THE CORRELATION BETWEEN EXPLICIT GRAMMATICAL KNOWLEDGE AND WRITING ABILITY OF EFL STUDENTS.

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THE CORRELATION BETWEEN EXPLICIT GRAMMATICAL KNOWLEDGE

AND WRITING ABILITY OF EFL STUDENTS

A RESEARCH PAPER

Submitted to English Education Department of FPBS UPI as a partial fulfillment of the requirements for Bachelor’s Degree in English Education Study Program

by:

ALFI HAYYI

(0900713)

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ART EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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THE CORRELATION BETWEEN EXPLICIT

GRAMMATICAL KNOWLEDGE AND

WRITING ABILITY OF EFL STUDENTS

Oleh Alfi Hayyi

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Universitas Pendidikan Indonesia Januari 2014

Hak Cipta dilindungi undang-undang.

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PAGE OF APPROVAL

THE CORRELATION BETWEEN EXPLICIT GRAMMATICAL KNOWLEDGE AND WRITING ABILITY OF EFL STUDENTS

Written by Alfi Hayyi 0900713

Approved by: Main Supervisor

Prof. Dr. H. Didi Suherdi, M.Ed. NIP. 196211011987121001

Co-Supervisor

Sudarsono MI, M.A. NIP. 196607051994031004

Head of English Education Department

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THE CORRELATION BETWEEN EXPLICIT GRAMMATICAL KNOWLEDGE

AND WRITING ABILITY OF EFL STUDENTS

A RESEARCH PAPER

Submitted to English Education Department of FPBS UPI as a partial fulfillment of the requirements for Bachelor’s Degree in English Education Study Program

by:

ALFI HAYYI

(0900713)

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ART EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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THE CORRELATION BETWEEN EXPLICIT

GRAMMATICAL KNOWLEDGE AND

WRITING ABILITY OF EFL STUDENTS

Oleh Alfi Hayyi

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Universitas Pendidikan Indonesia Januari 2014

Hak Cipta dilindungi undang-undang.

(6)

PAGE OF APPROVAL

THE CORRELATION BETWEEN EXPLICIT GRAMMATICAL KNOWLEDGE AND WRITING ABILITY OF EFL STUDENTS

Written by Alfi Hayyi 0900713

Approved by: Main Supervisor

Prof. Dr. H. Didi Suherdi, M.Ed. NIP. 196211011987121001

Co-Supervisor

Sudarsono MI, M.A. NIP. 196607051994031004

Head of English Education Department

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Alfi Hayyi, 2014

THE CORRELATION BETWEEN EXPLICIT GRAMMATICAL KNOWLEDGE AND WRITING ABILITY OF EFL STUDENTS

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

THE CORRELATION BETWEEN EXPLICIT GRAMMATICAL

KNOWLEDGE AND WRITING ABILITY OF EFL STUDENTS

ABSTRACT

This research was carried out correspondingly with the background of the importance of grammatical knowledge in enhancing writing ability. This is demonstrated by some findings emerged amongst researchers who inquisitively explored whether the explicit grammatical knowledge accounts for writing ability or not. In this notion, various findings regarding the above-mentioned problem involving slight, moderate, strong, very strong correlation, and no-correlation between the two variables, had been ultimately found. Hence, this study was aimed at investigating the correlation between explicit grammatical knowledge and writing ability of EFL students. This research is a quantitative research with explanatory correlation design. The subjects of the research were the 36 twelfth grade students in a Senior High School in Bandung. The degree of correlation between the two variables observed was then obtained by giving achievement test to the participants using two instruments namely explicit grammatical judgment test and writing ability test. Based on the result of the research, the correlation degree between the two variables was at the point of 0.867 and accordingly it can be concluded that the correlation between explicit grammatical knowledge and writing ability of EFL student was very strong. From the findings, it is recommended that the teacher should take into account the fact that the two variables are correlated. Consequently a teaching methodology, by which the grammar knowledge can be reinforced, can be applied as follow-up action of this present study result for the sake of students’ writing ability development.

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ABSTRAK

Penelitian ini dilatarbelakangi oleh pentingnya pengetahuan mengenai tata bahasa untuk meningkatkan kemampuan menulis. Hal ini terlihat dari beberapa penemuan dari banyak peneliti yang secara telaten mencari tahu apakah pengetahuan tentang tata bahasa memiliki pengaruh terhadap kemampuan menulis tersebut. Dalam hal ini, bermacam kesimpulan mengenai hal ini meliputi adanya hubungan yang sedang, kuat, sangat kuat dan bahkan tidak adanya hubungan diantara kedua variable akhirnya ditemukan. Oleh karena hal tersebut, penelitian kali ini dimaksudkan untuk menginvestigasi hubungan antara pengetahuan yang eksplisit mengenai tata bahasa dengan kemampuan menulis tersebut. Penelitian ini adalah salah satu bentuk dari penelitian kuantitatif dengan desain explanatory (bersifat menjelaskan). Subjek penelitian ini meliputi 36 siswa kelas 12 dari sebuah sekolah menengah atas di Bandung. Tingkat korelasi antara kedua variable tersebut kemudian ditentukan dengan memberikan 2 macam tes kemampuan kepada subjek tersebut yang meliputi tes kemampuan tata bahasa dan kemampuan menulis. Berdasarkan hasil dari penelitian ini, derjat hubungan antara kedua variable tersebut mencapai angka 0, 867 dan angka ini mengimplikasikan bahwa korelasi antara pengetahuan tata bahasa dengan kemampuan menulis sangatlah kuat. Hasil ini merekomendasikan kepada para pengajar untuk mempertimbangkan fakta ini. Oleh karena itu, pengajaran untuk meningkatkan kemampuan tata bahasa siswa bisa dilakukan sebagai bentuk pertimbangannya demi meningkatkan perkembanga kemampuan menulis mereka.

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TABLE OF CONTENTS

STATEMENT OF AUTHORIZATION ……….i

PREFACE ………..ii

ACKNOWLEDGEMENT ……….iii

ABSTRACT ………...iv

TABLE OF CONTENTS ………v

LIST OF TABLES ………viii

LIST OF FIGURES ………ix

CHAPTER 1 INTRODUCTION ……….. 1

1.1 Background of the Research ………... 1

1.2 Statements of the Problem ………...4

1.3 Aims of the Research ………4

1.4 Scope of the Research ………..4

1.5 Significance of the Research ………4

1.6 Clarification of Terms ………..5

1.7 Hypothesis ………5

1.8 Organizations of the Paper ………6

CHAPTER II THEORETICAL FOUNDATION ………..7

2.1 An Overview of English Grammar in Language Study ………7

2.2 Explicit Grammatical Knowledge (Analyzed/Declarative) ………..9

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2.3 Writing Ability ………16

Differences between L1 and L2 Learning in Writing ………18

2.4 EFL Students ………...21

2.5 How Explicit Grammatical Knowledge Can Account for Writing Ability of EFL Students? ………...22

4.1 The Result of Instrument Try-Out ………47

4.1.1 Test of Validity ……….47

4.1.2 Test of Reliability ……….48

4.1.3 Test of Difficulty Index ………49

4.1.4 Test of Discrimination Power Index ………50

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4.2.1 Students’ Explicit Grammatical Knowledge ………...51 4.2.2 Students’ Writing Ability ………55 4.2.3 The Correlation between Explicit Grammatical Knowledge and Writing Ability ……..59 CHAPTER V CONCLUSIONS AND SUGGESTIONS ……….68 5.1 Conclusions ………...68 5.2 Suggestions ……….69

BIBLIOGRAPHY ……… APPENDIXES ……….

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THE CORRELATION BETWEEN EXPLICIT GRAMMATICAL KNOWLEDGE AND WRITING ABILITY OF EFL STUDENTS

CHAPTER 1

INTRODUCTION

This chapter provides a brief description of the whole contents of the research including the background of the research, statement of the problems, aims of the research, scope of the research, significance of the research, clarification of terms, hypothesis, and organization of paper.

1.1 Background of the Research

Out of the four fundamental language skills in English, writing is considered to be the most complex and difficult language skill to master. This is due its process of composing which is profoundly different compared with the spoken language. Thus, it can be stated that to learn and to teach writing needs an effective strategy to master it. This is supported by Brown (2001, p. 335) that “the process of writing requires an entirely different set of competencies and is fundamentally different from

speaking” This language skill however plays an important role in certain academic field. For instance, a job applicant is obligated to write a paper about something instructed by particular institution. His or her writing product is then used as one of the considerations to be accepted in the institution proposed. In this case, writing ability becomes so important. Besides, in educational field, writing is one of the language skills that must be acquired by the students since the curriculum obliges the students to have capability to write some text genres. Furthermore, Fatemi (2008, p. 2) also said that in academia, the skill of writing is visible in conference presentations, journals and book publication through which the transmission of new ideas and concepts are affected. Thereby, the necessity of being skillful in writing is necessary to such an extent for the students.

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In this regard, as it is an important productive skill through which thoughts and ideas are disseminated, it is incumbent for language instructors of writing in different educational environments to exploit many different methods, approaches, and techniques that can serve to produce better writers. Thereby some experts have

studied some approaches to gain students’ writing ability. Besides, some have also

devoted their times to find out some variables that account for the writing development.

There are several variables that have strong relationship with the writing development such as vocabulary, reading ability, meta-cognitive knowledge, grammatical knowledge, speed of processing etc. According to Tribble (1996, p. 43 in Fatemi 2008, p. 9), in order to write effectively, a writer requires a range of

knowledge which can be summarized as:” a) content knowledge, b) context knowledge, c) language system knowledge, and d) writing process knowledge”.

Among the above-mentioned variables, grammatical knowledge is one of the variables that can influence writing ability. The role of grammar as an important variable, which can affect writing, has been espoused by several researchers.

Schoonen et al. (2010, p. 8) stated that different with L1 writers which grammatical knowledge may not discriminate well between various levels among writers, the difficulty in fluent grammatical structures for L2 writers will burden the working memory and thus hinder the writing process. Fatemi (2008, p. 2) further in his study said that “a number of studies affirm that a lack of grammatical accuracy in

writing may impede progress” Therefore, it is imperative that learners are sensitized

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errors as stated by Min (2013, p. 3) frequently inhibit unity, coherence, and clarity of the entire content for an ESL/EFL learner’s writing.

Regarding the importance of grammar in the writing process, various findings have been investigated including whether the grammatical knowledge has an impact

on students’ writing ability or not. First, a study from Macaro and Masterman (2006) concluded that grammatical knowledge leads to gain in some aspects of grammar tests but not to gain in accuracy in either translation or free composition. Second, a study from Mirzaei et al. (2011) told that there was a fairly strong relationship between the explicit grammatical knowledge of L2 learners and their general language proficiency. This study also claimed that the explicit grammatical knowledge accounts for TOEFL. Thus, those L2 learners who had performed better on the explicit grammatical knowledge test had also performed well on the listening comprehension, structure, and reading comprehension sub-tests. Third, Huang (2011) also conducted a study for some Taiwanese learners of English to examine the correlation between grammatical knowledge and writing ability and found that the correlation between the two variables was at moderate level. Last, Tajzadeh et al. (2013) in an experimental study found that grammatical knowledge has put a positive effect on writing ability of learners.

In Indonesia where English becomes a foreign language, however, the controversy whether to grammar or not to grammar still exists amongst some English practitioners. Thus, under the discussion of various findings and the reality that

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ability in EFL context. Therefore this study attempts to find out the degree of correlation between grammatical knowledge and writing ability of EFL students. The subject of this research is the twelve grade students of a senior high school in Bandung. The results of this study are expected to be a consideration for language practitioners to develop language teaching method or at least to enrich the literature

on research regarding to the relationship of students’ grammatical knowledge and

their writing ability. Moreover, this study result is expected to fill the gap of the previous findings where the research on the EFL learners still needs many references.

1.2 Statements of the Problem

The problems to be discussed in this research will be summarized in the following research questions:

1. What is the EFL students’ ability of grammatical knowledge? 2. What is the EFL students’ ability in writing?

3. What is the correlation between grammatical knowledge and writing ability of EFL students?

1.3Aims of the research

In accordance with the research question, the aim of the present research is: 1. Finding out the EFL students’ ability in grammatical knowledge.

2. Finding out the EFL students’ ability in writing.

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1.4 Scope of the Research

This research focuses on finding out the correlation between grammatical knowledge and writing ability of EFL students in the 12th grade of a senior high school in Bandung.

1.5 Significance of the Research

From this current study result, it is expected that this research will make one major contribution to the areas of English writing in EFL context. This study is an attempt to investigate whether grammatical knowledge has the correlation with writing ability of EFL students or not. Furthermore, it is also expected that the result of the study can provide reference in the teaching writing. Instead of struggling with some debates on whether to grammar or not to grammar in the previous years of some

researchers’ studies, based on the result of this study, the teachers hopefully can put their mind on professional skill to immerse the first impression to EFL students on learning English in order for them to be a professional teacher who contributes to the development of this beloved country.

1.6 Clarification of Terms

To avoid misunderstanding related to this study, the terms used in the present research are clarified as follows:

A correlation is a statistical test to determine the tendency or pattern for two (or

more) variables or two sets of data to vary consistently (Cresswell, 2012, p. 338).

Explicit means clear and exact (Cambridge Dictionary).

Grammatical Knowledge is a linguistic ability to determine the uses to which

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Writing Ability is the ability of generating ideas, organizing them coherently by

using discourse markers and rhetorical conventions to put them cohesively into a written text, revising the text for the clearer meaning, editing the text for appropriate grammar and producing the final product (Brown, 2001, p. 335).

EFL students is the students who do not widely use the language in his/her

immediate social context which might be used for future travel or other cross-cultural communication situations, or studied as a curricular requirement or elective in school but with no immediate or necessary practical application (Troike, 2006, p. 4).

1.7 Hypothesis

When there is a correlation between explicit grammar knowledge and writing ability of EFL students, the alternative hypothesis is accepted and null hypothesis is rejected.

It is described as follows:

 Ha: there is correlation between the two variables.  H0: there is no correlation between the two variables.

1.8 Organization of the Paper

The paper will be presented into five chapters. The chapter will be subdivided into subtopics that will elaborate the issue given.

Chapter I Introduction

This chapter presents the background of the research, statement of the problems, aims of the research, scope of the research, significance of the research, clarification of terms, hypothesis, and organization of paper.

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This chapter elaborates the foundation of relevant theories as a for discussing the research problem.

Chapter III Research Methodology

This chapter provides the explanation of procedures in collecting and analyzing data in the research including research method, research participants, data collecting techniques, and data analysis.

Chapter IV Findings and Discussions

This chapter presents the finding of this study and its discussion through relevant stories.

Chapter V Conclusion and Suggestion

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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the explanation about procedures which are taken in this study in order to find out the answer to the research questions. This research applied quantitative approach with explanatory correlation design. There were two main parts of conducting the methodology selected. They involved the instrument test try-out and the real instrument test. This chapter includes research design, population and sample, research hypothesis, data collection, the research instruments try out, and data analysis.

3.1 Research Design

Since the main purpose of this research is to investigate whether there is any correlation between explicit grammatical knowledge and writing ability of EFL students, this research combined a quantitative approach and descriptive method. Quantitative approach was employed since this research will define the research questions based on the trends in the field of research site. Creswell (2012, p. 13) quantitative approach is best employed in this study.

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correlation method. Descriptive approach in this study is particularly the descriptive statistic approach due to the quantitative approach that has been elaborated in the previous paragraph. Arikunto (2007, p. 234) explains that descriptive research is the one that is intended to gather some information regarding the trend found in the field. It means that there is no administration and control in this kind of research.

The correlation method is used in this research since it is intended to investigate the correlation between the variables (Arikunto, 2007, p. 247). The degree of correlation between two variables is classified in the form of correlation coefficient. This is also supported by Creswell (2012, p. 338) opinion that in correlational research design, investigators use the correlation statistical test to describe and measure the degree of association (or relationship) between two or more variables or sets of scores. This opinion also implies that the researchers in this research do not attempt to control or manipulate the variables as in experiment; instead they relate using the correlation statistics, two or more scores for each person.

There are two types of correlation study as stated by Creswell (2012). They are explanatory design and prediction design. This study used explanatory design since this study will just investigate the degree of association between two variables. As stated by Creswell (2012, p. 340), explanatory design is a correlational design in which the researcher is interested in the extent to which two variables (or more) co-vary, that is where changes in one variable are reflected in changes in the other. The elaboration from experts above strengthens the reason why correlation method is perceived the best to reach the goals of this study.

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu X: the result of students’ grammatical knowledge test

Y: the result of writing test

Figure 3.1 Illustration of Correlation cited from Sugiyono (2002 in Mayningsih, 209, p. 42)

The correlation of the two variables can be illustrated in the figure below.

3.2 Population and Sample

3.2.1 Population

According to Creswell (2012, p. 142), population is a group of individuals who have the same characteristics. Population in this study was the twelfth graders of a Senior High School in Bandung where the researcher did teaching practicum. This population was selected since the students in this grade has studied some grammar focus and practiced writing some genres in academic skill.

3.2.2 Sample

In quantitative approach, a target population (or sampling frame) is a group of individuals with some common defining characteristics that the researcher can identify and study (Cresswell, 2012, p. 142). In determining the sample, the researchers employ either probability or non-probability sampling approaches (Craswell, 2012, p. 124). In this research, the probability sampling with simple random sampling was employed. In this form, the researcher selected participants for the sample so that any individual had an equal probability of being selected from the population.

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Regarding the number of participant, there are some arguments from experts. Creswell (2012) explained that there should be at least 30 participants in correlation method to establish relationship. Frankeal et al. (2012, p. 339) also stated that the minimum acceptable for correlation study is 30. Based on the two arguments from the two experts above, in this research, the researcher chose a class that consists of 36 students randomly from the population. This sample has fulfilled the requirement of minimum number of participant that should be assigned in a correlation study.

3.3 Research Hypothesis

Hypothesis as stated by Arikunto (2007, p. 43) is the prediction towards the problem of relation between two or more variables. There are two kinds of hypothesis; hypothesis null and hypothesis alternative. The former means that there is no any relationship between variables observed. It is indicated by H0. The latter means that there is any relationship between variables observed. It is indicated by Ha.

Regarding this study, when there is a correlation between explicit grammatical knowledge and writing ability of EFL students, the alternative hypothesis is accepted and the null hypothesis is rejected.

3.4 Data Collection

3.4.1 Research Instrument

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There are four major types of information in quantitative research as proposed by Crewell (2012); performance measures, attitudinal measures, behavioral measures, and factual information. In this research the type of data used was performance measures since this type means a data to assess an individual’s ability to perform on achievement test, intelligent test and etc. Achievement test as defined by Vogt (2005 in Creswell, 2012, p. 152) is a test where the individual’s grade is a measure of how well he or she did in comparison with a large group of test takers. These measures are available through instruments reported in literature. In short, from the categories of data explained by experts above, this study used performance test with achievement test.

There are two kinds of instrument used in this study; grammaticality judgment test and writing test.

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Autotick English Grammar Test. The test items in the study of Mirzaei et al. were fully modified following the average ability of participants in present study.

The test was delivered in the written form. The time allotted in this test is 30 minutes. In the test, the participants have to do some error corrections. The participants were required to identify only an error word in each item. They then were asked to give the correct version of that ungrammatical word for each item. As to the scoring procedure for each item, a half point (0.5) was assigned to the identification part and another half point for the correction of the test takers’ judgment. Grading system is as follows:

- 0.5 point for correct classification for each item - 0.5 point for correct form for each item.

- If the classification is correct but the correct form is not correct, the participant will get 0.5 score.

- If the classification is not correct but the correct form is true, the participant will not get any point. This is based on the assumption that a participant just guesses the answer and does not know the reason.

There are 25 items in this test. The result of this test is used as variable X. So to calculate the test achieved by each student, the result of the test will be calculated using the following formula:

S = CA/N x 100

Where:

S : Final test score N : Number of questions

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(Arikunto, 2003 in Furqon, 2012, p. 21)

The scores were then interpreted in order to classify participants’ explicit GJT ability based on criteria about level of student’s ability. It can be seen in the following table:

Table 3.1 The Criteria of the Student’s Level of Mastery Cited from PAP (Penilaian Acuan Patokan in http://www.pps.unud.ac.id/thesis/pdf_thesis/unud-379

1262323796-thesis%20chapter%201-3%20.pdf)

Score Level of Mastery

90 – 100 Very Good

80 – 89 Good

65 – 79 Sufficient

55 – 64 Insufficient

Less than 55 Poor

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Participants’ writing scores were then classified into the following categorization of writing mastery.

Table 3.2 Students’ Mastery Level in Writing

(Cited from Education Department of Western Australia, 1997a in Emilia, 2012)

Range Score Level of Mastery

85-100 Extending

75-85 Consolidating

65-75 Developing

50-65 Beginning

3.4.2 Research Procedures

In collecting the data, this study takes several procedures:

a. Preparing research instrument (achievement test); GJT and writing test. b. Trying out the two research instruments to the participants.

c. Checking the validity, reliability, difficulty index, and discrimination index of the text using Microsoft Excel 2007.

d. Giving the real test (Explicit GJT and writing test) to the participants. e. Scoring the participants’ result on two instruments.

f. Classifying the participants’ scores on two instruments administered.

g. Calculating the correlation between the two test results using Pearson Product Moment formula employing SPSS (If the data were not normally distributed, the Spearman formula was employed).

h. Analyzing the result through the relevant theories and drawing a conclusion of this research.

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3.4.2.1 Instrument Try-Out

Trying out the instruments is very important for a research especially for the research that the instrument is designed by the researchers themselves (Arikunto, 2007, p. 165). This is aimed to make sure that the instrument used can be applied to collect the desired data. In this correlation study, the try-out was also implemented to find out the appropriateness of each item for the participants. As cited from Arikunto (2007, p.170), there are two kinds of instrument test; test instrument and non-test instrument. This study employs the former. It follows that trying out the instrument test follows the requirements related to that type of instrument. In this study, the try-out is applied to 36 students. Arikunto (2007) summarized that there are 5 steps to conduct instrument test try-out. The 5 steps will be elaborated one by one after this section.

3.4.2.1.1 Validity test

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Furthermore, Arikunto (2007) also said that the validity of a test is determined by some regulations such as answering system, particular situation, time, and procedure. If those requirements have been fulfilled well, the validity of a test has been achieved accurately. The framework from Arikunto is applied since the test just asks the participant to write an essay form. So the statistical computation cannot be applied.

3.4.2.1.2 Reliability test

Reliability test is one of the most important elements in test quality. It has to do with the consistency, or reproducibility, or an examinee's performance on the test. For example, if a researcher wanted to administer a test with high reliability to an examinee on two occasions, he or she would be very likely to reach the same conclusions about the examinee's performance both times. A test with poor reliability, on the other hand, might result in very different scores for the examinee across the two test administrations. If a test yields inconsistent scores, it will be better to modify the test for achieving a reliable test.

In this study, the reliability of the explicit GJT was calculated by using Microsoft Excel 2007. Meanwhile, the writing test’s reliability was analyzed by using single test single trial method as suggested by Arikunto (2007, p. 172). The steps to compute the reliability are as follows:

- Apply the instrument (writing test) to participants - Score participants’ work

- Classify the score into two same parts (it may be based on even-odd number) - Name code X for first part and code Y for second part.

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu The formula is as follow: X = score of the first instrument Y = score of the second instrument

XY = the result of score A multiple score B for each respondent X2 = square of instrument A

Y2 = square of instrument B

(Kranzler and Moursund, 1999, p. 56) The result from Pearson formula is still a half of reliability of the test.

- To obtain the reliability of the whole test, the Spearman-Brown formula is applied. The Formula is:

r11 = 2 X r1/21/2 / (1+ r1/21/2)

Where:

r11 : reliability coefficient

r1/21/2 : correlation coefficient for each half of the test item

- r obtained (reliability score) was then compared with r critical that was obtained from product moment r values (See appendix A7).

The result was determined based on the following interpretation:

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu If r obtained < r critical = invalid

(Sugiyono, 2008 in Furqon, 2012, p. 26)

3.4.2.1.3 Difficulty Index

Difficulty index as stated by Arikunto (2007, p. 176) is the test quality in accommodating the respondents to answer it correctly. To find the difficulty index, this test will use Microsoft Excel 2007. However, the discrimination power index computation will just be applied to explicit GJT. After obtaining the result, the classifications of result were applied to the table below.

If calculated manually, the formula to compute the difficulty index is as follow:

Where: P = Facility/ index of difficulty B = the number of correct answer J = the number of subject taking the test

(Arikunto, 2007, p. 176)

Table 3.3 Criteria of Difficulty Index

(Cited from Arikunto, 2003 in Furqon, 2012, p. 27)

Index of Difficulty Difficulty Degree

0. 00 – 0. 30 Difficult item 0. 31 – 0. 70 Moderate item 0. 71 – 1. 00 Easy item

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3.4.2.1.4 Discriminating Power Index

Discriminating power as stated by Arikunto (2007, p. 177) is the quality of the test in discriminating between the skilled participant and less skilled participant. In operating it, the participant must be in even number. To calculate this discriminating power index, Microsoft Excel 2007 will be applied.

If calculated manually, the formula to compute the discrimination power index is as follow:

Where:

D = Discrimination power index

BA = the number of participant in upper group answers correctly JA = the number of participant in upper group

BB = the number of participant in lower group answers correctly JB = the number of participant in lower group

(Arikunto, 2007, p. 177)

After obtaining the result of discrimination power index, the classification and recommendation should be applied as following table.

Table 3.4 Classification of Discrimination Power Index (Cited from Arikunto, 2003 in Furqon, 2012, p. 24)

Discrimination Power Index Interpretation

≤-0. 01 Worst (must be discarded) 00.00 – 0. 20 Poor

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 0. 21 – 0. 40 Moderate

0. 41 – 0. 70 Good

0. 71 – 1. 00 Excellent

3.5 Data Analysis

Analyzing the data is the next step after the collecting data. First, after the test was implemented to students, the analysis stated by scoring the result of the test. Then, the process is finding the level of participants in Grammatical Judgment Test (GJT) and writing ability. To find out the mastery of two variables, computing the

(Cited from Kranzler and Moursund, 1999, p. 8)

Afterwards, it is necessary to make sure that the data are normally distributed or not. This study utilizes SPSS (Statistical Package for Special Sciences) as it is one of the oldest and the most widely-used statistical software package.

In explanatory correlation design, there are some characteristics involved in it as stated by Creswell (20120. The characteristics are as follows:

- The investigators correlate two or more variables. - The researchers collect the data one point in time.

- The investigator analyzes all participants as a single group.

M

Y

= ∑Y / N

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- The researcher obtains at least two scores for each individual in the group (one for each variable).

- The researcher reports the use of the correlation statistical test (or an extension of it) in the data analysis.

- Finally, the researcher makes interpretation or draws conclusion the statistical test result.

To compute the degree of association between the two variables, this study employs Pearson Product Moment Computation. The formula is as follow:

rxy = N∑XY –(∑X)(∑Y)

√ ({N∑X2 –(∑X) 2} {N∑Y2–(∑Y) 2 Where:

r = correlation coefficient X = score of the first instrument Y = score of the second instrument

XY = the result of score A multiple score B for each respondent X2 = square of instrument A

Y2 = square of instrument B

(Cited from Kranzler and Moursund, 1999, p. 56)

After obtaining the value r (degree of correlation), the result was interpreted based on following criteria:

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Coefficient Interval Interpretation

0. 20 – 0. 35 Slight relationship.

0. 36 – 0. 65 Moderate (Useful for limited prediction)

0. 66 – 0. 85 Strong (Good prediction can result from one variable to the other)

0. 86 and above Very strong relationship

After obtaining the two scores, the scores were plotted on a graph (scatterplots). The association between two scores involves positive correlation and negative correlation. When examining a graph, it is important to identify if the points intersect, or move in the same or opposite directions. Regarding the direction of association, Creswell (2012, p. 345) explained that:

 In a positive correlation (indicated by a “1” correlation coefficient), the points move in the same direction; that is, when X increases, so does Y or, alternatively, if X decreases, so does Y.

 In a negative correlation (indicated by a “-“correlation coefficient), the points move in the opposite direction; that is, when X increases, Y decreases, and when X decreases, Y increases.

 If scores on one variable do not relate in any pattern on the other variable, then no linear association exists.

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Figure 3.2 Patterns of Association between Two Variables (Cited from Creswell, 2012, p. 346)

(a) (b) (c)

The three pictures above show the correlation between two variables. The explanations of each pattern are as follows:

(a) Picture depicts a positive linear relationship of scores, where low (or high) scores on one variable relate to low (or high) scores on a second variable. (b) Picture depicts a negative linear relationship result, where low scores on one

variable relate to high scores on the other variable.

(c) Picture depicts uncorrelated and nonlinear relationships, where the variables are independent each other. A particular score on one variable does not predict any information about the possible score on the other variable.

If the data obtained are not linear or the data are not distributed normally, the researcher must use the Spearman Correlation. The formula is as follow:

rs= 1 - 6∑D2 n (n2 – 1)

Where: D = the difference between each pair of ranks

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After determining the correlation coefficient, it is necessary to find out whether the hypothesis is accepted or not. The hypothesis testing can be gained by seeing the significance value. If the significance value is more than 0.05, it means H0 is accepted and Ha is rejected. Conversely if the significance value is less than 0.05, it can be concluded that H0 is rejected and Ha is accepted. The significance value will appear after the computation of correlation coefficient using SPSS software.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter delineates the conclusion and suggestion of the research. The conclusion is formulated from the research questions, while the suggestions present the recommendation for the further research and for the related parties.

5.1 Conclusion

This study focuses on the correlation between explicit grammatical knowledge and writing ability of EFL students. This study also attempts to find out in what extent the participants ability in the two of the following researched variables correlated: explicit grammatical knowledge and writing ability.

Referring to the findings and discussion that have been elaborated in the previous chapter, it was found that there was a very strong relationship between explicit grammatical knowledge and writing ability of EFL students since the correlation coefficient equaled to 0. 867. The correlation coefficient was positive meaning that if the score in explicit GJT increases, so does the writing ability. This

supports Creswell’s suggestion (2012) that in a positive correlation, the points move

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The average of participants’ ability in explicit grammatical knowledge in this present study was categorized into sufficient mastery level. Meanwhile in the writing

test, the average of participants’ ability in this present study was categorized into

consolidating level. The consolidating level as summarized from Education

Department of Western Australia (1997a in Emilia, 2012) means that the students’

ability has been at the phase of influencing the reader by the skillful word election.

The computation result regarding the correlation between the two variables concludes that grammatical knowledge accounts for writing ability. Grammatical knowledge as one of communicative competences is a control process for writing. It follows that the writing itself is an act of communication which takes place between the writer and the reader in the form of text.

Finally, the correlation between the two variables researched in this present study is very strong. The participants assigned in this study have the sufficient mastery level in the explicit grammatical judgment test. Meanwhile, in the writing test, they generally can be classified as good writer that may still have the possibility to show some progresses.

5.2 Suggestions

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As we all know that a good ability in writing will be very beneficial for the students. They can explore and exploit their actual competency through writing. Hence, for a teacher, it is highly recommended to formulate the strategy of how to enhance our students’ writing ability. One of the approaches to improve the writing ability as suggested from this present study is by applying grammar teaching

methodology to build students’ explicit grammatical knowledge. Based on this

present study, the explicit grammatical knowledge has a great correlation with the writing ability. However, in line with the development of English teaching methodology, the teaching of grammar has been underestimated by some since it is

not effective to improve learners’ overall language skills. This is in one hand

absolutely right due to the automaticity principle of language learning. A learner does not need some very complicated rules just to acquire a language.

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