A Thesis Submitted as a Partial Fulfillment of The Requirement for S1-Degree. By EVI FITRIA NPM Study Program : English Education

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 Co-Advisor

: Bambang Irfani, M. Pd : Nunun Indrasari, M.Pd

TARBIYAH AND TEACHER TRAINING FACULTY THE STATE INSTITUTE OF ISLAMIC STUDIES RADEN INTAN LAMPUNG 2016

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.

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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

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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

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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.

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CURRICULUM VITAE

The writer’s name is Evi Fitria. She was born in Way Sindi on September 15 th, 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.

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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.

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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

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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. B. C. D. E. F. G.

Background of the Problem ......................................................................1 Identification of the Problem ....................................................................7 Limitation of the Problem ........................................................................7 Formulation of the Problem......................................................................7 Purpose of the Research ...........................................................................8 Use of the Research ..................................................................................8 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 xi

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. B. C. D.

E. F. G. H. I. J.

Research Design. ...................................................................................... 37 Variable of Research ................................................................................ 38 Operational Definition of Variable ........................................................... 38 Population, Sample, and SamplingTechnique .......................................... 39 1. Population .......................................................................................... 39 2. Sample ...............................................................................................40 3. Sampling Technique .......................................................................... 40 Data Collecting Technique ....................................................................... 41 Try Out ..................................................................................................... 41 Instrument of the Research ....................................................................... 42 Scoring Procedure .................................................................................... 46 Research Procedure .................................................................................. 46 Validity, Reliability, and Readability of the Test ..................................... 48 1. Validity of the Test ............................................................................ 48 2. Reliability of the Test ........................................................................ 51 xii

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

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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

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LIST OF FIGURES

Page Figure 1 Result of Simple Present Tense Mastery Test ............................................. 58 Figure 2 Result of Writing Descriptive Text Test ...................................................... 60

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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

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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

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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

1

Ag. Bambang Setiyadi, Teaching English as a Foreign Language, (Yogyakarta: Graha Ilmu, 2006), p. 32 2 Sanggam Siahaan, Issues In Linguistics (1st Ed), (Yogyakarta: Graha Ilmu, 2007), p. 215 3 Sanggam Siahaan, The English Paragraph (1st Ed), (Yogyakarta: Graha Ilmu, 2008), p. 2 4 Sanggam Siahaan, Generic Text Structure (1st Ed), (Yogyakarta: Graha Ilmu, 2008), p. 3

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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.

5 Juanita 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 6 M Mursyid PW, English Learning Handout 2005, p. 4, http://www.mmursyidpw.files.wordpress.com, retrieved on April 2nd, 2016 7 Melda Wati, The Result with Interview to the English Teacher of Eighth Grade, retrieved on rd March 3 , 2016, Unpublished

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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

≥70 48 39.67 % <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. 1. 2.

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

8

H. Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy (2 Ed), (New York: Longman, 1994), p. 347 nd

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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. Patricia Werner, Mosaic 1 A Content-Based Grammar, (New York: McGraw-Hill, 1990), p.

10

125 11

Juanita Siahaan, Op.Cit, p. 115

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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 ≥70 37 <70 84 Total 121 Source: Document of the Simple Present Tense Score of Eighth Grade of Penggawa Pesisir Barat 2015/2016. 1 2

30.58 % 69.42 % 100 % SMPN 1 Karya

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”

Seventh Grade Students’, The Result with Interview to Students of Seventh Grade, retrieved on March 3rd, 2016, Unpublished 12

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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.

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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.

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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.

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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

1

Ag. Bambang Setiyadi, Teaching English as a Foreign Language, (Yogyakarta: Graha Ilmu, 2006), p. 20 2 H. Douglas Brown, Principles of Language Learning and Teaching (4th Ed), (New York: Addison Wesley Longman, 2000), p. 7

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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.

3

Jeremy Harmer, How to Teach Writing, (Harlow: Longman Group, 2004), p. 79

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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 4

H. Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy: 2 Edition, (New York: Longman, 1994), p. 347 nd

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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

5

Jeremy Harmer, The Practice of English Language Teaching, (Edinburgh Gate: Longman, 2007), p. 32 6 Paul Joseph, Grammar Simple Present Tense, http://www.englishleap.com/grammar.tense, retrieved on April 2nd, 2016

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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:

George E. Wishon and Julia M. Burks, Let’s Write English, (North York: Van Nostrand Reinhold Ltd, 1980), p. 192 8 M.J Lado, Memahami Tenses Bahasa Inggris, (Jakarta: Titik Terang, 2008), p. 7 7

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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.

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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

10

Patricia Werner, Mosaic 1 A Content-Based Grammar, (New York: McGraw-Hill, 1990), p.

125 11

Terry Willie, Simple Present Tense, http://grammar.about.com/od/rs/g/Simple-PresentTense.htm, retrieved on April 2nd, 2016

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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) 2) 3) 4) 5)

The train leaves every morning at 8 AM. The train does not leave at 9 AM. When does the train usually leave? She always forgets her purse. He never forgets his wallet.

b. Fact or Generalization

Betty Schrampfer Azar, Basic English Grammar (2nd Ed), (New York: Longman Group, 1941), p. 200 13 Steven, Simple Present Tense, http://www.englishpage.com/verbpage/simplepresent.html, retrieved on April 2nd, 2016 12

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) 2) 3) 4) 5)

Cats like milk. Birds do not like milk. California is in America. California is not in the United Kingdom. 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) 2) 3) 4) 5)

The train leaves tonight at 6 PM. The bus does not arrive at 11 AM, it arrives at 11 PM. When do we board the plane? The party starts at 8 o'clock. When does class begin tomorrow?

14

Ibid. Ibid.

15

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) 2) 3) 4) 5) 6)

I am here now. She is not here now. He needs help right now. He does not need help now. He has his passport in his hand. 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

16

Ibid. Betty Schrampfer Azar, Op. Cit, p. 168

17

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 18

M.J Lado, Op. Cit, p. 8 Ibid.

19

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

20

Always

Never

Seldom

Often

Now

sometimes

M.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.

21

A. Faidal Rahman Ali, Fundamental of English Grammar a Practical Guide, (Yogyakarta: Pustaka Widyatama, 2007), p. 252 22 Michael 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 23 David 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

24

Patricia Werner, Loc. Cit. Sanggam Siahaan, Issues In Linguistics (1st Ed), (Yogyakarta, Graha Ilmu, 2007), p. 215 26 Sanggam Siahaan,The English Paragraph (1st Ed), (Yogyakarta:Graha Ilmu,2008),p. 2 25

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.

27

Sanggam Siahaan, Generic Text Structure (1st Ed), (Yogyakarta: Graha Ilmu,2008), p. 3 James Hartley, Academic Writing and Publishing (1st Ed), (London: Routledge, 2008),

28

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:

29

Jeremy Harmer,How to Teach Writing, (Harlow: Longman group ,2007), pp. 4-5 Sanggam Siahaan, Op Cit, p. 2

30

26

1. 2. 3. 4. 5.

Content (the ability to think creatively and develop thoughts). Organization (the ability to write in appropriate manner) Vocabulary (the ability to use of word/idiom). Language (the ability to write appropriate structure) Mechanics (the ability to use punctuation, capitalization, layoutcorrectly).31

spelling

and

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 Content

Scores 30-27 26-22 21-17 16-13

Organization

20-18

Vocabulary

13-10 9-7 20-18 17-14

13-10 9-7 Language use

25-22 21-19 17-11 10-5

Mechanics 31

5

Descriptor Excellent to very good: knowledgeable - substantive. Good to average: some knowledge of subject - little substance. Fair to poor: limited knowledge of subject - no stated. Very poor: does not show knowledge of subject - non substantive. Excellent to very good: fluent expression – ideas clearly stated. Fair to good: non-fluent - ideas confused of disconnected. Very poor: does not communicate - no organization. Excellent to very good: sophisticated range - effective word/idiom choice and usage. Good to average: adequate - occasional errors of word/idiom form, choice, usage but meaning not obscured. Fair to poor: major problem in simple/complex construction. Very poor: essentially translation - little knowledge of English vocabulary. Excellent to very good: effective complex construction. Good to average: effective but simple construction. Fair poor: major problems in simple/complex construction rules. Very poor: virtually no mastery of sentence construction rules. Excellent to very good: demonstrates mastery of

Christopher Tribble, Language Teaching Writing (Oxford: Oxford University Press, 1996), p.

130

27

4 3 2

conventions. Good to average: occasional errors in spelling, punctuation. Fair to poor: frequent errors in spelling, punctuation, capitalization. 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. 37 Otong 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. Otong Setiawan,Op.Cit, p. 171

39

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.

40

Murkanto 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

43

R.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.

44 Jack C. Richard Schmidt, Language Teaching and Applied Linguistics, (New York: Longman, 1992), p.372 45 Juanita 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 46 M Mursyid PW, Loc. Cit. 47 Ibid, 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 48

Juanita Siahaan. Op. Cit, p. 115 Sanggam Siahaan, Op. Cit, p. 2 50 Juanita Siahaan. Op. Cit, p. 115 49

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

1

Marguerite G. Lodico, Dean T. Spaulding and Katherine H. Voegtle, Methods in Educational Research: From Theory and Practice, (San Fransisco: Jossey-Bass, 2006), p. 14 2 Jack 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

3

Ag. 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.

4

Jack 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

5

Marguerite G. Lodico, Dean T. Spaulding and Katherine H. Voegtle, Op.Cit, p. 143 Jack R. Fraenkel and Norman E. Wallen, Op.Cit, p. 95 7 Ibid. 6

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

8

David 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:

9

Ibid, p. 110

43

No. 1.

Table 5 The Spesification of Try Out Test for Simple Present Tense Mastery Aspects Item Number Odd Even 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

13

14, 16

3

15, 17

18, 20

4

19, 21, 23 25, 27 29, 31

22, 24 26, 28 30

5 4 3

33, 35, 37, 39, 41 43, 45, 47, 49 25

32, 34, 36, 38, 40 42, 44, 46, 48, 50 25

10

d. Negative Interrogative form 2.

3.

Total

Verbal Sentence a. Positive form b. Negative form c. Interrogative form d. Negative Interrogative form Time Signals a. Adverb of Time b. Adverb of Frequency Total

9 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. 1.

Aspects Odd

Item Number Even

Total

1, 3

2, 4

4

Negative form

5, 7

6, 8

4

g. Interrogative form

9, 11

10, 12

4

13

14, 16

3

15, 17

18, 20

4

19, 21, 23 27 29, 31

22, 24 26 30

5 2 3

35, 41

32, 34, 38

5

45, 47, 49

44, 48, 50

6

20

20

40

Nominal Sentence e. Positive form f.

h. Negative Interrogative form 2.

3.

Verbal Sentence e. Positive form f. Negative form g. Interrogative form h. Negative Interrogative form Time Signals c. Adverb of Time d. Adverb of Frequency Total

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

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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.

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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. 𝑟

S = 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 11

John 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.

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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

12

Jack R. Fraenkel and Norman E. Wallen, Op. Cit, p.147 Muchammad Aruf, Jurnal Ilmiah: Penerapan aplikasi ANATES, (Madura: Universitas Trunojoyo Madura, 2014), p. 5 14 John W. Best and James V. Kahn, Research in Education (7th Ed), (New Delhi: PrenticeHall, 1995), p. 219 13

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.

15

Ibid.

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,

16

Jack R. Fraenkel and Norman E. Wallen, Op. Cit, p. 166 Ag. Bambang Setiyadi, Op. Cit, pp. 126-127

17

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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−

18

Ibid, p. 154

6 ∑D 2 𝑁(𝑁 2 − 1)

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 0.600 – 0.800 0.400 – 0.600 0.200 – 0.400 0.00 – 0.200

Very high High Medium Low 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.

19

Suharsimi 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 20 Julien 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 21 Ibid. 22 Asghar 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

Marija Norusis, SPSS Base 16.0 User’s Guide, (Chicago: Prentice Hall, 2007), p. 3

23

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

24

Ag. 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 1.00 4.00 5.00 9.00 7.00 4.00 Stem width: Each leaf:

Stem & 3 4 5 6 7 8

. . . . . .

Leaf 0 0555 00055 000055555 0055555 0058

10 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 &

2.00 Extremes 4.00 68 . .00 69 . 9.00 70 . .00 71 . 8.00 72 . .00 73 . 2.00 74 . 5.00 75 . Stem width: Each leaf:

Leaf (=<65.0) 0000 000000000 00000000 00 00000

1 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

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Table 8 Normality of the Simple Present Tense Mastery Shapiro-Wilk Statistic Simple Present tense

Df .976

Sig. 30

.713

Table 9 Normality of the Writing Descriptive text Shapiro-Wilk Statistic Writing Descriptive Text

.921

Df

Sig. 30

.029

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.

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

Spearman's rho

Past tense

Correlation Coefficient Sig. (2-tailed) N

Translating

Correlation Coefficient Sig. (2-tailed) N

Present tense

Writing descriptive

mastery

text 1.000

.557**

.

.001

30

30

.557**

1.000

.001

.

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

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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.

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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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Ghasemi, Asgar, Zahediasl, Saleh. 2012. International Journal: Normality Tests for Statistical Analysis: A Guide for Non-Statisticians. Tehran: Int J Endocrinol Metab. Harmer, Jeremy. 2004. How to Teach Writing. Harlow: Longman Group. ____________. 2007. The Practice of English Language Teaching. Edinburgh Gate: Longman. Hartley, James. 2008. Academic Writing and Publishing (1st Edition). London: Routledge. Hayland, Ken. 2009. Teaching and Researching Writing (2nd Ed). Endinburgh Gate: Pearson. Hughes, Arthur. 2003. Testing for Language Teacher (2nd Edition). Cambridge: Cambridge University Press. Joseph,

Paul. Grammar Simple Present Tense. http://www.englishleap.com/grammar.tense. retrieved on April 2nd, 2016.

Knapp, Peter and Megan Watkins. 2005. Genre, Text, Grammar: Teaching for Teaching and Assessing Writing. Sydney: Unibersity of New South Wales Press. Kouame, B Julien. 2010. Using Readability test to improve the Accuracy of Evaluational Document Intended for Low-Literate Participant Journal of Multy Desciplinary Evaluation. Vol. 6. Number 1 ISSN 1556-8180. http://www.jmde.com/, retrieved on April 2nd, 2016. Lodico, G. Marguerite, Dean T. Spaulding and Katherine H. Voegtle. 2006. Methods in Educational Research: From Theory and Practice. San Fransisco: JosseyBass. Lado. M.J. 2008. Memahami Tenses Bahasa Inggris. Jakarta: Titik Terang. Messer, J David. 2003. Mastery Motivation in Early Childhood. London: Routledge. Murkanto. 2006. English on the Sky for Junior High School StudentS. Jakarta: Erlangga. Norusis, Marija. 2007. SPSS Base 16.0 User’s Guided. Chicago: Prentice Hall.

Pardiyono. 2010. Teaching Genre-Based-Writing. Yogyakarta: Penerbit Andi. PW,

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Schmitdt, Jack C. Richard. 1992. Language Teaching and Applied Linguistics. New York: Longman. Scott, David and Marlene Morrison. 2006. Key in Educational Research. New York: Continum. Setiyadi, Ag Bambang. 2006. Metode Penelitian untuk Bahasa Asing Pendekatan Kuantitatif dan Kualitatif. Yogyakarta: Graha Ilmu. ____________________.

2006. Teaching English as a Foreign Language. Yogyakarta:

Graha Ilmu. Siahaan, Juanita. 2013. An Analysis of Students’ Ability in Difficulties in Writing Descriptive Text Journal English and Education. Vol. 1 Issue. http://www.ejournal.upi.edu, retrieved on April 2nd, 2016. Siahaan, Sanggam. 2007. Issues in Linguistics (1st Edition). Yogyakarta: Graha Ilmu. ______________. 2008. Generic Text Structure (1st Edition). Yogyakarta: Graha Ilmu. ______________. 2008. The English Paragraph (1st Edition). Yogyakarta: Graha Ilmu. Sugiono. 2009. Pengantar Statistik Pendidikan. Jakarta: Rajawali Press. Steven.

Simple Present Tense. http://www.englishpage.com/verbpage/simplepresent.html. retrieved on April 2nd, 2016.

Tarmizi, 2009. The Correlation Between Present Tense Mastery and the Ability of Translating Descriptive Text Amongst the Eleventh Grade Students of SMAN 1 Seunuddon Banda Aceh. A Thesis. Trask, R.I. 1999. Key Concept in Language and Linguistics. London: Routledge. Tribble, Christopher. 1996. Language Teaching Writing. Oxford: Oxford University Press.

Werner, Patricia. 1990. Mosaic 1 a Content –Based Grammar. New York: McgrawHill. Willie, Terry. Simple Present Tense. http://grammar.about.com/od/rs/g/SimplePresent-Tense.htm. retrieved on April 2nd, 2016. Wishon, George E. and Julia, M Burks. 1980. Let’s Write English. North York: Van Nostrand Reinhold Ltd.

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 Saya mulai mengajar di sekolah ini mengajar di SMPN 1 Karya sejak tahun 2004. Penggawa ini? 2. Apakah Ibu sudah mengajarkan Sudah, saya mengajarkan materi simple present tense dan descriptive tersebut saat semester 1. text kepada siswa kelas VIII? 3. Bagaimana menurut Ibu tentang Kebanyakan dari siswa kelas VIII kemampuan siswa kelas VIII dalam belum memahami materi tersebut, mempelajari materi tersebut? walaupun juga ada beberapa yang paham tapi tetap lebih banyak yang belum paham. 4. Apa saja kesulitan siswa kelas VIII Dalam materi simple present tense, dalam mempelajari materi simple siswa banyak sekali mengalami present tense dan descriptive text? 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 Saya tidak mempunyai teknik yang mengajar siswa kelas VIII? 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 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? 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

JAWABAN 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. 1. Saya suka, tapi susah sekali pelajarannya. 2. Sudah.

3. Lumayan agak mudah.

3.

4.

Students 3

Students 4

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. 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. Apakah kalian menyukai pelajaran bahasa inggris?

4. Ketika harus menambahkan huruf s dan es pada kata kerjanya. 5. Sudah.

6. Sangat sulit dipahami. 7. Mendeskripsikan sesuatu.

1. Tidak, bahasa inggris sulit dimengerti. 2. Sudah.

3. Kalimat untuk menyatakan pekerjaan seharihari. 4. Menentukan to be ketika subjectnya diganti. 5. Sudah.

6. Menulis sebuah text.

7. Menyusun kata katanya menjadi sebuah text. 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?

5.

Students 5

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. 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

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 aturanaturan dalam descriptive text. 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

6.

Students 6

1.

2.

3.

4.

5.

6.

7.

7.

Students 7

1.

2.

3.

4.

5.

yang kalian hadapi ketika menulis descriptive text? Apakah kalian menyukai pelajaran bahasa inggris? Apakah kalian sudah mempelajari tentang simple present tense? Bagaimana menurut kalian tentang materi simple present tense? Kesulitan apa sajakah yang kalian hadapi ketika belajar simple present tense? Apakah kalian sudah mempelajari tentang descriptive text? Bagaimana menurut kalian tentang materi descriptive text? Kesulitan apa sajakah yang kalian hadapi ketika menulis descriptive text? Apakah kalian menyukai pelajaran bahasa inggris? Apakah kalian sudah mempelajari tentang simple present tense? Bagaimana menurut kalian tentang materi simple present tense? Kesulitan apa sajakah yang kalian hadapi ketika belajar simple present tense? Apakah kalian sudah mempelajari tentang descriptive text?

pada sebuah 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.

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 Kelas Mata Pelajaran Semester

: SMPN 1 Karya Penggawa Pesisir Barat : VIII ( Delapan ) : BAHASA INGGRIS : 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

Penilaian Indikator

Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar

m 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,

Tes Merespon ungkapan meminta, lisan memberi, menolak jasa Merespon ungkapan meminta, memberi, menolak Tes lisan barang Mengakui, mengingkari fakta Tes lisan

Merespon Respond the 8x 40 secara lisan following menit statement Q: Let me help you Pertanyaan A:....... lisan Q: Can I have a bit? A: ........... Pilihan ganda Choose the right response

1. Script percakap an 2. Rekaman Percakapan: - Cassette - Tape Recorder - CD - CD Player - TV 3. Gambar-

Kompetensi Dasar 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

Materi Pokok/Pembelajaran

Kegiatan Pembelajaran

adverb  phrase) tata bahasa (kalimat sederhana A: What do you tentang think of this? tawaran jasa, B: Not bad. meminta sesuatu, informasi faktual, pendapat terkait materi percakapan . 3. Mendengarkan percakapan yang memuat ungkapanungkapan dalam materi. 4. Menjawab pertanyaan  tentang isi Percakapan percakapan. singkatan memuat 5. Memberi ungkapan – respon lisan ungkapan: dan tulis  A: Would you come terhadap to my party? ungkapan B: I’d love to / I yang didengar. A: Did you break the glass? B: Yes I did / No, it wasn’t me.

Penilaian Indikator

Teknik

Bentuk Instrumen

Merespon ungkapan meminta dan memberi pendapat

Tes lisan

Merespon ungkapan mengundang,mener ima, dan menolak ajakan Merespon ungkapan menyetujui / tidak menyetujui

Alokasi Waktu

Sumber Belajar gambar/ benda terkait

Pertanyaan Q: What do you lisan think of my new dress A:............

Isian Tes lisan

Contoh Instrumen Q: Did you break the glass? a. Yes, I did b. I don’t know c. I’m not sure d. All right

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.

1 Script percakapan 2 Rekaman percakapan 3 Tape recorder 4 Gambar yang relevan 8 x 40 5 Buku teks menit yang relevan

Kompetensi Dasar sekitar yang melibatkan tindak tutur: mengundang, menerima dan menolak ajakan, menyetujui/tidak menyetujui, memuji, dan memberi selamat

Materi Pokok/Pembelajaran want to, but ........ A; I do agree B; Thanks for the support. A; No way .... B: It’s O.K. No problem

Penilaian

Kegiatan Pembelajaran

Indikator



1. Memberi  respons lisan Curah pendapat tentang hal-hal A: You have terkait beautiful hair. topik/ungkapa B: Thank you. n yang akan A: Happy birthday. dibahas B: Thank you. 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

Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar

Kompetensi Dasar

Materi Pokok/Pembelajaran

Kegiatan Pembelajaran

Penilaian Indikator

Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar

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

1.3 Merespon makna  Teks fungsioanl yang terdapat pendek berupa : dalam teks lisan fungsional pendek Undangan sederhana secara Contoh: akurat, lancar, dan Dear Rio, I want you to come berterima untuk berinteraksi dengan to my house for lingkungan sekitar. lunch on Sunday at 12 a.m. Thanks. Mona  Ciri kebahasaan teks fungsional

Kegiatan Pembelajaran 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 ungkapanungkapan yang

Penilaian Indikator

Teknik

Mengidentifikasi Tes informasi yang tertulis terdapat dalam teks fungsional pendek berupa undangan. Mengidentifikasi ciri kebahasaan dalam teks fungsional pendek berupa Undangan.

Bentuk Instrumen

Contoh Instrumen

Melengkapi Complete the rumpang following sentences based on the text you hear

Alokasi Waktu

Sumber Belajar

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

pendek

 Langkah retorika teks: - descriptive (identification – descriptions) 4. - recount ( orientation events) - reorientation 5.

1.4 Merespon makna yang terdapat dalam monolog pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar Teks lisan berbentuk dalam teks  descriptive berbentuk

6.

7.

sering muncul dalam undangan: - I want you to come to....... - Please come to ..... - Don’t forget to come to...... Mendengarkan teks fungsional pendek (undangan) menjawab pertanyaan tentang berbagai informasi yang terdapat dalam teks fungsional, undangan. Mendengarkan contoh-contoh undangan lainnya dari teman.  Mengidentifikasi ciri kebahasaan teks fungsional pendek : undangan

Penilaian Indikator

Teknik

Bentuk Instrumen

Contoh Instrumen

Pertanyaan Mengidentifikasi Answer the Informasi/makna Tes lisan lisan questions yang terdapat orally based dalam teks on the text you berbentuk listen to descriptive dan

Alokasi Waktu

Sumber Belajar

8 x 40 menit 1 Buku teks yang relevan 2 Gambar

Kompetensi Dasar descriptive dan recount

Materi Pokok/Pembelajaran

Kegiatan Pembelajaran



-

recount

Langkah retorika teks :  descriptive (identification – 1 descriptions)  recount ( 2 orientation events – reorientation) 3

4

5

invitee occasion time place Invitor

Eliciting kosakata terkait tema/topik/ jenis teks Membahas tata bahasa terkait jenis teks yang akan dibahas Mendengarkan teks monolog descriptive / recount dengan topik tertentu Menjawab pertanyaan tentang berbagai informasi terkait teks yang didengar Menjawab pertanyaan tentang tujuan komunikatif teks yang didengar

Penilaian Indikator



Teknik

Bentuk Instrumen

recount PG Mengidentifikasi fungsional dan Tes tulis langkah retorika teks deskriptif dan recount.

Contoh Instrumen

Choose the best option based on the text you have listened to

Alokasi Waktu

Sumber Belajar

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

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,

Materi Kegiatan Pembelajaran Pokok/Pembelajaran

1. Review kosakata  dan ungkapanungkapan terkait materi dan tema 2. Tanya jawab A; Let me help you. menggunakan B: Thank you so ungkapan much. ungkapan tersebut 3. Bermain peran A: Can I have a bit. melakukan B: Sure. Here you percakapan yang are. disediakan guru 4. Bermain peran  A: Did you break melakukan the glass? percakapan B: Yes, I did / berdasarkan No, it wasn’t me. situasi /gambar A: What do you yang disediakan think of this? 5. Menggunakan  B: Not bad. ungkapan yang telah dipelajari dalam real life Percakapan singkatan memuat ungkapan – ungkapan.

Penilaian Indikator

Teknik

Bentuk Instrumen

Bertanya dan Tes lisan Bermain peran 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

Contoh Instrumen

Create a dialogue based on the role cards and perform it in front of the class.

Alokasi Waktu

Sumber Belajar

8 x 40 menit

1. Buku teks yang relevan 2. Gambargambar terkait tema 3. Realia Benda sekitar

Kompetensi Dasar 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

Materi Kegiatan Pembelajaran Pokok/Pembelajaran

Penilaian Indikator

Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

situation

1. Review kosakata terkait tema, topik sebelumnya A: Would you come 2. Memperkenalkan to kosakata baru / party? ungkapanB: I’d love to / I ungkapan yang wan’t to, akan dibahas  but ......... 3. Tanya jawab A: I do agree. menggunakan B: Thanks for the ungkapanSupport. ungkapan terkait A: No, way, ... materi B: It’s O.K. I 4. Menirukan understand. percakapan yang A: You have diucapkan guru  beautiful 5. Melakukan hair. percakapan yang B: Thank you. diberikan A: Happy birthday. 6. Melakukan tanya B; Thank you. jawab menggunakan ungkapan 

Tes lisan Bermain peran

Bertanya dan menjawab tentang mengundang, menerima, menolak ajakan Bertanya dan menjawab tentang menyetujui.tid ak menyetujui

Bertanya dan menjawab tentang memuji

8 x 40 Create a menit dialogue based on the role cards and perform it in front of the class.

Sumber Belajar

Kompetensi Dasar

Penilaian

Materi Kegiatan Pembelajaran Pokok/Pembelajaran

Indikator



Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar

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

Penilaian Indikator

Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar

Kompetensi Dasar

Materi Pokok/Pembelajaran

4.1 .Mengungkapkan Teks fungsional makna dalam pendek berupa bentuk teks lisan :Undangan fungsional pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar

Kegiatan Pembelajaran 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

Penilaian Indikator

Teknik

Bentuk Instrumen

Contoh Instrumen

Mengungkapan Tes lisan Performance Invite your friend to secara lisan come to your teks fungsional bithday party pendek orally! 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

Alokasi Waktu

Sumber Belajar

8 x 40 1. Buku teks menit yang relevan 2. Gambar terkait tema/topik 3. Benda-benda sekitar

Kompetensi Dasar

Materi Pokok/Pembelajaran

4.2. Mengungkapkan makna dalam monolog pendek sederhana dengan 1.Teks pendek menggunakan ragam bahasa nista berbentuk recount secara akurat, 2. – informasi lancar, dan faktual berterima untuk - informasi rinci berinteraksi - gagasan utama dengan lingkungan - gagasan sekitar dalam teks pendukung berbentuk dalam teks descriptive dan pendek recount berbentuk recount

Kegiatan Pembelajaran

Penilaian Indikator

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

Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar

Tes lisan Performance

Tes lisan 1. Bertanya dan menjawab berbagai infmasi secara lisan dalam teks pendek

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 3. Ciri kebahasaan teks recount

Kegiatan Pembelajaran

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

Penilaian Indikator berbentuk : - Recount 2. Melakukan monolog pendek dalam bentuk recount

Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar

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

Membaca nyaring Teks fungsional bermakna teks pendek berupa: tulis fungsional Undangan 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

Penilaian

Kegiatan Pembelajaran

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

Indikator









Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar

Tes Membaca Read the the 8 x 40 1. Buku teks yang Membaca lisan nyaring text aloud menit relevan dengan nyaring and clearly. dan bermakna 2. Gambar terkait teks fungsional Uraian tema/topik pendek Tes Answer the berbentuk tertulis following 3. Benda-benda undangan questions sekitar Mengidentifikasi based on the berbagai text informasi dalam teks fungsional pendek berbentuk undangan Mengidentifikasi 8 x 40 fungsi sosial menit teks fungsional pendek berbentuk undangan Mengidentifikasi ciri kebahasaan teks fungsional pendek PG 1. Buku teks yang berbentuk

Kompetensi Dasar

Materi Pokok/Pembelajaran

 Makna gagasan  Makna tekstual dalam teks descriptive dan recount Merespon  Langkah retorika makna dan teks descriptive langkah retorika dan recount dalam esei  Tujuan pendek komunikatif teks sederhana descriptive dan secara akurat, recount lancar dan  Ciri kebahasaan berterima yang teks descriptive berkaitan dan recount dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount dengan lingungan sekitar

Kegiatan Pembelajaran 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

Penilaian Indikator

Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

undangan Tes tulis

Makna gagasan Makna tekstual Tes dalam teks lisan descriptive dan recount Langkah retorika teks descriptive dan recount Tujuan komunikatif teks descriptive dan recount Ciri kebahasaan teks descriptive dan recount

Choose the best option based on the text. Membaca nyaring Read the text aloud.

8 x 40 menit

Sumber Belajar relevan 2. Koran/majalah 3. Gambar peristiwa/tempat 4. Lingkungan sekitar

Kompetensi Dasar

Materi Pokok/Pembelajaran

Kegiatan Pembelajaran

Penilaian Indikator

Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar

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

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

Pokok/Pembelajaran

Teks fungsional pendek berupa : - Undangan - Pengumuman - Pesan Singkat

6.2. Mengungkapkan Teks rumpang makna dan langkah berbentuk retorika dalam esei - descriptive pendek sederhana - recount dengan menggunakan Kalimat acak ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan

Pembelajaran

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-

Teknik







Tes tulis Melengkapi rumpang teks fungsional pendek Meyusun kata menjadi teks fungsional yang bermakna Menulis teks fungsional pendek

Bentuk Instrumen

Contoh Instrumen

Waktu

Belajar

Essay

1.Write simple sentences based on the situation given. 2.Write an invitation/ an announceme nt / message based on the situation given.

8 x 40 menit

1.Buku teks yang relevanConto h undangan, pengumuman , SMS 2.Gambar yang relevan

8 x 40 menit

1. Buku teks yang relevan

Tes tulis Completion 



Melengkapi rumpang teks essai pendek Tes tulis Jumbled berbentuk sentences descriptive

Menyusun kalimat

Tes tulis Essay

 Complete the paragraph using the suitable words.  Rearrange the following sentences correctly.

2. Gambar terkait tema/topik 3. Benda-benda sekitar

Kompetensi Dasar

Materi Pokok/Pembelajaran

Kegiatan Pembelajaran

sekitar dalam teks berbentuk descriptive dan recount

2.

3.

4.

5.

ungkapan yang mendeskripsi kan benda, orang atau tempat. Menulis  kalimat yang mendeskripsi kan benda, tempat, orang atau binatang berdasarkan gambar/realia . Melengkapi rumpang dalam teks deskriptif dengan kata yang tepat. Menyusun kalimat acak menjadi teks deskriptif yang terpadu. Membuat draft teks deskriptive secara

Penilaian Indikator menjadi teks yang bermakna dalam bentuk descriptive Menulis teks essai dalam bentuk descriptive .

Teknik

Bentuk Instrumen

Contoh Instrumen  Write an essay describing something or a certain place.

Alokasi Waktu

Sumber Belajar

Kompetensi Dasar

Materi Pokok/Pembelajaran

Kegiatan Pembelajaran mandiri. 6. Mengekspos teks descriptive yang ditulis di kelas.

Penilaian Indikator

Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar

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. b. c. d.

Don’t Doesn’t Didn’t 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 Content

Scores 30-27 26-22

Descriptor Excellent to very good: knowledgeable - substantive. Good to average: some knowledge of subject - little substance. Fair to poor: limited knowledge of subject - no stated. 21-17 Very poor: does not show knowledge of subject - non 16-13 substantive. Excellent to very good: fluent expression – ideas clearly Organization 20-18 stated. Fair to good: non-fluent - ideas confused of disconnected. 13-10 Very poor: does not communicate - no organization. 9-7 Excellent to very good: sophisticated range - effective Vocabulary 20-18 word/idiom choice and usage. Good to average: adequate - occasional errors of 17-14 word/idiom form, choice, usage but meaning not obscured. Fair to poor: major problem in simple/complex 13-10 construction. Very poor: essentially translation - little knowledge of 9-7 English vocabulary. Excellent to very good: effective complex construction. Language use 25-22 Good to average: effective but simple construction. 21-19 Fair poor: major problems in simple/complex 17-11 construction rules. Very poor: virtually no mastery of sentence construction 10-5 rules. Excellent to very good: demonstrates mastery of Mechanics 5 conventions. Good to average: occasional errors in spelling, 4 punctuation. Fair to poor: frequent errors in spelling, punctuation, 3 capitalization. Very poor: non mastery of convention-dominated by 2 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. 1. 2. 3. 4. 5.

6.

7. 8. 9. 10.

11. 12.

Question Apakah indicator-indikator sudah mencakup aspek yang akan diukur? Apakah alokasi waktu sudah cukup? Apakah soal nomor sudah sesuai dengan aspek simple present tense dalam kalimat nominal bentuk positive? Apakah soal nomor sudah sesuai dengan aspek simple present tense dalam kalimat nominal bentuk negative? Apakah soal nomor sudah sesuai dengan aspek simple present tense dalam kalimat nominal bentuk interrogative? Apakah soal nomor sudah sesuai dengan aspek simple present tense dalam kalimat nominal bentuk negative interrogative? Apakah soal nomor sudah sesuai dengan aspek simple present tense dalam kalimat verbal bentuk positive? Apakah soal nomor sudah sesuai dengan aspek simple present tense dalam kalimat verbal bentuk negative? Apakah soal nomor sudah sesuai dengan simple present tense dalam kalimat verbal bentuk interrogative? Apakah soal nomor sudah sesuai dengan simple present tense dalam kalimat verbal bentuk negative interrogative? Apakah soal nomor sudah sesuai dengan simple present tense dalam kalimat time signal adverb of time? Apakah soal nomor sudah sesuai dengan simple present tense dalam kalimat time signal adverb of frequency?

Yes

No

Comment

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. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Name ALDI ARDIANSYAH AMANDA SAPUTRA CHICA MEILINDA DEDI SABARI DELIMA NURMUSIAH DEWI SARTIKA JULIO FATONI LETI SUSANTI MAYA PATWA RENI MEDI YANTO MELDA SAFITRI NANI ANJAINI NOVA YANTI RAFKI IDRUS RETNO SANDINI RIA ADDHA RIFIL YANTO RISA ROSA LESMANA SAHRI YANTO SINTA DIAH SARI SUHARDI TRI PUSPITASARI TYA RINGGON FITRIANI UTAMI CANTIKA VETA LOCA YESTI KURNIA YONA AFRILIA YUSRIZAL ZANA PURI

𝜌=1− = 1− = 1− =1−

R1 74 74 69 76 76 69 66 72 68 73 76 70 78 70 77 72 67 71 73 74 67 75 68 66 71 69 72 71 74 76 Total

6 ∑D 2 𝑁(𝑁 2 − 1) 6(556) 30(302 − 1) 3336 30(899) 3336 26970

= 1 − 0,1236929922 = 0.8763070078 (very high reliability)

R2 70 70 71 64 74 67 74 72 62 71 72 66 72 74 73 68 69 69 77 70 73 73 72 64 73 67 68 69 70 74

D = R1 – R2 4 4 -2 12 2 2 -8 0 6 2 4 4 6 -4 4 4 -2 2 -4 4 -6 2 -4 2 -2 2 4 2 4 2

D2 16 16 4 144 4 4 64 0 36 4 16 16 36 16 16 16 4 4 16 16 36 4 16 4 4 4 16 4 16 4 556

APPENDIX 10 RELIABILITY OF WRITING TEST No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

Name ALDI ARDIANSYAH AMANDA SAPUTRA CHICA MEILINDA DEDI SABARI DELIMA NURMUSIAH DEWI SARTIKA JULIO FATONI LETI SUSANTI MAYA PATWA RENI MEDI YANTO MELDA SAFITRI NANI ANJAINI NOVA YANTI RAFKI IDRUS RETNO SANDINI RIA ADDHA RIFIL YANTO RISA ROSA LESMANA SAHRI YANTO SINTA DIAH SARI SUHARDI TRI PUSPITASARI TYA RINGGON FITRIANI UTAMI CANTIKA VETA LOCA YESTI KURNIA

Content R1 R2 18 16 19 15 17 18 19 16 18 17 15 15 15 17 18 17 17 19 17 20 18 18 17 17 19 20 17 17 18 19 18 19 18 18 20 19 18 20 18 19 19 18 20 19 19 19 18 18 19 20 18 18 17 19

Organization R1 R2 17 16 17 16 15 16 17 15 18 17 15 14 15 16 17 16 17 16 15 16 17 15 17 15 17 14 17 17 18 16 16 15 17 15 17 15 16 17 16 16 16 16 15 15 16 16 16 15 18 15 15 16 16 15

Vocabulary R1 R2 17 16 16 17 14 12 18 15 17 16 14 17 16 18 16 16 15 10 18 15 16 15 15 15 17 15 16 16 17 15 16 15 14 15 15 14 16 15 16 15 15 15 16 15 15 15 15 15 14 15 16 15 16 15

Language R1 R2 18 19 19 18 20 20 18 14 18 19 20 17 15 18 17 18 16 15 19 18 20 20 18 17 20 19 17 20 19 19 18 17 16 18 17 19 19 20 20 17 15 20 20 20 16 18 15 14 18 19 18 16 18 17

Mechanics R1 R2 4 3 3 4 3 5 4 4 5 5 5 4 5 5 4 5 3 2 4 2 5 4 3 2 5 4 3 4 5 4 4 2 2 3 2 2 4 5 4 3 2 4 4 4 2 4 2 2 2 4 2 2 5 2

Total Score R1 R2 74 70 74 70 69 71 76 64 76 74 69 67 66 74 72 72 68 62 73 71 76 72 70 66 78 72 70 74 77 73 72 68 67 69 71 69 73 77 74 70 67 73 75 73 68 72 66 64 71 73 69 67 72 68

Average Score 72 72 70 70 75 68 70 72 65 72 74 68 75 72 75 70 68 70 75 72 70 74 70 65 72 68 70

28 29 30

YONA AFRILIA YUSRIZAL ZANA PURI

20 17 20

18 19 17

15 16 15

16 16 16 Total

15 18 16

15 14 17

19 18 20

17 18 19

2 5 5

2 3 5

71 74 76

69 70 74

70 72 75 2.131

APPENDIX 11

Readability of Test Items Choose the correct answer by crossing (x) Yes or No in front of a right answer.

Respondent

:

Class

:

Day/ Date

:

No. 1. 2. 3. 4. 5.

Question

Yes

No

Scale (1-10)

Comment

Apakah anda paham dengan perintah (instruction) nomor satu? Apakah anda paham dengan perintah (instruction) nomor dua? Apakah anda paham dengan perintah (instruction) nomor tiga? Apakah anda paham dengan perintah (direction) nomor satu? Apakah anda paham dengan perintah (direction) nomor dua?

*1 describes an item that is easy to read and 10 describes an item that is difficult to read

APPENDIX 12 THE RESULT OF READABILITY TEST No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Students ANGGA WINATA ANISA FITRI ANTIANA ARIA SAPUTRA BELLA FITRIA CHOMSATUN ANISA CICI EFRIDA DIANA GUSTINA EPRIA HUTARI EVI IDOLA FITRA PADLI FITRIYANI HENDRI YANTO ILHAM SETIAWAN JUMADI ARIPIN LIA ROSMANI LISA WATI MAKMUR SIDIK MELI PATIMAH MELIYANTI NISA FITRI NUR KEMALA RIVID YANSAH ROBBI BILLAH SARI UTAMI SELI SELPIA SINTA APRIONA YUNITA PERMATASARI WAHYUNI ZURYANA

1 2 2 2 1 2 2 2 2 2 2 1 2 1 1 2 2 2 1 1 2 1 1 2 1 2 2 2 2 1 1 Total Mean

Question and Scale 2 3 4 5 2 1 7 2 1 1 7 2 2 1 3 2 2 1 4 2 2 1 2 1 2 1 2 1 2 1 2 2 1 1 3 2 1 1 3 2 2 2 2 1 2 1 2 2 2 1 3 2 2 1 2 1 2 1 2 3 1 1 3 1 1 1 2 1 2 2 3 2 2 1 2 1 1 1 2 1 2 1 2 1 2 2 2 2 2 2 2 1 1 1 2 1 1 2 3 2 1 1 3 1 2 2 2 3 1 2 2 2 1 1 2 1 2 1 3 2 2 1 2 3

Total

Mean

14 13 10 10 8 8 9 9 9 9 8 10 7 9 8 7 11 7 6 8 9 8 7 9 8 11 9 7 9 9

2.8 2.6 2 2 1.6 1.6 1.8 1.8 1.8 1.8 1.6 2 1.4 1.8 1.6 1.4 2.2 1.4 1.2 1.6 1.8 1.6 1.4 1.8 1.6 2.2 1.8 1.4 1.8 1.8 53.2 1.77

APPENDIX 13

Students’ Name of Try Out NO. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

STUDENT’S NAMES ANGGA WINATA ANISA FITRI ANTIANA ARIA SAPUTRA BELLA FITRIA CHOMSATUN ANISA CICI EFRIDA DIANA GUSTINA EPRIA HUTARI EVI IDOLA FITRA PADLI FITRIYANI HENDRI YANTO ILHAM SETIAWAN JUMADI ARIPIN LIA ROSMANI LISA WATI MAKMUR SIDIK MELI PATIMAH MELIYANTI NISA FITRI NUR KEMALA RIVID YANSAH ROBBI BILLAH SARI UTAMI SELI SELPIA SINTA APRIONA YUNITA PERMATASARI WAHYUNI ZURYANA

GENDER M F F M F F F F F F M F M M M F F M F F F F M M F F F F F F

CODE AW AF A AS BF CA CE DG EH EI FP FI HY IS JA LR LW MS MP ME NF NK RY RB SU SS SA YP WA ZU

APPENDIX 14

Students’ Name of Sample NO. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

STUDENT’S NAMES ALDI ARDIANSYAH AMANDA SAPUTRA CHICA MEILINDA DEDI SABARI DELIMA NURMUSIAH DEWI SARTIKA JULIO FATONI LETI SUSANTI MAYA PATWA RENI MEDI YANTO MELDA SAFITRI NANI ANJAINI NOVA YANTI RAFKI IDRUS RETNO SANDINI RIA ADDHA RIFIL YANTO RISA ROSA LESMANA SAHRI YANTO SINTA DIAH SARI SUHARDI TRI PUSPITASARI TYA RINGGON FITRIANI UTAMI CANTIKA VETA LOCA YESTI KURNIA YONA AFRILIA YUSRIZAL ZANA PURI

GENDER M M F M F F M F F M F F F M F F M F F M F M F F F F F F M F

CODE AA AS CM DS DN DS JF LS MPR MY MS NA NY RI RS RA RY RI RL SY SDS SU TP TRF UC VL YK YA YU ZP

APPENDIX 15

Score of Try Out Simple Present Tense Mastery Test NO. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

STUDENT’S NAMES ANGGA WINATA ANISA FITRI ANTIANA ARIA SAPUTRA BELLA FITRIA CHOMSATUN ANISA CICI EFRIDA DIANA GUSTINA EPRIA HUTARI EVI IDOLA FITRA PADLI FITRIYANI HENDRI YANTO ILHAM SETIAWAN JUMADI ARIPIN LIA ROSMANI LISA WATI MAKMUR SIDIK MELI PATIMAH MELIYANTI NISA FITRI NUR KEMALA RIVID YANSAH ROBBI BILLAH SARI UTAMI SELI SELPIA SINTA APRIONA YUNITA PERMATASARI WAHYUNI ZURYANA

GENDER M F F M F F F F F F M F M M M F F M F F F F M M F F F F F F

CODE AW AF A AS BF CA CE DG EH EI FP FI HY IS JA LR LW MS MP ME NF NK RY RB SU SS SA YP WA ZU

SCORE 62 50 50 22 84 74 22 38 70 78 58 34 28 32 18 72 50 32 44 68 70 40 70 60 76 72 62 72 38 36

APPENDIX 16

Score of Simple Present Tense Mastery Test NO. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

STUDENT’S NAMES ALDI ARDIANSYAH AMANDA SAPUTRA CHICA MEILINDA DEDI SABARI DELIMA NURMUSIAH DEWI SARTIKA JULIO FATONI LETI SUSANTI MAYA PATWA RENI MEDI YANTO MELDA SAFITRI NANI ANJAINI NOVA YANTI RAFKI IDRUS RETNO SANDINI RIA ADDHA RIFIL YANTO RISA ROSA LESMANA SAHRI YANTO SINTA DIAH SARI SUHARDI TRI PUSPITASARI TYA RINGGON FITRIANI UTAMI CANTIKA VETA LOCA YESTI KURNIA YONA AFRILIA YUSRIZAL ZANA PURI

GENDER M M F M F F M F F M F F F M F F M F F M F M F F F F F F M F

CODE AA AS CM DS DN DS JF LS MPR MY MS NA NY RI RS RA RY RI RL SY SDS SU TP TRF UC VL YK YA YU ZP

SCORE 75 80 70 45 50 60 55 50 45 65 75 65 75 55 60 60 40 65 85 75 65 60 65 30 75 50 70 45 80 88

APPENDIX 17

Score of Writing Descriptive Text Test NO. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

STUDENT’S NAMES ALDI ARDIANSYAH AMANDA SAPUTRA CHICA MEILINDA DEDI SABARI DELIMA NURMUSIAH DEWI SARTIKA JULIO FATONI LETI SUSANTI MAYA PATWA RENI MEDI YANTO MELDA SAFITRI NANI ANJAINI NOVA YANTI RAFKI IDRUS RETNO SANDINI RIA ADDHA RIFIL YANTO RISA ROSA LESMANA SAHRI YANTO SINTA DIAH SARI SUHARDI TRI PUSPITASARI TYA RINGGON FITRIANI UTAMI CANTIKA VETA LOCA YESTI KURNIA YONA AFRILIA YUSRIZAL ZANA PURI

GENDER M M F M F F M F F M F F F M F F M F F M F M F F F F F F M F

CODE AA AS CM DS DN DS JF LS MPR MY MS NA NY RI RS RA RY RI RL SY SDS SU TP TRF UC VL YK YA YU ZP

SCORE 72 72 70 70 75 68 70 72 65 72 74 68 75 72 75 70 68 70 75 72 70 74 70 65 72 68 70 70 72 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 (%)

1

50.00

Tingkat Kesukaran Mudah

2

62.50

3

Korelasi

Sign. Korelasi

0.474

Sangat Signifikan

Sedang

0.503

-12.50

Sangat mudah

-0.193

Sangat Signifikan -

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

19

37.50

Mudah

0.361

Sangat Signifikan Sangat Signifikan

20

25.00

Sedang

21

25.00

Sedang

0.387 0.363

Sangat Signifikan

22

50.00

Sukar

0.446

Sangat Signifikan

SangatSignifikan

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

SangatSignifikan

30

37.50

Sedang

0.694 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

Signifikan

50

25.00

Sangat mudah

0.320 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

Butir Asli 1

50.00

Tingkat Kesukaran Mudah

2

62.50

Sedang

0.503

3

-12.50

Sangat mudah

-0.193

Sangat Signifikan Sangat Signifikan -

4

25.00

Sangat sukar

0.260

-

5

50.00

Mudah

0.606

6

37.50

Sedang

0.442

7

25.00

Sangat mudah

0.320

8

25.00

Sangat mudah

0.368

9

0.00

Sangat mudah

-0.105

10

87.50

Sedang

0.858

11

0.00

Sedang

-0.038

-

12

37.50

Sedang

0.189

-

13

25.00

Mudah

0.389

14

50.00

Sedang

0.368

15

12.50

Mudah

0.266

Sangat Signifikan Sangat Signifikan -

Daya Pembeda (%)

Korelasi

Sign. Korelasi

0.474

Sangat Signifikan Sangat Signifikan Signifikan Sangat Signifikan Sangat Signifikan

122

16

50.00

Sukar

0.434

17

75.00

Sedang

0.555

18

50.00

Sedang

0.441

19

37.50

Mudah

0.361

20

25.00

Sedang

0.387

21

25.00

Sedang

0.363

22

50.00

Sukar

0.446

23

62.50

Sukar

0.682

24

62.50

Sedang

0.461

25

12.50

Sangat mudah

0.199

26

25.00

Mudah

0.376

27

50.00

Sukar

0.525

28

0.00

Sedang

-0.002

29

75.00

Mudah

0.694

30

37.50

Sedang

0.403

Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan SangatSignifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan

APPENDIX 20 Score and Descriptive Statistics in Students’ Simple Present Tense Mastery Statistics N

Valid Missing

30 0

Mean

62.6000

Std. Error of Mean Median Mode Std. Deviation Variance Range Minimum Maximum Sum

2.57780 6.333E1a 65.00b 1.4119E1 199.352

58.00 30.00 88.00 1878.00

Score Frequency Valid 30 40 45 50 55 60 65 70 75 80 85 88 Total

1 1 3 3 2 4 5 2 5 2 1 1 30

Percent 3.3 3.3 10.0 10.0 6.7 13.3 16.7 6.7 16.7 6.7 3.3 3.3 100.0

Valid Percent 3.3 3.3 10.0 10.0 6.7 13.3 16.7 6.7 16.7 6.7 3.3 3.3 100.0

Cumulative Percent 3.3 6.6 16.6 26.6 33.3 46.6 63.3 70.0 86.7 93.4 96.7 100.0

APPENDIX 21

Score and Descriptive Statistics in Writing Descriptive Text

Statistics N

Valid Missing

30 0 71.0333

Mean Std. Error of Mean Median Mode Std. Deviation Variance Range Minimum Maximum Sum

.50624 7.105E1a 70.00 2.77282 7.689 10.00 65.00 75.00 2131.00

Score Frequency Valid

65 68 70 72 74 75 Total

2 4 9 8 2 5 30

Percent 6.7 13.3 30.0 26.7 6.7 16.7 100.0

Valid Percent 6.7 13.3 30.0 26.7 6.7 16.7 100.0

Cumulative Percent 6.7 20.0 50.0 76.7 83.3 100.0

APPENDIX 22 DATA ANALYSIS

NORMALITY OF THE SIMPLE PRESENT TENSE MASTERY Shapiro-Wilk Statistic Present Tense

Df .976

Sig. 30

.713

NORMALITY OF THE WRITING DESCRIPTIVE TEXT Shapiro-Wilk

Descriptive Text

Statistic .921

Df

Sig. 30

.029

RESULT OF LINEARITY TEST ANOVA Table Sum of Squares descripti Between Groups (Combined) ve text *

Linearity

Mean df

Square

F

Sig.

122.717

11

11.156

2.181

.069

46.163

1

46.163

9.024

.008

76.554

10

7.655

1.496

.219

92.083

18

5.116

214.800

29

tense Deviation from Linearity Within Groups Total

RESULT OF HYPOTHETICAL TESTING

Nonparametric Correlations (Rank Spearman’s) Correlations Presenttens Descriptivete e Spearman's rho

Presenttense Correlation Coefficient Sig. (2-tailed) N Descriptivete Correlation Coefficient xt

Sig. (2-tailed) N

**. Correlation is significant at the 0.01 level (2-tailed).

xt 1.000

.557**

.

.001

30

30

.557**

1.000

.001

.

30

30

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 Pelajaran 1. Markoni, S.Pd Kepala Sekolah 2. Elliyoni, S.Pd Bahasa Indonesia 3. Zalika Pudi, S.Pd Bahasa Lampung 4. Drs. Meizal Bimbingan Konseling 5. Dra. Hayati Aini PAI 6. Heni Margareta Dwi Putri, S.Pd IPA Terpadu 7. Daninar, S.Pd Bahasa Indonesia 8. Yusef Efendi, S.Pd Penjaskes 9. Dedi Gustiawan, S.Pd Matematika 10. Nopia Hartati, S.Pd TIK 11. Rahmat Nursan, S.Pd IPS Terpadu 12. Edison Hakim, S.Sos IPS Terpadu 13. Riza Liston, Amd.Pd Pkn 14. Melda Wati, S.Pd Bahasa Inggris 15. Sri Fathul Aini, S.Pd PAI 16. Aya Sopia, S.Pd Pkn 17. Burman, S.Pd Penjaskes 18. Arsya Eka Wati, S.Pd Seni Budaya 19. Ria Maya Sari, S.Pd Sulam Tapis 20. Nili Sartika, S.Pd IPA Terpadu 21. Ramadona Fitri, S.Pd Matematika 22. Yosa Suhendra, S.Pd Tata Usaha 23. Feti Budiana, S.Pd Bahasa Inggris 24. Yuniarti, S.Pd Bahasa Inggris 25. Herman, S.Pd Penjaskes 26. Siska Purnamasari, S.Pd Matematika 27. Intan Yulia, S.Pd Bahasa Indonesia 28. Hari Patriansyah, S.Pd Tata Usaha 29. Lisa Fitria Marlina Tata Usaha 30. Erwansyah Tata Usaha 31. Widia Sari, S.Pd Bimbingan Konseling Source: documentation of the Data of Teacher and Staff of SMPN 1 Karya Penggawa Pesisir Barat in 2016/2017 Academic Year.