple Present Tense Mastery
Mastery is a great skill or knowledge about something which is had by someone.
Meanwhile, Fullan defines that mastery is obviously necessary for effectiveness, but
it is also a means for achieving deeper understanding.22 It means that mastery is a
complete of having control over something superiority in through knowledge of a
subject. According to Messer, mastery is the broad knowledge and skill in
understanding the world of physical objects.23 It can be concluded that mastery is
have a broad skill of knowledge in understanding the objects.
21A. Faidal Rahman Ali, Fundamental of English Grammar a Practical Guide, (Yogyakarta:
Pustaka Widyatama, 2007), p. 252 22Michael G. Fullan, Why Teacher must Become Change Agents, Journal of Educational
Leadership, 1993, p. 4, http://www.sunyedl630.wikispace.com, retrieved on April 2nd, 2016 23David J. Messer, Mastery Motivation in Early Childhood, (London: Routledge, 2003), p.
230
23
According to Werner, Simple Present Tense refers to action or situation that to do not
change frequently. It is used to describe habits or routines, to express opinions, or to
make genenral statements of fact, the simple present can also be used to refer to the
future.24 It means that simple present tense is sentence that use to express daily
activity, habitual, general statement, and it can also be used to express the future.
Based on those statement it can be concluded that simple present tense mastery is the
students’ skill to construct sentences which tell or show daily activities or general
truth in the nominal or verbal form of positive, negative, interrogative, and negative
interrogative sentences using its particular time signals.
E. Concept of Writing
1. Definition of Writing
Writing is a psychological activity of the language user to put information in the
writing text.25 The written productive language skill is called writing. It is skill of a
writer to communicate information to a reader or group of readers. Her or his skill is
also realized by his or her ability to apply the rules of the language s/he is writing to
transfer information s/he has in her or his mind to her or his readers(s) effectively.26
Writing is a process of communication which uses conventional; graphic system to
convey a message to reader. For many of foreign language learner, writing is
24Patricia Werner, Loc. Cit. 25Sanggam Siahaan, Issues In Linguistics (1st Ed), (Yogyakarta, Graha Ilmu, 2007), p. 215 26Sanggam Siahaan,The English Paragraph (1st Ed), (Yogyakarta:Graha Ilmu,2008),p. 2
24
considered as the most difficult skill because in writing they have to combine the
correct grammatical and also the coherence of the paragraph.27
Writing is often characterized as a hierarchically organized goal directed problem
solving process. In writing consist of four main processes in writing they are
planning, writing, editing and reviewing.28 In writing skill have shown that an
instruction in each of these activities leads to better performance. To write a story or
paragraph well must use stages from planning through writing and editing to
reviewing.
Based on the theories above, the researcher can conclude that the definition of writing
is one of process to express the writer ideas, experience, thoughts and feelings
through writing.
2. Writing process
According to Harmer, there are four stages in the process of writing. There are:
1. Planning
Plan what they are going to write. When planning, writers have to think about
three main issues. In the first, place they have to consider the purpose. Secondly,
experienced writers think of the audience they are writing for. Thirdly, writers
have to consider the content structure.
27Sanggam Siahaan, Generic Text Structure (1st Ed), (Yogyakarta: Graha Ilmu,2008), p. 3 28James Hartley, Academic Writing and Publishing (1st Ed), (London: Routledge, 2008),
pp.10-11
25
2. Drafting
The first version of a piece of writing as a draft. As the writing process proceeds
into editing, a number of drafts may be produced on the way to the final version.
3. Editing ( Reflecting and Revising)
The writers tend to look at issues of general meaning and overall structure before
concentrating on detailed features such as individual words and grammatical
accuracy.
4. Final Version
The writers is now ready to send the written text to its intended audience.29
Based on those statements it can be concluded that writing is not instant activity. It
need some process that should be know by the writer. To write a text the writer has to
do some process of writing , they are planning, drafting, editing, and final version.
3. Writing Ability
Writing ability is the skill of a writer to communicate information to a reader or group
of readers.30 It means that writing ability is the ability to express the ideas and
thought in writing clearly that must be mastered by the writer. In writing, there are
five aspects that must be ordered by writer. It is needed to give clearly of information
that as the writer means. Writing has some component that must be attended. Tribble
states there are five scoring criteria for scoring of writing ; they are:
29Jeremy Harmer,How to Teach Writing, (Harlow: Longman group ,2007), pp. 4-5 30Sanggam Siahaan, Op Cit, p. 2
26
1. Content (the ability to think creatively and develop thoughts).
2. Organization (the ability to write in appropriate manner)
3. Vocabulary (the ability to use of word/idiom).
4. Language (the ability to write appropriate structure)
5. Mechanics (the ability to use punctuation, capitalization, spelling and
layoutcorrectly).31
To give the score of students’ writing ability the writer used the scoring of writing
work by Tribble. It can be seen on the table below:
Table 3
The Scoring of Writing work by Tribble
Areas Scores Descriptor
Content 30-27 Excellent to very good: knowledgeable - substantive.
26-22 Good to average: some knowledge of subject - little
substance.
21-17 Fair to poor: limited knowledge of subject - no stated.
16-13 Very poor: does not show knowledge of subject - non
substantive.
Organization 20-18 Excellent to very good: fluent expression – ideas clearly
stated.
13-10 Fair to good: non-fluent - ideas confused of disconnected.
9-7 Very poor: does not communicate - no organization.
Vocabulary 20-18 Excellent to very good: sophisticated range - effective
word/idiom choice and usage.
17-14 Good to average: adequate - occasional errors of
word/idiom form, choice, usage but meaning not
obscured.
13-10 Fair to poor: major problem in simple/complex
construction.
9-7 Very poor: essentially translation - little knowledge of
English vocabulary.
Language use 25-22 Excellent to very good: effective complex construction.
21-19 Good to average: effective but simple construction.
17-11 Fair poor: major problems in simple/complex
construction rules.
10-5 Very poor: virtually no mastery of sentence construction
rules.
Mechanics 5 Excellent to very good: demonstrates mastery of
31Christopher Tribble, Language Teaching Writing (Oxford: Oxford University Press, 1996), p.
130
27
conventions.
4 Good to average: occasional errors in spelling,
punctuation.
3 Fair to poor: frequent errors in spelling, punctuation,
capitalization.
2 Very poor: non mastery of convention-dominated by
errors of spelling, punctuation, capitalization,
paragraphing.
Source: Christoper Tribble, Language Teaching Writing, p. 135
It means that in doing writing, the students have to attend the five components of
writing in order to create good writing. Based on the explanation, it can be concluded
that writing ability is the ability to express ideas, feelings, and thoughts in written
form to transfer a message to the readers, by fulfilling the five important points of
writing including content, grammar, organization, vocabulary, and mechanics.
F. Concept of Text
Text have a structure, they are orderly grammatical of words, clauses and sentences,
and by following grammatical rules writers can encode a full semantic representation
of their intended meanings.32 Futher, language is always produced, exchanged or
received as a text that is language as a system of communication is organized as
cohesive units we call texts.33 It means that text is used as a communication by the
writer with organized the structure of the text and grammatical of words, clauses and
sentences.
32 Ken Hayland, Teaching and Researching Writing (2nd ed) (Edinburgh Gate: Pearson, 2009),
p.8. 33 Peter Knapp and Megan Watkins, Genre, text, Grammar: Technologies for Teaching and
Assessing Writing (Sydney: University of New South Wales Press Ltd,2005), p.29.
28
The text structure is how to produce and interpret a unified and coherent text and how
to select and use the correct grammatical aspects a certain unified and coherent text.34
According to emilia that a text has texture and good characteristic35, as follow:
a. Coherence
Coherense refers to a group clauses or sentences relate with the context. Coherence
divided into situational coherence and generic coherence. Situational coherenceis the
reader can identify the text as one of the kind text such as recount, procedure,
narrative, exposition, discussion, and can identify the structure in the text.
b. Cohesion
Cohesion refers to how the writer relates each part from the text.
Based on those explanation, it can be inferred that a good text is a text that relates
with the theme, use correct grammatical and generic structure appropriate with the
text, and can be understood by the reader.
In the subject material for Junior High School based on curriculum of 2013, there
have many kind of the text must be learnt by students. Further, Emilia said that the
kinds of the text must be taught to give knowledge for the students in writing, such as
descriptive, recount, narrative, procedure, report, exposition, explanation, news item.
Then, besides that the teacher must teach about the generic structure and grammatical
34 Sanggam Siahaan and Kisno Shinoda, Generic Text Structure ( Yogyakarta: Graha Ilmu, 2008),
p.3. 35 Emi Emilia, Pendekatan Genre-Based dalam Pengajaran Bahasa Inggris: Petunjuk untuk Guru
(Bandung: Rizqi, 2011), p.8.
29
features from each the kind of the text above.36 It means that there have kinds of the
text must be taught for the students challenge to express their idea in writing with
follow the learning process about the above.
Based on these explanation, it can be concluded that the kinds of the text those must
be mastered by the students in writing for increase the students writing ability. In this
case, the researcher only focuses in students’ ability in writing descriptive text.
1. Kind of text
According to English Syllabus of School Based Curriculum (KTSP), the teaching of
writing for students of Senior High School involves the teaching of paragraphs or
text. In English, there are five kinds of English text in the teaching of wriring to SMA
of students. Each of these texts has its own characteristics and functions. Students
should have knowledge of these texts. The example below are the genre of the texts:37
a. Descriptive Text
Descriptive Text is a text that describes a particular person, place or thing. The
purpose of descriptive text is to describes people, place or something in specific.
Thefollowing is the generic stucture of descriptive text:
1) Identification, it is identify the subject or object to be described
2) Description, it gives information about the characteristics of an object.
36 Ibid,p.26.
37Otong Setiawan Djuharie, Essay Writing, (Bandung: YramaWidya, 2009), p. 153.
30
b. Narrative Text
A narrative text is kind of text appropriate to tell activities or events in the past which
has purpose to amuse and give moral lesson to reader.38 The generic stucture of
narrative text are orientation, complication, evaluation, and resolution. While the
language feature as follows focuses on specific participant, use past tense, uses time
connective and conjunction uses saying verb. The example of narrative text are
cinderella, mouse deer and crocodile, and malin kundang.
c. Recount Text
Recount text is to retell events for the purpose of informating or intertaining, events
usually arranged in a tempopral sequence. Following is the generic stucture of
recount text:
1) Orientation (provides information about situation)
2) Record of events (present events in temporal sequence)
3) Re-orientation (optional stage bringing the events into present).39
d. Report Text
Report text is used to describe and classify information. Informative reports usually
talk or tell about living things like plants and animals and non-living things like
rivers, montains or oceans.
Following is the generic stucture of report text:
38 Pardiyono, Teaching Genre-Based-Writing (Yogyakarta: Penerbit ANDI, 2010), P.94. 39Otong Setiawan,Op.Cit, p. 171
31
1) Classification of subject, (it introduces the subject of the report, general
declaration of the report and the classification).
2) Description (they are usually in paragraphs. They contain series of facts
about various aspect of the subject.40
e. Procedure Text
Procedure Text is instruction how to do and how to make something through a
sequence of step.41 The purpose of procedure text is to describe how something is
accomplished through a series of actions or steps.42 The generic structure are goal,
material, and steps. The language feature of procedure text are focus on general
human agents, use simple present tense, often imperative, use mainly of temporal
conjunction or numbering to indicate sequence, and use mainly of material process.
The example of procedure text are how to make sandwich, how to make a cup of
coffee, and how to make an omelet.
Based on these explanation, it can be concluded that there are many kinds of text in
teaching writing for student of senior high school and each student must be able to
understand the generic structure and language feature of the texts.
40Murkanto et al, English on the Sky for Senior High School Students Year XI, (Jakarta,
Erlangga, 2006), p. 135 41 Mark Anderson and Kathy Anderson, Text Type in English (South Yara: MacMillan
Education, 2003), p.51 42 Ibid, p.50
32
G. Concept of Descriptive Text
1. The Definition of Descriptive Text
Text is a continuous piece of spoken or written language, especially one with a
recognizable beginning and ending. It means text is a part of spoken or written
language form. In addition, non-creative forms of writing, particularly essay writing,
have traditionally been classified into four types.43 Richard has cleared in the book
about list the four types of non-creative forms of writing as follows :
a. Descriptive writing as provides a verbal picture and account of a person, place
or thing. It ,means that descriptive writing is to describe the characteristic of
people, place or thing.
b. Narrative writing reports an event or tells the story of something that
happened.
c. Expository writing provides information about and explain a particular
subject. Pattern of development within expository writing include giving
examples, describing a process of doing or making something, analyzing
causes and effect, comparing and/or contrasting, defining a term or concept,
and dividing something into part or classifying it into categories.
d. Argumentative writing attempt to support a controversial point or defend a
position on which there is a difference of opinion, ESL writing programs have
often been based on the assumption that novice writers should begin with the
43R.I Trask, Key Concepts in Language and Linguistics. (London: Routledge. 1999), p. 208
33
simplest mode-the descriptive essay, and gradually move to learning the most
difficult-the argumentative one.44
In addition, descriptive text is a text which is intended to describe a particular person,
place or thing.45 It means descriptive text is a kind of text with a purpose to give
information about particular person, place or thing. “it differs from report which
describes things, animals, persons, or others in general. The social function of
descriptive text is to describe a particular person, place, or thing”.46 It can be
concluded that descriptive text is a type of text which describes a particular person, or
thing.
2. Generic Structure
The generic structure of descriptive text consist of identification and description.
Identification is identifies phenomenon to be described. Description is describes
parts, qualities, characteristics, etc.47 it means descriptive text has two common
composition of text. Those are identification and description.
44Jack C. Richard Schmidt, Language Teaching and Applied Linguistics, (New York: Longman,
1992), p.372 45Juanita Siahaan, An Analysis of Students’ Ability and Difficulties in Writing Descriptive Text.
Journal of Englis and Education. Vol.1.Issue 1. 2013,p.115, http://www.ejournal.upi.edu, retrieved on
April 2nd, 2016 46M Mursyid PW, Loc. Cit.
47Ibid, p. 5
34
3. Linguistic Features
“Linguistic features of descriptive text are: use specific participant, written in present
tense, use linking verbs, use adjective, use relational and material processes”.48 It
means there are some linguistic features of descriptive text. Those are specific
participant, written in present tense, use linking verbs, use adjectives, use relational
and material processes. Thus, there is correlation between simple present tense and
descriptive text.
4. Descriptive Text Writing Ability
Writing ability is the skill of a writer to communicate information to a reader or group
of readers.49 It means that writing ability is the ability to express the ideas and
thought in writing clearly that must be mastered by the writer. In writing, there are
five aspects that must be ordered by writer. It is needed to give clearly of information
that as the writer means. It means that in doing writing, the students have to attend the
five component of writing in order to create good writing.
According to Siahaan descriptive text is a text which is intended to describe a
particular person, place or thing.50 It means descriptive text is a kind of text with a
purpose to give information about particular person, place or thing.
Based on the explanation, it can be concluded that descriptive text writing ability is
the ability to express ideas, feelings, and thoughts in written form to describe and
48Juanita Siahaan. Op. Cit, p. 115 49Sanggam Siahaan, Op. Cit, p. 2 50Juanita Siahaan. Op. Cit, p. 115
35
give information about a particular person, place, or thing to the readers by fulfilling
the five important points of writing including content, grammar, organization,
vocabulary, and mechanics. Thus, in order to produce the good descriptive text the
students should have a good ability in writing.
H. Frame of Thinking
Teaching and learning English is the process to help the students to master English
both spoken and written. In mastering English the students should understand the
component and skill in English. Component and skills of language are very important
to be taught by the teacher and to be learnt by the students to increase their ability in
language. One of the language component is grammar. Grammar is rule how to make
a good sentences that can be understood by the reader. In English grammar there is an
important part called tense. Tense is a verb shows the time of an event or action, it is
very important in constructing a sentence and it should be mastered by the learners.
Tense is one important parts of structure in English. Simple present tense is one of the
English tenses that gives an idea that something occurred in the present. So, mastery
in simple present tense is reflected by the students’ ability to understand and to use
simple present tense correctly in the appropriate sense. Mastering of simple present
tense will help students to increase their language skill.
There are four skills in English, one of the skills is writing. There are many kinds of
writing, text that should be mastered by the learners. One of the text is descriptive
36
text. As one of the English text descriptive text be mastered by the students.
Descriptive is kind of text tells about something or someone using simple present
tense, the linguistics features of descriptive text are: use specific participant, written
in present tense, use linking verbs, use adjective, use relational and material
processes. Descriptive text always use the simple present tense formula. It means that
if the students master of grammar more especially in simple present tense, they can
make descriptive text well. Therefore, the writer conducted the research to find out
whether or not there is a correlation between students’ simple present tense mastery
and their ability in writing descriptive text.
I. Hypothesis
Based on the frame of thinking above, the writer proposes the hypotheses as follows :
Ha: There is a correlation between students’ present tense mastery and their ability in
writing descriptive text.
Ho: There is no correlation between students’ present tense mastery and their ability
in writing descriptive text.
37
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
The research design employed in this research was correlational research.
Correlational research is a quantitative method designed to show the relationships
between two or more variables.1 It means that correlational research is one research
designed that show the relationship of variables. According to Fraenkel and Wallen,
correlational research is also sometimes referred to as from of descriptive research
because it describes an existing relationship between two variables.2 In other words,
correlational research is also descriptive research. The design is illustrated as follows:
T1 T2
Where:
T1 = Independent variable
T2 = Dependent variable
The symbol T1 is an instrument of measure to obtain the data from the first variable
and T2 is an instrument to the data the second variable. So there are three possible
relationships between data from T1 and T2. The first possibility, the first variable
affects the second variable. The second possibility, the second variable affects the
1Marguerite G. Lodico, Dean T. Spaulding and Katherine H. Voegtle, Methods in Educational
Research: From Theory and Practice, (San Fransisco: Jossey-Bass, 2006), p. 14 2Jack R. Fraenkel and Norman E. Wallen, How To Design and Evaluate Research in
Education, (New York: Mc Grraw-Hill Book Co, 1932), p. 328
38
first variable. The third possibility, there are variables that the unidentified affect first
and second variable.3 It means that between the first and second variable have a
relationship that affects both variables. Therefore, the research is only focused on
whether there is any correlation between students simple present tense mastery and
their ability in writing descriptive text or not.
B. Variable of Research
In this research there are two kinds of variables that investigated. Both of them are
dependent and independent variable, they are:
a. Independent variable is the students’ simple present tense mastery (X)
b. Dependent variable is the students’ ability in writing descriptive text (Y)
C. Operational Definition of Variable
1. Students’ Simple Present Tense Mastery
Student’ simple present tense mastery is the students’ skill to construct sentences
which tell or show daily activities or general truth in either the nominal or verbal
form of positive, negative, interrogative, and negative interrogative sentences
using its particular time signals.
2. Students’ Ability in Writing Descriptive Text
Students’ ability in writing descriptive text is the ability to express ideas, feelings,
and thoughts in written form to describe and give information about a particular
3Ag. Bambang Setiyadi, Metode Penelitian untuk Pengajaran Bahasa Asing Pendekatan
Kuantitatif dan Kualitatif, (Yogyakarta: Graha Ilmu, 2006), p. 145
39
person, place, and thing to the readers by fulfilling the five important points of
writing including content, grammar, organization, vocabulary, and mechanics.
D. Population, Sample and Sampling Technique
1. Population
A population is the large groups to which one hopes to apply the result.4 It means that
population is all of the total number of research subject. In this research, the
population was taken from all the students of SMPN 1 Karya Penggawa Pesisir Barat
at the Eighth Grade in 2016/2017 Academic Year. The number of population is 166
students in the eighth grade. It can be seen in the table below:
Table 4
The table of population based on the number and gender of eighth grade at SMPN 1
Karya Penggawa Pesisir Barat in 2016/2017 Academic Year
Clases Gender Total
Female Male
VIII A 20 10 30
VIII B 18 12 30
VIII C 16 14 30
VIII D 20 11 31
Total 74 47 121
Source: the data of total students of the eighth grade in SMPN 1 Karya Penggawa Pesisir
Barat in 2016/2017 Academic Year.
4Jack R. Fraenkel and Norman E. Wallen, Op.Cit, p. 90
40
2. Sample
Lodico, Dean, and Katherine states that sample is a smaller group selected from a
larger population that is representative of the larger population.5 So it can be
concluded that sample is smaller group as part of population and it is also chosen as
representative data of whole population. The sample in this research is a part
population of the eight grade of SMPN 1 Karya Penggawa Pesisir Barat. In this
research, the writer used a sampling technique called cluster random sampling
because the classes are homogenous and the sample from group or class. The sample
of the research was taken from VIII A class. It can be seen appendix 14.
3. Sampling Technique
In this research, the writer was used cluster random sampling as sampling technique.
The selection of groups, or clusters, of subjects rather than individuals is known as
cluster random sampling.6 Cluster random sampling is similar to simple random
sampling expect that groups rather than individuals are randomly selected (that is, the
sampling unit is a group rather than an individual). The advantages of cluster random
sampling are that it can be used when it is often far easier to implement in schools,
and it is frequently less time-consuming. It is disadvantage is that there is a far greater
chance of selecting a sample that is not representative of the population.7 It can be
concluded cluster random sampling is procedure of sampling that uses a group as
5Marguerite G. Lodico, Dean T. Spaulding and Katherine H. Voegtle, Op.Cit, p. 143 6Jack R. Fraenkel and Norman E. Wallen, Op.Cit, p. 95 7Ibid.
41
sampling than individual. The names of each class was written in a small piece of
paper and then these papers are rolled in put into a box, after that the box is shaken
abd then took one piece of paper as the sample of the research. It was gotten VIII A
as a sample of the research.
E. Data Collecting Technique
In collecting the data of this research, the writer used the following test:
1. Simple present tense mastery test
The objective test that is multiple choices test with four options a, b, c, and d. The
writer used objective test in the form of simple present tense, The total of the items
test is 40 items.
2. Writing descriptive text test
To know the students’ ability of writing descriptive text, the writer asked the students
make a text to describe about people, place, or thing.
F. Try Out
Test are required to be reliable and valid.8 Try out of the tests are conducted to
identify how valuable and effective the tests are before they would be used to collect
data of the research and to identify whether the test can be administered or not. It can
be seen from the result of reliability and validity of the test. Try out of the test was
conducted on October 7th, 2016, this test was given to the class VIII B. The try out
8David Scott & Marlene Morrison, Key in Educational Research, (New York: Continuum,
2006), p. 246
42
was prepared in form of multiple choice questions in 50 items of simple present tense
mastery test, and make a text to describe in from essay of writing descriptive text test.
Then, the test item was evaluated to get good items that were tested in the test.
G. Instrument of the Research
Instrument is the whole process of preparing to collect the data.9 In this research the
writer applied objective and essay test as instrument for collecting the data. The
objective test was applied to find out the students’ simple present tense mastery and
the essay test to measure the students’ writing descriptive text. The construction of
the test described below:
a. Simple present tense mastery test
The simple present tense mastery test is in the form of multiple choices test with four
options; a, b, c, and d. Before the writer gave try out test to students, the instrument
consisted of 50 items and after try out test the instrument consisted of 40 items. The
classification of simple present tense can be seen in the table 5 and 6 below:
9Ibid, p. 110
43
Table 5
The Spesification of Try Out Test for Simple Present Tense Mastery
No. Aspects Item Number
Odd Even Total
1. Nominal Sentence
a. Positive form 1, 3 2, 4 4
b. Negative form 5, 7 6, 8 4
c. Interrogative form 9, 11 10, 12 4
d. Negative Interrogative form 13 14, 16 3
2. Verbal Sentence
a. Positive form 15, 17 18, 20 4
b. Negative form 19, 21, 23 22, 24 5
c. Interrogative form 25, 27 26, 28 4
d. Negative Interrogative form 29, 31 30 3
3. Time Signals
a. Adverb of Time 33, 35, 37,
39, 41
32, 34, 36,
38, 40
10
b. Adverb of Frequency 43, 45, 47,
49
42, 44, 46,
48, 50
9
Total 25 25 50
Based on the table, it can be concluded that there were 50 question for try out simple
present tense mastery test. In nominal sentence positive, negative, interrogative, and
negative interrogative form, there were 7 odd question and 8 even question. The total
was 15 question. In odd question, they were 1, 3, 5, 7 , 9, 11, and 13 while and even
question, they were 2, 4, 6, 8, 10, 12, 14, and 16. Then in verbal sentence positive,
negative, interrogative, and negative interrogative form there were 9 odd question and
7 even question. The total was 16 question. In odd question, they were 15, 17, 19, 21,
23, 25, 27, 29, and 31 while in even question, they were 18, 20, 22, 24, 26, 28, and
30. And then, in time signals adverb of time and adverb of frequency, there were 9
44
odd questions and 10 even questions. The total was 19 questions. In odd question
they were 33, 35, 37, 39, 41, 43, 45, 47, and 49 while in even question they were 32,
34, 36, 38, 40, 42, 44, 46, 48, and 50.
Furthermore, the test items for test after try out were specification as follows:
Table 6
The specification after Try out Test for Simple Present Tense Mastery
No. Aspects Item Number
Odd Even Total
1. Nominal Sentence
e. Positive form 1, 3 2, 4 4
f. Negative form 5, 7 6, 8 4
g. Interrogative form 9, 11 10, 12 4
h. Negative Interrogative form 13 14, 16 3
2. Verbal Sentence
e. Positive form 15, 17 18, 20 4
f. Negative form 19, 21, 23 22, 24 5
g. Interrogative form 27 26 2
h. Negative Interrogative form 29, 31 30 3
3. Time Signals
c. Adverb of Time 35, 41 32, 34, 38 5
d. Adverb of Frequency 45, 47, 49 44, 48, 50 6
Total 20 20 40
Based on the table above, it can be concluded that there were 40 questions for test
simple present tense mastery. In nominal sentence positive, negative, interrogative,
and negative interrogative form there were 7 odd questions and 8 even questions. The
total was 15 questions. In odd questions, they were 1, 3, 5, 7, 9, 11, and 13 while in
even questions, they were 2, 4, 6, 8, 10, 12, 14, and 16. Then in verbal sentence
45
positive, negative, interrogative, and negative interrogative form there were 8 odd
questions and 6 even questions. The total was 14 questions. In odd questions, they
were 15, 17, 19, 21, 23, 27, 29, and 31 while in even questions, they were 18, 20, 22,
24, 26, and 30. And then, in time signals adverb of time and adverb of frequency
there were 5 odd questions and 6 even questions. The total was 11 questions. In odd
questions, they were 35, 41, 45, 47, and 49 while in even questions, they were 32, 34,
38, 44, 48, and 50.
b. Writing descriptive text test
The descriptive text test was given to measure the students’ writing descriptive text
ability. In this test, the writer prepared several pictures then the students were asked
to choose one of those pictures and write the descriptive text based on the picture
chosen. Before the writer give the test of writing descriptive test, the writer did
readability test to find out the valid instrument. In the readability test of writing
descriptive text, the writer asked the students out of the sample of the research to
answer the questionnaire. Question by crossing the correct answer after doing the
readability test, it was showed that the writing instrument was readable. It means that
the writing instrument can be used to measure the students’ descriptive text ability.
46
H. Scoring Procedure
a. Simple Present Tense Mastery test
In scoring the simple present tense mastery test, a multiple choice test was used
consist of 40 items. The answer was scored 1 if it is correct and 0 it is incorrect.
S = 𝑟
𝑛 𝑥 100
Notes:
S = the score of the test
𝑟 = the total of the right answer
𝑛 = the total item10
b. Writing Descriptive Text test
Then, in scoring the students’ ability in writing descriptive text from Christoper
Tribble was used to calculate writing descriptive text test. The classification of
scoring criteria they are: content, organization, vocabulary, language use, and
mechanics can be seen appendix 7.
I. Research Procedure
Collecting data is the most important step in conducting the research. Based on
Creswell, there are six steps in conducting correlation study.11 The steps are as
follows:
10 Suharsimi Arikunto, Dasar-Dasar Evaluasi pendidikan, (Jakarta: Bumi Aksara, 2012), p.
187 11John W. Creswell, Research Design Qualitative, Quantitative, and Mixed Methods
Approaches: 4th Edition, (London: Sage Publication, 2014), p. 254
47
1. Determining the Subject
The writer determined the subject of the research, it was done in SMPN 1 Karya
Penggawa Pesisir Barat.
2. Choosing the Sample
The writer chosen one class as the sample of this research by using cluster
random sampling technique.
3. Determining the Instruments
The writer determined the instruments of the research. In the form of multiple
choice test and writing test.
4. Giving the Try Out
The writer gave the try out to the students out the sample of the research, it is to
know the level of the validity and reliability of the instrument. After having the
validity and reliability of the instrument, next the writer was distributed the
instrument to collect the data for the sample of the research.
5. Analyzing the Data
The writer analyzed the data by using the formula.
6. Taking the Conclusion
The writer took the conclusion from the result of the research.
48
J. Validity, Reliability, and Readability of the Test
1. Validity of the Test
Validity is the most important idea to consider where preparing or selection an
instrument for use.12 An instrument can be said valid when it can measure what it
wants to measure. In other words, an instrument can be said valid if it can show the
data of variables that are being research correctly. To know the validity of the test, it
was provided content, construct and internal validity. In this case, the validity of the
test was calculated by using anates. Anates is application program capable of
calculating the analysis for multiple choice and essay of items quickly, easily and
accurately.13 It means that anates is used to calculate the validity of the test for
multiple choice and essay of items quickly, easily and accurately.
a. Content validity
Best and Kahn say that content validity refers to the degree to which the test actually
measures, or is specifically related to, the traits for which it was design, content
validity is based upon the careful examination of course textbooks, syllabus,
objectives, and the judgments of subject matter specialists.14 It means that the content
validity is based on the material, and the material is agreement with the objectives of
learning. To get the content validity test, it was tried to arrange the material based on
12Jack R. Fraenkel and Norman E. Wallen, Op. Cit, p.147 13Muchammad Aruf, Jurnal Ilmiah: Penerapan aplikasi ANATES, (Madura: Universitas
Trunojoyo Madura, 2014), p. 5 14John W. Best and James V. Kahn, Research in Education (7th Ed), (New Delhi: Prentice-
Hall, 1995), p. 219
49
the objectivitas of teaching in the school based on curriculum for eight grade of
SMPN 1 Karya Penggawa Pesisir Barat. The syllabus could be seen in Appendix 3.
b. Construct validity
Best and Kahn say that Construct validity is the degree to which scores on a test can
be accounted for by the explanatory constructs of a sound theory.15 It means that
construct validity is focused on the aspects of the test which can measure the ability
especially for writing descriptive text and simple present tense mastery. In this
research, a writing descriptive text test and simple present tense mastery test was
administrated with considered the scoring covers five aspect of writing descriptive
test they are, content, organization, vocabulary, language use, and mechanics. Scoring
covers four aspect of simple present tense test has three aspect they are, nominal
sentence, verbal sentence, and time signal in positive, negative, interrogative, and
negative interrogative form.
In this research, a descriptive text test that was made to the measure the students’
ability writing descriptive text based on the scoring system by Christopher Tribble.
To make sure, the instrument was consulted the to the English teacher of SMPN 1
Karya Penggawa. The teacher is Melda Wati, S.Pd to make sure the validity of the
test is valid.
15Ibid.
50
The validity of simple present tense mastery sheet and writing descriptive text sheet
were given to the English teacher as a validator. Validity was conducted in order to
see clarity of the aspect, direction of the test and to see clarity of the items. The
consultation was conducted before the try out that was held on September 30th, 2016.
The English teacher said that the instrument or items covered each aspect in the test
10 specification in simple present tense mastery test. Each of the items also was
suitable with the aspect in simple present tense mastery test, it can be seen in
appendix 8 and 9.
c. Internal Validity
Internal validity is observed differences on the dependent variable are directly related
to the independent variable, and not due to some other unintended variable.16 It
means that internal validity is used to evaluated whether variables affect each other.
To determine whether variables affect, the writer needs to do a treatment try out.17 In
this research, try out the test was conducted on October 7th, 2016. The try out the test
was prepared in form of multiple choice questions in 50 items of simple present tense
mastery test. The result of validity analysis shows that there were 40 items from 50
items.
Based on the result obtained in the anates, the result of validity test for simple present
tense mastery test showed that there were 40 items considered valid they were 1, 2, 3,
16Jack R. Fraenkel and Norman E. Wallen, Op. Cit, p. 166 17Ag. Bambang Setiyadi, Op. Cit, pp. 126-127
51
4, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 26, 27, 29,
30, 31, 32, 34, 35, 38, 41, 44, 45, 47, 48, 49, 50 items number. And the result of
validity test for simple present tense mastery test also show that there were 10 items
considered invalid they were 25, 28, 33, 36, 37, 39, 40, 42, 43, 46 items number.
Finally, the total valid items in try out were 40 items to second step as instrument for
test. The result of validity analysis for simple present tense mastery test can be seen
appendix 18 and 19.
2. Reliability of the Test
Fraenkel and Wallen say that reliability refers to the consistency of the scores
obtained-how consistent they are for each individual from one administration of an
instrument to another and from one set of items to another.18 A good test must have
high reliability besides having high validity. To get the reliability of the tests the
writer used anates and inter rater. Anates was used by the writer to know the
reliability of multiple choice test and inter rater was used to know the reliability of
writing test, it was done by two raters; English teacher and writer, the score of two
raters are summed up and then divided into two. The statistical formula for counting
the reliability is variants formula as follows:
𝜌 = 1 − 6 ∑ 2D
𝑁(𝑁2 − 1)
18Ibid, p. 154
52
Notes:
𝜌 = the number of rank order correlation (rho)
6 and 1 = constant number
D = difference of rank correlation (D = R1 – R2)
N = the number students.
Furthermore, the criteria of reliability used to know the degree or the level of the
reliability of writing test. The criteria as follows:
Table 7
Criteria of Reliability
0.800 – 1.000 Very high
0.600 – 0.800 High
0.400 – 0.600 Medium
0.200 – 0.400 Low
0.00 – 0.200 Very low19
Based on the result obtained in the Anates of reliability that reliability test in simple
present tense mastery was 0.92 and writing descriptive text was 0.87. It can be
concluded that reliability of simple present tense mastery was very high, reliability of
writing descriptive text was high and both of them were reliable. It can be seen in
appendix 10 and 19.
19Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: Rineka Cipta,
2006), p. 319
53
3. Readability of the Test
Readability test are indicator that measure how easy the direction and instruction can
be read and understood. For evaluators, readability statistics can be solid predicators
of the language difficulty level or particular document. The essential information in
an evaluation document should be easily understandable. 20 Kouname’s research used
to know readability of the students’ writing ability in descriptive text test instrument.
The participants asked to evaluate instructions and understandability of each item on
a scale of 1 to 10, where 1 describes an item that is easy to read and 10 describes an
item that is difficult to read.21 The questions was tested individually. The
questionnaire for readability was attached and the result of readability test was 1.77.
based on the category, the readability of writing descriptive text test was easy to read.
It can be seen in appendix 11 and 12.
K. Data Analysis
1. Prerequisite Test
a. Normality Test
The Normality test are supplementary to the graphical assessment of normality.22 It means
that normality is used to know whether the data have normal distribution or not. In this
research the writer used statistical computation by using SPSS (Statistical Package for Social
20Julien B. Kouame, Using Readability Test to Improve the Accuracy of Evaluation
Documents Intended For Low-Literate Paarticipants, Journal of Multy Desciplinary Evaluation, Vol.6,
Number 1 ISSN 1556-8180 August 2010, http://www.jmde.com/, retrieved on April 2nd, 2016 21Ibid. 22Asghar Ghasemi, Saleh Zahediasl, Normality Tests for Statistical Analysis: A Guide for
Non-Statisticians, International Journal, Tehran: Int J Endocrinol Metab 2012, p. 2,
http://www.ncbi.nlm.nih.gov, retrieved on October 11th, 2016
54
Science) of version 16 was used for normality test. SPSS is a comprehensive system for
analyzing data. SPSS can take data from almost any type of file and use them to generate
tabulated reports, charts and plots of distributions and trends, descriptive statistics and
complex statistical analysis.23 It means that SPSS is a program that can be used to
perform data entry and analysis to create tables and graphs. The result of normality
test can be seen appendix 22. In this case, the criteria of normality test as follow:
The hypotheses formulas are:
Ho: The data are normally distributed.
Ha : The data are not normally distributed.
While the criteria acceptance or rejection of normality test are
Ho is accepted if sig > α = 0.05
Ha is accepted if sig < α = 0.05
b. Linearity Test
Linearity test is used to know the size of the linear relationship between two variables
x and y. before analyzing the data by using Pearson’s product moment formula, the
first checked out whether the data obtained were linear or not because this was one of
requirements to be able to use the Pearson’s product moment formula. In this case,
Linearity test used SPSS (Statistical Package for Social Science) to check it in order
to make the writer easy. Then the result of linearity checked by comparing with
23Marija Norusis, SPSS Base 16.0 User’s Guide, (Chicago: Prentice Hall, 2007), p. 3
55
significant level (α = 0.05). If the result was lower than α, it means that the data were
linear.
c. Hypothetical test
The hypothesis is very important to find out whether or not the alternative hypothesis
(Ha) or null hypothesis (Ho) is accepted in this research. Non parametric statistics,
rank spearman’s formula was used for hypothesis test. Rank spearman’s formula is
used to find the relationship between two variables, but there are unmet requirements
for using pearson’s correlation. The requirements include the data was not of value,
or the data not have a normal distribution.24 It means that rank spearman’s formula is
an alternative from paramentric test bivariate correlation (pearson’s correlation) to
find the relationship between two variables that not have normal distribution. In this
research, rank spearman’s formula was used for the hypothesis test because a result of
one of the data that is present tense mastery test did not have a normal distribution. It
can be seen appendix 22.
In this case, statistical computation by using SPSS (Statistical Package for Social
Science) of version 16 was used for hypothetical test. The purpose of using SPSS of
version 16 in this case was for practicality and efficiency in the study. While the
criteria acceptance or rejection of normality test are:
Ha is accepted if sig < α = 0.05
Ho is accepted if sig > α = 0.05
24Ag. Bambang Setiyadi, Op. Cit. p. 204
56
The hypotheses are:
Ha = There is a correlation between students’ simple present tense mastery and their
ability in writing descriptive text at the first semester of the eighth grade at
SMPN 1 Karya Penggawa Pesisir Barat in 2016/2017 Academic Year.
Ho = There is no correlation between students’ simple present tense mastery and
their ability in writing descriptive text at the first semester of the eighth grade
at SMPN 1 Karya Penggawa Pesisir Barat in 2016/2017 Academic Year.
57
CHAPTER IV
RESULT AND DISCUSSION
A. Findings
1. Data Analysis
To analyze the data, SPSS (Statistical Package for the Social Sciences) version 16 is
used to get the result of the simple present tense mastery, result of the ability in
writing descriptive text, result of the normality test, and result of the linearity test. In
this case, non parametric statistics, rank spearman’s formula by using SPSS
(Statistical Package for the Social Sciences) version 16 was used to getting the result
of the hypothesis testing. It used rank spearman’s formula because a result of one of
the data that is simple present tense mastery test did not have a normal distribution.
2. Result of the Tests
a. Result of the Simple Present Tense Mastery
The test was conducted in order to see students’ ability in simple present tense
mastery. The test was administered in SMPN 1 Karya Penggawa Pesisir Barat on
October 10th, 2016. The minimum score was 30 and the maximum score was 88.
There was 1 student who got the score 30. One student got the score 88. Eighteen
students got the score lower than 70 and 10 students got the score higher than 70. The
mean of the simple present tense mastery test is 62. It can be seen in appendix 16.
58
Figure 1
Result of the Simple Present Tense Mastery Test
presenttense Stem-and-Leaf Plot
Frequency Stem & Leaf
1.00 3 . 0
4.00 4 . 0555
5.00 5 . 00055
9.00 6 . 000055555
7.00 7 . 0055555
4.00 8 . 0058
Stem width: 10
Each leaf: 1 case(s)
59
Based on figure 1, it can be seen that there were 19 students who got under average
scores and 11 students got a good scores over average score 70 (Standar Minimum of
Criteria).
b. Result of Ability in Writing Descriptive text Test
The test was conducted in order to see students’ ability in writing descriptive text.
The test was administered in SMPN 1 Karya Penggawa Pesisir Barat on October 10th,
2016. The minimum score was 65 and the maximum score was 75. There were 2
students who got the score 65. Five students got the score 75. Four students got the
score lower than 70 and 19 students got the score higher than 70. The mean of writing
descriptive text test is 71. It can be seen appendix 17.
60
Figure 2
Result of the Writing Descriptive text Test
descriptivetext Stem-and-Leaf Plot
Frequency Stem & Leaf
2.00 Extremes (=<65.0)
4.00 68 . 0000
.00 69 .
9.00 70 . 000000000
.00 71 .
8.00 72 . 00000000
.00 73 .
2.00 74 . 00
5.00 75 . 00000
Stem width: 1
Each leaf: 1 case(s)
61
Based on figure 2, it can be seen that there were 6 students who got score under
average scores and 24 students got a good scores over average score 70 (Standar
Minimum of Criteria).
B. Result of Data Analysis
1. Result of Normality Test
The normality test is used to measure whether the data in the simple present tense
mastery class and writing descriptive text class were normally distributed or not. In
this research, statistical computation by using SPSS (Statistical Package for the
Social Sciences) was used for normality of test. The test of normality employed was
Shapiro Wilk. Ho is accepted if Sig (pvalue) > α.= 0.05. In this case, the criteria of
normality test as follows:
The hypotheses formula are :
Ho = The data have normal distribution.
Ha = The data do not have normal distribution.
While the criteria acceptance or rejection of normality test are:
Ho was accepted if Sig. > α = 0. 05
Ha was accepted if Sig. < α = 0. 05
62
Table 8
Normality of the Simple Present Tense Mastery
Shapiro-Wilk
Statistic Df Sig.
Simple
Present tense .976 30 .713
Table 9
Normality of the Writing Descriptive text
Based on Table 8 and Table 9, it can be seen that Sig (pvalue) for simple present tense
mastery was .713. Sig (pvalue) for translating narrative text was .029. Because Sig
(pvalue) of writing descriptive text lower than 0.05 it means Ho was distribution
accepted. The conclusion was that the data in writing descriptive text was not normal
and for simple present tense mastery had normal distribution. As the result in this
case, the writer did not analyse person product moment test but the analysed the
hypothesis test by using non-parametric statistics using Rank Spearman’s Formula.
Shapiro-Wilk
Statistic Df Sig.
Writing
Descriptive
Text
.921 30 .029
63
2. Result of Linearity Test
Before analyzing the data by using Pearson product moment formula, the first
checked out whether the data obtained were linear or not because this was one of
requirements to be able to used the Pearson product moment formula such in the
explanation in chapter three. SPSS used to check it in order to make the researcher
easy because this program could make a clear graph of linearity. Based on the table,
the data were linear (see Appendix 22) for the significant level was lower than
significant level (α) (0.00 < 0.05).
3. The Result of Hypothetical Test
The hypothesis is very important to find out whether or not the alternative hypothesis
(Ha) or null hypothesis (Ho) is accepted in this research. The Rank Spearmans’
formula by using SPSS (Statistical Package for the Social Sciences) was computed
for testing hypothesis. In this case, the criteria of hypothesis test as follows:
The hypothesis formulas were:
H𝑎 ∶ There was significant Correlation Between Students’ Simple Present Tense
Mastery and their Ability in Writing Descriptive Text at the First Semester of
the Eighth Grade of SMPN 1 Karya Penggawa Pesisir Barat in 2016/2017
Academic Year.
HO : There was no significant Correlation Between Students’ Simple Present Tense
Mastery and their Ability in Writing Descriptive Text at the First Semester of
64
the Eighth Grade of SMPN 1 Karya Penggawa Pesisir Barat in 2016/2017
Academic Year.
While the criteria acceptance or rejection of hypothesis tests are:
Ho was accepted if Sig. > α = 0.05
Ha was accepted if sig. < α = 0.05
Table 10
Result of Hypothetical Test
Nonparametric Correlations (Rank Spearman’s)
Correlations
Present tense
mastery
Writing descriptive
text
Spearman's rho Past tense Correlation Coefficient 1.000 .557**
Sig. (2-tailed) . .001
N 30 30
Translating Correlation Coefficient .557** 1.000
Sig. (2-tailed) .001 .
N 30 30
**. Correlation is significant at the 0.01 level (2-tailed).
Based on the results obtained in the Rank Spearman’s Formula, it was clear that the
value of significant generated Sig (pvalue) = 0.001 < α = 0.05. Thus, Ho was rejected
and Ha was accepted. Based on the computation, it can be concluded that there was
positive Correlation Between Simple Present Tense Mastery and their Ability in
65
Writing Descriptive Text at the First Semester og the Eighth Grade of SMPN 1 Karya
Penggawa Pesisir Barat in 2016/2017 Academic Year.
C. Discussion
Based on the result of research, it had shown that simple present tense mastery
positively correlated with students’ ability in writing descriptive text. Based on the
result above, it can be seen that the result was higher. Besides that, simple present
tense mastery can improve each aspects of students’ ability in writing descriptive text.
At the beginning of activity, the try out was conducted in SMPN 1 Karya Penggawa
Pesisir Barat on October 7th, 2016. Try out test was given to 30 students of the eighth
grade out of the sample. The writer prepared 50 items of multiple choice questions for
simple present tense mastery. And three pictures for writing descriptive text test. It
has purpose to know how accurate and effective the test before they were used to
collect the data of research and identify whether the test can be given or not. Then,
the test items were evaluated to get good items that were tested in the test. It can be
seen from the result of validity and reliability of the tests. After knowing the result of
validity and reliability test from try out, it can be seen that the result of try out based
on anates and inter rater showed that the instrument was valid and reliable.
The number of the result of items validity for simple present tense mastery test that
was valid 40 items from 50 items. The result of validity test for writing descriptive
text test showed the items were valid. In this research, the writer used picture as
66
instrument of writing test with describe a particular person, place or thing. Based on
the result obtained in the anates of reliability that reliability test in simple present
tense mastery was 0.92 and writing descriptive text was 0.71. It can be concluded that
reliability of simple present tense mastery was very high, reliability of writing
descriptive text was high and both of them were reliable. Thus, it can be used for test.
At the end of the research, simple present tense mastery test and writing descriptive
text test were given to know the correlation among the variables. It was conducted in
SMPN 1 Karya Penggawa Pesisir Barat on October 10th, 2016. The test was given the
30 students from 121 populations. The sample of the research was taken from class
VIII A. In collecting the data, it was used objective test that were multiple choices
consisted of 40 items test and writing descriptive text test consisted of describing a
particular person, place or thing. In this case, the students descriptive text that during
60 minutes for time allocation.
To analyze the data, SPSS (Statistical Package for the Social Sciences) version 16
was used to getting the result of the simple present tense mastery, result of the
writing descriptive text, result of the normality test, result of linearity test and result
of the hypothetical test. In this case, non parametric statistics, rank spearman’s
formula by using SPSS (Statistical Package for Social the Sciences) version 16 was
used to getting the result of the hypothetical testing. It used rank spearman’s formula
because a result of one of the data that is simple present tense mastery test not have a
67
normal distribution. The purpose of using SPSS of version 16 in this case was for
practicality and efficiency in the study.
Based on the results obtained by using SPSS (Statistical Package for the Social
Sciences) version 16, The result of simple present tense mastery test was conducted
in order to see students’ ability in simple present tense mastery. The minimum score
was 30 and the maximum score was 88. There was 1 student who got the score 30, 1
student got the score 88, 18 students got the score lower than 70 and 10 students got
the score higher than 70. The mean of the simple present tense mastery test is 62. It
can be seen that were 19 who get under average scores and 11 students get a good
scores over average score 70 (Standar Minimum of Criteria).
Writing descriptive text test was conducted in order to see students’ ability in writing
descriptive text. The minimum score was 65 and the maximum score was 75. There
were 2 students who got the score 65, 5 students got the score 75, 4 students got the
score lower than 70 and 19 students got the score higher than 70. The mean of writing
descriptive text test is 71. It can be seen that were 6 students who got score under
average scores and 24 students get a good scores over average score 70 (Standar
Minimum of Criteria).
The result of the data analysis showed that the value of significant generated Sig
(pvalue) = 0.000 < α = 0.05. It means that there was positive correlation between two
variables. In this research, the independent variable, simple present tense mastery (X)
68
was highly influenced by the variable dependent variable, the ability of writing
descriptive text (Y). And dependent variable, the ability of writing descriptive text
(Y) was also highly influenced by the variable Y.
By seeing the result of the data calculation in the previous chapter, it was showed that
the alternative hypothesis (Ha) was consequently accepted, it means that there was
positive correlation between students’ simple present tense mastery and their ability
in writing descriptive text at the first semester of the eighth grade of SMPN 1 Karya
Penggawa Pesisir Barat in 2016/2017 Academic year. In other words, the null
hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. It means
that there was positive correlation between Simple Present Tense Mastery and their
Ability in Writing Descriptive Text at the First Semester of the Eighth Grade of
SMPN 1 Karya Penggawa Pesisir Barat in 2016/2017 Academic Year. Based on this
research, it was suggested that to have a good in writing descriptive text, students
should have a good mastery of present tense. It was supported by the previous
research that was conducted by Tarmizi about the correlation between present tense
mastery and translating descriptive text amongst the eleventh grade students of
SMAN 1 Seunuddon Banda Aceh. The result of research has shown that there is
positive correlation between present tense mastery and the ability of writing
69
descriptive text.1 Thus, it indicates the connection between grammar especially
present tense and writing ability in descriptive text is significant.
1 Tarmizi, The Correlation between Present Tense Mastery and Translating Descriptive Text
Amongst the Eleventh Grade Students of SMAN 1 Seunuddon Banda Aceh, 2009, A Thesis
70
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusions
After conducting the research and analyzing the data, the writer draws a conclusion as
follows:
There was positive correlation between simple present tense mastery and their ability
in writing descriptive text at the first semester of the eighth grade of SMPN 1 Karya
Penggawa Pesisir Barat in 2016/2017 Academic year. Based on the result of the data
calculation in the previous chapter, null hypothesis (Ho) was not accepted, and
alternative hypothesis (Ha) was accepted. Those the writer’s assumption was revealed
simple present tense mastery and writing descriptive text are correlated significantly.
Rank Spearman’s formula by using SPSS (Statistical Package for the Social
Sciences) showed the result obtained that the value of significant generated Sig (P
value) = 0.000 < α = 0.05. It can be revealed from the hypothesis testing.
B. Suggestions
Based on the conclusion above, the writer gave some suggestions as follows:
1. For the Teacher
It is essential that the teacher knows that one of the factors affect the students’
ability in writing descriptive text is the students’ mastery of structure of simple
present tense.
71
2. For the Students
Based on the result of the research showed that many of students at the eighth
grade of SMPN 1 Karya Penggawa Pesisir Barat found difficulties in using the
verb in the simple present tense form. Thus, the writer suggests that learning of
simple present tense is one way to make easier to writing descriptive text.
3. For Next Researcher
The writer hopes, this research can give an advantage of simple present tense and
writing for student to urge them to study more deeply about simple present tense
and writing especially about writing descriptive text.
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APPENDIX 1
The Result of Interview for English Teacher
The following of interview with the English teacher (Melda Wati, S.Pd):
NO. PERTANYAAN JAWABAN
1. Sejak Tahun berapa Ibu mulai
mengajar di SMPN 1 Karya
Penggawa ini?
Saya mulai mengajar di sekolah ini
sejak tahun 2004.
2. Apakah Ibu sudah mengajarkan
simple present tense dan descriptive
text kepada siswa kelas VIII?
Sudah, saya mengajarkan materi
tersebut saat semester 1.
3. Bagaimana menurut Ibu tentang
kemampuan siswa kelas VIII dalam
mempelajari materi tersebut?
Kebanyakan dari siswa kelas VIII
belum memahami materi tersebut,
walaupun juga ada beberapa yang
paham tapi tetap lebih banyak yang
belum paham.
4. Apa saja kesulitan siswa kelas VIII
dalam mempelajari materi simple
present tense dan descriptive text?
Dalam materi simple present tense,
siswa banyak sekali mengalami
kesulitan dalam memahami subject
dan tobe yang digunakan dan
aturan-aturan dalam membuat
kalimat simple present tense. Juga
tidak banyak dari mereka yang
belum paham dengan rumus simple
present tense.
Sedangkan dalam menulis text
descriptive, siswa banyak
mengalami kesulitan dalam
menyusun kalimat dengan benar
berdasarkan aturan dalam penulisan.
5. Adakah tehnik unggulan Ibu dalam
mengajar siswa kelas VIII?
Saya tidak mempunyai teknik yang
diunggulkan. Hanya saja, saya
kadang-kadang menggunakan laptop
untuk mengajari siswa agar lebih
santai dan lebih mudah dipahami.
Karena jika saya hanya
menggunakan buku siswa pasti akan
merasa cepat bosan.
APPENDIX 2
The Result of Interview for English Student
The following of interview with the students:
NO. NAMA PERTANYAAN JAWABAN
1. Students 1 1. Apakah kalian
menyukai pelajaran
bahasa inggris?
2. Apakah kalian sudah
mempelajari tentang
simple present tense?
3. Bagaimana menurut
kalian tentang materi
simple present tense?
4. Kesulitan apa sajakah
yang kalian hadapi
ketika belajar simple
present tense?
5. Apakah kalian sudah
mempelajari tentang
descriptive text?
6. Bagaimana menurut
kalian tentang materi
descriptive text?
7. Kesulitan apa sajakah
yang kalian hadapi
ketika menulis
descriptive text?
1. Tidak, bahasa inggris
sangat sulit
dimengerti.
2. Sudah.
3. Sangat sulit
dimengerti.
4. Menentukan subject
dan to be nya.
5. Sudah.
6. Sulit membuat text
nya kedalam bahasa
inggris.
7. Menyusun
kalimatnya dengan
benar.
2. Students 2 1. Apakah kalian
menyukai pelajaran
bahasa inggris?
2. Apakah kalian sudah
mempelajari tentang
simple present tense?
3. Bagaimana menurut
kalian tentang materi
1. Saya suka, tapi susah
sekali pelajarannya.
2. Sudah.
3. Lumayan agak
mudah.
simple present tense?
4. Kesulitan apa sajakah
yang kalian hadapi
ketika belajar simple
present tense?
5. Apakah kalian sudah
mempelajari tentang
descriptive text?
6. Bagaimana menurut
kalian tentang materi
descriptive text?
7. Kesulitan apa sajakah
yang kalian hadapi
ketika menulis
descriptive text?
4. Ketika harus
menambahkan huruf
s dan es pada kata
kerjanya.
5. Sudah.
6. Sangat sulit
dipahami.
7. Mendeskripsikan
sesuatu.
3. Students 3 1. Apakah kalian
menyukai pelajaran
bahasa inggris?
2. Apakah kalian sudah
mempelajari tentang
simple present tense?
3. Bagaimana menurut
kalian tentang materi
simple present tense?
4. Kesulitan apa sajakah
yang kalian hadapi
ketika belajar simple
present tense?
5. Apakah kalian sudah
mempelajari tentang
descriptive text?
6. Bagaimana menurut
kalian tentang materi
descriptive text?
7. Kesulitan apa sajakah
yang kalian hadapi
ketika menulis
descriptive text?
1. Tidak, bahasa inggris
sulit dimengerti.
2. Sudah.
3. Kalimat untuk
menyatakan
pekerjaan sehari-
hari.
4. Menentukan to be
ketika subjectnya
diganti.
5. Sudah.
6. Menulis sebuah text.
7. Menyusun kata
katanya menjadi
sebuah text.
4. Students 4 1. Apakah kalian
menyukai pelajaran
bahasa inggris?
1. Ya, saya suka
pelajaran bahasa
inggris.
2. Apakah kalian sudah
mempelajari tentang
simple present tense?
3. Bagaimana menurut
kalian tentang materi
simple present tense?
4. Kesulitan apa sajakah
yang kalian hadapi
ketika belajar simple
present tense?
5. Apakah kalian sudah
mempelajari tentang
descriptive text?
6. Bagaimana menurut
kalian tentang materi
descriptive text?
7. Kesulitan apa sajakah
yang kalian hadapi
ketika menulis
descriptive text?
2. Sudah.
3. Belajar simple
present tense berarti
belajar berbicara
bahasa inggris
sehari-hari.
4. Memahami rumus
nya.
5. Sudah.
6. Sebuah text
berbentuk
descriptive.
7. Mematuhi aturan-
aturan dalam
descriptive text.
5. Students 5 1. Apakah kalian
menyukai pelajaran
bahasa inggris?
2. Apakah kalian sudah
mempelajari tentang
simple present tense?
3. Bagaimana menurut
kalian tentang materi
simple present tense?
4. Kesulitan apa sajakah
yang kalian hadapi
ketika belajar simple
present tense?
5. Apakah kalian sudah
mempelajari tentang
descriptive text?
6. Bagaimana menurut
kalian tentang materi
descriptive text?
7. Kesulitan apa sajakah
1. Tidak, bahasa inggris
pelajaran yang sulit.
2. Sudah.
3. Kalimat yang
menggunakan verb 1.
4. Menentukan kata
kerja ketika subject
she.
5. Sudah.
6. Menggambarkan
seseorang.
7. Menentukan topic
yang kalian hadapi
ketika menulis
descriptive text?
pada sebuah text.
6. Students 6 1. Apakah kalian
menyukai pelajaran
bahasa inggris?
2. Apakah kalian sudah
mempelajari tentang
simple present tense?
3. Bagaimana menurut
kalian tentang materi
simple present tense?
4. Kesulitan apa sajakah
yang kalian hadapi
ketika belajar simple
present tense?
5. Apakah kalian sudah
mempelajari tentang
descriptive text?
6. Bagaimana menurut
kalian tentang materi
descriptive text?
7. Kesulitan apa sajakah
yang kalian hadapi
ketika menulis
descriptive text?
1. Saya suka bahasa
inggris, walaupun
terkadang sulit.
2. Sudah.
3. Kalimat yang
menyatakan kegiatan
rutin kita.
4. Aturan penambahan
akhiran s dan es pada
kata kerja.
5. Sudah.
6. Menggambarkan
sesuatu.
7. Menentukan objek
dan topic nya.
7. Students 7 1. Apakah kalian
menyukai pelajaran
bahasa inggris?
2. Apakah kalian sudah
mempelajari tentang
simple present tense?
3. Bagaimana menurut
kalian tentang materi
simple present tense?
4. Kesulitan apa sajakah
yang kalian hadapi
ketika belajar simple
present tense?
5. Apakah kalian sudah
mempelajari tentang
descriptive text?
1. Saya suka, karena
bahasa inggris adalah
bahasa internasional.
2. Sudah.
3. Sulit.
4. Membedakan verbal
dan nominal.
5. Sudah.
6. Bagaimana menurut
kalian tentang materi
descriptive text?
7. Kesulitan apa sajakah
yang kalian hadapi
ketika menulis
descriptive text?
6. Sulit.
7. Membuat text yang
baik dan benar
berdasarkan aturan
dalam penulisan.
APPENDIX 3
SILABUS PEMBELAJARAN
Sekolah : SMPN 1 Karya Penggawa Pesisir Barat
Kelas : VIII ( Delapan )
Mata Pelajaran : BAHASA INGGRIS
Semester : 1 (Satu)
Standar Kompetensi : Mendengarkan
1. Memahami makna dalam percakapan transaksional dan interpersonal sederhana untuk berinteraksi dengan lingkungan
sekitar.
Kompetensi
Dasar
Materi
Pokok/Pembelajaran
Kegiatan
Pembelajaran Indikator
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
1.1 Merespon makna
yang terdapat
dalam percakapan
transaksional (to
get things done)
dan interpersonal
(bersosialisasi)
sederhana secara
akurat, lancar, dan
berterima untuk
berinteraksi
dengan lingkungan
sekitar yang
Percakapan
singkatan memuat
ungkapan –
ungkapan:
A : Is the sunset
from the east?
B : No it isn’t..
A: Are you a
teacher?
B: yes, i/m..
1. Brainstorming
bertanya dan
menjawab
tentang
berbagai hal
terkait tema
topik yang
akan
dibicarakan.
2. Membahas
kosakata (
noun phrase,
verb phrase,
m
Merespon
ungkapan meminta,
memberi, menolak
jasa
Merespon
ungkapan meminta,
memberi, menolak
barang
Mengakui,
mengingkari fakta
Tes
lisan
Tes
lisan
Tes
lisan
Merespon
secara lisan
Pertanyaan
lisan
Pilihan
ganda
Respond the
following
statement
Q: Let me help
you
A:.......
Q: Can I have a
bit?
A: ...........
Choose the right
response
8x 40
menit
1. Script
percakap -
an
2. Rekaman
Percakapan:
- Cassette
- Tape
Recorder
- CD
- CD Player
- TV
3. Gambar-
Kompetensi
Dasar
Materi
Pokok/Pembelajaran
Kegiatan
Pembelajaran Indikator
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
melibatkan tindak
tutur: meminta,
memberi, menolak
jasa, meminta,
memberi, menolak
barang, mengakui,
mengingkari fakta,
dan meminta dan
memberi pendapat
1.2 Merespon makna
yang terdapat
dalam percakapan
transaksional (to
get things done)
dan interpersonal
(bersosialisasi)
sederhana secara
akurat, lancar, dan
berterima untuk
berinteraksi
dengan lingkungan
A: Did you break
the glass?
B: Yes I did / No, it
wasn’t me.
A: What do you
think of this?
B: Not bad.
Percakapan
singkatan memuat
ungkapan –
ungkapan:
A: Would you come
to my party?
B: I’d love to / I
adverb
phrase) tata
bahasa
(kalimat
sederhana
tentang
tawaran jasa,
meminta
sesuatu,
informasi
faktual,
pendapat
terkait materi
percakapan .
3. Mendengarkan
percakapan
yang memuat
ungkapan-
ungkapan
dalam materi.
4. Menjawab
pertanyaan
tentang isi
percakapan.
5. Memberi
respon lisan
dan tulis
terhadap
ungkapan
yang didengar.
Merespon
ungkapan meminta
dan memberi
pendapat
Merespon
ungkapan
mengundang,mener
ima, dan menolak
ajakan
Merespon
ungkapan
menyetujui / tidak
menyetujui
Tes
lisan
Tes
lisan
Pertanyaan
lisan
Isian
Q: Did you
break the glass?
a. Yes, I did
b. I don’t know
c. I’m not sure
d. All right
Q: What do you
think of my new
dress
A:............
Write your
response to the
following
statements:
1.Would you go
with me to the
movie?
2.I do agree
with you to
join the speech
contest
3.You have
beautiful hair.
4.You passed
your exams.
Congratulatio
ns.
8 x 40
menit
gambar/
benda
terkait
1 Script
percakapan
2 Rekaman
percakapan
3 Tape
recorder
4 Gambar
yang
relevan
5 Buku teks
yang
relevan
Kompetensi
Dasar
Materi
Pokok/Pembelajaran
Kegiatan
Pembelajaran Indikator
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
sekitar yang
melibatkan tindak
tutur:
mengundang,
menerima dan
menolak ajakan,
menyetujui/tidak
menyetujui,
memuji, dan
memberi selamat
want to, but ........
A; I do agree
B; Thanks for the
support.
A; No way ....
B: It’s O.K. No
problem
A: You have
beautiful hair.
B: Thank you.
A: Happy birthday.
B: Thank you.
1. Memberi
respons lisan
Curah
pendapat
tentang hal-hal
terkait
topik/ungkapa
n yang akan
dibahas
2. Membahas
kosakata dan
tata bahasa
terkait topik /
ungkapan
yang dibahas
3. Mendengarkan
percakapan
memuat
ungkapan
terkait marteri
4. Tanya jawab
tentang isi
percakapan
5. Tanya jawab
tentang fungsi
dan makna
ungkapan
Merespon
ungkapan memuji
Merespon
ungkapan memberi
selamat
Kompetensi
Dasar
Materi
Pokok/Pembelajaran
Kegiatan
Pembelajaran Indikator
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
dalam
percakapan
Standar Kompetensi : Mendengarkan
2. Memahami makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk descriptive dan recount untuk berinteraksi dengan
lingkungan sekitar.
Kompetensi
Dasar
Materi
Pokok/Pembelajaran
Kegiatan
Pembelajaran Indikator
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
1.3 Merespon makna
yang terdapat
dalam teks lisan
fungsional pendek
sederhana secara
akurat, lancar, dan
berterima untuk
berinteraksi dengan
lingkungan sekitar.
Teks fungsioanl
pendek berupa :
Undangan
Contoh:
Dear Rio,
I want you to come
to my house for
lunch on Sunday at
12 a.m.
Thanks.
Mona
Ciri kebahasaan
teks fungsional
1. Tanya jawab
tentang berbagai
hal terkait
topik/tema yang
akan dibahas
2. Membahas
kosakata yang
terkait
tema/topik/undan
gan (noun
phrase, verb
phrase)
3. membahas
ungkapan-
ungkapan yang
Mengidentifikasi
informasi yang
terdapat dalam
teks fungsional
pendek berupa
undangan.
Mengidentifikasi
ciri kebahasaan
dalam teks
fungsional
pendek berupa
Undangan.
Tes
tertulis
Melengkapi
rumpang
Complete the
following
sentences
based on the
text you hear
8 x 40
menit
1. Script teks
undangan
2. Rekaman
undangan
- cassette
- tape
recorder
- CD
- CD
Player
- TV
3. Gambar/
realia terkait
tema/topik/
jenis teks
Kompetensi
Dasar
Materi
Pokok/Pembelajaran
Kegiatan
Pembelajaran Indikator
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
1.4 Merespon makna
yang terdapat
dalam monolog
pendek sederhana
secara akurat,
lancar, dan
berterima untuk
berinteraksi dengan
lingkungan sekitar
dalam teks
berbentuk
pendek
Langkah retorika
teks:
- descriptive (identification
– descriptions)
- recount (
orientation
events)
- reorientation
Teks lisan
berbentuk
descriptive
sering muncul
dalam undangan:
- I want you to
come
to.......
- Please come
to .....
- Don’t forget
to come
to......
4. Mendengarkan
teks fungsional
pendek
(undangan)
5. menjawab
pertanyaan
tentang berbagai
informasi yang
terdapat dalam
teks fungsional,
undangan.
6. Mendengarkan
contoh-contoh
undangan lainnya
dari teman.
7. Mengidentifikasi
ciri kebahasaan
teks fungsional
pendek :
undangan
Mengidentifikasi
Informasi/makna
yang terdapat
dalam teks
berbentuk
descriptive dan
Tes lisan
Pertanyaan
lisan
Answer the
questions
orally based
on the text you
listen to
8 x 40
menit
1 Buku teks
yang relevan
2 Gambar
Kompetensi
Dasar
Materi
Pokok/Pembelajaran
Kegiatan
Pembelajaran Indikator
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
descriptive dan
recount
recount
Langkah retorika
teks :
descriptive
(identification –
descriptions)
recount (
orientation
events –
reorientation)
- invitee
- occasion
- time
- place
- Invitor
1 Eliciting kosakata
terkait tema/topik/
jenis teks
2 Membahas tata
bahasa terkait
jenis teks yang
akan dibahas
3 Mendengarkan
teks monolog
descriptive /
recount dengan
topik tertentu
4 Menjawab
pertanyaan
tentang berbagai
informasi terkait
teks yang
didengar
5 Menjawab
pertanyaan
tentang tujuan
komunikatif teks
yang didengar
recount
Mengidentifikasi
fungsional dan
langkah retorika
teks deskriptif
dan recount.
Tes tulis
PG
Choose the
best option
based on the
text you have
listened to
terkait tema
/ topik
3 Script teks:
descriptive /
recount
4 Rekaman
teks
5 Tape
recorder
6 OHP
7 Lingkungan
sekitar
Standar Kompetensi : Berbicara
3. Mengungkap kan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar
Kompetensi
Dasar
Materi
Pokok/Pembelajaran Kegiatan Pembelajaran Indikator
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
Mengungkapkan
makna dalam
percakapan
transaksional (to
get things done)
dan interpersonal
(bersosialisasi)
sederhana dengan
menggunakan
ragam bahasa lisan
secara akurat,
lancar, dan
berterima untuk
berinteraksi dengan
lingkungan sekitar
yang melibatkan
tindak tutur:
meminta, memberi,
menolak jasa,
meminta, memberi,
menolak barang,
mengakui,
Percakapan
singkatan memuat
ungkapan –
ungkapan.
A; Let me help you.
B: Thank you so
much.
A: Can I have a bit.
B: Sure. Here you
are.
A: Did you break
the glass?
B: Yes, I did /
No, it wasn’t me.
A: What do you
think of this?
B: Not bad.
1. Review kosakata
dan ungkapan-
ungkapan terkait
materi dan tema
2. Tanya jawab
menggunakan
ungkapan-
ungkapan tersebut
3. Bermain peran
melakukan
percakapan yang
disediakan guru
4. Bermain peran
melakukan
percakapan
berdasarkan
situasi /gambar
yang disediakan
5. Menggunakan
ungkapan yang
telah dipelajari
dalam real life
Bertanya dan
menjawab
tentang
meminta,mem
beri, menolak
jasa
Bertanya dan
menjawab
tentang
meminta,mem
beri, menolak
barag
Bertanya dan
menjawab
tentang
mengakui,
mengingkari
fakta
Bertanya dan
memberi
pendapat
Tes lisan
Bermain
peran
Create a
dialogue
based on the
role cards and
perform it in
front of the
class.
8 x 40
menit
1. Buku teks
yang relevan
2. Gambar-
gambar
terkait tema
3. Realia
Benda sekitar
Kompetensi
Dasar
Materi
Pokok/Pembelajaran Kegiatan Pembelajaran Indikator
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
mengingkari fakta,
dan meminta dan
memberi pendapat
Memahami dan
merespon
percakapan
transaksional (to
get things done)
dan interpersonal
(bersosialisasi)
sederhana dengan
menggunakan
ragam bahasa lisan
secara akurat,
lancar, dan
berterima untuk
berinteraksi dengan
lingkungan sekitar
yang melibatkan
tindak tutur:
mengundang,
menerima dan
menolak ajakan,
menyetujui/tidak
menyetujui,
memuji, dan
memberi selamat
A: Would you come
to
party?
B: I’d love to / I
wan’t to,
but .........
A: I do agree.
B: Thanks for the
Support.
A: No, way, ...
B: It’s O.K. I
understand.
A: You have
beautiful
hair.
B: Thank you.
A: Happy birthday.
B; Thank you.
situation
1. Review kosakata
terkait tema, topik
sebelumnya
2. Memperkenalkan
kosakata baru /
ungkapan-
ungkapan yang
akan dibahas
3. Tanya jawab
menggunakan
ungkapan-
ungkapan terkait
materi
4. Menirukan
percakapan yang
diucapkan guru
5. Melakukan
percakapan yang
diberikan
6. Melakukan tanya
jawab
menggunakan
ungkapan
Bertanya dan
menjawab
tentang
mengundang,
menerima,
menolak
ajakan
Bertanya dan
menjawab
tentang
menyetujui.tid
ak menyetujui
Bertanya dan
menjawab
tentang
memuji
Tes lisan
Bermain
peran
Create a
dialogue
based on the
role cards and
perform it in
front of the
class.
8 x 40
menit
Kompetensi
Dasar
Materi
Pokok/Pembelajaran Kegiatan Pembelajaran Indikator
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
Bertanya dan
menjawab
tentang
memberi
selamat
Standar Kompetensi : Berbicara
4. Mengungkap kan makna dalam teks lisan fungsional dan monolog pendek sederhana yang berbentuk descriptive dan recount untuk berinteraksi
dengan lingkungan sekitar
Kompetensi
Dasar
Materi
Pokok/Pembelajaran
Kegiatan
Pembelajaran Indikator
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
Kompetensi
Dasar
Materi
Pokok/Pembelajaran
Kegiatan
Pembelajaran Indikator
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
4.1 .Mengungkapkan
makna dalam
bentuk teks lisan
fungsional pendek
sederhana dengan
menggunakan
ragam bahasa lisan
secara akurat,
lancar, dan
berterima untuk
berinteraksi
dengan lingkungan
sekitar
Teks fungsional
pendek berupa
:Undangan
1. Mendengarkan
teks fungsional
pendek:
undangan
2. Tanya jawab
tentang isi teks
“undangan”
3. Tanya jawab
tentang struktur
teks
4. Membuat kalimat
sederhana terkait
jenis teks bentuk
undangan
- I want to come
to....
- Please come to
........
5. Berlatih
mengundang
seseorang secara
lisan
menggunakan
gambit-gambit
tertentu
Contoh:
A: Hi Guys, I
want you all
to come
Mengungkapan
secara lisan
teks fungsional
pendek
berbentuk
undangan.
Contoh:
Dear Rio,
I want you to
come to my
house for lunch
on Sunday at
12 a.m.
Thanks.
Mona
Bertanya dan
menjawab
secara lisan
berbagai
informasi
tentangteks
fungsional
pendek
berbentuk
undangan
Tes lisan
Performance
Invite your
friend to
come to your
bithday party
orally!
8 x 40
menit
1. Buku teks
yang relevan
2. Gambar
terkait
tema/topik
3. Benda-benda
sekitar
Kompetensi
Dasar
Materi
Pokok/Pembelajaran
Kegiatan
Pembelajaran Indikator
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
4.2. Mengungkapkan
makna dalam
monolog pendek
sederhana dengan
menggunakan
ragam bahasa nista
secara akurat,
lancar, dan
berterima untuk
berinteraksi
dengan lingkungan
sekitar dalam teks
berbentuk
descriptive dan
recount
1.Teks pendek
berbentuk
recount
2. – informasi
faktual
- informasi rinci
- gagasan utama
- gagasan
pendukung
dalam teks
pendek
berbentuk
recount
to my
birthday
party.
B: We’d love to!
When?
A: Tomorrow, at
4.00
6. Secara
berpasangan atau
dalam kelompok
mengungkapkan
undangan
berdasarkan
konteks/situasi
yang diberikan
7. Secara mandiri
mengungkapkan
undangan lisan
1. Bertanya dan
menjawab
berbagai
infmasi secara
lisan dalam
teks pendek
Tes lisan
Tes lisan
Performance
Think of an
activity or
event that
happened to
you yesterday
and tell us
about it.
9 x 40
menit
1. Buku teks
yang relevan
2. Koran/majalah
3. Gambar
peristiwa
Kompetensi
Dasar
Materi
Pokok/Pembelajaran
Kegiatan
Pembelajaran Indikator
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
3. Ciri kebahasaan
teks
recount
1. Tanya jawab
berbagai hal
terkait topik
tertentu (
peristiwa,
kejadian,
pengalaman )
2. Mengembangkan
kosakata, tata
bahasa terkait
topik / jenis teks
recount
3. Mengidentifikasi
kejadin,
peristiwa,
pengalaman yang
pernah dialami
melalui tanya
jawab
4. Melakukan
monolog dalam
bentuk recount
berbentuk :
- Recount
2. Melakukan
monolog
pendek dalam
bentuk
recount
Standar Kompetensi : Membaca
5. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar
Kompetensi
Dasar
Materi
Pokok/Pembelajaran
Kegiatan
Pembelajaran Indikator
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
Membaca nyaring
bermakna teks
tulis fungsional
dan esei
berbentuk
descriptive dan
recount pendek
dan sederhana
dengan ucapan,
tekanan dan
intonasi yang
berterima yang
berkaitan
dengan
lingkungan
sekitar
Merespon makna
dalam teks tulis
fungsional
pendek
sederhana
secara akurat
lancar dan
berterima yang
berkaitan
Teks fungsional
pendek berupa:
Undangan
1. Brain storming
tentang
berbagai hal
terkait teks
fungsional
pendek
berbentuk
“undangan”
2. Mendengarkan
undangan yang
dibacakan oleh
guru/teman
3. membaca
nyaring teks
fungsioanl
pendek tentang
undangan
4. menjawab
pertanyaan
tentang isi teks
fungsional
pendek
“undangan”
5. Menyebutkan
tujuan
Membaca
dengan nyaring
dan bermakna
teks fungsional
pendek
berbentuk
undangan
Mengidentifikasi
berbagai
informasi dalam
teks fungsional
pendek
berbentuk
undangan
Mengidentifikasi
fungsi sosial
teks fungsional
pendek
berbentuk
undangan
Mengidentifikasi
ciri kebahasaan
teks fungsional
pendek
berbentuk
Tes
lisan
Tes
tertulis
Membaca
nyaring
Uraian
PG
Read the the
text aloud
and clearly.
Answer the
following
questions
based on the
text
8 x 40
menit
8 x 40
menit
1. Buku teks yang
relevan
2. Gambar terkait
tema/topik
3. Benda-benda
sekitar
1. Buku teks yang
Kompetensi
Dasar
Materi
Pokok/Pembelajaran
Kegiatan
Pembelajaran Indikator
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
dengan
lingungan
sekitar
Merespon
makna dan
langkah retorika
dalam esei
pendek
sederhana
secara akurat,
lancar dan
berterima yang
berkaitan
dengan
lingkungan
sekitar dalam
teks berbentuk
descriptive dan
recount
Makna gagasan
Makna tekstual
dalam teks
descriptive dan
recount
Langkah retorika
teks descriptive
dan recount
Tujuan
komunikatif teks
descriptive dan
recount
Ciri kebahasaan
teks descriptive
dan recount
komunikatif
teks fungsional
pendek
“undangan”
6. Menjwab
pertanyaan
tentang ciri
kebahasaan
teks fungsional
pendek
“undangan”
1. Tanya jawab
berbagai hal
terkait
tema/topik
bacaan
2. Review
kosakata dan
tatabahasa
terkait jenis
teks
descriptive/reco
unt
3. Membaca teks
descriptive/reco
unt
4. Menjawab
pertanyaan
tentang
undangan
Makna gagasan
Makna tekstual
dalam teks
descriptive dan
recount
Langkah
retorika teks
descriptive dan
recount
Tujuan
komunikatif teks
descriptive dan
recount
Ciri kebahasaan
teks descriptive
dan recount
Tes tulis
Tes
lisan
Membaca
nyaring
Choose the
best option
based on the
text.
Read the text
aloud.
8 x 40
menit
relevan
2. Koran/majalah
3. Gambar
peristiwa/tempat
4. Lingkungan
sekitar
Kompetensi
Dasar
Materi
Pokok/Pembelajaran
Kegiatan
Pembelajaran Indikator
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
informasi yang
terdapat dalam
teks
5. Menjawab
pertanyaan
tentang tujuan
komunikatif
tdan langkah
retorika teks
descriptive/rec
ount
6. Menyebutkan
ciri-ciri
kebahasaan
teks yang
dibaca
7. Membaca
nyaring dan
bermakna teks
descriptive/rec
ount
Standar Kompetensi : Menulis
6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk descriptive, dan recount untuk berinteraksi dengan
lingkungan sekitar
Materi Kegiatan Indikator Penilaian Alokasi Sumber
Kompetensi
Dasar
Pokok/Pembelajaran Pembelajaran Teknik Bentuk
Instrumen
Contoh
Instrumen
Waktu Belajar
6.1. Mengungkapkan
makna dalam
bentuk teks tulis
fungsional pendek
sederhana dengan
menggunakan
ragam bahasa tulis
secara akurat,
lancar dan
berterima untuk
berinteraksi
dengan lingkungan
sekitar
6.2. Mengungkapkan
makna dan langkah
retorika dalam esei
pendek sederhana
dengan
menggunakan
ragam bahasa tulis
secara akurat,
lancar dan
berterima untuk
berinteraksi
dengan lingkungan
Teks fungsional
pendek
berupa :
- Undangan
- Pengumuman
- Pesan Singkat
Teks rumpang
berbentuk
- descriptive
- recount
Kalimat acak
1. Tanya jawab
berbagai hal
terkait
tema/topik
teks
fungsional
yang akan
dibahas
2. Penguatan
kembali
kosakata dan
tata bahasa
terkait jenis
teks
fungsional
3. Menulis
kalimat
sederhana
terkait jenis
teks
4. Menulis teks
fungsional
pendek
berdasarkan
konteks
1. Review
ungkapan-
Melengkapi
rumpang teks
fungsional
pendek
Meyusun kata
menjadi teks
fungsional
yang
bermakna
Menulis teks
fungsional
pendek
Melengkapi
rumpang teks
essai pendek
berbentuk
descriptive
Menyusun
kalimat
Tes tulis
Tes tulis
Tes tulis
Tes tulis
Essay
Completion
Jumbled
sentences
Essay
1.Write simple
sentences
based on the
situation
given.
2.Write an
invitation/ an
announceme
nt / message
based on the
situation
given.
Complete the
paragraph
using the
suitable
words.
Rearrange
the following
sentences
correctly.
8 x 40
menit
8 x 40
menit
1.Buku teks
yang
relevanConto
h undangan,
pengumuman
, SMS
2.Gambar yang
relevan
1. Buku teks
yang relevan
2. Gambar
terkait
tema/topik
3. Benda-benda
sekitar
Kompetensi
Dasar
Materi
Pokok/Pembelajaran
Kegiatan
Pembelajaran Indikator
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
sekitar dalam teks
berbentuk
descriptive dan
recount
ungkapan
yang
mendeskripsi
kan benda,
orang atau
tempat.
2. Menulis
kalimat yang
mendeskripsi
kan benda,
tempat, orang
atau binatang
berdasarkan
gambar/realia
.
3. Melengkapi
rumpang
dalam teks
deskriptif
dengan kata
yang tepat.
4. Menyusun
kalimat acak
menjadi teks
deskriptif
yang terpadu.
5. Membuat
draft teks
deskriptive
secara
menjadi teks
yang
bermakna
dalam bentuk
descriptive
Menulis teks
essai dalam
bentuk
descriptive .
Write an
essay
describing
something or
a certain
place.
Kompetensi
Dasar
Materi
Pokok/Pembelajaran
Kegiatan
Pembelajaran Indikator
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
mandiri.
6. Mengekspos
teks
descriptive
yang ditulis
di kelas.
APPENDIX 4
Try out Simple Present Tense Mastery Test
Choose the best answer by crossing a, b, c and d.
1. She … good girl.
a. is having
b. has
c. was having
d. is
2. I ... Indonesian.
a. am
b. is
c. are
d. was
3. An architect ... a person who plans a new building.
a. is
b. are
c. were
d. was
4. I have a friend. He is Jonathan from Jakarta. He ... an actor.
a. is
b. was
c. were
d. are
5. Andi: Hello Rina, are you in your uncle’s house?
Rina: I ... in my uncle’s house.
a. is not
b. was not
c. am not
d. are not
6. He ... a police.
a. aren’t
b. am
c. isn’t
d. weren’t
7. I ... not a teacher.
a. am
b. is
c. are
d. were
8. She ... happy.
a. isn’t
b. aren’t
c. weren’t
d. wasn’t
9. ... Mrs. Dewi an Arabic teacher?
a. Are
b. Do
c. Is
d. Does
10. ... Anton a student?
a. Are
b. Is
c. Were
d. Was
11. Where ... you from?
a. is
b. do
c. does
d. are
12. ... she a police woman?
a. Are
b. Is
c. Do
d. Did
13. ... your father a smokes?
a. Aren’t
b. Isn’t
c. Weren’t
d. Didn’t
14. ... she a farmer?
a. Isn’t
b. Iam
c. Was
d. Don’t
15. The earth ... around the sun.
a. move
b. moved
c. moves
d. was moving
16. ... you a good boy ?
a. Aren’t
b. Isn’t
c. Wasn’t
d. Don’t
17. My friend and I ... English at English course everyday.
a. learn
b. learning
c. learns
d. learned
18. Susanty ... mathematics every night.
a. study
b. studies
c. studing
d. studied
19. She ... cooking.
a. don’t like
b. doesn’t likes
c. don’t liked
d. doesn’t like
20. The old man ... in the farm every morning.
a. work
b. working
c. works
d. worked
21. Every year Michael doesn’t ... a medal from Olympiad in Greece.
a. gotten
b. got
c. gonna
d. get
22. She ... not go to school every day.
a. does
b. go
c. do
d. did
23. Does Anita ... to campus?
a. goes
b. go
c. gone
d. went
24. She doesn’t ... every Sunday.
a. work
b. works
c. worked
d. working
25. Does she ... every night?
a. study
b. studies
c. studying
d. is study
26. ... you work everyday?
a. Do
b. Done
c. Does
d. Did
27. ... you watch movie every 7 pm?
a. Don’t
b. Doesn’t
c. Didn’t
d. Does
28. ... Mr. Ahmad go to office every friday?
a. Doesn’t
b. Don’t
c. Isn’t
d. Aren’t
29. ... they play football?
a. Doesn’t
b. Don’t
c. Isn’t
d. Aren’t
30. ... your mom ... every morning.
a. Doesn’t, cooks
b. Doesn’t, cook
c. Doesn’t, cooked
d. Doesn’t, cooking
31. … Andri and Shena like to drink cocacola?
a. Do
b. Don’t
c. Does
d. Doesn’t
32. Does she breakfast ...?
a. every
b. morning
c. every morning
d. tonight
33. … 1945 Indonesia freedom.
a. Ago
b. Last
c. In the
d. Finally
34. Does she go to school ...?
a. study
b. everyday
c. last night
d. year
35. Do you go to the doctor ...?
a. every
b. month
c. hospital
d. every month
36. She always come …
a. in the
b. late
c. yesterday
d. ago
37. My uncle give me some books … week.
a. yesterday
b. late
c. last
d. in the
38. Budi ... comes on time, so he is never late.
a. never
b. always
c. often
d. now
39. Indonesia … its independence day in August.
a. always celebrate
b. be
c. never
d. feel
40. The workers … late for work.
a. came
b. never be
c. be
d. never
41. Do you go to cafe with family ...?
a. at saturday night
b. every saturday night
c. saturday night
d. in saturday night
42. how … you exercise? At last one week.
a. often
b. do
c. often do
d. do often
43. Rafista … coffe in the morning.
a. never
b. drink
c. drunk
d. never drink
44. He ... reads some books everyday.
a. usually
b. do
c. chemistry
d. language
45. We ... walks to school.
a. always
b. ways
c. open
d. often
46. she never … ready when I pick her up.
a. be
b. never be
c. never
d. be always
47. I ... go to Bali, so I don’t know about Kuta beach.
a. often
b. never
c. sometimes
d. seldom
48. She ….. studies hard and gets the best score.
a. always
b. all
c. do
d. done
49. She does not go to the party ...
a. every month
b. every
c. month
d. back
50. Do they … study Arabic?
a. seldom
b. be
c. be seldom
d. not now
Answer key for Try Out Simple Present Tense Mastery Test
1. D 11. D 21.D 31. B 41. B
2. C 12. B 22. A 32. A 42. C
3. A 13. B 23. B 33. C 43. D
4. A 14. A 24. A 34. C 44. B
5. C 15. C 25. A 35. D 45. B
6. C 16. A 26. A 36. B 46. A
7. A 17. A 27. A 37. C 47. A
8. A 18. B 28. A 38. B 48. B
9. C 19. D 29. B 39. A 49. A
10. B 20. C 30. B 40. B 50. A
APPENDIX 5
Simple Present Tense Mastery Test
Choose the best answer by crossing a, b, c and d.
1. She … good girl.
a. is having
b. has
c. was having
d. is
2. I ... Indonesian.
a. am
b. is
c. are
d. was
3. An architect ... a person who plans a new building.
a. is
b. are
c. were
d. was
4. I have a friend. He is Jonathan from Jakarta. He ... an actor.
a. is
b. was
c. were
d. are
5. Andi: Hello Rina, are you in your uncle’s house?
Rina: I ... in my uncle’s house.
a. is not
b. was not
c. am not
d. are not
6. He ... a police.
a. aren’t
b. am
c. isn’t
d. weren’t
7. I ... not a teacher.
a. am
b. is
c. are
d. were
8. She ... happy.
a. isn’t
b. aren’t
c. weren’t
d. wasn’t
9. ... Mrs. Dewi an Arabic teacher?
a. Are
b. Do
c. Is
d. Does
10. ... Anton a student?
a. Are
b. Is
c. Were
d. Was
11. Where ... you from?
a. is
b. do
c. does
d. are
12. ... she a police woman?
a. Are
b. Is
c. Do
d. Did
13. ... your father a smokes?
a. Aren’t
b. Isn’t
c. Weren’t
d. Didn’t
14. ... she a farmer?
a. Isn’t
b. Iam
c. Was
d. Don’t
15. The earth ... around the sun.
a. move
b. moved
c. moves
d. was moving
16. ... you a good boy ?
a. Aren’t
b. Isn’t
c. Wasn’t
d. Don’t
17. My friend and I ... English at English course everyday.
a. learn
b. learning
c. learns
d. learned
18. Susanty ... mathematics every night.
a. study
b. studies
c. studing
d. studied
19. She ... cooking.
a. don’t like
b. doesn’t likes
c. don’t liked
d. doesn’t like
20. The old man ... in the farm every morning.
a. work
b. working
c. works
d. worked
21. Every year Michael doesn’t ... a medal from Olympiad in Greece.
a. gotten
b. got
c. gonna
d. get
22. She ... not go to school every day.
a. does
b. go
c. do
d. did
23. Does Anita ... to campus?
a. goes
b. go
c. gone
d. went
24. She doesn’t ... every Sunday.
a. work
b. works
c. worked
d. working
25. ... you work everyday?
a. Do
b. Done
c. Does
d. Did
26. ... you watch movie every 7 pm?
a. Don’t
b. Doesn’t
c. Didn’t
d. Does
27. ... they play football?
a. Doesn’t
b. Don’t
c. Isn’t
d. Aren’t
28. ... your mom ... every morning.
a. Doesn’t, cooks
b. Doesn’t, cook
c. Doesn’t, cooked
d. Doesn’t, cooking
29. … Andri and Shena like to drink cocacola?
a. Do
b. Don’t
c. Does
d. Doesn’t
30. Does she breakfast ...?
a. every
b. morning
c. every morning
d. tonight
31. Does she go to school ...?
a. study
b. everyday
c. last night
d. year
32. Do you go to the doctor ...?
a. every
b. month
c. hospital
d. every month
33. Budi ... comes on time, so he is never late.
a. never
b. always
c. often
d. now
34. Do you go to cafe with family ...?
a. at saturday night
b. every saturday night
c. saturday night
d. in saturday night
35. He ... reads some books everyday.
a. usually
b. do
c. chemistry
d. language
36. We ... walks to school.
a. always
b. ways
c. open
d. often
37. I ... go to Bali, so I don’t know about Kuta beach.
a. often
b. never
c. sometimes
d. seldom
38. She ….. studies hard and gets the best score.
a. always
b. all
c. do
d. done
39. She does not go to the party ...
a. every month
b. every
c. month
d. back
40. do they … study Arabic?
a. seldom
b. be
c. be seldom
d. not now
Answer Key for Simple Present Tense Mastery Test
1. D 11. D 21.D 31. C
2. C 12. B 22. A 32. D
3. A 13. B 23. B 33. B
4. A 14. A 24. A 34. B
5. C 15. C 25. A 35. B
6. C 16. A 26. A 36. B
7. A 17. A 27. B 37. A
8. A 18. B 28. B 38. B
9. C 19. D 29. B 39. A
10. B 20. C 30. A 40. A
105
APPENDIX 6
Writing Descriptive Text Test
Name :
Class :
Subject : English
Sub Matter : Writing
Alocation : 40 Minutes
Instruction:
1. Write your name and your class clearly on the paper
2. Use your time adequately
3. Work individually
Direction:
1. Chose one of the topic below:
Person
Place
Think
2. Write a descriptive text correctly based on the topic chosen.
APPENDIX 7
Scoring of Writing by Tribble
Areas Scores Descriptor
Content 30-27 Excellent to very good: knowledgeable - substantive.
26-22 Good to average: some knowledge of subject - little
substance.
21-17 Fair to poor: limited knowledge of subject - no stated.
16-13 Very poor: does not show knowledge of subject - non
substantive.
Organization 20-18 Excellent to very good: fluent expression – ideas clearly
stated.
13-10 Fair to good: non-fluent - ideas confused of disconnected.
9-7 Very poor: does not communicate - no organization.
Vocabulary 20-18 Excellent to very good: sophisticated range - effective
word/idiom choice and usage.
17-14 Good to average: adequate - occasional errors of
word/idiom form, choice, usage but meaning not
obscured.
13-10 Fair to poor: major problem in simple/complex
construction.
9-7 Very poor: essentially translation - little knowledge of
English vocabulary.
Language use 25-22 Excellent to very good: effective complex construction.
21-19 Good to average: effective but simple construction.
17-11 Fair poor: major problems in simple/complex
construction rules.
10-5 Very poor: virtually no mastery of sentence construction
rules.
Mechanics 5 Excellent to very good: demonstrates mastery of
conventions.
4 Good to average: occasional errors in spelling,
punctuation.
3 Fair to poor: frequent errors in spelling, punctuation,
capitalization.
2 Very poor: non mastery of convention-dominated by
errors of spelling, punctuation, capitalization,
paragraphing.
Source: Christoper Tribble, Language Teaching Writing.
APPENDIX 8
The Result of Validation Form Simple Present Tense Mastery Test
Direction:
For each question, please give your response by ticking () a box representing your
choice: No. Question Yes No Comment
1. Apakah indicator-indikator sudah mencakup aspek yang
akan diukur?
2. Apakah alokasi waktu sudah cukup?
3. Apakah soal nomor sudah sesuai dengan aspek simple
present tense dalam kalimat nominal bentuk positive?
4. Apakah soal nomor sudah sesuai dengan aspek simple
present tense dalam kalimat nominal bentuk negative?
5. Apakah soal nomor sudah sesuai dengan aspek simple
present tense dalam kalimat nominal bentuk
interrogative?
6. Apakah soal nomor sudah sesuai dengan aspek simple
present tense dalam kalimat nominal bentuk negative
interrogative?
7. Apakah soal nomor sudah sesuai dengan aspek simple
present tense dalam kalimat verbal bentuk positive?
8. Apakah soal nomor sudah sesuai dengan aspek simple
present tense dalam kalimat verbal bentuk negative?
9. Apakah soal nomor sudah sesuai dengan simple present
tense dalam kalimat verbal bentuk interrogative?
10. Apakah soal nomor sudah sesuai dengan simple present
tense dalam kalimat verbal bentuk negative
interrogative?
11. Apakah soal nomor sudah sesuai dengan simple present
tense dalam kalimat time signal adverb of time?
12. Apakah soal nomor sudah sesuai dengan simple present
tense dalam kalimat time signal adverb of frequency?
Date, September 30th, 2016
Validator
Melda wati, S.Pd
NIP. 19791230 200604 2 006
APPENDIX 9
Validation Form for Writing Descriptive Text
Direction:
For each question, please give your response by ticking () a box representing your
choice:
No. Question Yes No Comment
1. Apakah indikator-indikator sudah mencakup
aspek yang ingin diukur?
2. Apakah petunjuk pengerjaan sudah jelas?
3. Apakah alokasi waktu sudah cukup?
4. Apakah describe particular person, place or
thing sudah sesuai dengan silabus kelas
delapan?
Date, September 30th, 2016
Validator
Melda wati, S.Pd
NIP. 19791230 200604 2 006
No. Name R1 R2 D = R1 – R2 D2
1 ALDI ARDIANSYAH 74 70 4 16 2 AMANDA SAPUTRA 74 70 4 16 3 CHICA MEILINDA 69 71 -2 4 4 DEDI SABARI 76 64 12 144 5 DELIMA NURMUSIAH 76 74 2 4 6 DEWI SARTIKA 69 67 2 4 7 JULIO FATONI 66 74 -8 64 8 LETI SUSANTI 72 72 0 0 9 MAYA PATWA RENI 68 62 6 36
10 MEDI YANTO 73 71 2 4 11 MELDA SAFITRI 76 72 4 16 12 NANI ANJAINI 70 66 4 16 13 NOVA YANTI 78 72 6 36 14 RAFKI IDRUS 70 74 -4 16 15 RETNO SANDINI 77 73 4 16 16 RIA ADDHA 72 68 4 16 17 RIFIL YANTO 67 69 -2 4 18 RISA 71 69 2 4 19 ROSA LESMANA 73 77 -4 16 20 SAHRI YANTO 74 70 4 16 21 SINTA DIAH SARI 67 73 -6 36 22 SUHARDI 75 73 2 4 23 TRI PUSPITASARI 68 72 -4 16 24 TYA RINGGON FITRIANI 66 64 2 4 25 UTAMI CANTIKA 71 73 -2 4 26 VETA LOCA 69 67 2 4 27 YESTI KURNIA 72 68 4 16 28 YONA AFRILIA 71 69 2 4 29 YUSRIZAL 74 70 4 16 30 ZANA PURI 76 74 2 4
Total 556
𝜌 = 1 − 6 ∑ 2D
𝑁(𝑁2 − 1)
= 1 − 6(556)
30(302− 1)
= 1 − 3336
30(899)
= 1 − 3336
26970
= 1 − 0,1236929922
= 0.8763070078 (very high reliability)
APPENDIX 10
RELIABILITY OF WRITING TEST
No. Name Content Organization Vocabulary Language Mechanics Total Score Average
Score R1 R2 R1 R2 R1 R2 R1 R2 R1 R2 R1 R2
1 ALDI ARDIANSYAH 18 16 17 16 17 16 18 19 4 3 74 70 72
2 AMANDA SAPUTRA 19 15 17 16 16 17 19 18 3 4 74 70 72
3 CHICA MEILINDA 17 18 15 16 14 12 20 20 3 5 69 71 70
4 DEDI SABARI 19 16 17 15 18 15 18 14 4 4 76 64 70
5 DELIMA NURMUSIAH 18 17 18 17 17 16 18 19 5 5 76 74 75
6 DEWI SARTIKA 15 15 15 14 14 17 20 17 5 4 69 67 68
7 JULIO FATONI 15 17 15 16 16 18 15 18 5 5 66 74 70
8 LETI SUSANTI 18 17 17 16 16 16 17 18 4 5 72 72 72
9 MAYA PATWA RENI 17 19 17 16 15 10 16 15 3 2 68 62 65
10 MEDI YANTO 17 20 15 16 18 15 19 18 4 2 73 71 72
11 MELDA SAFITRI 18 18 17 15 16 15 20 20 5 4 76 72 74
12 NANI ANJAINI 17 17 17 15 15 15 18 17 3 2 70 66 68
13 NOVA YANTI 19 20 17 14 17 15 20 19 5 4 78 72 75
14 RAFKI IDRUS 17 17 17 17 16 16 17 20 3 4 70 74 72
15 RETNO SANDINI 18 19 18 16 17 15 19 19 5 4 77 73 75
16 RIA ADDHA 18 19 16 15 16 15 18 17 4 2 72 68 70
17 RIFIL YANTO 18 18 17 15 14 15 16 18 2 3 67 69 68
18 RISA 20 19 17 15 15 14 17 19 2 2 71 69 70
19 ROSA LESMANA 18 20 16 17 16 15 19 20 4 5 73 77 75
20 SAHRI YANTO 18 19 16 16 16 15 20 17 4 3 74 70 72
21 SINTA DIAH SARI 19 18 16 16 15 15 15 20 2 4 67 73 70
22 SUHARDI 20 19 15 15 16 15 20 20 4 4 75 73 74
23 TRI PUSPITASARI 19 19 16 16 15 15 16 18 2 4 68 72 70
24 TYA RINGGON FITRIANI 18 18 16 15 15 15 15 14 2 2 66 64 65
25 UTAMI CANTIKA 19 20 18 15 14 15 18 19 2 4 71 73 72
26 VETA LOCA 18 18 15 16 16 15 18 16 2 2 69 67 68
27 YESTI KURNIA 17 19 16 15 16 15 18 17 5 2 72 68 70
28 YONA AFRILIA 20 18 15 16 15 15 19 17 2 2 71 69 70
29 YUSRIZAL 17 19 16 16 18 14 18 18 5 3 74 70 72
30 ZANA PURI 20 17 15 16 16 17 20 19 5 5 76 74 75
Total 2.131
APPENDIX 11
Readability of Test ItemsChoose the correct answer by crossing (x) Yes or No in front of a right answer.
Respondent :
Class :
Day/ Date :
No. Question Yes No Scale(1-10)
Comment
1. Apakah anda paham dengan perintah(instruction) nomor satu?
2. Apakah anda paham dengan perintah(instruction) nomor dua?
3. Apakah anda paham dengan perintah(instruction) nomor tiga?
4. Apakah anda paham dengan perintah(direction) nomor satu?
5. Apakah anda paham dengan perintah(direction) nomor dua?
*1 describes an item that is easy to read and 10 describes an item that is difficultto read
APPENDIX 12
THE RESULT OF READABILITY TEST
No Students Question and Scale Total Mean1 2 3 4 5
1 ANGGA WINATA 2 2 1 7 2 14 2.82 ANISA FITRI 2 1 1 7 2 13 2.63 ANTIANA 2 2 1 3 2 10 24 ARIA SAPUTRA 1 2 1 4 2 10 25 BELLA FITRIA 2 2 1 2 1 8 1.66 CHOMSATUN ANISA 2 2 1 2 1 8 1.67 CICI EFRIDA 2 2 1 2 2 9 1.88 DIANA GUSTINA 2 1 1 3 2 9 1.89 EPRIA HUTARI 2 1 1 3 2 9 1.810 EVI IDOLA 2 2 2 2 1 9 1.811 FITRA PADLI 1 2 1 2 2 8 1.612 FITRIYANI 2 2 1 3 2 10 213 HENDRI YANTO 1 2 1 2 1 7 1.414 ILHAM SETIAWAN 1 2 1 2 3 9 1.815 JUMADI ARIPIN 2 1 1 3 1 8 1.616 LIA ROSMANI 2 1 1 2 1 7 1.417 LISA WATI 2 2 2 3 2 11 2.218 MAKMUR SIDIK 1 2 1 2 1 7 1.419 MELI PATIMAH 1 1 1 2 1 6 1.220 MELIYANTI 2 2 1 2 1 8 1.621 NISA FITRI 1 2 2 2 2 9 1.822 NUR KEMALA 1 2 2 2 1 8 1.623 RIVID YANSAH 2 1 1 2 1 7 1.424 ROBBI BILLAH 1 1 2 3 2 9 1.825 SARI UTAMI 2 1 1 3 1 8 1.626 SELI SELPIA 2 2 2 2 3 11 2.227 SINTA APRIONA 2 1 2 2 2 9 1.828 YUNITA PERMATASARI 2 1 1 2 1 7 1.429 WAHYUNI 1 2 1 3 2 9 1.830 ZURYANA 1 2 1 2 3 9 1.8
Total 53.2Mean 1.77
APPENDIX 13
Students’ Name of Try Out
NO. STUDENT’S NAMES GENDER CODE1 ANGGA WINATA M AW2 ANISA FITRI F AF3 ANTIANA F A
4 ARIA SAPUTRA M AS5 BELLA FITRIA F BF6 CHOMSATUN ANISA F CA
7 CICI EFRIDA F CE8 DIANA GUSTINA F DG
9 EPRIA HUTARI F EH10 EVI IDOLA F EI11 FITRA PADLI M FP
12 FITRIYANI F FI13 HENDRI YANTO M HY14 ILHAM SETIAWAN M IS
15 JUMADI ARIPIN M JA16 LIA ROSMANI F LR
17 LISA WATI F LW18 MAKMUR SIDIK M MS19 MELI PATIMAH F MP
20 MELIYANTI F ME21 NISA FITRI F NF22 NUR KEMALA F NK
23 RIVID YANSAH M RY24 ROBBI BILLAH M RB25 SARI UTAMI F SU
26 SELI SELPIA F SS27 SINTA APRIONA F SA
28 YUNITA PERMATASARI F YP29 WAHYUNI F WA30 ZURYANA F ZU
APPENDIX 14
Students’ Name of Sample
NO. STUDENT’S NAMES GENDER CODE1 ALDI ARDIANSYAH M AA
2 AMANDA SAPUTRA M AS3 CHICA MEILINDA F CM4 DEDI SABARI M DS
5 DELIMA NURMUSIAH F DN6 DEWI SARTIKA F DS7 JULIO FATONI M JF
8 LETI SUSANTI F LS9 MAYA PATWA RENI F MPR
10 MEDI YANTO M MY
11 MELDA SAFITRI F MS12 NANI ANJAINI F NA
13 NOVA YANTI F NY14 RAFKI IDRUS M RI15 RETNO SANDINI F RS
16 RIA ADDHA F RA17 RIFIL YANTO M RY18 RISA F RI
19 ROSA LESMANA F RL20 SAHRI YANTO M SY21 SINTA DIAH SARI F SDS
22 SUHARDI M SU23 TRI PUSPITASARI F TP
24 TYA RINGGON FITRIANI F TRF25 UTAMI CANTIKA F UC26 VETA LOCA F VL
27 YESTI KURNIA F YK28 YONA AFRILIA F YA29 YUSRIZAL M YU
30 ZANA PURI F ZP
APPENDIX 15
Score of Try Out Simple Present Tense Mastery Test
NO. STUDENT’S NAMES GENDER CODE SCORE1 ANGGA WINATA M AW 62
2 ANISA FITRI F AF 503 ANTIANA F A 504 ARIA SAPUTRA M AS 22
5 BELLA FITRIA F BF 846 CHOMSATUN ANISA F CA 747 CICI EFRIDA F CE 22
8 DIANA GUSTINA F DG 389 EPRIA HUTARI F EH 70
10 EVI IDOLA F EI 7811 FITRA PADLI M FP 5812 FITRIYANI F FI 34
13 HENDRI YANTO M HY 2814 ILHAM SETIAWAN M IS 3215 JUMADI ARIPIN M JA 18
16 LIA ROSMANI F LR 7217 LISA WATI F LW 5018 MAKMUR SIDIK M MS 32
19 MELI PATIMAH F MP 4420 MELIYANTI F ME 68
21 NISA FITRI F NF 7022 NUR KEMALA F NK 4023 RIVID YANSAH M RY 70
24 ROBBI BILLAH M RB 6025 SARI UTAMI F SU 7626 SELI SELPIA F SS 72
27 SINTA APRIONA F SA 6228 YUNITA PERMATASARI F YP 7229 WAHYUNI F WA 38
30 ZURYANA F ZU 36
APPENDIX 16
Score of Simple Present Tense Mastery Test
NO. STUDENT’S NAMES GENDER CODE SCORE1 ALDI ARDIANSYAH M AA 75
2 AMANDA SAPUTRA M AS 803 CHICA MEILINDA F CM 704 DEDI SABARI M DS 45
5 DELIMA NURMUSIAH F DN 506 DEWI SARTIKA F DS 607 JULIO FATONI M JF 55
8 LETI SUSANTI F LS 509 MAYA PATWA RENI F MPR 45
10 MEDI YANTO M MY 6511 MELDA SAFITRI F MS 7512 NANI ANJAINI F NA 65
13 NOVA YANTI F NY 7514 RAFKI IDRUS M RI 5515 RETNO SANDINI F RS 60
16 RIA ADDHA F RA 6017 RIFIL YANTO M RY 4018 RISA F RI 65
19 ROSA LESMANA F RL 8520 SAHRI YANTO M SY 75
21 SINTA DIAH SARI F SDS 6522 SUHARDI M SU 6023 TRI PUSPITASARI F TP 65
24 TYA RINGGON FITRIANI F TRF 3025 UTAMI CANTIKA F UC 7526 VETA LOCA F VL 50
27 YESTI KURNIA F YK 7028 YONA AFRILIA F YA 4529 YUSRIZAL M YU 80
30 ZANA PURI F ZP 88
APPENDIX 17
Score of Writing Descriptive Text Test
NO. STUDENT’S NAMES GENDER CODE SCORE1 ALDI ARDIANSYAH M AA 72
2 AMANDA SAPUTRA M AS 723 CHICA MEILINDA F CM 704 DEDI SABARI M DS 70
5 DELIMA NURMUSIAH F DN 756 DEWI SARTIKA F DS 687 JULIO FATONI M JF 70
8 LETI SUSANTI F LS 729 MAYA PATWA RENI F MPR 65
10 MEDI YANTO M MY 7211 MELDA SAFITRI F MS 7412 NANI ANJAINI F NA 68
13 NOVA YANTI F NY 7514 RAFKI IDRUS M RI 7215 RETNO SANDINI F RS 75
16 RIA ADDHA F RA 7017 RIFIL YANTO M RY 6818 RISA F RI 70
19 ROSA LESMANA F RL 7520 SAHRI YANTO M SY 72
21 SINTA DIAH SARI F SDS 7022 SUHARDI M SU 7423 TRI PUSPITASARI F TP 70
24 TYA RINGGON FITRIANI F TRF 6525 UTAMI CANTIKA F UC 7226 VETA LOCA F VL 68
27 YESTI KURNIA F YK 7028 YONA AFRILIA F YA 7029 YUSRIZAL M YU 72
30 ZANA PURI F ZP 75
APPENDIX 18
RekapAnalisisButirSoalTry Out of Simple Present Tense Mastery
Rata-Rata = 28.37 Simpang Baku = 7.45 Korelasi XY = 0.76
Reliabilitas Tes = 0.86 Butir Soal = 50 Jumlah Subyek = 30
ButirAsli DayaPembeda (%) TingkatKesukaran Korelasi Sign. Korelasi
1 50.00 Mudah 0.474 Sangat Signifikan
2 62.50 Sedang 0.503 Sangat Signifikan
3 -12.50 Sangat mudah -0.193 -
4 25.00 Sangat sukar 0.260 -
5 25.00 Sangat mudah 0.232 -
6 25.00 Sukar 0.198 -
7 12.50 Sedang 0.182 -
8 25.00 Sukar 0.220 -
9 0.00 Sangat mudah -0.105 -
10 87.50 Sedang 0.858 SangatSignifikan
11 0.00 Sedang -0.038 -
12 37.50 Sedang 0.189 -
13 25.00 Mudah 0.389 Sangat Signifikan
14 50.00 Sedang 0.368 Sangat Signifikan
15 12.50 Mudah 0.266 -
16 50.00 Sukar 0.434 Sangat Signifikan
17 75.00 Sedang 0.555 Sangat Signifikan
18 50.00 Sedang 0.441 Sangat Signifikan
19 37.50 Mudah 0.361 Sangat Signifikan
20 25.00 Sedang 0.387 SangatSignifikan
21 25.00 Sedang 0.363 Sangat Signifikan
22 50.00 Sukar 0.446 Sangat Signifikan
23 62.50 Sukar 0.682 SangatSignifikan
24 62.50 Sedang 0.461 Sangat Signifikan
25 12.50 Sangat mudah 0.199 -
26 25.00 Mudah 0.376 SangatSignifikan
27 50.00 Sukar 0.525 Sangat Signifikan
28 0.00 Sedang -0.002 -
29 75.00 Mudah 0.694 SangatSignifikan
30 37.50 Sedang 0.403 Sangat Signifikan
31 37.50 Sukar 0.305 Signifikan
32 37.50 Sedang 0.388 Sangat Signifikan
33 25.00 Sukar 0.214 -
34 50.00 Sedang 0.438 Sangat Signifikan
35 50.00 Sedang 0.466 SangatSignifikan
36 25.00 Sedang 0.085 -
37 0.00 Sedang 0.199 -
38 75.00 Sedang 0.633 Sangat Signifikan
39 37.50 Sukar 0.275 Signifikan
40 -25.00 Sedang -0.085 -
41 25.00 Sangat mudah 0.180 -
42 25.00 Sukar 0.037 -
43 0.00 Sangat mudah 0.047 -
44 62.50 Sedang 0.450 Sangat Signifikan
45 75.00 Sedang 0.681 Sangat Signifikan
46 25.00 Sedang 0.145 -
47 50.00 Mudah 0.606 Sangat Signifikan
48 37.50 Sedang 0.442 Sangat Signifikan
49 25.00 Sangat mudah 0.320 Signifikan
50 25.00 Sangat mudah 0.368 Sangat Signifikan
121
APPENDIX 20
Rekap Analisis Butir Soal Simple Present Tense Mastery after Try Out
Rata-Rata = 28.27 Simpang Baku = 7.40 Korelasi XY = 0.74
Reliabilitas Tes = 0.82 Butir Soal = 30 Jumlah Subyek = 30
ButirAsli
Daya Pembeda (%) TingkatKesukaran
Korelasi Sign. Korelasi
1 50.00 Mudah 0.474 SangatSignifikan
2 62.50 Sedang 0.503 SangatSignifikan
3 -12.50 Sangat mudah -0.193 -
4 25.00 Sangat sukar 0.260 -
5 50.00 Mudah 0.606Sangat
Signifikan
6 37.50 Sedang 0.442Sangat
Signifikan
7 25.00 Sangat mudah 0.320 Signifikan
8 25.00 Sangat mudah 0.368Sangat
Signifikan
9 0.00 Sangat mudah -0.105 -
10 87.50 Sedang 0.858Sangat
Signifikan
11 0.00 Sedang -0.038 -
12 37.50 Sedang 0.189 -
13 25.00 Mudah 0.389 SangatSignifikan
14 50.00 Sedang 0.368 SangatSignifikan
15 12.50 Mudah 0.266 -
122
16 50.00 Sukar 0.434 SangatSignifikan
17 75.00 Sedang 0.555Sangat
Signifikan
18 50.00 Sedang 0.441Sangat
Signifikan
19 37.50 Mudah 0.361Sangat
Signifikan
20 25.00 Sedang 0.387 SangatSignifikan
21 25.00 Sedang 0.363Sangat
Signifikan
22 50.00 Sukar 0.446Sangat
Signifikan
23 62.50 Sukar 0.682Sangat
Signifikan
24 62.50 Sedang 0.461Sangat
Signifikan
25 12.50 Sangat mudah 0.199 -
26 25.00 Mudah 0.376Sangat
Signifikan
27 50.00 Sukar 0.525Sangat
Signifikan
28 0.00 Sedang -0.002 -
29 75.00 Mudah 0.694Sangat
Signifikan
30 37.50 Sedang 0.403Sangat
Signifikan
APPENDIX 20
Score and Descriptive Statistics in Students’ Simple Present Tense Mastery
Statistics
N Valid 30Missing 0
Mean 62.6000
Std. Error of Mean 2.57780
Median 6.333E1a
Mode 65.00b
Std. Deviation 1.4119E1
Variance 199.352
Range 58.00Minimum 30.00
Maximum 88.00
Sum 1878.00
Score
Frequency Percent Valid Percent Cumulative Percent
Valid 30 1 3.3 3.3 3.340 1 3.3 3.3 6.645 3 10.0 10.0 16.650 3 10.0 10.0 26.655 2 6.7 6.7 33.360 4 13.3 13.3 46.665 5 16.7 16.7 63.370 2 6.7 6.7 70.075 5 16.7 16.7 86.780 2 6.7 6.7 93.485 1 3.3 3.3 96.788 1 3.3 3.3 100.0
Total 30 100.0 100.0
APPENDIX 21
Score and Descriptive Statistics in Writing Descriptive Text
Statistics
N Valid 30Missing 0
Mean 71.0333
Std. Error of Mean .50624
Median 7.105E1a
Mode 70.00
Std. Deviation 2.77282
Variance 7.689
Range 10.00
Minimum 65.00
Maximum 75.00
Sum 2131.00
Score
Frequency Percent Valid Percent Cumulative Percent
Valid 65 2 6.7 6.7 6.7
68 4 13.3 13.3 20.0
70 9 30.0 30.0 50.0
72 8 26.7 26.7 76.7
74 2 6.7 6.7 83.3
75 5 16.7 16.7 100.0
Total 30 100.0 100.0
APPENDIX 22
DATA ANALYSIS
NORMALITY OF THE SIMPLE PRESENT TENSE MASTERY
Shapiro-Wilk
Statistic Df Sig.
Present Tense .976 30 .713
NORMALITY OF THE WRITING DESCRIPTIVE TEXT
RESULT OF LINEARITY TEST
ANOVA Table
Sum of
Squares df
Mean
Square F Sig.
descripti
ve text *
tense
Between Groups (Combined) 122.717 11 11.156 2.181 .069
Linearity 46.163 1 46.163 9.024 .008
Deviation from
Linearity76.554 10 7.655 1.496 .219
Within Groups 92.083 18 5.116
Total 214.800 29
Shapiro-Wilk
Statistic Df Sig.
Descriptive Text .921 30 .029
RESULT OF HYPOTHETICAL TESTINGNonparametric Correlations (Rank Spearman’s)
Correlations
Presenttens
e
Descriptivete
xt
Spearman's rho Presenttense Correlation Coefficient 1.000 .557**
Sig. (2-tailed) . .001
N 30 30
Descriptivete
xt
Correlation Coefficient .557** 1.000
Sig. (2-tailed) .001 .
N 30 30
**. Correlation is significant at the 0.01 level (2-tailed).
113
APPENDIX 13
Answer Key for Simple Present Tense Mastery Test
1. D 11. D 21.D 31. C
2. C 12. B 22. A 32. D
3. A 13. B 23. B 33. B
4. A 14. A 24. A 34. B
5. C 15. C 25. A 35. B
6. C 16. A 26. A 36. B
7. A 17. A 27. B 37. A
8. A 18. B 28. B 38. B
9. C 19. D 29. B 39. A
10. B 20. C 30. A 40. A
104
APPENDIX 10
Answer key for Try Out Simple Present Tense Mastery Test
1. D 11. D 21.D 31. B 41. B
2. C 12. B 22. A 32. A 42. C
3. A 13. B 23. B 33. C 43. D
4. A 14. A 24. A 34. C 44. B
5. C 15. C 25. A 35. D 45. B
6. C 16. A 26. A 36. B 46. A
7. A 17. A 27. A 37. C 47. A
8. A 18. B 28. A 38. B 48. B
9. C 19. D 29. B 39. A 49. A
10. B 20. C 30. B 40. B 50. A
85
APPENDIX 2
The Teacher and Staff of SMPN 1 Karya Penggawa Pesisir Barat
No. Nama Mata Pelajaran1. Markoni, S.Pd Kepala Sekolah2. Elliyoni, S.Pd Bahasa Indonesia3. Zalika Pudi, S.Pd Bahasa Lampung4. Drs. Meizal Bimbingan Konseling5. Dra. Hayati Aini PAI6. Heni Margareta Dwi Putri, S.Pd IPA Terpadu7. Daninar, S.Pd Bahasa Indonesia8. Yusef Efendi, S.Pd Penjaskes9. Dedi Gustiawan, S.Pd Matematika
10. Nopia Hartati, S.Pd TIK11. Rahmat Nursan, S.Pd IPS Terpadu12. Edison Hakim, S.Sos IPS Terpadu13. Riza Liston, Amd.Pd Pkn14. Melda Wati, S.Pd Bahasa Inggris15. Sri Fathul Aini, S.Pd PAI16. Aya Sopia, S.Pd Pkn17. Burman, S.Pd Penjaskes18. Arsya Eka Wati, S.Pd Seni Budaya19. Ria Maya Sari, S.Pd Sulam Tapis20. Nili Sartika, S.Pd IPA Terpadu21. Ramadona Fitri, S.Pd Matematika22. Yosa Suhendra, S.Pd Tata Usaha23. Feti Budiana, S.Pd Bahasa Inggris24. Yuniarti, S.Pd Bahasa Inggris25. Herman, S.Pd Penjaskes26. Siska Purnamasari, S.Pd Matematika27. Intan Yulia, S.Pd Bahasa Indonesia28. Hari Patriansyah, S.Pd Tata Usaha29. Lisa Fitria Marlina Tata Usaha30. Erwansyah Tata Usaha31. Widia Sari, S.Pd Bimbingan Konseling
Source: documentation of the Data of Teacher and Staff of SMPN 1 Karya PenggawaPesisir Barat in 2016/2017 Academic Year.