THE CORRELATION BETWEEN STUDENTS’ GRAMMAR MASTERY AND THEIR READING COMPREHENSION ABILITY DURING ONLINE CLASS
SKRIPSI
BY AFINA FIKA NPM 21701073096
UNIVERSITY OF ISLAM MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH EDUCATION DEPARTMENT
AUGUST 2021
ABSTRACT
Rahma, Afina Fika. 2021. The correlation between students’ grammar mastery and their reading comprehension ability during online. Advisor: (I) Drs. Yahya Alaydrus, M.Pd (II) Nuse Aliyah Rahmati S.Pd.,M.A. TESOL
Keyword: Correlation, Grammar Mastery, Reading Comprehension
One of the factors that affect the success of reading comprehension ability is grammar mastery. Students who master grammar will have a better understanding of the text and will be able to comprehend it more quickly. In this case, this research aims to find out the correlation between grammar mastery and reading comprehension ability in third-semester students of the faculty of teacher training and education at University of Islam Malang. This research used a quantitative approach with a correlation design.
The sample consisted of 29 English department students in the third semester of the faculty of teacher training and education at the University of Islam in Malang. The data was collected by using a score of grammar and reading. Then, the data were analyzed by applying Pearson Product Moment Correlation analysis.
The research findings showed a significant positive correlation between grammar mastery and reading comprehension ability because the significance demonstrated on the table was 0.000<0.05 level of significance. Then, the coefficient correlation obtained shown on the table was 0.631. According to the significant interpretation, the correlation was in the range of 0.40- 0.60, indicated a moderate correlation between those two variables. The result of the previous researches was similar with the present research. It was indicated that grammar mastery was significantly correlated with reading comprehension ability. Therefore, it was concluded that the students’ grammar mastery contributed significantly to their reading comprehension ability.
Based on the finding above, it can be suggested that students should involve grammar when reading to get the message conveyed by the author. Besides that, the role of the lecturer is also essential to motivate students so that they can improve their grammar knowledge.
1 CHAPTER I INTRODUCTION
This chapter contains the background of the study, research problem, the objective of the research problem, the significance of the study, scopes, and limitations of the research, and the definitions of key terms.
1.1 Background of the Study
These days, learning English is very important. English is taught in
Indonesia from elementary school to university level. Setyaningrum (2017) stated that English has become one of the foreign languages studied at every level of education in Indonesia. Teaching English at all levels of education in Indonesia can prove that understanding English is essential nowadays.
Every level of educational institution implements the curriculum for study English. English Department Faculty Teacher Training and Education of
UNISMA are using Kurikulum berbasis kompetensi selaras KKNI for their education system. The curriculum is designed to generate English Education Department graduates whit communication competence, leadership, teacher's code ethics with Islamic values Ahlussunah Waljamaah. In the English Education Department Faculty Teacher Training and Education of UNISMA the students taught many subjects. The students also have learned English skills (listening, speaking, reading, and writing) and English Components (grammar, vocabulary, and pronunciation).
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The students are given 12 credits for Grammar courses. In semester three, this course has entered the advanced level of a grammar of English. This course focused on grammar for TOEFL.
Furthermore, for the Reading course, the students take 12 credits for four semesters.
Students taught reading comprehension (theme of the text, main idea, and title, the purpose of the text, conclusion, and reference) and vocabulary in Reading for TOEFL.
We have to understand the structure or grammar of the language appropriately when we try to learn a language. According to Etfita (2019), she said that every language has its grammar.
With grammar, students can practice language correctly. Debata (2013) stated that students who want learn new language they must learn grammar of that language. Without grammar, the sentence may be useless and non-meaningful. According to Ekaningsih (2017), without grammar, the sentence may be clueless. This perspective says that grammar plays an essential role in the making of effective and good sentences. According to Adhiyatma, Jamiluddin, and Nadrun (2015), it is said that three components (grammar, vocabulary, and pronunciation) of English must be learned by students. Students must learn grammar in depth because grammar has an essential role as a part of the language.
On the other hand, reading is one of the skills students have to practice. Reading will help students develop their knowledge. As said by Siregar, Afriazi and Arasuli, (2019) they stated that Students have learned and enhance their comprehension of what they are studying and what they need to know by reading. Reading is an activity that can help develop knowledge and obtain insight from different perspectives. To understand the context of the text we are reading, we need to understand it. As belief by Humaira, Komariah, and Inayah, (2017), reading is one of the skills that need to be learned by the students. So that is the way the students must learn a reading skill
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because reading has a lot of benefits to students. The students have to read if students want to get more information, or they not get something.
If students want to increase their language ability, they cannot separate, and they must balance their English Language skills and English Language components. Andini, Hardiana, and Delfi (2017) mentioned that language skills and language components could not be separated.
Grammar has an essential role in reading comprehension. According to Septiani (2018), said that vocabulary knowledge and grammatical skills play a significantly in getting the desired result in reading comprehension. The students who implement their grammar mastery on their reading comprehension ability may not confuse the text's meaning. Maharani, Rochasantiningsih, and Pudjobroto (2017), they mentioned that grammar is essential to be taught because it helps the readers understand the text's meaning. In their research, they said that grammar has an essential role in the students' reading comprehension ability. The students need to understand grammar properly to understand the text. Grammar can help students to understand the purpose of the text by knowing its structure. The students who have a mastery of grammar may do not have big problem with their reading comprehension ability.
In one of the previous studies about grammar mastery and reading comprehension ability, Choirunnisa (2017) found a positive correlation between grammar mastery and reading
comprehension ability. The result from her thesis is there any significant correlation between grammar mastery and reading comprehension. From those explanations above, the researcher wants to conduct a research to know the significant correlation between grammar mastery and reading comprehension ability on UNISMA during online class due to the covid-19 case.
4 1.2 Research Problem
Based on the discussion in the background of the study above, the problem in this study is formulated as follows: “Is there any significant correlation between student’s grammar mastery and their reading comprehension ability at students the third semester of English Department of Faculty teacher training and Education of University of Islam Malang?”
1.3 Objective of the Study
The study's objective is to know the significant correlation between the students' grammar mastery and reading comprehension ability English Department student's third
semester at the Faculty of teacher training and education at the University of Islam Malang in the academic year 2020/2021.
1.4 SignificanCE of the Study
The results of this study are expected to help teachers or someone involved in education realize that teaching grammar is essential to help the students understand the reading skill.
Knowing their students’ grammar mastery, the teacher would learn to help them increase their reading comprehension ability. For the students, by knowing the importance of their
grammar mastery for their reading comprehension, they would be aware that grammar mastery is importance to help them in reading comprehension ability.
5 1.5 Scope and Limitation of the Study
There are two scopes of this study. First, locative scope: the students are located at the University of Islam Malang. Second, human scope: the subjects of this study are the students 3th semester of the Department of English Education of UNISMA in the academic year 2020/2021.
Limitation of this study: Since the researcher had a limited time to conduct and directly control the quiz, the researcher collected the document of final score from the lecturer of grammar and reading subject from students the third semester of the English Department of Faculty Teacher Training and Education of the University of Islam Malang. The documents obtained from the lecturers of reading and grammar subjects were the accumulated scores of students from several activities during class, not only quiz scores.
1.6 Definition of the Keys Terms
The definition of keys terms is provided to avoid misunderstanding and ambiguity. There are some terms used in this study that need to be defined.
1.6.1 Grammar mastery
The student’s final grammar obtained from the lecturer of grammar course in third semester.
1.6.2 Reading Comprehension ability
The students 'reading comprehension scores were taken from the lecturers' final scores in the reading course.
1 CHAPTER V
CONCLUSION AND SUGGESTIONS
This chapter presents the conclusions of this research and some suggestions for students, lecturers, future researchers and all readers.
5.1 Conclusion
Based on the results on the previous chapter, the students’ grammar mastery affects their reading comprehension ability. The students who received better scores in grammar mastery also received better scores in reading comprehension ability. It is means that grammar mastery is really important for students to understand the text easier. Good readers need to master in grammar to produce a readable and accurate text. Indeed, they have to more emphasis in improving grammar mastery because the result of this study showed that grammar mastery more given a high contribution to reading comprehension ability. So, the students need to more increase their grammar mastery to be better in reading comprehension ability.
2 5.2 Suggestion
Based on the results and discussions, the researcher would like to propose some suggestions:
5.2.1 For the Students
It is suggested that students practice more grammar exercises and evaluate grammar in reading texts to improve their grammar skills. It is also expected that students analyze word order when reading in order to actually comprehend the meaning of a reading text.
5.2.2 For the Lecturer
Lecturer need to explain to students about the importance of including
grammar when reading. Additionally reminds students that grammar has a significant impact on their ability to comprehend the meaning conveyed by the author.
5.2.3 For the Future Researcher
Since the researcher uses documentation as an instrument of this research, the researcher feels that the instrument is still weak. So that future researchers should develop this research by using other instruments in further research so that the results obtained are more complete and perfect.
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