(A Correlational Study at the Eight Grade Students of MTs. Mathla‘ul Anwar, Jatiuwung - Tangerang)
By
Septiyani Wafda
109014000077
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
Wafda, Septiyani. 2014. The Relationship between Students‘ Understanding of Past Tense and Their Skill in Writing Recount Text, Skripsi, Department of English Education, Faculty of Tarbiyah and Teachers‘ Training, Syarif Hidayatullah Islamic State University, Jakarta.
Advisor: Dr. Ratna Sari Dewi, M.Pd. Neneng Sunengsih, M.Pd.
Keywords : Relationship, Recount Text, Past Tense
The objective of this study was to find out the relationship between students‘ understanding of past tense and their skill in writing recount text. The method that used in this study is a correlational study and applied a purposive sampling technique, with the total number of the sample was 40 students. The data were taken through test, grammar test and writing test. The data were analyzed by using product moment correlation by Pearson. The formula used to find out the correlation between students‘ understanding of past tense and their skill in writing recount text. From this research, the writer found that the average
score of students‘ understanding of past tense is 70.9 and the average score of
students‘ skill in writing recount text is 62.65. The total result from the formula is
Bismillahirrohmanirrohim,
In the Name of Allah, the Most Gracious, the Most Merciful.
Praise be to Allah, Lord of the Worlds who has bestowed upon the writer in
completing this ―skripsi.‖ Peace and Blessing be upon our prophet Muhammad
SAW, his families, his companions and his followers.
This ―skripsi‖ is presented to the English Education Department of the Faculty
of Tarbiyah and Teachers‘ Training, State Islamic University Syarif Hidayatullah Jakarta as partial fulfillment of the requirement for the degree of Strata-1 (S1).
The writer would like to express her great honor and deepest gratitude to her
beloved mother (Eni Nuraesih), her father (Muthori), her sisters (Desthoriyani
Vasthi and Arifa Fauziya), her brother (Naufal Tantowi) and all her families who
always give support, motivation and moral encouragement to finish her study.
The writer would like to express her great thanks and gratitude to her advisor
Dr. Ratna Sari dewi, M.Pd. and Neneng Sunengsih, M.Pd. for their valuable help,
guidance, corrections and suggestions for the completion this ―skripsi.‖ Her gratitude also goes to:
1. Drs. Nurlena Rifa‘i, MA, Ph.D. as the Dean of faculty of Tarbiyah and Teachers‘ Training.
2. Drs. Syauki, M.Pd. as the head of English education Department.
3. Mr. Zaharil Anasyi, M.Hum., the secretary of English Education Department.
4. Drs. Maman Suherman, M.Pd., the principal of MTs. Mathla‘ul Anwar, Jatiuwung – Tangerang who has giver the permission to do this research in his area.
5. All lecturers in the English Education Department, the staff and officers of
UIN library and Khatolik Atma Jaya University library, who have given
7. Her closest friends: Qomi, Lia, Wirda, Icha, Tazki, Ratna, Salamah, Azka and
Isnha. Thank you for supporting and being a best friends ever after.
8. All friends in English education Department, especially ―Bees Class‖ for
sharing their time and for being good friends.
9. All of her friends that she cannot mention them one by one who always help
and gives the writer support, time and love to remind her in accomplishing this ―skripsi‖.
May Allah, the Almaighty blesses them all, amen.
Finally, the writer realize that this ―skripsi‖ is not perfect yet, therefore the writer would like to welcome and accept constructive suggestion and criticism to make this ―skripsi‖ better.
Jakarta, September 2014
TABLE OF CONTENTS
APPROVAL... i
ENDORSEMENT SHEET ... ii
ABSTRACT ... iii
ACKNOWLEDGMENT... iv
TABLE OF CONTENTS ... vi
CHAPTER I INTRODUCTION ... 1
A. Background of Study ... 1
B. Identification of Problem ... 3
C. Limitation of Problem ... 3
D. Formulation of Problem ... 3
E. Objective of Study ... 3
F. Significance of Study ... 4
CHAPTER II THEORETICAL FRAMEWORK ... 5
A. Writing Skill ... 5
1. Definitions of Skill ... 5
2. Definitions of Writing ... 6
3. Definitions of Writing Skill ... 6
4. Characteristicas of Good Writing... 7
5. Writing Process ... 8
B. Past Tense ... 10
1. Definitions of Past Tense ... 10
2. The Form of Past Tense ... 11
3. The Function of Past Tense ... 15
C. Recount Text ... 18
1. Definitions of Recount Text ... 18
2. Types of Recount Text ... 18
3. Generic Structure of Recount Text ... 20
H. Theoretical Hypothesis ... 24
CHAPTER III RESEARCH METHODOLOGY ... 24
A. Place and Time of the Resesarch... 24
B. Method of Research ... 24
C. Population and Sample ... 24
D. Resesarh Instrument ... 25
E. Technique of Data Collection ... 25
E. Technique of Data Analysis... 30
G. Statistical Hypothesis ... 31
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ... 32
A. Research Finding ... 32
1. Data Description... 32
2. Data Analysis ... 34
B. Test of Hypothesis ... 36
C. Discussion... 35
CHAPTER V CONCLUSION AND SUGGESTION ... 37
A. Conclusion ... 37
B. Suggestion ... 37
REFERENCES ... 40
CHAPTER I
INTRODUCTION
A. Background of Study
English is one of the important languages in the world because it is widely
used and studied all over the world. There are many reference books written in
English, such as books of technology, science, art, and so on. Besides, English
makes us easier in communicating with other people all over the world and makes
us easier in using some technology.
In Indonesia, English as a foreign language is a compulsory subject in
national curriculum. Therefore, English has been taught from elementary school
up to university level. It means that English has an important role so that it is
taught in Indonesia‘s school. Although English has been taught from elementary school, it can be seen there are many students are not able to communicate well
orally or written and they have a low score of English subject.
Low students‘ score in English subject is a problem that has not been
completely resolved. In learning English, the students should study the four basic
skills that related each other, there are listening, reading, speaking, and writing.
Through listening and reading, people can get the information from anywhere all
over the world, and through speaking and reading, people can share their feelings.
Writing is an important skill in teaching and learning English process.
Writing involves some language components such as grammar, spelling,
vocabulary, and punctuation. Because writing needs some components‘ mastery,
there are some problems related to students‘ ability in writing. The common
problem that students often face when writing is the lack of English language
vocabulary that make them feel writing is a difficult subject. In addition, improper
punctuation placement is also a problem often faced by students in addition to the
lack of mastery of vocabulary. Placement of punctuation that does not fit within a
component in writing but many students are still frequently make mistakes is the
lack of proper grammar usage. Grammar has an essential role in writing to make
meaningful utterance. In this case, tenses have an essential role because it tells the
readers when action takes time. Careful and accurate use of tense is important to
clear writing.
There are various ways to organize sentences in a piece of writing. One of
them is in the form of recount text. Recount text is a text that describes about
someone experience that happened in the past. In recount text, it is told past event
and used tenses that have the function to tell story in past tense. To make a good
recount text, the writer or the students have to choose the correct tenses and they
also should know many vocabularies because text is an arrangement of words,
sentences, and paragraphs.
In writing recount text, the common tense that often used is the past tense.
The past tense is a tense that indicates an event happened in the past.According to Frank, ―the past tense indicates definite time terminating in the past, whether a
time word is given or not.‖1
There are four kinds of past tense that students should
know; simple past tense, past continuous tense, past perfect tense, and past perfect
continuous tense.
Based on the writer‘s experience and her observation while she was doing PPKT (PraktekProfesiKeguruanTerpadu) at SMPN 178 Jakarta, the writer found
that in writing recount text, students commonly have some difficulties in choosing
tenses that suitable with the situation they write in the text. If the students have
mastered in choosing the tenses, it could make the students easier in writing good
recount text. Another problem that commonly faced by the students is about
changing the verb. In writing recount text that uses past tense as a tense, the
students have to change the verb from verb 1 to verb 2 or from verb 1 to verb 3. In
this case, there are two form of verb; regular and irregular verb. The problem is
the students sometimes forget that not all verbs are ending in –d or –ed as a regular verb, but there are also some irregular verb that used in the past tense.
1
Based on the background of study above, the writer is interested in
conducting a research about the relationship between students‘ understanding of past tense and their skill in writing recount text. Because recount text tells the
event in the past, this text is using past tense as a tense in writing it. The writer
wants to know how well the students‘ understanding in grammar especially in past tense and how well they use it to express their past experience in recount text. In
this case, the writer conducted the research at Mts. Mathla‘ul Anwar, Tangerang.
B. Identification of Problem
Based on the background of the study above, the writer find out the problems
as follows:
1. Students have lack of English language vocabulary.
2. Students have difficulties in putting on the correct punctuation in the text.
3. Students have a deficiency in the use of proper grammar in writing.
4. The students have difficulties in choosing tenses that suitable with the situation
in recount text especially in using past tense in it.
C. Limitation of Problem
Based on the identification of problems above, the study limited only on the
relationship between students‘ understanding of past tense and their skill in writing recount text.
D. Formulation of Problem
Based on the background and limitation above, the writer formulate the
problem as follow:
―Is there any relationship between students‘ understanding of past tense and
their skill in writing recount text?‖
E. Objective of Study
Based on the formulation above, the objective of study in this research is to
F. Significance of Study
1. For the teachers
To give input about the effective way in teaching writing, so that the students
can write good recount text and get high score in writing subject.
2. For the students
a. To give the information about the important of past tense undersatnding
in writing recount text. So that, they can be motivated to practice more
than they did before and they are encouraged to learn grammar seriously.
b. It will help the students to improve their scores in past tense and writing
recount text.
3. For the researcher
This research can add insight and knowledge about the use of past tense in
CHAPTER II
THEORETICAL FRAMEWORK
A. Writing Skill 1. Definitions of Skill
Every people in this world have their own skill. A skill is a result of experiments and training that people can achieve it. Based on Wikipedia, ―A skill is the learned ability to carry out a task with pre-determined results often within a
given amount of time, energy, or both.‖2
Another expert, Boyarzis and Kolb satetd in their journal From Learning
Styles to Learning Skills:The Executive Skills Profile that ―a skill is a combination of ability, knowledge, and experience that anables a person to do something well.
A learning skill defines a generic heuristic that anables mastery of a specific
domain.‖3
Based on the definitions above it can be concluded that skill is something that
people can get it by their effort and their experiences and training. People with
high motivation in learning and training, commonly they also have a good skill.
2. Definitions of Writing
Writing is an important element in life, especially in teaching and learning
process, the students and the teachers spend most of time in teaching and learning
for writing. As a human being, writing skill is also needed when someone wants
to write a note to friend, letters of inquiry, and application to businesses and
schools. Some people also communicate their thought in written form, in papers,
reports, and so on. As mentioned in chapter I, writing needs some language
components such as grammar, spelling, vocabulary, and punctuation. Therefore,
2
Cited from http://en.m.wikipedia.org/wiki/skill on April, 17.
3
people consider that writing is difficult skill to develop because the components
are related each other.
Writing is more than a medium of communication. Writing is a way to
remember and to think as well.4 Meyers said that writing is a way to communicate
to others through paper or through a computer screen. Writing is a kind of talent,
but it‘s mostly a skill, it improves with practice like another skill. Writing is also
an action which has a process such as discovering and organizing ideas, putting
them on paper, and reshaping and revising them.5 Therefore as mention before,
people who want to increase their skill espesially in writing should do an exercise
regularly.
Lyons and Kroll stated in Weigle‘s book, Assessing Writing, that writing is an action which completes some particular purpose in a context that established
for signified audience.6 Still in the same book, Sperling notes that writing is a
meaning-making activity which is formed by social and cultural, and have some
purpose for individual and social such as language in general.7
Based on the definitions above, it can be concluded that writing is an
important element in teaching and learning process. Writing is a way to share
unspoken idea or feeling through paper. In writing there are some language
components such as grammar, vocabulary, spelling and punctuation that related
each other to make writing meaningful and the purpose of writing is achieved.
3. Definition of Writing Skill
Writing is one of four language skills. Writing is a way to communicate and
to give some information to other people by using a language in written form. As
mentioned above, skill is a result of learning activities, training, and experiences
and it as same as a writing skill. Writing skill is an outcome of students‘ activity
4
James C. Raymond, Writing: Is Unnatural Act, (New York: Harper & Row, 1980) p. 2.
5
Alan Mayers, Gateways To Academic Writing: Effective Sentences, Paragraphs, and Essays, (New York: Longman, 2005) p. 2.
6
Sara Cushing Weigle, Assesing Writing, (Cambridge: Cambridge University Press, 2002) p. 19.
in doing some writing task. There are some ways to improve students‘ writing skill:8
a. Keep a journal
b. Participates in writing prompts
c. Rewrite blog posts
d. Rewrite newspaper and magazine articles
e. Activate google alerts
f. Read beyond what normally read
g. Comment on favorite blog posts.
h. Join a writer‘s group
i. Attend a writer‘s conference or workshop
j. Write
4. Characteristics of Good Writing
In making a good writing, there are some characteristics that students have
to know. Andelstein and Pival in their book define the characteristics ofgood
writing as follows:9
―(a) Good writing is interesting. This is true regardlessbof whether it is
designed to amuse, inform, or persuade the reader. Writers generally stimulate interest by presenting some knowledge or insight that is new and important to readers what is abvious or already known. (b) Good writing is clear. Its ideas have been organized so logically, words selected so carefully, and sentences crafted so skilfully that readers do not need to struggle to understand what the writers mean. (c) Good writing is concise. It contains no unnecessary words, phrases, or sentences; consequently, readers will not feel that their time is wasted. (d) Good writing is effective. It conveys a message to readers in such a way that it will achieve the effect that the writer intended. To achieve this objective, writers must choose wisely the ords, sentences, and a paragraph structures that will best communicate to their readers. So that readers will not be distructed from the messege, good writers also follow the accepted conventions of spelling, punctuation, capitalization, and so on. (e) Good writing reflects the authentic voice of the writer. It conveys the sound of someone talking with
another person; however, good writers adapt that ―speaking style‖ to suit the relationship appropriate to the purpose and audience of the writing occasion.‖
5. Writing Process
In learning writing subject, there are some processes that make students easier
in making a paragraph that will be combined to be some writing. Based on
Mayers, there are six writing processes that students should know; explore ideas,
prewriting, organize, write a first draft, revise the draft, produce the final copy.10
a. Explore ideas
Before writing, the students are supposed to let his/her mind explore freely in
order to find the topic for his/her writing. In this first step, the students should find
the answer of what, who, where, when, why, and how questions to his/her topic.
Besides, the students also have to ask his/her self about these three questions;
what is the subject, what is the purpose, and who is the audience of the writing.
b. Prewriting
The second step of the writing process is put the thoughts or idea on the paper
or on the computer. Prewriting allows the student to visualize his or her writing
before begin. The student does not need to worry about grammar, exact word
choice, spelling or punctuation, because it can be change later in editing process.
Sundem mentioned in his book that there are three usable formats for prewriting:11
1. Bubbling (mind web)
Sundem said that bubbling technique is the easiest way to brainstorm many
ideas. In bubbling technique, the student only write the topic in the center of page
and then the student will circle it and connect related ideas like cartoon quote
bubbles.
2. Outlining
Outlining is the most specific and directed of these three methods of
prewriting. The students are supposed to describe the function of each paragraph
by organizing ideas into topic sentences and supporting details.
10
Mayers, op.cit., p. 3.
11
3. Drawing/writing a captioned cartoon strip
This technique is appropriate for fiction or narrative writing. By using this
technique, the student is not only defining the flow of events, but they may also be
motivated by enjoying this process.
c. Organize
This step of writing process involves selecting, subtracting, and adding ideas,
and then outlining them. The students should think about their purpose and
audience. Is the text is to inform, to persuade, or to entertain the reader. The
student should return to his/her prewriting and do the following process:
1. In the brainstorming list, underline and highlight the best ideas.
2. Choose the best ideas of the clustering diagram.
3. Circle and highlight the best part of freewriting.
d. Write a first draft
Drafting means writing a preliminary version of a work that you will later
revise.12 In writing draft, the students or the writer is not demanded to make a
perfect draft. There are some tips for drafting:
1. Say something aloud before write it.
2. Write by fast by hand or by computer.
3. Use only one side of the paper.
4. Leave wide margins and double-space to make room for changes.
5. Save work every five or ten minutes on the computer.
e. Revise the draft
In this process, students‘ writing will be checked in order to know the
mistakes, so the students can correct it to make a perfect writing. Revising means
that you rewrite a paper, building upon what has already been done, in order to
make it stronger.13 There are some tips in revising the draft:
1. Make notes in the margins—or write new material on separate sheets of paper.
2. Circle words that misspelled or need to change later.
12
Robert Keith Miller, Motives for Writing, (New York: McGraw-Hill, 2006) p. 23.
13
3. Tape or staple the additions.
4. On the computer, use cut-and-paste or insert commands to move things
around.
5. Print out a double spaces copy for revisions: Slow down and revise in
pencil.
f. Produce the final copy
This is the final step of writing process. In this step the student needs to pay
attention to details that have been ignored while getting ideas on paper and
shaping them to fit the purpose that is called editing process. Editing as part of the
writing process in producing the final copy should be checked using the
appropriate editing marks by the author and then by a peer or adult.14 In this
process, the components that should be noticed are such as grammar, punctuation,
usage, and spelling. The student may use the dictionary or any other reference
materials that needed. The student also can use the spell checker in the computer.
After doing these processes of writing, the studentss are expected to make a
good writing. The students are expected to avoid some mistakes in the context of
grammar, vocabulary, punctuation, and in selecting the tenses and words that will
be used in the text.
B. Past Tense
1. Definitions of Past Tense
The past tense is a tense that indicate an event happened in the past. There are
many definitions of past tense according to some experts. According to Frank,
―the past tense indicates definite time terminating in the past, whether a time word
is given or not.‖15 While Willis said that, ―past tenses are used to refer to past
time, and also to refer to imaginary situations, and to express politeness.‖16
14
Garth Sundem, Improving Student Writing Skill, (USA: Shell Education, 2007) p. 61.
15
Marcella Frank, Modern English: A practical reference guide, (New Jersey: Prantice-Hall, Inc, 1972), p. 73.
16
Another experts Roberts & Martins said that the past tense is ―a tense that is most used for narrative purpose i.e. when related about something that has already
happened.‖17
From the definitions from some experts above, it can be concluded that past
tense is a tense that indicated a situation or an activity began, happened, and
ended in the past whether the time signal words are mentioned or not. There are
four forms of past tense; simple past tense, past continuous tense, past perfect
tense, and past perfect continuous tense.
2. The Form of Past Tense
As mentioned above, there are four forms of past tense; the first of the tense
is simple past tense. Azar, in her understanding and using English grammar said
that simple past tense is a tense that shows some situation or activity began and
ended at a particular time in the past.18 The simple past tense is used for an action
whose time is not given but which (1) occupied a period of time now terminated,
or (2) occurred in period of time now terminated. These may be expressed
diagrammatically thus:19
a.
b. x
The form of past tense can be affirmative, negative, interrogative, and
negative interrogative.
Affirmative : You worked
Negative : You did not work
Interrogative : Did you work?
17
E.W. Roberts & Martins, English Grammar and Composition for High Schools,
(Malaysia: Golden Books Centre SDN. BHD., 2003), p. 138.
18
Betty Schrampfer Azar, Understanding and Using English Grammar, (New York: Pearson Education, 1999), p. 27.
19
The simple past tense is formed by using the simple past of the verb. The
simple past tense in regular verbs are formed by adding –ed or –d (worked, played, loved,..etc). The figure below is the form of simple past tense for regular
verbs.
Figure 2.1
The Form of Simple Past Tense for Regular Verbs20
The simple past tenses in irregular verbs are not formed by adding –ed or –d.
Thomson said that, ―the simple past form of each irregular verb must therefore be
20
Judy DeFilippo, Grammar Plus, (USA: Addison-Wesley Publishing Company, Inc, 1987), p. 132.
4. ONE VOWEL + ONE CONSONANT
learnt, but once this is done there is no other difficulty.‖21
The figure below is the
three main categories of irregular verbs:
Figure 2.2
Three Main Categories of Irregular Verbs22
Category Examples
Verbs which don't change
cut - cut hit - hit
fit - fit
Verbs which change their vowel
get - got sit - sat drink - drank
Verbs which change completely
catch - caught bring - brought
teach - taught
The second form of past tense is past continuous tense or past progressive
tense. Past continuous tense is a tense that indicate some activity which were
going on (had not finished yet) at a particular time in the past. Past continuous
tense is used for past actions which continued for some time but the exact limits
are not known and are not important. It might be expressed diagrammatically
thus:23
The structure of past continuous tense is
S + Was/Were + V1 + Ing form + O
21
Thomson, op. cit., p. 148.
22
Cited from http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/irpast.htm on November 2013.
23
Figure 2.3
Form of Past Continuous Tense for TO BE
Subject TO BE
I
You
They
We
She
He
It
Was
Were
Were
Were
Was
Was
Was
Affirmative : I was working
Negative : I was not working
Interrogative : Was I working?
Next form of past tense is past perfect tense. Robert and Martin said, ―past perfect tense is used to explain some activity ended in the past or to show about
two past actions that one past action happened or was completed before the other
began.‖24
The structure of past perfect tense is
S + Had + V3
Affirmative : I had worked
Negative : I had not worked
Interrogative : Had I worked?
The last form of past tense is past perfect continuous tense. Past perfect
continuous tense is a tense that explain about some activity ended or still
continuing in the past.
The structure of past perfect continuous tense is
S + Had + Been + Ing form
24
Affirmative : I had been working
Negative : I had not been working
Interrogative : Had I been working?
3. The Function of Past Tense A. Simple past tense
Simple past tense is one of past tense forms. Simple past tense is a tense that
indicate some event or activity began and ended at a particular time in the past.
There are some functions of simple past tense:25
1. One event completed in the past.
e.g. : - I saw a good film last night
- I came here yesterday
2. Repeated events completed in the past and no longer happening.
e.g. : - I always went to the zoo with my parents when I was child
- When I was young, I went swimming everyday
To express the habit that happened in the past, usually some writers use a
words such as usually, always, never, every day.26
3. Duration of an event completed in the past.
e.g. : - They lived in Jakarta for ten years
- Qomi studied English when he was in New York
B. Past Continuous Tense
The second form of past tense is past continuous tense. Past continuous tense
is a tense that indicate some activity that had not finish yet in the past. There are
some functions of past continuous tense:27
25
Frank, op. cit., 73.
26
Silvester Goridus Sukur, Panduan Penggunaan Tenses Dalam Berkomunikasi,
(Yogyakarta: Indonesiatera, 2007) p. 61.
27
1. To declare some activity that still continuing in the particular time.28
e.g. : - I was studying last night
- Azka was playing badminton at seven o‘clock yesterday morning 2. Used to declare some events or activities that still continuing in the past while
another activities or events happened or while two activities happened in the
past.
e.g. : - I was sleeping when you phoned me last night
- Isnha arrived while I was cooking dinner
3. Used when some activities was happening in the past.
e.g. : - I was studying while Evni was singing
- You were singing while Lia was swimming
C. Past Perfect Tense
Another form of past tense is past perfect tense. Past perfect tense is a tense
that indicate some activity ended in the past or to show about two past actions that
one past action happened before the other began. There are some functions of past
perfect tense:29
1. Used to declare some activity that happened before other activities.
e.g. : - She had eaten when we came
- I had known Ratna before I knew Icha
Past perfect tense should be used when some past activities happened
before other activities.
2. Used to declare some activities that begin in the past and still continuing in
the particular time in the past, or just already ended in the past.
e.g. : - I had waited you for an hour when the bus came
- Salamah had study since seven o‘clock last night when her mother brought her a dinner
3. Used to answer some questions in the past form.
e.g. : - How did she know his name? She had meet him.
- How did you know the story of the film? I had seen it before.
28
Sukur, op. cit, p. 69.
29
4. Used when some events or activities should tell the time order clearly. If the
order is should not tell clearly, the past perfect is should not be used but used
a simple past form.
e.g. : - She finished cooking before her husband came.
D. Past Perfect Continuous Tense
The last form of past tense is past perfect continuous tense. Past perfect
continuous tense is a tense that indicate some activity in the past that ended or still
continuing. There are several functions of past perfect continuous tense:30
1. To declare some events or activity begin and still continuing while some
activities happened in the past.
e.g. : - I had been reading when the door knocked
- Wirda had been swimming when I called her
2. To declare how long some activities happened and still continuing before
other activities happened.
e.g. : - He had been sitting for thirty minutes in the shelter when the accident
happened
3. To describe or declare some situations.
e.g. : - A thief had been stealing everything in the house when I entered it
C. Recount Text
1. Definitions of recount text
Recount text is a part of narrative text that retells past events, usually in the
order in which they happened. Many experts tried to define this recount text, Mulyono and Widayanti in their book said that ―recount genre is used to retell
events for the purpose of informing or entertaining.‖31
Besides, Hayland tell the
purpose of recount is to reconstruct past experiences by retelling events in original
sequences.32
30
Sukur, op. cit., pp. 84-86.
31
Mulyono and M. J. Ari Widayanti, English Alive, (Jakarta: Yudhistira, 2011), p. 16.
32
Another experts such as Mark and Kathy Anderson in Text Type in English 3,
stated that ―A recount is a piece of text that retells past events, usually in the order
in which they occured. Its purpose is to provide the audience with a description of
what occurred and when it occurred.‖33―A recount reconstructs past events in the
time in order in which they occurred. It involves telling what happened and
interpreting or evaluating the experience in some way.‖34
Based on the definitions above, recount text is a text that retells some
experiences or events that happened in the past. Because this text is retelling
something that happened in the past, the tense that used in this text is past tense.
2. Types of Recount Text
As mentioned before, recount text is a text that retell someone activity or
experiment in the past. Based on the purpose of recount text, there are several
types of recount text:35
a. A personal recount
A personal recount is retelling an activity that the writer has experienced before
by his or herself. This personal recount may be used to communicate or to build
the relationship between the writer and the reader. The examples of this personal
recount are: diary, personal letter, and biography or autobiography.
b. A factual recount
A factual recount records the details of an incident by reconstructing some
factual information. The examples of this factual recount are: traffic report, a
science experiment, historical recount, and police report of an accident.
c. An imaginative recount
An imaginative recount is a writing of an imaginary role and creates imaginary
details by applying factual knowledge in order to interpret and recount events.
The examples of this imaginative recount are: A day in the life of an ant, How I
invented.
33
Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: Macmillan, 1997), p. 24.
34
Targeting Text: Recount, Procedure, Exposition Middle Primary, (Blake Education, 2011), p. 4.
There are some differences of each types of recount text based on the
audience, the tense, the language, the first or third person, the addition of details,
and the series of events. Figure 2.4 below shows some differences from every
recount:
Figure 2.4 Focus on Different Recounts36
Personal recount Factual recount Imaginative recount Audience Child or adult Child or adult Child or adult
Tense Past tense Past tense Past tense
3. Generic Structures of Recount Text
In writing good recount text, there are some structures that the writer should
know in order to make the text coherence to each paragraph. The generic
structures of recount text are:37
a. Orientation
In orientation it provides the setting and introduces the participants about the
text. It told the reader who was involved, what happened, where this event took
place, and when it happened.
b. Series of Events
Tell what happened in sequence. It gives more information about the story and
give the details of what, who, where, and when. In this part, the beginning of each
paragraph is commonly uses conjunctions or connectives like: first, next, then,
finally, and so on.
c. Re-Orientation
Re-Orientation is a conclusion of the events. It is also describe the writer
opinion about the events. Some recounts have a concluding paragraph, however it
is an option and not always necessary.
4. Linguistic Features of Recount Text
Beside the generic structures of recount text, the writer also should know about
the linguistic features that used in recount text. The linguistic features that used in
recount text are:38
a. Use of past tense
Recount text is a text that retell someone experience and of course it used
simple past tense, past continuous tense, past perfect tense and past perfect
continuous tense.
b. Use of sequence makers or enumerators
This text is used sequence makers or enumerators such as: first, second, then,
after that, etc to show sequences.
37
Mulyono and M. J. Ari Widayanti, English Alive, (Jakarta: Yudhistira, 2011), p. 16.
c. Use of adjectives
It usually used adjectives to show personal attitudes, such as: wonderful,
happy, curious, fun, etc.
5. The Example of Recount Text
Figure below shows some example of recount text:39
Figure 2.6 Coast. Yesterday we went to Movie World.
SEQUENCE OF
When we got up in the morning it looked like rain. After a while the clouds disappeared and it became a sunny day. We the decided to go to Movie World.
The first ride I went on was Lethal Weapon. Next I saw the Police Academy show. After that I had lunch as I was really hungry. Meanwhile, Mum and kelly queued for the Batman ride.
About one o‘clock we got a light shower of rain but it cleared up soon after. We then went on all the other rides followed by the studio tour.
A CONCLUSION and their ability in writing recount text.
The objective of his study was to find the correlation between the students‘ mastery of past tense and their ability in writing recount text. He used a
correlation study as his method of this research. For sample, he took 40 students
by applying a purposive sample technique. The instrument of the research he used
39
in this study was a test, grammar test and writing test. The results of this research
were 66.15 for the average scores of students‘ mastery of past tense and 71.075 for the average scores of students‘ ability in writing recount text. For the final result, he used product moment pearson formula to analyzed the data and he found
the result was 0.8107 which is mean that the result obtained from the computation
is greeter from its critical value. Based on the result above it can be concluded that there is a correlation between students‘ mastery of past tense and their ability in writing recount text.
Another researcher who did this research is Masriqon in 2011 by the title of
the thesis the correlation between simple past tense mastery and writing ability in
recount text at tenth grade of SMA Ibnu Sina Braja Selebah in the academic year
of 2011/2012.
The objective of his study was to find out simple past tense mastery, writing
ability in recount text, and whether there was any correlation between simple past
tense mastery and writing ability in recount text. He used a quantitative research
as the method of the study. The populations of his study were 30 students of tenth
grade of SMA IbnuSinaBrajaSelebah. The instrument he used was a test. He
decided to give grammar test and writing test. Type of grammar test was multiple
choices and writing test is essay test which asked students to make sentences into
a paragraph. The result of the test was 0.745 score and the product moment table
N=28 using 5% confidence limited the score 0.374 and 1% = 0.478, where the
score 0.745 is between 0.600 – 0.800. It means that the relationship between simple past tense mastery and writing ability was enough. rratio = 0.745 > rtable =
0.374, it means that there was positive relationship between both of variables.
Based on the research it can be concluded that there is the significant relationship
between simple past tense mastery and writing ability in recount text at tenth
grade of SMA Ibnu Sina Braja Selebah in academic year 2011/2012.
E. Conceptual Framework
Writing is one of language skills that has an important role in teaching and
from the writer to the reader through paper. In making a good writing, the writer
should know the language components such as grammar, spelling, vocabulary,
and punctuation. Many people consider that writing is a difficult skill to develop
because it requires many language components. But writing, like another skills,
can be improved by practice.
There are various ways to organize sentences in a piece of writing. One of
them is in the form of recount text. Recount text is a text that retell someone
activity or experience in the order in which they happened in the past. Because
recount text tells the event that happened in the past, it requires a past tense that
have some function to tell story in past.
Past tense is a tense that indicate some activity or event began, happened, and
ended in the past whether the time signal is given or not. There are four forms of
past tense; simple past tense, past continuous tense, past perfect tense, and past
perfect continuous tense.
Based on the the elaboration above, the writer assumes that students‘ understanding about past tense have a relationship in their writing skill in recount
text. Because as mentioned above, recount text is a text that needs past tense as a
tense to show the reader that an activity or event happened in the past.
F. Theoretical Hypothesis
Based on the theories were elucidated above, it can be posed a theoretical
hypothesis as follow: there is a relationship between students‘ understanding of past tense and their skill in writing recount text.
CHAPTER III
RESEARCH METHODOLOGY
A.Place and Time of the Research
This research conducted at eighth grade students of Mts. Mathla‘ul Anwar, which located at Jatiuwung, Tangerang on 12 May 2014 to 02 June 2014.
B.Method of Research
This research is designed as correlational research. ―Correlational research attempts to determine whether, and to what degree, a relationship exists between
two or more quantifiable variables. The purpose of a correlational study may be to
establish relationship (or lack of it) or to use relationship in making prediction.‖40
The main objective of this research is to discover the relationship between the two
intended variables; students understanding in simple past tense and the students‘ skill in writing recount text. It figured out how much the understanding of past
tense affects their skill in writing recount text.
C.Population and Sample
1. Population
Before selecting sample, the writer determined the population for this research.
In this research, the writer took the population of the eighth grade students of Mts. Mathla‘ul Anwar, tangerang. The total population is about 88 students from 2 classes.
2. Sample
In this research, the writer used purposive sampling as the method in taking the
sample for the research. ―purposive sampling is a judgment sampling in which
sample element judged to be ‗typical‘ or representative or choosen from the
40
population.41 The writer took 40 students from one class with the total population
are 88 students from two classes for this research.
D.Research Instrument
In this research, the writer used test as an instrument of the research. The test is
devided into two: grammar test and writing test. In the gremmar test, the writer
asked the students to answer 30 multiple choice questions with 4 alternatives
answer about past tense. In the writing test, the writer asked the students to
construct at least 3 paragraphs about their activities yesterday.
E.Technique of Data Collection
1. Students‘ understanding of past tense test.
To know the students‘ understanding of past tense, the writer collected the data from the students by test in simple past tense. The quality of the data whether
it is good or bad, is based on the instrument to collect the data. A good instrument
must fulfill two important qualifications, those are validity and reliability. To test
the validity and reability of the questions, the writer firstly asked other students
from another class to do some test in understanding past tense.
After getting the result, the formula that used to test the validity of the
questions is:
√
Description:
Rpbis = biserial correlation coefficient
Mp = scores in subjects who responded well
Mt = Mean total scor eachieved by the test participants
SDt = standard Deviation of the total score
p = proportion of test takers who answered correct
q = proportion of test takers who answered incorrectly
41
If r > rtable then the items were valid, but if r < rtable then the items were not valid
But in this test, the writer used Anates software to know the validity of the
questions. Based on the calculation of test validity, from 40 questions with 4
alternatives answers, the significant questions are only 30 questions which used in
making the instrument of the test. Those are the questions number 1, 2, 3, 5, 6, 8,
9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 21, 23, 25, 27, 28, 30, 33, 35, 36, 37, 38,
39, 40.
The formula to test the reliability of the questions is Kuder Richardo or KR-20
formula as follows: 42
∑
Description:
rii = Reliability using the equation KR-20
n = The number of questions
s = The standard deviation of the test (akarvarians)
p = proportion of test takers who answered correct
q = proportion of test takers who answered incorrectly
The criterion of the test is:
rii = 0.90 – 1.00 = very high rii = 0.70 – 0.90 = high rii = 0.40 – 0.70 = medium rii = 0.20 – 0.40 = low rii = 0.00 – 0.20 = very low
The resercher here used Anates software to find out the reliability of the
questions and the reability of the questions is 0.79 it means that the reability of the
question is high.
42
From the result of the validity and reliability of the test above, the writer asked
the students to answer 30 questions in multiple choices with 4 alternative answers
about past tense to know students‘ understanding of past tense. The following
figure is the items used in making the instrument.
Figure 3.1
The Specification Table of Grammar Test
Kompetensi Dasar Indikator No. Butir
Soal
kata kerjanya tidak berubah 4, 7
In classifying the score, the writer used the measurement of student‘s achievement suggested by Harris.43 As seen in the figure below:
Figure 3.2
2. Students‘ skill in writing recount text
To know their writing ability in writing recount text, the writer asked the
students to construct at least 3 paragraphs about their last holiday or their activities yesterday. In scoring students‘ writing test, the writer used Hughes analytic scores as mentioned in the following figure.
Figure 3.3
substantive – thorough development of thesis – relevant to assigned topic
GOOD TO AVERAGE: some knowledge of subject – adequate range – limited development of thesis – mostly relevant to topic, but lacks detail
FAIR TO POOR: limited knowledge of subject – little substance – inadequate development of topic
VERY POOR: does not show knowledge of subject -
43
David P. Harris, Testing English as a Second Language, (New York: McGraw Hill Book Company Inc., 1969), p. 134.
44
substantive – not pertinent – OR not enough to evaluate
EXCELLENT TO VERY GOOD: fluent expression – ideas clearly stated/supported – succinct – well organized – logical sequencing – cohesive
GOOD TO AVERAGE: somewhat choppy – loosely organized but main ideas stand out – limited support – logical but incomplete sequencing
FAIR TO POOR: non-fluent – ideas confused or disconnected – lacks logical sequencing and development effective word/idiom choice and usage – word form mastery – appropriate register
GOOD TO AVERAGE: adequate range – occasional errors of word/idiom form – choice – usage but meaning not obscured
FAIR TO POOR: limited range – frequent errors of word/idiom form, choice usage – meaning confused or obscured
VERY POOR: essentially translation – little knowledge about English vocabulary, idioms, word form – OR not constructions- few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions
GOOD TO AVERAGE: effective but simple construction – minor problems in complex constructions – several errors of agreement, tense, number, word order/function, articles, pronouns, prepositions but meaning seldom obscured FAIR TO POOR: major problems in simple/complex constructions – frequent errors of negation, agreement, tense, number, word order/function, articles, pronouns, prepositions and/or fragments, run-ons, deletion, meaning confused or obscured
M
EXCELLENT TO VERY GOOD: demonstrates mastery of conventions – few errors of spelling, punctuation, capitalization, paragraphing
GOOD TO AVERAGE: occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured
FAIR TO POOR: frequent errors of spelling, punctuation, capitalization, paragraphing – poor handwriting – meaning confused or obscured
VERY POOR: no mastery of conventions – dominated by errors of spelling, punctuation, capitalization, paragraphing, handwriting illegible, OR not enough to evaluate
F.Technique of Data Analysis
In analyzing the data to see whether there is the correlation between students‘ understanding of past tense and their skill in writing recount text, the writer will
used product moment correlation formula.45
∑ ∑
√ ∑ ∑ ∑ ∑
rxy : Correlation coefficient between students‘ mastery of past tense and their ability in writing recount text.
N : Number of Respondents
X : Distribution of students score in grammar test
Y : Distribution of students score in writing test. ∑X : Total score of students score in grammar test.
In giving some simple interpretation for the result ―r‖ in product moment (rxy), some people commonly use this guide as an interpretation. The figure below
shows some interpretation of correlation coefficients.
Figure 3.4
Interpretation of Correlation Coefficients46
(rxy) Interpretation
0,00 – 0,20 There is very weak relationship between two variables. Because the relationship is too weak, it is reputed as there
is no relationship between those two variables.
0,20 – 0,40 There is a weak relationship between two variables. 0,40 – 0,70 There is some average relationship between two variables. 0,70 – 0,90 There is strong relationship between two variables.
0,90 – 1,00 There is very strong relationship between two variables.
G. Statistical Hypothesis
X = Students‘ understanding of past tense
Y = Students‘ skill in writing recount text
H0 = XY = 0
H1 = XY ≠ 0
Significant critical value : 0.05 and 0.01
Criteria : If ro > rt means there is correlation and Ha is accepted, Ho is
rejected.
If ro < rt means there is no correlation and Ha is rejected, Ho is
accepted.
Ho : There is no significant correlation between students‘ mastery of past tense and their ability in writing recount text.
Ha : There is a significant correlation between students‘ mastery of past tense
and their ability in writing recount text.
46
CHAPTER IV
RESEARCH FINDING AND DISCUSSIONS
A. Research Finding 1. Data Description
In this research, there were two data. The first is students‘ result of grammar test about their understanding of past tense, and second is students‘ result of writing test about their skill in writing recount text.
a. Students‘ Understanding of Past Tense
The writer used a multiple choice test to measure students‘ understanding of past tense. There were 30 questions and 4 alternative answers for each question.
The average result of the eight grade students of MTs. Mathla‘ul Anwar, Tangerang is 70. 9. It means that they had fair in past tense understanding test.
To find the frequency distribution of simple past tense mastery scores, the
writer used the following formula:
Where:
IR = class interval
t = the highest score
r = the lowest score
N = total of the categories
From the data, it could be seen as follows:
The Highest Score: 85
The Lowest Score: 43
While the criteria divided into 3 were high, average, and low, so the interval is:
The total interval IR for independent variable of this research was 14.
Figure 4.1
The Frequency Distribution of the Result Of Past Tense Understanding
INTERVAL FREQUENCY CATEGORIES PERCENTAGE
85 – 71 24 High 60%
70 – 56 13 Average 32,5%
55 – 41 3 Low 7,5%
40 100%
Based on the figure above, it can be concluded that:
a. There are 24 students (60%) who got the high score
b. There are 13 students (32.5%) who got the Average score
c. There are 3 students (7.5%) who got the low score
From the data of the research, the writer also found that in this test there are
no students (0%) who get excellent result, 6 students (15%) get very good result,
18 students (45%) get good result, 8 students (20%) get poor result and 8 students
(20%) get very poor result.
b. Students‘ skill in writing recount text
To know the students‘ skill in writing recount text, the writer used a writing test. The writer asked the students to write at least three paragraphs about their
activities yesterday. The average score of the students is 62.65. It means that the
students had a fair score in writing test.
To find the frequency distribution of simple past tense mastery scores, the
writer used the following formula:
Where:
IR = class interval
t = the highest score
N = total of the categories
From the data, it could be seen as follows:
The Highest Score: 83
The Lowest Score: 23
While the criteria divided into 3 were high, average, and low, so the interval is:
The total interval IR for independent variable of this research was 20.
Figure 4.2
The Frequency Distribution of the Result of Writing Skill in Recount Text
INTERVAL FREQUENCY CATEGORIES PERCENTAGE
83 – 63 25 High 62,5%
62 – 42 11 Average 27,5%
41 – 21 4 Low 10%
40 100%
Based on the figure above, it can be concluded that:
a. There are 25 students (62.5%) who got the high score
b. There are 11 students (27.5%) who got the Average score
c. There are 4 students (10%) who got the low score
From the data of the research, the writer also found that in this test there are
no students (0%) who get excellent result, 1 student (2.5%) gets very good result,
10 students (25%) get good result, 14 students (35%) get fair result, 8 students
(20%) get poor result and 7 students (17.5%) get very poor result.
2. Data Analysis
Based on the data above, the writer finds that there is an average correlation
between students‘ understanding of past tense and their skill in writing recount
statistical analysis it was found that there is a positive correlation between the
students‘ understanding of past tense and their skill in writing recount text. It was
proved by the value of rxy is greater than the value of r table. The value of rxy is
0.616 and the value of r table with N=38 and 5% significant level is 0.312. It can
be concluded that the students‘ understanding of past tense have a correlation with
their skill in writing recount text.
To see the correlation between the two variables, the writer used Pearson
Product Moment Correlation formula to compute the data as follows:
xy ∑ ∑ ∑
√ ∑ ∑ ∑ ∑
xy
√
xy
√
xy
xy
To find the critical value of rtable the writer firstly must find Df. Df is Degree
of Freedom. The formula of Df is . N is the total number of research
population.
Df = N – 2 = 40 – 2 = 38
After found the Df, it known that rtable with N = 38 and 5% significant level is
B. Test of Hypothesis
From the computation above, it can be seen that the value of rxy is 0.616. To
know whether there is a significant correlation between the two variables or not,
the rxy value is consulted to the critical value of r table with N=38 and 5%
significant level is 0.312. It can be concluded that rxy value is greater than r table.
Based on the result above, it can be concluded that Ho is rejected and HI is
accepted. It means that there is the correlation between students‘ understanding of past tense and their ability in writing recount text.
C. Discussion
Writing needs some language components such as grammar, spelling,
vocabularies and punctuation. In the case of recount text, past tense has an
essential role to show the reader when the actions take time. Hairston stated that, ―to write clearly, you have to pay attention to everything: audience, sentence,
structure, transition, choice of example, and half dozen of other consideration‖. 47
This theory is related to the research about the correlation between students‘ understanding of past tense and their skill in writing recount text, because tenses
is a part of the consideration in writing.
After analyzing the data, it can be seen that the score of rratio is 0.616 and the
value of rtable with N = 38 and 5% significant level is 0.312. It means that there is a correlation between students‘ understanding of past tense and their skill in writing recount text because rratio = 0.616 higher than rtable = 0.312.
Comparing to the previous research by Azmi in 2011, about the correlation
between past tense and recount text, he found the result of his research is 66.15 for the average scores of students‘ mastery of past tense and 71.075 for the
average scores of students‘ ability in writing recount text. For the final result is
0.8107 which means there is the correlation between students‘ mastery of past tense and their ability in writing recount text.
47
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of the research above, it can be concluded that the
relationship between students‘ understanding of past tense and their skill in writing recount text of the eighth grade students of MTs. Mathla‘ul Anwar, Tangerang is in the average relationship. It can be seen from the computation of the average result of students‘ understanding of past tense and the average result of students‘ skill in writing recount text. The average result of students‘ understanding of past tense is 70.9 and the average result of students skill in
writing recount text is 62.65. By using product momen correlation formula by
Pearson, the result of the computation is rratio is 0.616 which is higher than rtable
with N=40 and 5% significant level is 0.312. The result of rratio is also between
0.400–0.700 which means the relationship between these two variables is in the average relationship.
B. Suggestion
From this study, the writer has some suggestions for the teacher and the
students to improve their understanding of past tense and their skill in writing
recount text. The sugestions are:
1. The students should know that there is the correlation between their
understanding of past tense and their skill in writing recount text. So, they
have a motivation to increase their score of past tense in order to increase
their score in writing recount text.
2. The students have to practice their writing and reading in order to enrich their
3. The teachers have to motivate them in studying English especially in studying
past tense and gives them daily exercise to write about their activities such as
the diary.
4. The teacher should have many interesting way to teach the students about
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