CHAPTER III: RESEARCH METHODOLOGY
D. Technique of Data Analysis
Table 3.5
The Scoring System of Writing Test Elements of
Writing
Score Max.
score 1 Organization 0. No apparent organization of
content.
11. Very little organization of organization. Underlying structure not sufficiently controlled.
22. Some organizational skills in evidence, but not adequately controlled.
33. Overall shape and internal pattern clean. Organizational skills adequately controlled.
33
2 Vocabulary 0. Vocabulary inadequate even for the basic parts of intended communication.
11. Frequent inadequancies in vocabulary for the task. Perhaps frequent lexical inappropriacies and/or repetition.
22. Some inadequancies in
vocabulary for the task. Perhaps some lexical inappropriacies and/or circumlocution.
33. Almost no inadeuancies in
vocabulary for the task. Only rare inappropriacies and/or
circumlocution.
33
3 Grammar 0. Almost all grammatical patterns inaccurate.
11. Frequent grammatical inaccuracies.
22. Some grammatical inaccuracies.
33. Almost no grammatical inaccuracies.
33
Total Score 99
Hence, the interval of students‟ score in writing recount test is described as follows:
Table 3.6
The Interval Score of Writing Recount Test26 Interval Score Categorized as
33 – 44 Poor
55 – 66 Good
77 – 88 Very good
99 Excellent
2. Hypothesis test
Firstly, the researcher uses test of normality (Shapiro-Wilk) and test of linearity (ANOVA Table) to make sure that the obtained data is normal and linear. Afterward, to find out whether there is a correlation of simple past tense mastery and writing achievement of personal recount text or not, the researcher uses Pearson’s Correlation Product Moment Formula by IBM SPSS Statistics 22 version.
To prove the hypotheses, the obtained data from the real class was calculated by using formula with assumption as follows:
a. Compare r xy with r table
1) If (r value < r table), the null hypothesis (H0) is accepted and the alternative hypothesis (Ha) is rejected. It means that there is no significant correlation between simple past tense mastery and writing achievement of personal recount text.
2) If (r value > r table), the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. It means that there is a significant correlation between simple past tense mastery and writing achievement of personal recount text.
26 Tri Kustiyarini, S.Pd, Interviewed by researcher, Bondowoso, 9th of May 2022.
b. See the significant value
1) If the Sig. > 0.05, the null hypothesis (H0) is accepted and the alternative hypothesis (Ha) is rejected. It means that there is no significant correlation between simple past tense mastery and writing achievement of personal recount text.
2) If the Sig. < 0.05, the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. It means that there is a significant correlation between simple past tense mastery and writing achievement of personal recount text.
30 CHAPTER IV
RESEARCH FINDING AND DISCUSSION A. Research Finding
1. Homogeneity of Research Population
Homogeneity is an assumption which the variance within each population be equal for all populations. To get the data, the researcher asked the score of English final exam of the 10th grade students at SMAN 1 Tenggarang Bondowoso to the English teacher. (See Appendix 2)
Afterward, to check the homogeneity of all the population, the researcher used Levene Statictic Test by IBM SPSS Statistics 22 version.
Thus, the result of the homogeneity of variances which was calculated by Levene Statistic Test (IBM SPSS Statistics 22 Version) as follows:
Table 4.1
Test of Homogeneity of Variances
Based on the table above, the value of homogeneity test was 0.651.
It could be seen that the output was higher than 0.05 (0.651 > 0.05),
HASIL BELAJAR BAHASA INGGRIS Levene
Statistic df1 df2 Sig.
,745 8 303 ,651
Test of Homogeneity of Variances
with Levene Statistic 0.745. It means that all the population of this research was homogeny.
2. Validity and Reliability of Test
First, the test was tried out to the non-respondent class (X IPS 2) on 13-20of May 2022. The participant was 34 students. The test was a completion test with 20 fill-in-the-blanks of simple past tense and a subjective test with some guided questions of writing personal recount text. This try-out was recently used to check the difficulty and effectiveness level of the test.
a. Validity of Test 1) Face Validity
Mostly, the students of X IPS 2 agreed that the questions of completion and the subjective test seemed quite clear for them.
(See Appendix 3)
According to the English teacher, “some questions were relevant to the basic competence of simple past tense and writing a recount text. Afterward, she agreed that the fill-in- the-blanks method was efficiently used to find how is the students‟ understanding of simple past tense deeply. At the same time, the guided writing method seemed like the appropriate measurement for capturing a good recount text”.
(See Appendix 4)
Hence, it showed that both of the tests have face validity.
2) Content Validity
According to the English teacher, both of the tests were relevant to the basic competence of simple past tense and writing a recount text.
It could be seen from the lesson plan (See Appendix 5 & 6) and the English syllabus of the 10th grade (See Appendix 7).
Both of them seemed quite suitable with the blue print of the tests. (See Appendix 8)
It means that the contents of the test were correctly related to the learning material of simple past tense and writing a recount which have been taught before by the English teacher.
Thus, it showed that both of the tests have a content validity.
3) Item Validity
There is a criterion to know the validity of items. In this research, the item of the test is considered as valid if the correlation coefficient is at least the same as the r table at 0.05 for df (N-2) which is 0.3388.
Table 4.2
r-table for df (N-2)/ N = 34, df (34-2) = 32
df = (N-2)
Tingkat signifikansi untuk uji dua arah 0.1 0.05 0.02 0.01 0.001 32 0.2869 0.3388 0.3972 0.4357 0.5392
a) Item validity of simple past tense test
The first simple past tense test was held on Friday, the 13th of May 2022 at X IPS 2 as the non-respondent class. This test was completion test with 20 items of fill-in- the-blank questions. The score of each question was accumulated by the researcher. (See Appendix 9) Then, it would be calculated by Pearson’s correlation product moment (IBM SPSS Statistics 22 Version).
Thus, the result of the item validity which was calculated by using Pearson’s correlation product moment (IBM SPSS Statistics 22 Version) as follows:
(or See Appendix 10)
Table 4.3
The First Item Correlation of Simple Past Tense Test Item r value r table (0.05)
S1 0.370 0.338 Valid
S2 0.370 0.338 Valid
S3 0.370 0.338 Valid
S4 0.460 0.338 Valid
S5 0.570 0.338 Valid
S6 0.364 0.338 Valid
S7 0.438 0.338 Valid
S8 0.541 0.338 Valid
S9 0.479 0.338 Valid
S10 0.459 0.338 Valid
S11 0.343 0.338 Valid
S12 0.255 0.338 Invalid
S13 0.126 0.338 Invalid
S14 0.238 0.338 Invalid
S15 0.247 0.338 Invalid
Item r value r table (0.05)
S16 0.605 0.338 Valid
S17 0.774 0.338 Valid
S18 0.751 0.338 Valid
S19 0.774 0.338 Valid
S20 0.774 0.338 Valid
It could be seen from the table above, there were 20 items or questions of simple past tense test. However, there were 4 invalid items on the first test of simple past tense mastery. The items were the number of twelve until fifteen.
Those were invalid because the r value was less than r table (r
value < 0.338).
In those items, students were asked to choose and change the suitable “to be” which was “(is/are), or (is not/are not)” became the simple past form in a sentence.
(See Appendix 11)
However, some students said that they were being confused because some questions seemed similar with a “to be” of present tense. It was proven by seeing students‟
answer of those questions.
Hence, the researcher found some students did not change the words in column became the simple past form.
But, it was still answered by using the same word which was “is or are, and is not or are not”. (See Appendix 12)
From that first result, the researcher decided to give second tried-out that was held on Friday, the 20th of May 2022 at the non-respondent class too (X IPS 2). This second tried-out was completion test with 20 fill-in-the-blank questions. Afterward, the score of each question was accumulated again by the researcher (See Appendix 13) and would be calculated by using Pearson’s Correlation Product Moment (IBM SPSS Statistics 22 Version).
Thus, the result of the second item validity which was calculated by using Pearson’s correlation product moment (IBM SPSS Statistics 22 Version) as follows:
(or See Appendix 14)
Table 4.4
The Second Item Correlation of Simple Past Tense Test Item r value r table (0.05)
S1 0.775 0.338 Valid
S2 0.870 0.338 Valid
S3 0.524 0.338 Valid
S4 0.524 0.338 Valid
S5 0.807 0.338 Valid
S6 0.807 0.338 Valid
S7 0.662 0.338 Valid
S8 0.767 0.338 Valid
S9 0.535 0.338 Valid
S10 0.700 0.338 Valid
S11 0.524 0.338 Valid
S12 0.807 0.338 Valid
S13 0.662 0.338 Valid
S14 0.700 0.338 Valid
S15 0.767 0.338 Valid
Item r value r table (0.05)
S16 0.775 0.338 Valid
S17 0.819 0.338 Valid
S18 0.870 0.338 Valid
S19 0.819 0.338 Valid
S20 0.819 0.338 Valid
It could be seen from the table above, those invalid questions became valid at the second validity of simple past tense test. Those items were valid because r value was higher than r table. In this second test, the researcher revised 4 invalid questions which were the number of 12 – 15.
At the first test, those questions were about the changing of “to be” in simple past tense. However, it still brought up students‟ confusion between a “to be” of simple present and simple past tense. Hence, the researcher tried to make them clear by changing the words “is/are” and “is not/are not” became this word “to be”. (See Appendix 15)
Hence, students‟ value of those questions got better than before. (See Appendix 13) It was proven by seeing students‟ answer where mostly of them gave a correct answer to the questions. (See Appendix 16) They said that those questions were easy to understand than the first test before.
Thus, the second tried-out of simple past tense test was valid and would be used at X MIPA 2 as the respondent class in this research.
b) Item validity of writing personal recount text
The writing test of personal recount text was held on Wednesday, the 18th of May 2022 at X IPS 2 as the non- respondent class. This test was subjective test with some guided questions to make paragraphs of personal recount text. The score of each question was accumulated by the researcher. (See Appendix 17) Then, it would be calculated by Pearson’s Correlation Product Moment (IBM SPSS Statistics 22 Version).
Here, the result of item validity of writing a recount which was calculated by using Pearson’s Correlation Product Moment (IBM SPSS Statistics 22 Version) as follows:
(or See Appendix 18)
Table 4.5
Item Correlation of Writing Personal Recount Text Item r value r table (0.05)
Q1 0.924 0.338 Valid
Q2 0.935 0.338 Valid
Q3 0.923 0.338 Valid
It could be seen from the table above that all the questions of writing test were categorized as valid. It was
that all the r value of those questions was higher than r table. The result of students‟ writing test was also better than researcher‟s expectation. From those guided questions, most students could write a good personal recount text as well. (See Appendix 19)
Students said that a guided question and researcher‟s instruction were very clear to help them write.
It also concluded that this writing test could be directly used at X MIPA 2 as the respondent class later.
b. Reliability of Test
a) Reliability of Simple Past Tense Test
Besides that, the researcher used Cronbach’s Alpha by IBM SPSS Statistics 22 Version to check the reliability of the first simple past test. In the first test, there were 16 questions which were categorized as a valid item. For that result, the researcher only used the valid items in this first reliability.
The test is considered as reliable if the value of Cronbach’s Alpha is higher than 0.60. Hence, the result of reliability test of first simple past tense test which was calculated by using Cronbach’s Alpha (IBM SPSS Statistics 22 Version) as follows:
Table 4.6
The Reliability Statistics of First Simple Past Tense Test
Based on the table above, the reliability statistics of first simple past tense test showed that the value of Cronbach’s Alpha was 0.740 with 16 items. It was higher than 0.60 (0.740>0.60). The level of reliability showed that the value was between >0.60 – 0.80 (which was 0.740). It means that the 16 items of first simple past tense test were reliable.
Afterward, the researcher also used Cronbach’s Alpha by IBM SPSS Statistics 22 version to check the reliability of the second simple past tense test. In the second test, all the items were categorized as a valid instrument of simple past tense (20 questions). For that result, all the 20 items were used by the researcher in this second reliability of simple past tense test.
Hence, the result of reliability test of second simple past tense test which was calculated by using Cronbach’s Alpha (IBM SPSS Statistics 22 Version) as follows:
Table 4.7
The Reliability Statistics of Second Simple Past Tense Test
Cronbach's
Alpha N of Items
,740 16
Reliability Statistics
Cronbach's
Alpha N of Items
,919 20
Reliability Statistics
Based on the table above, the reliability statistics of second simple past tense test showed that the value of Cronbach’s Alpha was 0.919 with 20 items. It was higher than 0.60 (0.919>0.60). The level of reliability showed that the value was between >0.80 – 1.00 (which was 0.919). It means that the 20 items of second simple past tense test were very reliable.
b) Reliability of Writing Personal Recount Text
To check the reliability of writing personal recount text, the researcher also used Cronbach’s Alpha by IBM SPSS Statistics 22 Version. In the writing test, all the guided questions were categorized as a valid instrument. From that result, all the guided questions were used in this reliability of writing test.
Hence, the result of reliability of writing test which was calculated by Cronbach’s Alpha (IBM SPSS Statistics 22 Version) as follows:
Table 4.8
The Reliability Statistics of Writing Personal Recount Test
Based on the table above, the reliability statistics of writing personal recount test showed that the value of Cronbach’s Alpha was 0.918 with 3 items. It was higher than 0.60 (0.918>0.60). The level of reliability showed that the value was
Cronbach's Alpha N of Items
,918 3
Reliability Statistics
between >0.80 – 1.00 (which was 0.918). It means that the 3 items of writing personal recount test were very reliable.
c. Practicality
Based on the observation and experimentation at the non- respondent class (X IPS 2), the researcher used the practicality checklist as follows:
Table 4.9
The Practicality Checklist
Checklist Details Is the instrument
expensive?
Both of the tests are in the minimum budget.
Is the instrument easy to administer?
The administrative details clearly established before the test.
Does It have a specific and effective scoring procedure?
Both of the tests were valid and reliable.
Since it was found that the instruments were easy to administer, score, analyze and interpret, both of the instruments were practical.
3. Data Description
In this research, the valid and reliable instruments were used to find the value of the two variables. The real test was held on Wednesday, the 25th of May 2022 at X MIPA 2 as the respondent class. The participant was 36 students. The instruments were the completion test with 20 fill-in-the-blanks and the subjective test with some guided questions.
Thus, the student‟s score on both of the tests is described as follows:
Table 4.10
Students’ Score of Two Variables
No Code Name SCORE
X (Past Tense) Y (Personal Recount)
1 AFS 95 88
2 AYP 75 44
3 AFN 95 88
4 AZA 75 44
5 APS 90 77
6 ALI 80 55
7 ANR 75 44
8 BRR 82 66
9 BOP 85 66
10 CAA 95 88
11 DEP 85 66
12 DHP 85 66
13 GAK 78 44
14 DAP 100 99
15 GNM 85 66
16 HDS 80 77
17 JNJ 75 44
18 LHA 82 66
19 LAF 100 99
20 MFS 90 77
21 MDA 80 55
22 MDF 78 44
23 MFR 90 77
24 MFI 85 66
25 MIF 72 33
26 MNA 82 66
27 MSA 72 33
28 RPJ 95 88
29 RDA 100 99
30 RYA 90 77
No Code Name SCORE
X (Past Tense) Y (Personal Recount)
31 RSM 100 99
32 TWY 80 55
33 TAM 100 99
34 ZAS 95 88
35 ZYA 85 66
36 ZBA 95 88
Thus, the data of this research is summarized as follows:
Table 4.11
Variable Data Description
It could be seen from the table of data description, the mean score of simple past tense test was 86.00 with the minimum score was 72 and the maximum was 100. Then, the mean score of writing test was 68.14 with the minimum sore was 33 and the maximum was 99.
4. Data Analysis a. Test of Normality
The purpose of normality test is to know whether the data are normally distributed or not. To get the result of normality test, the researcher uses Shapiro-Wilk Test (N<50) by IBM SPSS
N Minimum Maximum Mean
Std.
Deviation SIMPLE
PAST TENSE
36 72 100 86,00 8,539
PERSONAL RECOUNT
TEXT 36 33 99 68,14 19,469
Valid N
(listwise) 36
Descriptive Statistics
Statistics 22 version. The data is normally distributed if the result is at least the same as or higher than the significant level 0.05. In this research, the result is described as follows:
Table 4.12 Test of Normality
It could be seen from the table above, the normality test of the data of simple past tense test was 0.055. It was higher than the significant level 0.05 (0.055 > 0.05). It means that the data of simple past tense test was normally distributed.
Besides that, the normality test of the data of writing recount test was 0.050. It was at least the same as the significant level 0.05 (0.050 ≥ 0.05). It means that the data of writing a recount test was also normally distributed.
Hence, both of the research data were normally distributed in this research.
b. Test of Linearity
The purpose of linearity test is to know whether the research variables are linear or not. To get the result of linearity test, the researcher uses ANOVA Table by IBM SPSS Statistics 22 version. The variables are linear if the value of Deviation from
Statistic df Sig. Statistic df Sig.
PAST TENSE ,132 36 ,117 ,941 36 ,055
RECOUNT
TEXT ,127 36 ,151 ,940 36 ,050
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
a. Lilliefors Significance Correction
Linearity is higher than the significant level 0.05. In this research, the result is described as follows:
Table 4.13 ANOVA Table
It could be seen from the ANOVA table, the value of Deviation from Linearity was 0.279. It was higher than 0.05 (0.279>0.05). It means that Simple Past Tense Mastery and Writing Personal Recount Text were linear in this research.
c. Hypothesis Test
After the research data is normal and linear, the researcher tests the null hypothesis (H0) against the alternative hypothesis (Ha). This research uses Pearson’s Correlation Product Moment by IBM SPSS Statistics 22 version. The two variables are correlated if the correlation coefficient is at least the same as r table at 0.05 for df (N-2) which is 0.3291.
Table 4.14
r-table for df (N-2)/ N = 36, df (36-2) = 34 df = (N-2)
Tingkat signifikansi untuk uji dua arah 0.1 0.05 0.02 0.01 0.001 34 0.2785 0.3291 0.3862 0.4238 0.5254
Sum of Squares df
Mean
Square F Sig.
(Combined) 791,354 5 158,271 3,394 ,015 Linearity 541,705 1 541,705 11,617 ,002 Deviation from
Linearity 249,649 4 62,412 1,338 ,279
1398,889 30 46,630 2190,243 35
Within Groups Total
ANOVA Table
PAST TENSE * RECOUNT TEXT
Between Groups
Hence, the result of the hypothesis test which was calculated by Pearson’s Correlation Product Moment (IBM SPSS Statistics 22 Version) as follows:
Table 4.15 Correlations
It could be seen from the table above, the value of Pearson Correlation was 0.497 with the significant level of coefficient correlation (Sig. (2-tailed)) was 0.002. Based on this result, it showed that:
(1) r value was higher than r table (0.497 > 0.329).
(2) Then, the value of significance was less than α 0.05 (0.002 < 0.05).
It means that Ha (alternative hypothesis) was accepted and H0 (null hypothesis) was rejected in this research. Thus, the researcher concluded that there was a significant correlation between students‟ past tense mastery and writing achievement in the form of guided personal recount text of the 10th grade students at SMAN 1 Tenggarang Bondowoso.
PAST TENSE RECOUNT TEXT
Pearson Correlation 1 ,497**
Sig. (2-tailed) ,002
N 36 36
Pearson Correlation ,497** 1
Sig. (2-tailed) ,002
N 36 36
Correlations
PAST TENSE
RECOUNT TEXT
**. Correlation is significant at the 0.01 level (2-tailed).
B. Discussion
The objective of this research is to find out how significant is the correlation between students‟ simple past tense mastery and writing achievement in the form of guided personal recount text of the 10th grade students at SMAN 1 Tenggarang Bondowoso. The researcher limits this research on the correct usage of simple past tense and the components of writing which are organization, vocabulary, and grammar.
At the first step, the researcher checked the homogeneity of all the population to make the generalization in this research. It was found that the homogeneity of variances was 0.651 with Levene Statistic 0.745. It was higher than α 0.05 (0.651 > 0.05). It means that all the population was homogeny.
Thus, the researcher took X MIPA 2 as the respondent class and X IPS 2 as the non-respondent class to check the validity, reliability and practicality of the research instruments.
Afterward, the researcher tried-out the research instrument at the non-respondent class (X IPS 2) on Friday, the 13th of May 2022 for the first validity of simple past tense and writing test. Then, the second validity of simple past tense test was held on Friday, the 20th of May 2022.
And finally, both of the instruments have the validity, reliability and practicality of test.
Next, the researcher gave a real test to X MIPA 2 as the respondent class in this research. It was held on Wednesday, the 25th of May 2022. It