CORRELATION STUDIES OF PAST TENSE MASTERY AND WRITING ACHIEVEMENT OF PERSONAL RECOUNT TEXT OF THE 10TH GRADE STUDENTS AT SMAN 1 TENGGARANG BONDOWOSO THESIS

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i

CORRELATION STUDIES OF PAST TENSE MASTERY AND WRITING ACHIEVEMENT OF PERSONAL RECOUNT TEXT

OF THE 10

^TH

GRADE STUDENTS AT SMAN 1 TENGGARANG BONDOWOSO

THESIS

Presented to

State Islamic University of KH Achmad Siddiq Jember in partial fulfillment of the requirements for Bachelor Degree (S.Pd)

English Education Department Tarbiyah and Teacher Training Faculty

By:

Badriyatul Muniroh SRN. T20186116

ENGLISH EDUCATION DEPARTMENT

TARBIYAH AND TEACHER TRAINING FACULTY

STATE ISLAMIC UNIVERSITY OF KH ACHMAD SIDDIQ JEMBER

SEPTEMBER 2022

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ii

CORRELATION STUDIES OF PAST TENSE MASTERY AND WRITING ACHIEVEMENT OF PERSONAL RECOUNT TEXT

OF THE 10

^TH

GRADE STUDENTS AT SMAN 1 TENGGARANG BONDOWOSO

THESIS Presented to

State Islamic University of KH Achmad Siddiq Jember in partial fulfillment of the requirements for Bachelor Degree (S.Pd)

English Education Department Tarbiyah and Teacher Training Faculty

By

Badriyatul Muniroh SRN. T20186116

Approval by Advisor

Nina Sutrisno, M.Pd

NIP. 198007122015032001

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iii

“CORRELATION STUDIES OF PAST TENSE MASTERY AND WRITING ACHIEVEMENT OF PERSONAL RECOUNT TEXT

OF THE 10

^TH

GRADE STUDENTS AT SMAN 1 TENGGARANG BONDOWOSO”

THESIS

It Has been examined and approved by the board of examiners in partial fulfillments of the requirements for the bachelor degree of education {S.Pd}

Education and Teacher Training Faculty English Education Department

Day: Tuesday

Date: 27

^th

of September, 2022

Examiners Chair

As’ari, M.Pd.I

NIP. 197609152005011004

Secretary

Nina Hayuningtyas, M.Pd NIP. 198108142014112003

Members

1. Dr. Suparwoto Sapto Wahono, M.Pd ( )

2. Nina Sutrisno, M.Pd ( )

M.Pd.I

NIP. 196405111999032001

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iv MOTTO

مَّلَع يِذَّلا ِمَلَقلاِب

Meaning: “Who taught by the pen”

-QS: Al - „Alaq (4)-^*

ِباَتَكلاِب َملِعلاوُدِّيَ ق

Meaning: “Bind the knowledge with writing”

-Al – Hadist Nabawi Syarif-^**

* Kementrian Agama RI: Ummul Mukminin Al-Qur’an dan Terjemah untuk Wanita (Jakarta Selatan: Penerbit Wali, 2012), 597.

** Muhammad Sa‟id Basyuni Zaghul, Al- Mausi’at Al- Kubra Liithrofi Al-Hadist An- Nabawi Asy-Syarif (Lebanon: Dar Al-Kitab „ilm, 1971), ص.

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v

DEDICATION

I dedicate this thesis to:

1. My beloved parents, my dad Moch. Dhafir and my mom Halimatus Sa‟diyah who always give everything for my life.

2. My dearest cousins, Irhas Sholihin, Shohibul Jannah and Hanifatus Sholihah who always support and guide me to study English more and more.

3. My ucle Suman and my aunty Muktiya who always support everything what I do.

4. My beloved sisters, Siti Faizah and Walidatus Sholihah, and my little nephews, Muhammad Fahril Islam and Muhammad Zahirun Nur who always bring happiness to my life.

5. My supporting cycle, Ainatus Syafaqoh, Nuraini Indah Firmansyah, and Muhammad Rizal Basri, thank you for always giving me spirit in living every phrases of life, to train how to humanize the human.

6. My Classmates of English Department “Ineffable Class” , the big family of English Student Association (ESA) UIN KH. Achmad Shiddiq Jember and the other friends who have accompanied me in the process of becoming a better person.

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ACKNOWLEDGEMENT

All praises be to Allah the almighty who has given me everything we need long our life. Peace and salutation may always be given to our prophet Muhammad SAW who has guided us from the misleading era into the bright, straight, right, and blessed era. And we always wait for his help in the doomsday or the day of qiyamah later.

All praises be to Allah the almighty for all his wishes so that the author can complete a thesis entitled “Correlation Studies of Past Tense Mastery and Writing Achievement of Personal Recount Text of The 10^th Grade Students at SMAN 1 Tenggarang Bondowoso” to achieve the undergraduate degree of English Education Program, Faculty of Tarbiyah and Teacher Training, State Islamic University of KH Achmad Siddiq Jember.

The author aware that this thesis will never finish without any helps and supports from others during the process of writing. Therefore in this occasion, the author would like to thankful to:

1. Prof. Babun Suharto, S.E, M.M as the rector of State Islamic University of KH Achmad Siddiq Jember who has facilitated me during this undergraduate study.

2. Prof. Dr. Hj. Mukni‟ah as the dean of Tarbiyah and Teacher Training Faculty who has permitted me to have this research.

3. Dr. Rif‟an Humaidi, M.Pd as the head of Department of Education and Language who has permitted me to have this research.

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vii

4. Mr. As‟ari, M.Pd.I as the head of Undergraduate Program in English Education Department who has permitted me to have this research.

5. Mrs. Nina Sutrisno, M.Pd as my advisor who has helped me a lot in having this research.

6. Mrs. Tri Kustiyarini, S.Pd as the English teacher of the 10^th grade students at SMAN 1 Tenggarang Bondowoso who helped me in collecting data of this research.

7. And all of people who have participated on this process.

May Allah SWT repays all the kindness of people who have helped author in this process. However, the author understands that this thesis is far from perfect, but hopefully it will be useful for readers and future researchers.

Jember, 12^th of September 2022

Badriyatul Muniroh SRN. T2086116

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viii ABSTRACT

Badriyatul Muniroh, NIM. T20186116. 2022. Correlation Studies of Past Tense Mastery and Writing Achievement of Personal Recount Text of The 10^th Grade Students at SMAN 1 Tenggarang Bondowoso. Thesis. English Education Department. Education and Teacher Training Faculty. State Islamic University of KH Achmad Siddiq Jember. Advisor: Nina Sutrisno, M.Pd.

It was found that there was an inconsistent reality which was students‟

ability in mastering simple past tense and writing achievement of a recount text. It drives the writer to conduct the correlation research between students‟ past tense mastery and writing achievement in the form of guided personal recount text of the 10^th grade students at SMAN 1 Tenggarang Bondowoso.

The problem statement of this research was formulated as “Is there any significant correlation between students‟ past tense mastery and writing achievement in the form of guided personal recount text of the 10^th grade students at SMAN 1 Tenggarang Bondowoso?”. On the basis of this question, the research objective was “to find out whether there was a significant correlation between students‟ past tense mastery and writing achievement in the form of guided personal recount text of the 10^th grade students at SMAN 1 Tenggarang Bondowoso”.

The methodology of this research was quantitative research especially correlation design. The research sample was 36 students of X MIPA 2 (as respondent class) and 34 students of X IPS 2 (as non-respondent class) which was taken by using random sampling technique. The techniques of data collection were test and interview. There were two kinds of test which were objective and subjective test. In analyzing the data, the researcher used Pearson’s Correlation Product Moment Formula by IBM SPSS Statistics 22 version.

The result showed that the r _value (0.497) was higher than r _table (0.329) (0.497 > 0.329) at the significant level 0.05 with df (N-2)/N=36, df (36-2) =34. It meant that the alternative hypothesis (Ha) was accepted and the null hypothesis (H₀) was rejected. It concluded that there was a moderate relationship between students‟ past tense mastery and writing achievement in the form of guided personal recount text of the 10^th grade students at SMAN 1 Tenggarang Bondowoso.

Keywords: Past Tense Mastery, Writing Achievement.

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ix

TABLE OF CONTENT

COVER ... i

APPROVAL ... ii

APPROVAL OF EXAMINERS ... iii

MOTTO ... iv

DEDICATION ... v

ACKNOWLEDGEMENT ... vi

ABSTRACT ... viii

TABLE OF CONTENT ... ix

LIST OF TABLE ... xii

CHAPTER I: INTRODUCTION A. Research Background... 1

B. Problem Statement ... 3

C. Research Objective... 4

D. Research Significance ... 4

E. Problem Limitation ... 5

F. Definition of Key Terms ... 5

G. Hypothesis ... 6

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H. Structure of Report ... 6

CHAPTER II: REVIEW OF RELATED LITERATURE A. Previous Research ... 8

B. Theoretical Framework ... 14

1. Simple Past Tense ... 14

a. Definition of Simple Past Tense ... 14

b. The Verbs of Simple Past Tense ... 15

2. Writing Skill ... 17

a. Definition of Writing Skill ... 17

b. The Writing Process ... 18

3. Personal Recount Text ... 19

a. Definition of Personal Recount Text... 19

b. Generic Structure of Personal Recount Text ... 20

CHAPTER III: RESEARCH METHODOLOGY A. Research Design ... 22

B. Population and Sample ... 22

C. Research Instrument ... 23

D. Technique of Data Analysis ... 26

CHAPTER IV: RESEARCH FINDING AND DISCUSSION A. Research Finding ... 30

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xi

1. Homogeneity of Research Population ... 30

2. Validity and Reliability of Test ... 31

3. Data Description... 41

4. Data Analysis ... 43

B. Discussion ... 47

CHAPTER V: CONCLUSION AND SUGGESTION A. Conclusion ... 53

B. Suggestion ... 53

REFERENCES ... 55 APPENDICES

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xii

LIST OF TABLE

Table 2.1 Similarities and Differences of Previous Research ... 12

Table 2.2 The Forms of Simple Past Tense ... 14

Table 2.3 The Example of Personal Recount Text ... 20

Table 3.1 The Population of Research ... 23

Table 3.2 The Level of Reliability of Cronbach‟s Alpha... 25

Table 3.3 The Scoring System of Simple Past Tense Mastery ... 26

Table 3.4 The Interval Score of Simple Past Tense ... 26

Table 3.5 The Scoring System of Writing Test... 27

Table 3.6 The Interval Score of Writing Recount Test ... 28

Table 4.1 Test of Homogeneity of Variances ... 30

Table 4.2 r table for df(N-2)/N=34, df(34-2) = 32 ... 32

Table 4.3 The First Item Correlation of Simple Past Tense Test ... 33

Table 4.4 The Second Item Correlation of Simple Past Tense Test ... 35

Table 4.5 Item Correlation of Writing Personal Recount Text ... 37

Table 4.6 The Reliability Statistics of First Simple Past Tense Test ... 39

Table 4.7 The Reliability Statistics of Second Simple Past Tense Test... 39

Table 4.8 The Reliability Statistics of Writing Personal Recount Text ... 40

Table 4.9 The Practicality Checklist ... 41

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xiii

Table 4.10 Students‟ Score of Two Variables ... 42

Table 4.11 Variable Data Description ... 43

Table 4.12 Test of Normality ... 44

Table 4.13 ANOVA Table ... 45

Table 4.14 r table for df(N-2)/N=36, df(36-2) = 34 ... 45

Table 4.15 Correlations ... 46

Table 4.16 The Criterion by Best and Khan ... 50

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1 CHAPTER I INTRODUCTION A. Research Background

It is interesting to conduct this correlational research since it was found an inconsistent reality from the statement of truth, “if students had great knowledge about simple past tense, they could write a good recount as well”. However, some students who had mastery of the simple past tense did not have enough ability to create a recount text. For that reason, this research is to find out how significant is the correlation between students‟ past tense mastery and writing achievement of personal recount text of the 10^th grade students at SMAN 1 Tenggarang Bondowoso.

Based on some previous researches, it was found two different results with this correlation. The first said that students‟ understanding of simple past tense and their ability to create recount text had a substantial relationship.^ This student‟s past tense mastery was categorized as excellent while the essay writing was good.² Although the classification was excellent, almost on half students had errors in using the past verbs.

Afterward, a good essay was students who could write a recount text, but still interfered with its comprehension.

 Lestari, Fitri Novia, and Rachmanita, “The Correlation between Students‟ Mastery of Simple Past Tense and Their Ability in Writing Recount Text”, Language and Education Journal, 2 (November, 2021), 91.

2 Lidwina Tulak, Jamiluddin and Nadrun, “Correlation between Mastery of Simple Past Tense and The Ability in Writing Recount Text at The Tenth Grade”, e- Journal of English Language Teaching Society, 1 (2015), 9-10.

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It was further concluded that students who had good understanding of the simple past tense were able to produce the recount text.³

On the other hand, there was a significant correlation between the two variables. However, the index of determination indicated that students‟ past tense mastery was not the only factor that influenced the ability to write a recount text.⁴ The reason was the writing skills needed some factors besides grammar such as content, vocabulary, organization, and mechanics.⁵ In line with this, the other showed that there was no significant correlation between the two variables.⁶ This factor might be affected by the writing test itself, where students were asked to make a recount paragraph without giving them a guided writing first, so they could not produce a good recount.

According to the English curriculum (K-13) of the 10^th grade students, the basic competence of writing a recount is “to construct a simple essay by using appropriate language feature which is simple past tense”. It proved that the two variables should be correlated to each other.

However, those might have no relationship because most students still lacked the vocabulary and had difficulties with irregular verbs when

3 Anita Purba and Fitri Indriyani, “The Correlation between Students‟ Grammar Mastery and Writing Ability”, Jurnal Pendidikan Bahasa Inggris, 2 (Oktober, 2021), 62.

4 Oktavia M and Mukhaiyar, “The Correlation between Students‟ Mastery in Simple Past Tense with The Ability of Writing Recount Text”, Journal of English Language Teaching, 4 (December, 2020), 801.

5 Dewi Agustini, Yuyun Hendrety, and Farnia Sari, “The Correlation between Past Tense Mastery and Writing Skill in Personal Recount Text”, Journal of English Education, 2 (September, 2021), 94.

6 Nurafiyat Ekamurti, “Correlation between Understanding of Using Simple Past Tense and The Ability of Writing Recount Texts of The Tenth Year Students of SMA 1 Marawola”, Journal of Pedagogy, 2 (2018), 136.

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constructed recount texts.⁷ It also proved that students need to be guided in their writing to make a good recount.

As stated by Hyland, guided writing refers to a stage of the writing process in which students imitate the model of texts.⁸ A guided writing is rigidly controlled through guided compositions where learners are given short texts that focus on achieving accuracy and avoiding errors. The principle of guided writing is to provide instructional materials to help students write well. The model of texts could be filling in gaps, completing texts, creating topic sentences, writing parallel texts, etc. Many of these techniques are widely used today in writing classes at lower levels of language proficiency for building vocabulary, scaffolding writing development and increasing the confidence of novice writers.⁹

Thus, the researcher found a gap that will be the basis of this research. So, this study is to find out whether there is a significant correlation between students‟ past tense mastery and writing achievement in the form of guided personal recount text of the 10^th grade students at SMAN 1 Tenggarang Bondowoso.

B. Problem Statement

Based on the previous background, the researcher formulated the problem research question as follows:

7 Nurafiyat Ekamurti, 137.

8 Key Hyland, Second Language Writing (Cambridge: Cambridge University Press, 2003), 4.

9 Key Hyland, 4.

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“Is there any significant correlation between students‟ past tense mastery and writing achievement in the form of guided personal recount text of the 10^th grade students at SMAN 1 Tenggarang Bondowoso?”

C. Research Objective

Based on the statement of problem, the objective of this study can be formulated as:

“To find out whether there is a significant correlation between students‟ past tense mastery and writing achievement in the form of guided personal recount text of the 10^th grade students at SMAN 1 Tenggarang Bondowoso.”

D. Research Significance

The result of this research is fully expected:

1. For writer, the result of this research will be presented to State Islamic University of KH Achmad Siddiq Jember in partial fulfillment of the requirements for bachelor‟s degree (S.Pd) in English education program. It helps the writer to get deeply understanding in writing scientific papers such as how to find the answer of a question scientifically. Besides the content, it also helps writer to understand how to write the scientific paper systematically.

2. For English teachers, the finding of this research can be the alternative to their English teaching, especially in teaching simple past tense and a recount text. Since the higher score on simple past tense, so the better score that students get on writing a recount text. So that the English

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teachers may use students‟ simple past tense mastery as their classroom teaching strategies in order to get students‟ better knowledge in writing personal recount text and so on.

3. For next researchers, the finding of this study can be some additional information to find the new research gaps from the problem statement that this research had before. Since this research has already used the questions-answers as a technique in teaching guided writing, so that the next researchers can develop another effective ways in teaching guided writing such as filling in gaps, writing parallel texts, etc. Then, another suggestion is to develop the better learning materials which can be used in teaching simple past tense and personal recount text.

E. Problem Limitation

In this research, it is very important to limit the scope of analysis to get the relevant data. The researcher limits the problem to two variables which are simple past tense mastery as independent variable and writing achievement of personal recount as dependent variable.

F. Definition of Key Terms

The definitions are related to some key concepts which are used in this research. Thus are defined as follow:

1. Past Tense Mastery

Mastery means the ability of great understanding of a subject. In this research, past tense mastery means that they have understood

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completely and have no difficulties while using the past verbs into sentences even writing a text.

2. Writing Achievement

Writing skill refers to the ability with expressing ideas through written form. Then, personal recount text retells the past events of student‟s activities which have been experienced before. In this study, writing achievement means students‟ ability in completing guided text in the form of writing personal recount text.

G. Hypothesis

In this research, the researcher proposed the hypotheses which have already tested namely alternative hypothesis (Ha), while the opposite is null hypothesis (Ho), as follows:

1. Null Hypothesis (Ho): There is no significant correlation between students‟ past tense mastery and writing achievement in the form of guided personal recount text of the 10^th grade students at SMAN 1 Tenggarang Bondowoso.

2. Alternative Hypothesis (Ha): There is a significant correlation between students‟ past tense mastery and writing achievement in the form of guided personal recount text of the 10^th grade students at SMAN 1 Tenggarang Bondowoso.

H. Structure of Report

There are five chapters in this research and each chapter has several sub- chapters but having relevance to each other. Generally, a

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research had three parts. There were initial part, core part, and final part that would be explained below:

The first is initial part. It concludes the research title, approval sheet, ratification sheet, motto, dedication, acknowledgement, abstract, table of content, and list of table.

The second is the core part. It concludes:

1. Chapter I discusses about the introduction of thesis. It consists of research context, problem statement, research objective, research significance, definition of key term, hypothesis and structure of the report.

2. Chapter II discusses about review of related literature which consist of previous research, and theoretical framework.

3. Chapter III discusses the research methodology.

4. Chapter IV discusses the findings and discussion.

5. Chapter V discusses the conclusion and suggestion.

The third is final part which includes references, statement of authenticity of writing, and appendixes which are consisting of research matrix, bibliography of researcher, declaration sheet, and sheets of analysis.

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8 CHAPTER II

REVIEW OF RELATED LITERATURE A. Previous Research

This research is not the first research about correlation between students‟ past tense mastery and their ability in writing a recount. The researcher found some researches which were related to this study:

1. The first research was conducted by Lidwina Tulak at all, e- Journal of English Language Teaching Society (ELTS), 2015, entitled

“Correlation between Mastery of Simple Past Tense and The Ability in Writing Recount Text at The Tenth Grade”.¹⁰ This research objective was to find out the correlation between simple past tense mastery and writing achievement of recount at the tenth grade in SMAN 1 Torue.

The data showed that the result of objective test (simple past tense) was classified as excellent and the subjective one (essay writing of recount) was good. Then, this research found a positive correlation by applying Pearson‟s Product Moment (r) formula. It means past tense mastery and their ability to create recount text had a substantial relationship.

2. The second was conducted by Nurafiyat Ekamurti, Journal of Pedagogy, 2018, entitled “Correlation between Understanding of Using Simple Past Tense and The Ability of Writing Recount Texts of

10 Lidwina Tulak, Jamiludin, and Nadrun, “Correlation between Mastery of Simple Past Tense and The Ability in Writing Recount Text at The Tenth Grade”, e- Journal of English Language Teaching Society (ELTS), 4 (2015), 1 – 13.

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The Tenth Year Students of SMA 1 Marawola”.¹¹ The objective was to find out the relation between the two variables. The research data showed that the mean score of past tense test and free writing test were low. It was caused by some factors which were students got difficult to change irregular verb when constructed recount texts, they had lack vocabulary, and also had different background English since they were in Junior High School. In other hand, the other factor was the test itself as the research instrument. The researcher did not determine the validity, reliability and practicality that should be had by those tests.

Based on the data, this research concluded that there was no correlation between the two variables.

3. The third research was conducted by Oktavia M and Mukhaiyar, Journal of English Language Teaching, December 2020, entitled “The Correlation between Students’ Mastery in Simple Past Tense with The Ability of Writing Recount Text”.¹² The purpose of this research was to find out whether there is a correlation between past tense mastery and writing recount text of the tenth grade students in SMA Pembangunan Lab UNP 2019/2020. The data showed that the two tests (past tense test and free writing) were average. It means that two variables were correlated. But, the index of determination indicated that students‟

11 Nurafiyat Ekamurti, “Correlation between Understanding of Using Simple Past Tense and The Ability of Writing Recount Texts of The Tenth Year Students of SMA 1 Marawola”, Journal of Pedagogy, 2 (2018), 133 – 138.

12 Oktavia Murdani and Mukhaiyar, “The Correlation between Students‟ Mastery in Simple Past Tense with The Ability of Writing Recount Text”, Journal of English Language Teaching, 4 (December, 2020), 759 – 766.

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mastery of simple past tense was not the only factor that influenced their ability in writing recount texts. The other factors that also influence students‟ ability in writing were organization and their English vocabularies. It concluded that the correlation between two variables in average relationship.

4. The fourth was conducted by Dewi at all, Journal of English Education, September 2021, entitled “The Correlation between Past Tense Mastery and Writing Skill in Personal Recount Text”.¹³ The objective was to find out whether there is a significant correlation between two variables of tenth grade students in SMA Arinda Palembang. The data showed that most of students got the minimum score of past tense test but they got good score in free essay writing test. And there were students who got the minimum score of writing test but they got good score in past tense test. Then, the final concluded that there was no significant correlation, because the relation between two variables was in low category. It was affected by some relevant factors such as students‟ motivation in learning past tense and writing skill, their frequency of practice, and the measurement of writing was not only about grammar, but also content, organization, vocabulary, and mechanics.

5. The last research was conducted by Lestari at all, Language and Education Journal, November 2021, entitled “The Correlation

13 Dewi Agustini, Yuyun Hendrety, and Farnia Sari, “The Correlation between Past Tense Mastery and Writing Skill in Personal Recount Text”, Journal of English Education, 2 (September, 2021), 89 – 96.

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between Students’ Mastery of Simple Past Tense and Their Ability in Writing Recount Text”.¹⁴ The goal of this study determined a relationship between students‟ knowledge of simple past tense and their ability to create recount text at the tenth grade pupils of SMAN 7 Ogan Ilir. This research found that two variables are correlated and have a significant impact.

Based on the explanation above, it could be seen that all the researchers had the same object which was to find out the correlation between simple past tense mastery and writing ability in recount text.

Those researchers used the same writing test which was free essay writing.

From the tests, the result showed two possibilities:

The first said the correlation between two variables was significant.

However, the data showed that students who had past tense mastery, they could write a recount but interfered with its comprehension.

Then, the second said there was no correlation. This result could be affected by the writing test itself which was free essay writing. So, even students had the past tense mastery, but they could not produce the good recount text.

Hence, this research will investigate the correlation of simple past tense mastery and writing achievement in the form of guided personal recount text of the 10^th grade students at SMAN 1 Tenggarang Bondowoso.

14 Lestari, Fitri Novia, and Rachmanita, “The Correlation between Students‟ Mastery of Simple Past Tense and Their Ability in Writing Recount Text”, Language and Education Journal, 2 (November, 2021), 85 – 94.

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Table 2.1

Similarities and Differences of Previous Research

No Research Title Result Similarities Differences

1 2 3 4 5

1 e- Journal of English Language Teaching Society (ELTS) by Lidwina Tulak at all, 2015, entitled

“Correlation between Mastery of Simple Past Tense and The Ability in Writing Recount Text at The Tenth Grade”.

This research found a positive correlation. It means that two variables had a substantial relationship.

Both researchers investigate the correlation of Simple Past Tense Mastery and Writing Achievement of Recount Text at the 10^th grade students.

Previous research investigated students‟ free essay writing of recount text while this research will investigate the achievement of students‟ writing in the form of guided personal recount text.

2 Journal of Pedagogy by Nurafiyat Ekamurti, 2018, entitled

“Correlation between

Understanding of Using Simple Past Tense and The Ability of Writing Recount Texts of The Tenth Year

Students of SMA 1 Marawola”.

This research concluded that there was no correlation between the two variables.

3 Journal of

English Language Teaching by Oktavina M and Mukhaiyar, December 2020,

“The Correlation between Students’

Mastery in Simple Past Tense with The Ability of

This research concluded that the correlation

between two variables in average relationship.

Previous research investigated students‟ free essay writing of recount text while this research will investigate the achievement of students‟ writing

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No Research Title Result Similarities Differences

1 2 3 4 5

Writing Recount Text”.

in the form of guided personal recount text.

4 Journal of English Education by Dewi at all, September 2021, entitled “The Correlation between Past Tense Mastery and Writing Skill in Personal Recount Text”.

This research concluded that there was no significant correlation, because the relation between two variables was in low category.

5 Language and Education Journal by Lestari at all, 2021, entitled

“The Correlation between Students’

Mastery of Simple Past Tense and Their Ability in Writing Recount Text”.

This research found that two variables are correlated and have a significant impact.

Source: The data processing from previous researches

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B. Theoretical Framework 1. Simple Past Tense

a. Definition of Simple Past Tense

Based on English Grammar, “simple past tense is a verb which happened at one particular time in the past”.¹⁵ This tense is generally used in Narrative and Recount Text. It concludes that this tense is used to show an action which happened at one particular time in the past.

There are time signals which are usually used in simple past tense such as yesterday, two days ago, last night, last week, last month, last year, etc.

There are two forms in simple past tense:

Table 2.2

The Forms of Simple Past Tense

Verbal Non-Verbal

Positive (+)

(+) Subject + Verb2 + Object Example:

I spent my holiday at home last time.

(+) Subject+ was/were +non- verbal(ANA)+ Object

Example:

My holiday was bored last time.

Negative (-)

(-) Subject +did +not+ Verb1 + Object

Example:

I did not spend my holiday at home last time.

(-) Subject+ was/were+ not+

non-verbal(ANA)+O Example:

My holiday was not bored last time.

15 Betty Schrampfer A, Understanding and Using English Grammar Third Edition with Answer Key (New York: Pearson Longman, 2002), 2.

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Verbal Non-Verbal Interrogative (?)

(?) Did + Subject + Verb1+Object?

Example:

Did I spend my holiday at home last time?

(?) Was/were + Subject+ non- verbal (ANA) + O?

Example:

Was my holiday bored last time?

Note :

 You, They, We (were)

 I, He, She, It (was) b. The Verbs of Simple Past Tense

There are two kinds of verb which are used in simple past tense, namely regular and irregular verbs.

1) For the regular verb, the past form is made by adding –ed to the simple form. For example: Play-played, Prayed-prayed, Visit- visited, Clean-cleaned, Watch-watched, etc.

Moreover, there are some spelling rules in the regular verbs as follows:

a) If the simple verb ends in –e, only add –d. For example:

live/lived, tie/tied, change/changed, etc.

b) If the simple verb ends in –y after consonant, so change the –y to i and add –ed. For example: try/tried, carry/carried, dry/dried, etc.

c) If the simple verb ends in one vowel and one consonant, so make the consonant into double and then add –ed. For example: stop/stopped, permit/permitted, prefer/preferred, etc.

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2) And for the irregular verb, the word is according to the rules that exist. There are three categories of irregular verbs:

a) Verbs which do not change. For example:

- Cut-cut-cut - Read-read-read - Hit-hit-hit

b) Verbs which change their vowel. For example:

- Wear-wore-worn

- Wake up-woke up-woken up - Take-took-taken

c) Verbs which change completely. For example:

- Go-went-gone - Bring-brought-brought - Buy-bought-bought

Thus, this discussion refers to the students‟ simple past tense mastery. According to the English syllabus for the 10^th grade students, the basic competence of learning simple past tense is

“able to comprehend the use, the form, and the adverbial times of simple past tense”. It means that students are considered of having past tense mastery while they have understood it completely and have no difficulties using the past verbs in sentences or even writing a text.

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2. Writing Skill

a. Definition of Writing

Writing is a process to express thoughts, ideas and feelings through written form with certain purposes. Bowker states “writing is a skill which is required in many contexts throughout life”.¹⁶ For this example, everyone can reflect on what happened during a day or they can write messages to readers. Meanwhile, students‟

academic writing must be constructed by some micro elements, such as grammar, punctuation, and spelling. So that, writing is the complex skill to collect ideas into sentences by following the rules that exist.

All the writings share the same basic structure although they may differ in content and style such as an essay. Then, the essay structure is formulated as follows:¹⁷

- Introduction: opening or topic sentences are broad and general.

The topic sentence provides a general statement about the issue which gradually focusing the reader onto the topic and the proposition. The proposition includes the main idea of the essay, and summarizing the whole point of the essay.

16 Natilene Bowker, Academic Writing: A Guide to Tertiary Level Writing (Palmerston North: Massey University, 2007), 2.

17 Natilene Bowker, Academic Writing: A Guide to Tertiary Level Writing (Palmerston North: Massey University, 2007), 36.

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- Argument Paragraphs: supporting statements which include the developing sentences such as the definition, explanation, evidence, and the illustration.

- Conclusion: summarizing sentence relates to the conclusion from the previous paragraph.

b. The Writing Process

There are the six steps of writing process:¹⁸

- Pre- writing: consist of three steps, there are choose a topic, then gathering some ideas, and last but not least, organize the ideas where we want to use them.

- Drafting as the step four: It is started to write. Write paragraph or essay from start to finish. Do not forget to use a note about the ideas and the organization before.

- The fifth steps are reviewing and revising: Review structure and content. Structure is dealing with expressing and supporting ideas fluently and organizing them well. Then, the content is dealing with the development and the topic.

- The last step is rewriting:

1) Revise structure and content

2) Proofread: while reading again the text, do not forget to check its spelling, grammar and also some words which have already chosen to use.

18 Dorothy E. Zemach and Lisa A. Rumisek, Academic Writing: from Paragraph to Essay (Macmillan: Macmillan Publishers, 2005), 3.

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3) Make final corrections

Thus, this discussion refers to teaching guided writing. It is a stage of the writing process in which students imitate the model of texts.¹⁹ In this research, students are given guided writing in the model of questions and answers. It is a technique in which the teacher gives a topic and some questions to students. This technique is fully expected to facilitate and help students in avoiding some errors while in the process of writing a personal recount text.

3. Personal Recount Text

a. Definition of Personal Recount Text

Recount text is a piece of text that retells past events which are usually told in order in which they happened.²⁰ It means that recount is retelling a series or sequence of past activities while the simple past tense is employed. Then, personal recount retells an activity that has been experienced before by the writer. The purpose is to inform or entertain readers about the last events such as diary (day activities) or unforgettable experiences (holiday, vacation, etc.)

19 Key Hyland, Second Language Writing (Cambridge: Cambridge University Press, 2003), 4.

20 Mark Anderson, Text Type in English 2 (South Yara: Macmillan Education, 1997), 48.

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b. Generic Structure of Personal Recount Text 1) Orientation:

It provides the background information about whom, where, and when the events happened.

2) Events:

This part is main point of the recount which tells what happened and present the event in temporal sequence.

3) Re-orientation:

It is optional-closure of events. It usually ends with personal comment or conclusion of the experience.

Then, some language features which are used in a recount, as follows:

1) Focusing on specific participant (I, my group, my family, etc.) 2) Using past tense to retells the events.

3) Using temporal conjunction to show the chronological history (after that, then, next, finally, etc.)

4) Using action verbs such as go, look, change, etc.

Table 2.3

The Example of Personal Recount Text

Title My Holiday

Orientation

Information about whom, where, and when the events happened.

On the holiday, I and my friend went to the Panorama of Arak Arak Bondowoso. We went by riding a motorcycle. We went at 08.00 AM and arrived at 09.00 AM. So, it was about one hour from our home.

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Events

Present the event in temporal sequence.

First, we bought a ticket for five thousand rupiah per person and two thousand rupiah for parking. Then, we ate some snacks and took a rest for a long trip. After that, we took some pictures and enjoyed a view from the high place. The air was very cold because this place was in a forest area. And last but not least, we fed the monkeys over there.

However, they did not bother the visitors, since it was their habitat.

And finally, we went home at 01.00 PM.

Re-orientation

Personal comments Overall, this trip was very satisfied and we enjoyed the view and every single thing over there.

Thus, this discussion refers to students‟ writing achievement of personal recount text. According to the English curriculum of the 10^th grade students in senior high school, the basic competence of writing a recount is “to construct a simple essay by using appropriate language feature which is simple past tense”.

In this research, students are asked to make a personal recount by giving them some instructions in questions-answers technique.

Students are considered of having the writing ability while they could answer those questions in the form of personal recount text by using the correct past verbs in sentences.

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22 CHAPTER III

RESEARCH METHODOLOGY A. Research Design

This research is correlational research design. Gay, Mills and Peter, state that “Correlational research involves collecting data to determine whether, and what to degree, a relationship exists between two or more quantifiable variables”²¹. It means that the correlational research is a study to determine whether two or more variables are related to one another.

There are two variables in this research:

a. Independent variable which is students‟ mastery of past tense (Variable X), and

b. Dependent variable which is writing achievement of personal recount text. (Variable Y)

B. Population and Sample 1. Population

Population is all of the subjects and objects that will be taken in the research. The population of this research is the 10^th grade students at SMAN 1 Tenggarang Bondowoso academic year 2021/2022. The population of this study is described into the following table at below:

21 L. R. Gay at all, Educational Research (Competencies for Analysis and Applications):

Tenth Edition (Pearson: Pearson Education, 2012), 203.

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Table 3.1

The Population of Research

NO Class Number of Students

1 X MIPA 1 36

2 X MIPA 2 36

3 X MIPA 3 36

4 X MIPA 4 36

5 X MIPA 5 36

6 X MIPA 6 36

7 X IPS 1 32

8 X IPS 2 34

9 X IPS 3 33

Total 315

2. Sample

Considering the same materials, curriculum, books, and also the English teacher for the population, the researcher decided to use the classroom random sampling. Thus, to choose the sample, the researcher raffled the nine classes and then X MIPA 2 was chosen as respondent class. Afterward, to make the valid instrument the researcher took X IPS 2 as non-respondent class.

C. Research Instrument

Instrument is a tool to collect the data. The researcher uses interview and a test as the instrument for collecting this data. There are two tests in this research. The first test is simple past tense test. This test is objective test which is completion test or filling the blank. The completion requires students to fill the suitable past verbs (regular, irregular, and to be was/

were) on the blanks.

Then, the second is subjective test which is guided writing test. This test provides some questions that will be an instruction to make a

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paragraph of recount text. The past activities will be a topic of those questions such about their holiday or the last experiences.

In order to see how good the test is, so the validity, reliability, and practicality should be had by those instruments in this research.

1. Validity of test

Validity refers to how much the accuracy of research instrument.

There are some kinds of validity which are used in this research, as follows:

a. Face validity

This validity is concerned whether the tests seem relevant and appropriate for what is assessing on the surface. So, the test has face validity, when it looks clear to the students even the test maker.

b. Content validity

In this validity, the test should be based on learning materials of simple past tense and recount text. It means this validity is comparing the contents of test with the learning material that has been taught before. If the tests are suitable with English syllabus, so the test has a content validity.

c. Item validity

Item validity is to find out the validity of each question in the tests. This validity is used Pearson’s Correlation Product

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Moment Formula by IBM SPSS Statistics 22 version. The test has item validity, if the coefficient shows positive correlation.

(r value is higher than r table) 2. Reliability of test

It refers to the consistency and stability of research instrument. The test is reliable when it would generate the same data from the same object on several times. To find out the reliability of tests, the researcher uses Cronbach’s Alpha by IBM SPSS Statistics 22 version.

The test has reliability, if the value of cronbach’s alpha is higher than 0.60.

Here, the level of reliability based on Cronbach’s Alpha Coefficient as follows:

Table 3.2

The Level of Reliability of Cronbach’s Alpha²² Cronbach’s Alpha Coefficient Level of Reliability

0,0 – 0,20 Less reliable

>0,20 – 0,40 Rather reliable

>0,40 – 0,60 Quite reliable

>0,60 – 0,80 Reliable

>0,80 – 1,00 Very reliable

3. Practicality

It deals whether the test is easy to administer, score, analyze, and interpret (time, money or charge, and human resources).

22 Hair at all, Multivariate Data Analysis 7^th Edition (England: Pearson Education Limited, 2010), 125.

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D. Technique of Data Analysis

In this research, the researcher uses some techniques to analyze the data. The details of each technique, as follow:

1. Calculate the score of simple past tense and writing test.

a. Simple Past Tense

Table 3.3

The Scoring System of Simple Past Tense Mastery²³ Type of

test

Number of items

Score per item Max.

score Correct Almost

correct In- correct

Completion 20 5 2.5 0 100

Hence, the interval of students‟ score in simple past tense test is described as follows:

Table 3.4

The Interval Score of Simple Past Tense²⁴ Interval Score Categorized as

<75 Fair

75 – 80 Good

81 – 90 Very good

91 – 100 Excellent

b. Writing Personal Recount Text

In this test, the researcher uses the scoring technique that suggested by Weigle²⁵, as follows:

23 Lidwina Tulak at all, “Correlation between Mastery of Simple Past Tense and The Ability in Writing Recount Text at The Tenth Grade”, e- Journal of English Language Teaching Society, 1 (2015), 4.

24 Tri Kustiyarini, S.Pd, Interviewed by researcher, Bondowoso, 9^th of May 2022.

25 S. C, Weigle, Assessing Writing (New York: Cambridge University Press, 2002), 116.

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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:

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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 (H_a) 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, 9^th of May 2022.

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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.

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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 10^th 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

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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.

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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 10^th 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

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a) Item validity of simple past tense test

The first simple past tense test was held on Friday, the 13^th 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

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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)

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From that first result, the researcher decided to give second tried-out that was held on Friday, the 20^th 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

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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.