THE CORRELATION BETWEEN THE STUDENTS’
MASTERY OF ACTION VERB AND
STUDENTS’
PRODUCTION OF ARGUMENTATIVE TEXTS
( A Study of the Fourth Semester Students of IAIN Salatiga in Academic of Year 2017/2018)
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the requirements for the degree of Sarjana Pendidikan (S.Pd)
English Education Department Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga
NURUL FAJRI 113 12 129
ENGLISHEDUCATION DEPARTEMENT
TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
THE CORRELATION BETWEEN THE STUDENTS’
MASTERY OF ACTION VERB AND STUDENTS’
PRODUCTION OF ARGUMENTATIVE TEXTS
( A Study of the Fourth Semester Students of IAIN Salatiga in Academic of Year 2017/2018)
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the requirements for the degree of Sarjana Pendidikan (S.Pd)
English Education Department Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga
NURUL FAJRI 113 12 129
ENGLISHEDUCATION DEPARTEMENT
TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
MOTTO
The world suffers a lot. Not because of the violence of bad people, but because of
the silence of good people.
ACKNOWLEDGEMENT
َنيِمَلاَعْلا ِّبَر ِ ه ِلِلَ ُدْم َحْلا
In the name of Allah, The Most Gracious and The Most Merciful, The
Lord of Universe. Because of Him, the researcher could finish this graduating
paper as one of the requirement for the Degree of SarjanaPendidikan (S.Pd) in
English Education Department of Teacher Training and Education Faculty of
State Institute for Islamic Studies (IAIN) Salatiga.
Peace and salutation always be given to our prophet Muhammad SAW
who has guided us from the darkness to the lightness. However, this success
would not be achieved without support, guidance, advices, helps, and
encouragements from individual and institution. The researcher somehow realizes
that an appropriate moment for her to deepest gratitude for:
1. Dr. Rahmat Hariyadi, M.Pd. as the Rector of State Institute of Islamic Studies
(IAIN) Salatiga.
2. Suwardi, M.Pd. as the Dean of Teacher Training and Education Faculty.
3. Noor Malihah, Ph.D. as the Head of English Education Department and a
counselor who has educated, supported, directed, and given the researcher
advice, suggestions, and recommendations for this graduating paper from the
beginning until the end.
4. Nur Mutmainah, S.Pd.I, M.Pd. as lecture of writing class. Thank for the
occasion to do my research.
ABSTRACT
Fajri, Nurul. 2017.THE CORRELATION BETWEEN THE STUDENTS‘
MASTERY OF ACTION VERB AND STUDENTS‘ PRODUCTION OF
ARGUMENTATIVE TEXTS (A Study of Fourth Students of IAIN Salatiga in the Academic Year of 2017/2018). Counselor: Noor Malihah, Ph.D
This research is about correlation between students‘ mastery of action verb and students‘ production of argumentative text. The researcher answered three problems of research (1) To what extent is the fourth students‘ of IAIN Salatiga action verb mastery? (2) To what extent are the fourth students‘ of IAIN Salatiga able to produce argumentative text? (3) Is there any correlations between the students‘ mastery of action verb and their abilities to produce argumentative texts. The research was quantitative research. The writer collected and analyzed the data statistically from the students‘ scores of variables to
find out the correlation between students‘ mastery of action verb and
their producing argumentative text of the fourth semester students of IAIN in academic year 2017/2018. Based on the result of the analyses in the test I that 0 (0%) student got excellent level, 21 students (70%) got very good level and 7 students (30%) got fair level. Based on the result of the analyses in the test II, that 0 student (0%) got excellent level, 8 students (27%) got very good level, 17 students (57%) got fair level and 5 students (17%) got poor level. There is no significant correlation
between students‘ mastery of action verb and their ability in producing
argumentative text. This result is obtained from the computation
between two variables; students‘ mastery of action verb and their ability
in argumentative text, whereas the result of index correlation is 0,10. The critical value of the Pearson at the significance 5% is 0.444. It means the score of index correlation is lower than critical value (0,10<0.444). Therefore, this result shows that there is no significant correlation between two variables.
TABLE OF CONTENT
COVER ...i
DECLARATION...ii
ATTENTIVE COUNSELORE’S NOTE ...iii
STATEMENT OF CERTIFICATION ...iv
MOTTO ...v
DEDICATION...vi
ACKNOWLEDGEMENT ...vii
ABSTRACT ...ix
TABLE OF CONTENT ...x
CHAPTER I INTRODUCTION ...1
A. Background of the Study ...1
B. Problem Statements ...3
C. Objectives of the Study ...4
D. Limitation of the Study ...4
E. Benefits of the Study ...5
F. Definition of the Key Terms ...6
1. Part of Speech ...6
2. Action Verb ...6
3. Argumentative Text ...6
G. Hypothesis of the Study ...7
H. Graduating Paper Outline ...8
CHAPTER II THEORITICAL FRAMEWORK ...10
C. Action Verb ...18
D. English Writing Skill ...20
E. Text Types ...21
F. Argumentative Text ...24
CHAPTER III RESEARCH METHOD ...33
A. Type of Research ...33
B. Subject of Research ...34
C. Technique of Collecting Data ...34
D. Technique of Analyzing Data ...38
E. Statistical Hypotheses ...40
CHAPTER IV RESEARCH FINDING ...42
A. Description of Data ...42
B. Analysis of Data ...46
C. Interpretation of Data ...49
CHAPTER V CLOSURE ...52
A. Conclusion ...52
B. Suggestion ...53
CHAPTER I INTRODUCTION
A. Background of The Study
Language is what the members of a particular society speak
(Wardhaugh, 2006:1). According to Delahunty and Garvey, (2010:5).
Language is a system that connects thoughts, which cannot be heard, seen, or
touched, with sounds, letters, manual signs, or tactile symbols (e.g., Braille)
which can. There are many kinds of languages; Javanese, Arabic, Bahasa,
English, Spain, Chinese, Japanese and many others. In this case, the writer
told that English is very important language in this world because it becomes
an International language. Many people learn English in order to be able to
communicate and sosialize with the world community, including the
Indonesian people. English helps students to get informations and knowledge
in every aspect such as education, science, religion, sosial and technology.
They must also capable to use English as means of communication.
There are four language skills which are very important in teaching
and learning English. According to Scivener, (1994:20) the four skills are
reading, speaking, listening and writing. Writing is one of the important skills
which help the students to express their idea and the opinion into writing text
or a paragraph. Writing is expressed not by objects themselves but by marking
system of human intercommunication by means of conventional visible
marks, but it is evident from what has been said that what the primitives
understood as writing is not the same thing as what we do. The question of
what lies at the basis of all writing –word or ideas—is clearly the same as the
question of what lies at the basis of all human intercommunication (Gelb,
1951: 12).
Writing is a very complex activity that involves not only the ability to
string sentences in a language but also to express ideas. Pranoto, (2004: 9) in
Zhaminang (2013) stated:
―Writing means pouring ideas into written form or tells something to
others through writing. Writing can also be interpreted as an expression of feeling or expression as outlined in the written form. In other words, through the process of writing we can communicate
undirectly.‖
Despite, in the writing process the writer has to pay attention about the
grammar, spelling, and punctuation in order to produce a good writing. On the
other hand, students must pay attention to the language components in writing
a paragraph. There are many kinds of language components: letters, words,
phrases, clauses and sentences. We also pay attention with the part of speech
when we do writing. Part of speech has many branches, but there the writer
wants to focus on verb.
According to (Bayer, 2007: iv), a verb can indicate an action (I write,
she buys, they talk) or a state being (we feel, you care). The verb is an
spoken and written language. Structurally, the verb is one of easiest part of
speech, since there are really only four or five different form.
Based on the definition above, the writer wants to correlate in English
teaching, especially in writing skill. In this case, writing skill means writing a
text. According to Gramley and Patzold (2004:153) there are 5 major of text
type, descriptive, narrative, directive (also called instructive), expository and
argumentative. Most students get difficult to arrange some paragraphs from
one of the text based on the correct words.
Argumentative text is one of English writing material that should be
mastered by student in English learning. It has characteristics, one of these
characteristic is using verb, including action verb. In this case, the writer
wants to investigate whether or not there is a correlation between the students‘
action verb mastery and their production of argumentative text.
According to the description above, the writer is interested in doing
reasearch entitled:
―The Correlation between The Students‘ Mastery of Action Verb and
Students‘ Production of Argumentative Text (A Study of the Fourth Semester
Students of IAIN Salatiga in Academic Year of 2017/2018)‖.
B. Problem Statements
Considering to the background of research above, this research aim to
1. To what extent is the fourth semester students‘ of IAIN Salatiga action
verb mastery?
2. To what extent are the fourth semester students‘ of IAIN Salatiga able to
produce argumentative text?
3. Is there any correlation between the students‘ mastery of action verb
and their abilities to produce argumentative text?
C. Objectives of the Study
This research has some following purposes:
1. To find out the action verb mastery of the fourth semester students‘ at
IAIN Salatiga students.
2. To find out writing ability in producing argumentative text of the fourth
semester students‘ of IAIN Salatiga.
3. To find out whether or there is not a significant correlation between
students‘ mastery of action verb and their ability in producing
argumentative text.
D. Limitation of the Study
This study is focusing on the students ability in writing skill of the
fourth semester students in IAIN SALATIGA. Population of the research is
152 students. If the research subject more than 100, the writer takes 10-15%
population of this research are more than 100, so the writer takes 20% of the
population to represent total of 30 students.
The writer would like to limit the study on analyzing the correlation
between students‘ mastery of action verb and their production of
argumentative texts. Students‘ mastery of action verb is the independent
variable (X)and students‘ production of argumentative text is dependent
variable (Y).
The writer assumes that students‘ mastery of action verb contributed to
students‘ production argumentative text. Therefore, the writer is going to
investigate and prove that variable X contributed to variable Y. There are two
types of argumentative text, analytical exposition and hortatory exposition.
The students were produced hortatory exposition text in this research
.
E. Benefits of the study
This study has several benefits for the reseacher, the readers, the
students and the teachers. The result of the study can be used in english
teaching-learning process, especially in teaching writting of
argumentativetext. In this reasearch the researcher hopes that the result of this
study will be useful for:
1. The English Teacher
As an input for English teacher. The finding of this research can inform
them about the correlation between action verb and writing ability in
2. The Student
As an input for students whether the mastery of action verb function will
help them much or not in writing lesson.
3. The Researcher
As an input for other research who are interested to research about action
verb mastery, hoped they will get basic information from this research.
F. Definition of the Key Terms
The study is a correlation research with the title of ―The Correlation
between Students‘ Mastery of Action Verb and Students‘ Production of
Argumentative Texts.
There are the key term of this research :
1. Part of Speech
Part of speech is the central core of the sentence, the part that is
absolutely necessary for a complete sentence (Frank, 1972:1).
2. Action Verb
According to Delahunty and Garvey (2010: 159), a verb denoting an
action means that the words represent activities. The activities are
situations in which change occurs. These verbs are called dynamic verb.
Argumentative texts start from the assumption that the reader‘s
beliefs must bechanged. A writer might therefore begin with the negation
of a statement which attributesa quality or characteristic activity to
something(Gramley and Patzold, 2004:153).
G. Hypothesis of the Study
Hypothesis is a predicted answer of research problem with data
(Arikunto, 2006: 102). A hypothesis is a tentative explanation that accounts
for a set of facts and can be tested by further investigation (Muijs, 2004:8).
Hypothesis is a temporary answer to the problem of research, and the validity
still must to be tested empirically. Hypothesis is an answer toward research
problem which considered most possible and has highest validity (Suryabrata,
1995: 69). The writer determines the hypothesis of the research. The
hypothesis of the research is ―There is a significant correlation between the
students‘ mastery of action verb and students‘ production of Argumentative
Text. The writer makes two hypotheses, they are:
: there is significant correlation between variable X and Y.
: there is no significant correlation between variable X and Y.
The statistical hypotheses, they are:
1. If is as same as or higher than , the is accepted. It means there
is a significant correlation between action verb mastery and
2. If is lower than , the is rejected. It means there is no
significant correlation between action verb mastery and producing
argumentative text ability.
H. Graduating Paper Outline
This research is organized into five chapters as follows :
Chapter I present the introduction. It explains the background of the
study, the the problem statements, objective of the study, limitation of the
study, the benefits of the study, definition of the key terms, hypothesis of the
study and the graduating paper outline.
Chapter II describes the theoritical framework. It consists of previous
researches, Part of Speech, Verbs, Action Verb, English Writing Skill, Text
Type, Argumentative text.
Chapter III is describe the research method of this research, it discuss
about type of the research, subject of research, technique of collecting data,
technique of analyzing data and statistical hypotheses.
Chapter IV is data analysis, it‘s concist of description of data, analysis
of data, interpretation of data.
Chapter V is closure that consist of conclusion and suggestion.For the
CHAPTER II
THEORETICAL FRAMEWORK
This chapter discusses about Previous Research, Part of Speech,
Verbs, Action Verb, English writing skill, Text Types, and Argumentative
Text.
A. Previous Researches
In this research, the writer takes a review from several
researches that were conducted by other researchers. From the
previous research, writer used the finding of them as a foundation.
These are the researches that elaborate briefly for this research.
Firstly, Amrina (2014) conducts a research about a
descriptive analysis on students‘ writing ability in organizing
argumentative text. This research is qualitative research, she used a
documentation study as a way to collect the data. The writer used
table and finally have disscussion to explain students‘ writing
ability in organizing Argumentative text. The findings were that
more than half of the entire students (16 students from 22) obtained
the good structure of introduction. Some of them have an asterick
obtained a low mark in the argumentative an d two students
obtained a low mark in generalization and closing of an argument.
This shows that the some of students are like quite difficult in
organizing some structure mainly of position in an argumentative
tenxt and closing of an argument.
Secondly, Muflichatul (2015) conducts a different research
with Amrina. He analyses about an error analysis using action verb
in recount text. He uses descriptive quantitative method to collect
the data. In his conclusion, he found that some types of errors that
made by the first students of using action verb in recount text, they
were: over-generalization, ignorance of rule restriction and addition.
The students‘ answer mastery of using action verb in recount text
still fail, because there were 25 students or almost 50% students‘
answer below 60%. It concluded that teaching learning process of
using action verb in recount text should be increased.
Those two previous researches are used as comparisons and
foundations of this research. This research is the correlation study
between the students‘ mastery of action verb and their ability in
writing argumentative text. The difference between this research
with Amrina‘s first variable of this research is writing ability,
So, this research contains different variables with previous
research above, those are action verb mastery and producing
argumentative text ability.
B. Part of Speech
Frank (1972) argues that a sentence may be further divide
according to the function each word has in the subject-predicate
relationship. The predicate, here, is the verb. Each of these functions
is known as part of speech.
Different from Frank (1972), Delahunty and Garvey
(2010:147), define part of speech or word classes as a set of words
with some grammatical characteristic(s) in common.
Both Frank and Delahunty and Garvey distinguish part of
speech differently. Frank (1972:1) distinguishes 7 part of speech as
noun, pronoun, adjective, adverb, preposition and conjunction. Each
of them will be discuss in term below:
a. Noun
According to Frank (1972:6), noun may function as the
chief or head word in many structure of modification. Frank
illustrates example of noun as follow:
She classifies noun as: proper noun (Mr.John Smith, Paris,
Easter, Saturday, June and Liberty), concrete noun (flower, girl)
and abstract noun (beauty, justice, mankind), countable noun (one
girl, girls), uncountable noun (sand, coffee, sugar) and collective
noun (enemy, family, committee, public, and majority).
The writer does not discuss further about these types of noun
because it is not the object of this research.
b. Pronoun
Frank (1972:20) argues that pronouns make up a small
class of word of very high frequency. The traditional definition
of a pronoun as ―a word that takes the place of a
noun‖.According to her types of pronoun are: personal
pronoun(I, he, she, it, they, we, you), interrogative pronoun(who,
what, which), relative pronoun(who, that, which), demonstrative
pronoun(this, that), reflexive pronoun(myself), reciprocal
pronoun(each other), indefinite pronoun(some, any, no, all, each,
another, both, either, few, least, less, little, a lot of, lots (of),
many, more, most, neither, none, one another, plenty (of),
several, some).
As noun, this pronoun will not be discussed any further as it is
beyond the topic of this research.
According to Frank (1972:47), verb is the most complex
part of speech, it is varying arrangements with nouns determine
the different kinds of sentence, such as statements, questions,
commands and exclamations. The function of verb is as a
grammatical center for the predication about the subject. A verb
is used after a subject, or before an object or complement. Frank
divide verb into 4 types:
1. Predicating or linking verbs
(2) Babies cry.
2. Transitive
(3) My mother gives me a dress.
3. Intransitive verbs
(4) I walk on the pedestrian.
4. Reflexive verb
(5) I will do this task myself.
Further discussion about verb will be discusses in the next
section.
d. Adjective
Adjective is a modifier that has the grammatical property
of comparison. The function of adjective is modifying a noun or
a pronoun(Frank, 1972:109). She dividestypes of adjective into:
1. Determiner
b) Demonstrative adjective {this, (plural) these; that,
(plural) those}.
c) Possessive adjective (my book, John’s book, your bag).
d) Numeral adjective (four, twenty, one hundred, two
thousands).
e) Adjectives of indefinite quantity (some, few, all, more).
f) Relative and interrogative adjectives (whose, what,
which).
2. Descriptive Adjectives
Frank (1972:110) argues that descriptive adjective
usually indicate an inherent quality or physical state such as
age, size and color. She mentions types of descriptive
adjectives are: proper adjectives (a Catholic church, a
French dish), participial adjectives(an interesting book, a
bored student), adjective compounds (a good-looking girl, a
broken-down house).
As noun and pronoun above, this adjectivewill not be
discussed any further as it is beyond the topic of this research.
e. Adverb
According to (1972:141), adverb describes the action of
the verb, or those that indicates such meaning, place or time. She
place (here, away, outside) direction (there, here), and adverb of
time (today, yesterday, tomorrow).
As noun, pronoun and adjective above, this adverb will
not be discussed any further as it is beyond the topic of this
research.
f. Preposition
Frank (1972:163) argues that preposition is classified as a
part of speech in traditional grammar. Prepositions range in
meaning from such definite semantic nation as time, place, etc. to
such purely structural meanings as those shaped by the
subject-verb-complement relationship. She illustrates example as follow:
(6) The murder of all the prisoners by their captors.
According to Frank (1972:164), types of preposition
are:time (on, at, in, (since, by, from-to or until, for, during, in or
within, before); place-position(in or inside, over, above, under,
below, near, next, beside, between, next to) and direction
(to-from, towards, away (to-from, into-out of, up-down around, past (or
by), as far as).
As noun, pronoun, adjective and adverb above, this preposition
will not be discussed any further as it is beyond the topic of this
research.
Conjunction is a member of small class that has no
characteristics form, it has a function in a sentence as no
movable structure word that join such units as part of speech,
phrase, or clause (Frank, 1972:206). She divides into two types
of conjunctions, they are: coordinate conjunction (and, or, but),
subordinate conjunction (when, until, it, although, that, whether,
before, after, since, as, just because, right after).
As all parts of speech that was explain above, this conjunction
will not be discussed any further as it is beyond the topic of this
research.
If Frank (1972) distinguish 7 part of speech without
specifies categorization, Delahunty and Garvey (2010)
distinguish part of speech in two general categories, they are (1)
lexical word classes (major word classes) and the grammatical
classes (minor word classes). These two categories are explains
as below:
a. Lexical Word Classes
According to Delahunty and Garvey (2010:77),
Lexical Word Classes or major word classes is an open class
in the sense that new words may be added fairly freely.
Words include in this type are: Noun (book, coat, dog,
human, milk, freedom), Verb (eat, leave, know, be, have,
Adverb (wisely, attractively, regretfully, rapidly, wildly,
knowledgeably, frequently).
They add that Lexical Word Classes convey the main
meaning elements of sentence called lexical meaning.
b. Grammatical Word Classes
Grammatical Word Classes is also known as minor
word classes. Different from Lexical Word Classes,
Grammatical Word Classes are not open for new word to be
added. It performs grammatical function, like into relate
expression to each other. They illustrate an example of the
relations of those expressions as:
(7) of relates the class to top in top of the class.
Those included in the Grammatical Word Classes are:
preposition, pronoun, article and conjunction.
Among these two categories, actually both Frank and
Delahunty and Garvey defined each part of speech similarly.
The difference is that Delahunty and Garvey add one part of
speech article which Frank does not mention at all. Thus
article, according to Delahunty and Garvey (2010:208),
articles are the last minor class associated with nouns. They
always function as modifiers of the head noun in a noun
words: the indefinite article a(n)and the definite article the(a
visitor, the United Nations).
As these are several part of speech discussed above
based on two different scholars, however, in this research, the
writer focuses only verb, which is discuss further in the next
section.
C. Verb
Frank (1972) and Delahunty and Garvey (2010) define verb
in a bit different part of view. According to Frank (1972:47), verb is
part of sentence which is used after a subject, or before an object or
complement. It means Frank view a verb based on the position of the
word in a sentence. She illustrates example of a verb as bellow:
(8) She reads a book.
(9) He walks in the park.
(10) He looks handsome.
In example (8), reads is the verb because the position of the
word is after a subject She and before an object a book. Example (9)
shows the use of verb walks before an object the park. Example (10)
explained verb looks used after complement handsome.
Different from Frank, Delahunty and Garvey (2010) define
verb based on the function of the word. They define verb as words
that denote action (grow, kiss, freeze, run) and state of being (be,
represent activities. The activities are situations in which change
occurs. These verbs are called dynamic verb. For example:
(11) Oscar is growing tall.
On the other hand, what Delahunty and Garvey (2010:159)
mean by word denoting state is that. The state is the word does not
change the situation. For example:
(12) Oscar is resembling his father.
In this research, the writer uses the Delahunty and Garvey
categorization of verb. However, only the category of verb namely
action verb or dynamic verb that the writer discuss further in the next
section.
D. Action Verb
As mention above, Delahunty and Garvey (2010) are the
scholars who proposed the term Action Verb. They propose some
characterization of Action Verb as follow:
a. Action verbs can occur in the progressive aspect, while state
verb cannot. For example:
(13) Oscar is growing tall.
(14) Oscar is resembling his father.
The example (13) shows the action verbs that occur in the
progressive aspect. The verb is growing shows that an action in
in (14) in the verb is resembling there is no progressive aspect
because it is only showing an equality between Oscar and his
father on their face.
b. In action verb, nouns may shift between subcategories, so it
should be no surprise to find verbs shifting between the state
and activity subcategories. For example:
(15) Oscar is weird.
(16) Oscar is being weird.
The sentence (15) is the state verb and it means that
Oscar is generally or characteristically weird; in the example
(16) show the action verb that means that he is acting weird,
though we can expect him to snap out of it eventually.
In this characteristic, it does not discusses purely action
verb but it deals with the nouns which may shift and act like an
action verb in a nominal sentence.
c. Individual verbs may have more than one meaning.
Consequently, the writer might expect one meaning of a verb
to represent an action and another meaning of the verb to
represent a state. For example:
(17) John is smelling the roses.
(18) The roses smell musty.
In the example (17) is the grammatical sentence in the
progressive and therefore has an activity interpretation.
Sentence (18) shows non-progressive and grammatical. While
in example (19) is the progressive but ungrammatical sentence.
From the sentences above the writer conclude that state verb
for example smell able be an action verb depend on the
grammar.
E. English Writing Skill
There are four language skills which are very important in
teaching and learning English. According to Scivener (1994:20), the
four skills are reading, speaking, listening and writing. Writing is
expressed not by object themselves but by marking an object or any
other materials (Gelb, 1951:6). Writing is one of the important skills
which help the students to express their idea and the opinion into
writing text or a paragraph.
Brown (2004:218) argues that writing was a skill that was the
exclusive domain of scribes and scholars in educational or religious
institutions. Almost every aspect of everyday life for ―common‖
people was carried out orally. Business transactions, records, legal
documents, politic and military agreements –all were written by
specialist whose vacation it was to reader language into the written
global literate community. Writing skill, at least at rudimentary
levels, is a necessary condition for achieving employment in many
walks of life and is simply taken for granted in literate cultures.
Thus, the writer wants to investigate about the writing skill in this
research.
F. Text Types
In this section the writer discuss about the texts type before
going to the detail one.
Gramley and Patzold (2004:153) argues that there are five
major text types, they are: descriptive, narrative, directive (also
called instructive), expository and argumentative. They will be
explained in turn as follow:
1. Narrative texts
Gramley and Patzold (2004:153) argue that narrative text
has to do with real world events in time. It is immaterial
whether a narrative is fictional (as in a fairy tale or novel) or
non-fictional (as in a news paper report).They purpose
characteristic of narrative text sequencing of events in which
dynamic verbs occur in the simple form and in which
sequencing adverbials such as and then or first, second, third
The writer will not discuss further about this narrative
text because it is not the object of the research.
2. Descriptive text
Descriptive explain the location of persons and things in
space. It purposed to tell what lies to the right or left, in the
background or foreground, or provide background information
which, perhaps, sets the stage for narration (Gramley and
Patzold, 2004:153).
As narrative text, this descriptive text will not be
discussed any further as it is beyond the topic of this research.
3. Directive texts
According to Gramley and Patzold (2004:153), directive
text concerned with concrete future activity. They illustrate in
the example below:
(20)Hand me the paper.
(21)Would you hand me the paper?
The two examples above actually have the same meaning.
But, in the example (20) shows the imperative sentence, it
means that someone ordered to other commonly. While,
sentence (21) is example of polite question, it purposed that
someone commanded politely.
As the two text types above, directive text will not be discussed
4. Expository texts
Gramley and Patzold (2004:154) argue that expository is
the text that identify and characterize phenomena. They divide
texts forms as subjective (essay) or objective (summary,
explication, definition).
As the three text types above, expository text will not be
discussed any further as it is beyond the topic of this research.
5. Argumentative texts
According to Gramley and Patzold (2004:154),
argumentative text explains about the writer‘s assumption that
persuades the reader. It means that persuade their readers that a
particular product is somehow better than others, at least
implicitly. It begins with the negation of a statement which
attributes a quality or characteristic activity to something.
The writer will discuss further about argumentative text in the
next section.
As these are several texts type discussed above based on
Gramley and Patzold (2004), however, in this research, the
writer focuses only argumentative text, which is discuss further
in the next section.
Generally, argumentative text is a text that shows about the
writer‘s idea to persuade the reader. It means persuades the readers
to should or should not to do something. Similar with Gramley and
Patzold (2004:152), Anten (2010:32) also argues that argumentative
text is the text that explains about the writer‘s idea that persuades the
reader about the important things.
However, they have difference about the division of text
types. Gramley and Patzold (2004:152) do not discuss more detail
about subcategory of argumentative text. Anten (2010:32) in English
module that used at Senior High School in Indonesia, divides
argumentative into two types, they are:
1. Analytical Exposition
Anten argues that analytical exposition is a text that
elaborates the writer‗s idea about the phenomenon surrounding.
The purpose of this text is to persuade the reader about the
important thing. It has generic structure, as below:
1) Thesis: Introducing the topic and indicating the writer‘s
position
2) Argument 1: Explaining the argument to support the
writer‘s position
3) Argument 2: Explaining the other arguments support the
writer‘s position more
According to Anten (2010:5) the characteristics and the
language features of analytical exposition text as below:
a) Using relational process
b) Using internal conjunction
c) Using causal conjunction
d) Using Simple Present Tense
e) General nouns, for example: car, pollution, leaded petrol
car, etc.
f) Abstract nouns, for example:policy, government, etc.
g) Technical verbs, for example: species of animals, etc.
h) Relating verbs, for example: It is important, etc.
i) Action verbs, for example:She must save, etc.
j) Thinking verbs, for example:Many people believe, etc.
k) Modal verbs, for example: we must preserve, etc.
l) Modal adverbs, for example:certainly, we, etc.
m) Connectives, for example: firstly, secondly, etc.
n) Evaluatif language, for example: important, valuable,
trustworthy, etc.
o) Pasive sentence.
The writer illustrates the examples of the text types to
make the reader easier distinguish between analytical and
hortatory exposition.
Is Smoking Good for Us?
Before we are going to smoke, it is better to look at the fact. About 50 thousand people die every year in Britain as direct result of smoking. This is seven times as many as die in road accidents. Nearly a quarter of smokers die because of diseases caused by smoking.
Ninety percent of lung cancers are caused by smoking. If we smoke five cigarettes a day, we are six times more likely to die of lung cancer than a non-smoker. If we smoke twenty cigarettes a day, the risk is nineteen greater. Ninety five percent of people who suffer of bronchitis are people who are smoking. Smokers are two and half times more likely to die of heart disease than non-smokers.
Additionally, children of smoker are more likely to develop bronchitis and pneumonia. In one hour in smoky room, non-smoker breathes as much as substance causing cancer as if he had smoked fifteen cigarettes.
Smoking is really good for tobacco companies because they do make much money from smoking habit. Smoking however is not good for everybody else.
Source: Solok Senior High School English module 2010, page 6
Table 2.2.Notes on the Generic Structure of Analytical Exposition:
From the generic structure, what make big different is that analytical exposition ends with paragraph to strengthen the thesis while hortatory makes a recommendation for readers.
Thesis: this pre-conclusive paragraph states the writer‘s point of view about the topic discussed. Writer has show himself in clear position of the discussed topic. Paragraph 1 is the thesis of this analytical exposition text. It states the fact of the very fatal impact of the smoking habit. Clearly the writer wants to say that smoking is not a good habit.
Arguments: Presenting arguments in analytical exposition text is as important as giving conflict plot in narrative text. The series of argument will strengthen the thesis stated before. In this example of analytical exposition text, paragraph 2 and 3 are the detail arguments presented in a reporting fact to support that smoking is not good even for smokers themselves. Furthermore, people who do not smoke but they are in smoky area have the bad effect too from the smoking habit.
2. Hortatory Exposition
According to Anten (2010:30), hortatory exposition as a
text which represents the writer to do something or act in certain
way. She divides the generic structure of text almost some with
analytical exposition but it has differences. If analytical only
gave the conclusion in the end of text, while hortatory
exposition should be end with recommendation from the writer.
The purpose is to persuade the readers about something to
should or should not be the case or be done. She illustrates as
below:
1) Thesis, introducing the topic of the text which state to the
case.
2) Arguments, support to the opinion that stated in the above
of thesis.
3) Recommendation, the writer recommendation on how the
case should or should not to be done.
Anten (2010:31) divides the characteristics language
features of hortatory exposition text as below:
a) Focusing on the writer
b) Using abstract noun, for example: policy, advantage, etc
c) Using action verb, for example: we must save, etc
d) Using thinking verb, for example: I believe, etc.
f) Using temporal connective, for example: firstly, secondly,
etc.
g) Using evaluative words, for example: important, valuable,
trustworthy, etc.
h) Using passive voice
i) Using simple present tense
j) Technical verbs, for example: species of animals, etc.
k) Relating verbs, for example: should be, doesn’t seem to
have been , etc.
l) Modal verbs, for example: We must preserve, etc.
The difference both of text has seen. The writer will show
the example of hortatory exposition to illustrate the reader about
the structure of the text that makes both of the text is different.
Table 2.3.Hortatory Exposition Text
Watch your Kids While Watching TV
Television becomes one of the most important devices which take place in almost houses. It can unite all members of the family as well as separate them. However, is it important to know what your kids are watching? The answer is, of course, absolutely "Yes" and that should be done by all parents. Television can expose things you have tried to protect the children from, especially violence, pornography, consumerism and so on.
Recently, a study demonstrated that spending too much time on watching TV during the day or at bedtime often causes bed-time disruption, stress, and short sleep duration.
Another research found that there is a significant relationship between the amount of time spent for watching television during adolescence and early adulthood, and the possibility of being aggressive.
between kids who watch TV a lot and being inactive and overweight.
Considering some facts mentioning above, protect your children with the following tips:
1) Limit television viewing to one-two hours each day.
2) Do not allow your children to have a TV set in their own bedrooms.
3) Review the rating of TV shows which your children watch. 4) Watch television with your children and discuss what is
happening in the show.
Source: Senior High School module 2010, page 31
Table 2.4.Notes on the Generic Structure of this Hortatory
Exposition Text
Firstly, we have to always remember that the social function of hortatory exposition text is driving the readers to act like the writer thought at stated in the text. Then, the purpose of this hortatory is influencing and persuading the readers by presenting the supporting arguments. In many social activities, hortatory is applied for writing recommended thought; sales letter, advertising, speech campaign, and news advertorial.
Thesis, the writer‘s thought is presented as thesis which is proven
with several arguments. In the first paragraph, the writer points his thought about the importance of accompanying children from the bad influence of TV show.
Arguments: the next paragraphs show the writer arguments in supporting his thesis. It is supported by various researches that there are a great relationship between watching TV and the
watcher‘s personality. One study describes that much time in watching TV can cause bed-time disruption. The others show the possibility of becoming an aggressive character because of watching television too much.
Recommendation: after stating the thesis and proving with various arguments, the next is completed with the writer‘s recommendation on how the parents should protect their children from the bed effect of watching TV.
Source: Solok Senior High School module 2010, page 32
From the explanation both of the text types above, the writer
investigates only on hortatory exposition text, because it has
characteristic of action verb although analytical exposition also use it
but there is another reason when the student give suggestion to the
reader often use action verb. It is easier to find the significances
about the students‘ action verb mastery and their production in
CHAPTER III
RESEARCH METHOD
A. Type of Research
This research is a quantitative research. According to Arikunto
(2006:10), quantitative research is much demanded by using number,
beginning from collecting the data, interpretation toward data, and the
result. It means that in this research the writer collects and analyzes the
data statistically from the students‘ scores of variables to find out the
correlation between students‘ mastery of action verb and their producing
argumentative text of the fourth semester students of IAIN in academic
year 2017/2018.
This research is categorized as correlative type. As Gay
(1987:230) states that correlational research involves collecting data in
order to determine whether, and to what degree, a relationship exist
There are two variables in this research, they are: independent
(X) and dependent variable (Y). Independent variable is a variable that
presumes to influence another variable. Dependent variable is a category
that is influenced by another category. In this research the independent
variable is students‘ mastery of action verb is the independent variable
(X)and students‘ production of argumentative text is dependent variable
(Y).
B. Subject of Research
1. Population
According to Arikunto (2002:30) states about population is
all of the subject research. In this research, the subject of the
research is the English students of the fourth semester of IAIN
Salatiga. The total number of this semester is 152 students. There is
5 writing class of this semester.
2. Sample
Sample is a part of the population which is investigated
(Arikunto, 2006:131). The writer used the method of population
research, if the subject less than 100 is better to take all of it. Thus,
it is regarded as a population research. If the research subject more
than 100, research takes 10-15% or 20-25% from the population
(Arikunto, 2006:134). Because of the population of this research are
more than 100, so the writer takes 20% of the population to
C. Technique of Collecting Data
In this research, the writer used a test as a technique tocollect the
data. To get the empirical data of students‘ mastery of action verb and
their ability in producing argumentative text, the writer administers two
kinds of test. Namely action verb test and writing test. The total number
of the test is 40, it consist of multiple choices. Then, to collect the data
of students‘ ability in producing argumentative text, the writer gives
them an illustration picture to arrange argumentative text. The writer
used a rubric to assess the test.
3.1. Rubric for Action Verb Test according to Arikunto (1997:242)
S = TN X100
S: Score for the tests
T: True answer
N: Total of the questions
3.1. Rubric for Writing Test according to Brown and Bailey (1984:39)
No. Aspect Score Criteria
1. Organization 20-18 Excellent to Good: Appropriate
title, effective introductory
paragraph, topic is stated, leads to
body, conclusion logical and
complete.
17-15 Good to Adequate: Adequate
title, introduction and conclusion,
developed, body of essay is
acceptable.
14-12 Adequate to Fair: Mediocre or
scant introduction or conclusion,
problems with the order of ideas
5-1 Not college- level work: Absence
of introduction or conclusion, no
11-6 Unacceptable: Ideas incomplete,
thinking or was hurriedly written,
inadequate effort in area of
content.
5-1 Not college-level work: Essay is
completely inadequate and does
not reflect college-level work, no
grammar problems are apparent
and have a negative effect on
communication.
11-6 Unacceptable: Numerous serious
grammar problems interfere with
communication of the writer‘s
ideas, grammar review of some
20-18 Excellent to Good: Correct use of
mechanics needed capitals, paragraph
occasional spelling errors, paper
is neat and legible.
14-12 Adequate to Fair: Uses general
writing conventions but has
errors, spelling problems distract
reader, punctuation errors
interfere with ideas.
11-6 Unacceptable: Serious problems
with format of paper, parts of
essay not legible, errors in
punctuation and unacceptable to
educated readers.
5-1 Not college-level work: Complete
disregard for English writing
conventions, paper illegible,
obvious capitals missing, severe
11-6 Unacceptable: Problems in
vocabulary, lacks variety of
structure.
5-1 Not college-level work:
Inappropriate use vocabulary.
D. Technique of Analyzing Data
In analyzing the data, the writer used Correlation Product
Moment which develops by Pearson. According to Sudijono (2010:27)
the symbol of correlation product moment is ―r‖ and the data operation
technique is done through the steps below:
1. Finding the number of correlation uses formula:
( )( )
√
( )
]
(
)
]
N : number of participants
X : students‘ mastery action verb scores
Y : students‘ producing argumentative text scores
X : students‘ mastery of action verb sum score
Y : students‘ producing argumentative textsum scores
: the sum of the square scores of students‘ mastery of action
: the sum of the square scores of students‘ producing
argumentative text
XY : the sum of multiple scores between X and Y
This formula is used to find out an index correlation ―r‖
product moment between variable X and Y.
2. To interpret the index scores of correlation ―r‖ product moment
between variable X and Y ( ), usually uses the interpretation such
below:
Table 3.3.The Interpretation of Correlation ―r‖ Product Momentwhich
develops by Pearson
The Score of ―r‖
Product Moment ( )
Interpretation
0.00 – 0.20
There is correlation between X and Y, but
the correlation is very weak or little. So it
considers no significant correlation in this
rating.
0.20 – 0.40
There is correlation between X and Y, but
it is very weak or little.
0.40 – 0.70
There is correlation between X and Y, the
value is medium.
0.70 – 0.90
0.90- 1.00
There is very high correlation between X
and Y.
E. Statistical Hypotheses
1. If is as same as or higher than , the is accepted. It means there
is a significant correlation between action verb mastery and
producing argumentative text ability.
2. If is lower than , the is rejected. It means there is no
significant correlation between action verb mastery and producing
CHAPTER IV RESEARCH FINDING
A. Description of Data
In this chapter, the writer discusses about the results of data that the
writer gets from the test, whereas the participants of the test is 30 student in
writing class of IAIN Salatiga. There are two kinds of tests; they are action
verb test and writing test. The writer demonstrates the results of the two tests
in turn in table 4.1 and table 4.2 below:
Table 4.1
Action Verb Scores
No. Participants Action Verb Scores
1. Anisa 92.5
2. Khoridatul 92.5
3. Laily 95
4. Wahyningsih 97.5
5. Ika 77.5
6. Izzatul 95
8. Arin 90
9. Nurofikoh 95
10. Rizki 80
11. Wahyu 97.5
12. Yusuf 90
13. Marlita 95
14. Siti 92.5
15. Gilang 80
16. Miftakhul 92.5
17. Ririn 97.5
18. Maulida 97.5
19. Riza 92.5
20. NurFatihah 97.5
21. Umi 80
22. Rizky 80
23. Ninda 85
24. Anne 95
25. Rizaldi 95
26. Nunung 92.5
27. Lutfatul 77.5
28. Mita 92.5
29. Silva 85
Total 2695
Table 4.1 shows the scores of test for action verb that the writer gave to
the students. As the writer has discussed in chapter III, the test for action verb
consists of 40 items multiples choices questions. The results of this test, then,
will be analyzed in the next section to see if there is any correlation with the
writing scores that the writer shows in the table 4.2 below:
Table 4.2
Writing Scores
NO. Participants Writing Scores
1. Anisa 74
2. Khoridatul 68
3. Laily 71
4. Wahyningsih 73
5. Ika 68
6. Izzatul 89
7. Sindiari 86
8. Arin 74
9. Nurofikoh 74
10. Rizki 70
11. Wahyu 77
12. Yusuf 70
14. Siti 66
15. Gilang 74
16. Miftakhul 88
17. Ririn 83
18. Maulida 89
19. Riza 80
20. NurFatihah 80
21. Umi 67
22. Rizky 76
23. Ninda 79
24. Anne 72
25. Rizaldi 66
26. Nunung 70
27. Lutfatul 77
28. Mita 70
29. Silva 72
30. Muhammad 81
Total 2254
Table 4.2 above demonstrates the scores of test for writing, given to 30
students of the fourth semester of IAIN Salatiga. The test as the writer has
see if there is any correlation or not with the students‘ mastery on action verb
in the next section.
B. Analysis of Data
In this section, the writer analyses the result of test for action verb and
test for writing to see if there is any correlation or not between the students‘
mastery on action verb and writing skill. Before analyzing the data, writer
makes two hypotheses, they are:
: there is significant correlation between variable X and Y.
: there is no significant correlation between variable X and Y.
Then, to do the analysis, the writer calculates the scores of the two
tests, where the score of action verb is the variable X and the score of writing
test is the variable Y. The analysis of data is shown in the table 4.3 below:
Table 4.3
Data Analysis
Participants X Y XY
Anisa 92.5 74 6845 8556.25 5476
Khoridatul 92.5 68 6290 8556.25 4624
Laily 95 71 6745 9025 5041
Wahyningsih 97.5 73 7117.5 9506.5 5329
Ika 77.5 68 5270 6006.25 4624
Izzatul 95 89 8455 9025 7921
Arin 90 74 6660 8100 5476
The interpretation of the symbols in the table 4.3 is:
N : Number of participants
Y : Students‘ producing argumentative text scores
X : Students‘ mastery of action verb sum scores
Y : Students‘ producing argumentative text scores
: The sum of the square scores of students‘ mastery of action verb
: The sum of the square scores of students‘ producing argumentative text
XY : The sum of multiple scores between X and Y
From the table 4.3, writer gets the score of N= 30, X =2695,
Y=2254, XY=202635, , and =170698. Then, those
score will be calculated to find out the index of correlation ―r‖ Product
Moment between variable X and Y ( ) using this formula:
( )( )
√ ( ) ] ( ) ]
( )( )
√ ( ) ] ( ) ]
√ ]
=
√ ] ]
=
√
= 0.10
From the calculation above, it is found that the index of correlation ―r‖
Product Moment between variable X and Y ( ) is 0.10.
C. Interpretation of Data
To interpret the score of correlation ―r‖ between variable X and Y ( )
that has found 0,10. Writer uses two ways, they are:
1) Based on the table guidelines Pearson‘s correlation, the final score of
is 0.10. The position is below 0.00 – 0.20, it shows the index correlation
between two variables is very weak or little. It considers that there isno
significant correlation between action verb mastery and producing
argumentative text. The table of index correlation ―r‖ interpretation is
concluded such as below:
Table 4.4
Interpretation of ―r‖ product moment
The score of ―r
product moment
Interpretation
0.00 – 0.20 Very weak
0.20 – 0.40 Low
0.40 -0.70 Medium
2) Interpretation using the table of significance ―r‖ product moment, in this
df = N- nr
df : degrees of freedom
N : number of participants
nr : number of variable
df = N- nr
30-2 = 28
So, df score is 28. The critical value at the level significance 5%
shows if df = 28, the score is 0.444.
Before knowing the final score between index correlation and
critical value at the level significance 5 %, writer needs to flatten
the statistical hypotheses. It is:
1. If is as same as or higher than , the is accepted.
2. I is lower than , the is rejected.
Based on the score of 0,10, it indicates that or the
index correlation is lower than critical value of t at the significance 5%.
(0.10 < 0.444). It means a is rejected, or in other word there is no significant
correlation between two variables, they are action verb mastery and
producing argumentative text.
This interpretation shows that there is no significant correlation
between two variables, in this case action verb mastery and producing
argumentative text. From the data, writer found many of students got high
score in action verb test, but they got poor in writing test. There were student
of the test I (action verb) were 21 student (70%) got very good level and 9
student (30%) got fair level. Whereas the result of test II (writing
argumentative text) were 8 students (27%) got very good level, 17 students
(57%) got fair level and 5 students (16%) got poor level. It can be concluded
that action mastery do not a main point that affect students‘ skill in producing
argumentative text.
Action verb is includes part of speech in English. It is basic lesson that
students have to master it but it does mean that action verb influences more in
students‘ ability in producing argumentative text. There are many possible
factors resulting in a worse performance in action verb test but better
performance in writing test. For the worse performance in action test, writer
finds many of them difficult to differ between action and state verb. In
writing test, there are many factors that influence them to make their writing
better, such as the ability to think creatively and develop things (students‘
comperhension), the ability to choose the excellent words, or the ability to
write good spelling.
In the other hand, the reason of this research has a weak or little
correlation between two variables because of action verb is a verb that denote
or represent an act. It means that it needed an act. While, argumentative text
is a text that elaborates the writer‗s idea about the phenomenon surrounding
and persuade the reader about the important things. It means that the text
significant to be a unit. Then, they also have a different topic in arranging
argumentative text, so the result influence the significance correlation.
. Writer will not discuss it more, because the goal of this research only
to find whether there is or not the correlation between students‘ mastery of
CHAPTER V
CLOSURE
After conducting the research, doing the analysis and got the result
from the data, the research is going to describe the conclusion and suggestion
of the research.
A. Conclusions
1. Based on the result of the analysed in the test I (action verb test) that
0 (0%) student got excellent level, 21 students (70%) got very good
level and 9 students (30%) got fair level. From that calculation, it
can be concluded that most of students in this case have understand
action verb although not in the top level of excellent level.
2. Based on the result of the analysed in the test II (writing
argumentative text), that 0 student (0%) got excellent level, 8
students (27%) got very good level, 17 students (57%) got fair level
and 5 students (16%) got poor level. From that calculation, it can be
concluded that they still need learn writing especially argumentative
text. The students who were produce argumentative text (hortatory
exposition text) only 19 students while 11 students produce
3. There is no significant correlation between students‘ mastery of
action verb and their ability in producing argumentative text. This
result is obtained from the computation between two variables;
students‘ mastery of action verb and their ability in argumentative
text, whereas the result of index correlation is 0.10. The critical
value of the Pearson at the significance 5% is 0.444. It means the
score of index correlation is lower than critical value (0.10<0.444).
Therefore, this result showed that there is no significant correlation
between two variables.
4. The reason of this research has a weak or little correlation between
two variables because of action verb is a verb that denote or
represent an act. It means that it needed an act. While, argumentative
text is a text that elaborates the writer‗s idea about the phenomenon
surrounding and persuade the reader about the important things. It
means that the text needed a reason to write their arguments. So, the
two variables were not significant to be a unit.
B. Suggestions
For the researcher if they are interested to investigate the
correlation between action verb and writing argumentative text, they
might need more respondents to get better result of analysis. Also they
