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INTRODUCTION
1.1
Background
of The Problem
English is one popular language in
the world. English is an international language; it is used as a means of
communication. It is also a popular
language in the world, thus, most of people in many countries learns English in
their life or education. Further, English is very crucial to master by every
students in facing the globalization era. The ability of students’ English is
expected helps them to be easy in bilateral interaction. Thus, there are a lot
of people learn English at formal and informal educations.
In Indonesia
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Further, descriptive paragraph
often finds by the students as topic lesson in their teaching materials. A
descriptive paragraph is a kind of writing that presents ideas by providing
defiles about characteristic of people, places and things. Definitely a
descriptive paragraph consisted of a group of sentences and composed of a group
sentence expressing one central idea, it is namely paragraph.
The difficulties of the students in
writing paragraphs like as to write descriptive paragraphs influenced of their problems
to express or to use some vocabulary mastery, parts of speech mastery,
sentences patterns mastery, and genre structure mastery of the paragraphs correctly.
So, it can be identified that the parts of speech mastery like as pronouns
mastery are very crucial for students in writing descriptive paragraph, because
the pronouns often uses in writing descriptive paragraph. Furthermore, there
are many pronouns of English that often use in writing descriptive paragraph.
Meanwhile, the pronoun is used
in place of a noun. It refers to a noun which comes before it. Thus, it can be
said that pronouns are very important to be master by students in writing
descriptive paragraph as one of the most aspects language.
Based on the above statements,
the writer interested to make a research and wanted to know how the students’ pronouns
mastery and their mastery in writing descriptive paragraph was. So, she proved
it on entitle of the research is; “
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1.2` Identification of the Problem
Based on the background above, it can be
known that a descriptive paragraph is a kind of writing that presents ideas by
providing defiles about characteristic of people, places and things. Definitely
a descriptive paragraph consisted of a group of sentences and composed of a
group sentence expressing one central idea.
Definitely,
there are many factors that can influence of the students’ ability in writing
descriptive paragraph such as vocabulary mastery, parts of speech mastery,
sentences patterns mastery, and genre structure mastery of the paragraphs. So, the writer identified that there are many
students can not write descriptive paragraph because of their unable to use the
parts of speech especially the pronouns correctly.
1.3
Limitation
of the Problem
Based
on the identification of the problem above, it can be known that there are many
factors that can influence of the students’ ability in writing descriptive
paragraph such as vocabulary mastery, parts of speech mastery, sentences
patterns mastery, and genre structure mastery of the paragraphs.
Thus,
it is possible for the writer to reach all the factors that can influence of
the students ‘ability in writing descriptive paragraph. But the writer has limited
for one factor only as limitation of her research, it is pronouns mastery especially
personal and demonstrative mastery namely.
The writer has
chosen the factor, because pronouns mastery is very important for students in writing
descriptive paragraph. It is also may improve the ability of the students in
writing especially in writing descriptive paragraph.
1.4 Definition Operational Variables of
Research
As it known that there are two
variables consisted in this research, they are pronouns mastery as X variable
and writing descriptive paragraphs as Y variable. Thus, in order to make this
research clearly, the writer wanted to define each of the variables as below:
Pronouns
mastery is the skills the grade IX students at MTsN Muarasipongi in 2012-2013
academic year to use the words that place of a noun. It refers to a noun which
comes before it.
Writing
descriptive paragraph ability is the skills the grade IX students at MTsN Muarasipongi
in 2012-2013 academic year to write a kind of writing that presents ideas by
providing defiles about characteristic of people, places and things. Definitely
a descriptive paragraph consisted of a group of sentences and composed of a
group sentence expressing one central idea, it is namely paragraph.
1.5 Formulation of the Problem
The
problems of this study are formulated as follows:
1.5.1 To what extent was the grade IX students at MTsN
Muarasipongi in 2012-2013 academic year in mastering pronouns?
1.5.2 To what extent was the grade IX students’
ability at MTsN Muarasipongi in 2012-2013 academic year in writing descriptive
paragraph?
1.5.3 Was there a significant correlation between pronouns
mastery and writing descriptive paragraph ability of the grade IX students at MTsN
Muarasipongi in 2012-2013 academic year?
1.6 The
Aims of Research
Based on the formulation of the problem
above, the uses of the research can be stated as follows:
1.6.1
To find out the extent was of the grade
IX students’ pronouns mastery at MTsN Muarasipongi in 2012-2013 academic year.
1.6.2
To find out the extent was the grade IX
students’ ability in writing descriptive paragraph at MTsN Muarasipongi in
2012-2013 academic year?
1.6.3
To know how was the correlation between pronouns
mastery and writing descriptive paragraph ability of the grade IX students at MTsN
Muarasipongi in 2012-2013 academic year?
1.7 The Uses of Research
The
findings and uses of this research are useful for:
1.7.1
The English teachers in improving their skills
in teaching English especially in teaching pronouns and writing descriptive
paragraph.
1.7.2
The headmaster in motivating the
English to teach English seriously by
using good method especially in teaching pronouns and writing descriptive
paragraph.
1.7.3
The
readers as information to enrich knowledge readers and who wants to make a
research of the same topic in the future
CHAPTER II
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THEORETICAL
DESCRIPTION AND HYPOTHESIS
2.1 The Theoretical Descriptions
2.1.1 Definition of Writing Paragraph
Actually, writing is one of the
based competences of learning English the skills in using graphic symbols,
which have to be arranged according to certain conventions. It is relevant
according to Byrne (1979:1) that: “Writing refers to the skills in using
graphic symbols, which have to be arranged according to certain conventions.
Writing means the act of skill in forming graphic symbols and a number of
disburse elements”.
Further, Harris (1968:68) stated
that the writing process is a sophisticate skill combining five general
components: content, organization, grammar, vocabulary and mechanics. Then,
Harris (1969:69) also sated that stated that writing is one of the components
of learning the language. Those components are listening, speaking, reading,
and writing. For that writing should be taught to students because it can be
used to measure the students’ ability and to look up their comprehension toward
grammatical rules on sentence.
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In writing activities, we have to
pay attention to some aspects those are outside of writing technique, such as
motivation to write, identify the purpose of writing, determining who wants to
read the writing, choose the tone and consider the suitable topic. These
aspects make the message can be received and understood by the readers.
From
the explanations above, it can be concluded that in writing as a graphic symbol
should be intended of the abilities such as components: content, organization,
grammar, vocabulary and mechanics. It means that students who want to write
correctly should be intended of the above the abilities. Further, paragraph is a unity of written
language which is consisted of many arrangements sentences’ logically.
It is relevant
to Angraini et.al, that:
“Paragraf adalah
satuan Bahasa tulis yang terdiri atas beberapa kalimat yang tersusun secara
runtut, logis, lengkap, utuh dan padu. Sebuah paragraf terdiri atas sejumlah
kalimat yang mengungkapkan kesatuan informasi dengan satu fikiran utama atau
gagasan pokok sebagai pengendaliannya.”
(Angraini
et.al, 2006:55)
It
means that paragraph is a unity of written language which is consisted of many
arrangements sentences’ logically, completely, permanently and unity. A
paragraph also intended of a number of sentences to express a unity of
information with a mind idea or a topic sentence as it’s anticipated.
Thus, it can be known that a paragraph is composed of a group sentence
expressing one central idea, it is relevant to Oshima and Hogue (1987:55)
states a paragraph is a group of related sentences that develops one main idea.
On the other hands, Muhyidin (1988:1)
stated that a paragraph is a group of sentences and that the first sentence
this group is indented, that is, it begins a little bit more to the right of
the margin than the rest of the sentences in this group.
Further, Amarris (2011) in
http:// amarris.homestead.com stated that paragraph is a
subdivision of a written composition that consists of one or more sentences,
deals with one point or gives the words of one speaker, and begins on a new
usually indented line it is a short composition or note that is
complete in one paragraph. So, it is also a passage in text that is
about a different subject from the preceding text, marked by commencing on a
new line, the first line sometimes being indented.
Meanwhile, Merriam (2012) in
http:// www. merriam- webster. com/dictionary/ paragraph, paragraph is a group
of sentences that explains, interprets and is based on one theme, all the
sentences of a paragraph are written in
such a way that revolve around the same theme and convey the same message. A
paragraph is a series of sentences hat are organized and coherent, and are all
related to a single topic. Almost every piece of writing you do that is longer
than a few sentences should be organized into paragraphs. This is because
paragraphs show a reader where the subdivisions of an essay begin and end, and
thus help the reader see the organization of the essay and grasp its main
points. Paragraphs can contain many different kinds of information.
A paragraph could contain a series
of brief examples or a single long illustration of a general point. It might
describe a place, character, or process; narrate a series of events; compare or
contrast two or more things; classify items into categories; or describe causes
and effects. Regardless of the kind of information they contain, all paragraphs
share certain characteristics. One of the most important of these is a topic
sentence.
In additions, Merriam (2012) in http://
www. merriam- webster. com/dictionary/ paragraph stated that a topic sentence is A
well-organized paragraph supports or develops a single controlling idea, which
is expressed in a sentence called the topic sentence. A topic sentence has
several important functions: it substantiates or supports an essay’s thesis
statement; it unifies the content of a paragraph and directs the order of the
sentences; and it advises the reader of the subject to be discussed and how the
paragraph will discuss it. Readers generally look to the first few sentences in
a paragraph to determine the subject and perspective of the paragraph. That’s
why it’s often best to put the topic sentence at the very beginning of the paragraph.
In some cases, however, it’s more effective to place another sentence before
the topic sentence for example, a sentence linking the current paragraph to the
previous one, or one providing of background information.
Although most paragraphs should
have a topic sentence, there are a few situations when a paragraph might not
need a topic sentence. For example, you might be able to omit a topic sentence
in a paragraph that narrates a series of events, if a paragraph continues
developing an idea that you introduced (with a topic sentence) in the previous
paragraph, or if all the sentences and details in a paragraph clearly refer
perhaps indirectly to a main point. The vast majority of your paragraphs,
however, should have a topic sentence.
From
the explanations above, it can be concluded that paragraph is a group of
related sentences that develops one main idea and it is also is a group of
sentences and that the first sentence this group is indented, that is, it
begins a little bit more to the right of the margin than the rest of the
sentences in this group.
2.2.2
Types of Paragraph
Based on the explanation
above, it can be known that a paragraph is composed of a group sentence
expressing one central idea. So, there are many types of
paragraphs. Further, Angraini et. al, (2006:55) stated that based of its
functions, there are five kind of paragraphs, such as;
1)
Descriptive paragraph.
2)
Narrative paragraph.
3)
Argumentative paragraph.
4)
Persuasive paragraph
and
5)
Exposition paragraph.
Furthermore, Amarris (2011) in http://
amarris.homestead.com stated that there
are seven types of paragraphs. They are narration paragraph, exposition
paragraph, Definition paragraph, classification paragraph, description
paragraph, process analysis paragraph and persuasion paragraph.
1)
Narration paragraph. The paragraphs are most individually used in
narrative. There are many descriptive element included into the body of a
narration paragraph but, if collected correctly, the paragraph will aspect much
more action than representation.
2)
Exposition paragraph. This type of a paragraph is use as a component of
other types. It’s created in order to make clear or explain. It can contain
element of comparison and contrast or cause and effect writing.
3)
Definition paragraph. Definitions paragraphs are used in arrange to explain
the meaning, basis and function of things.
4)
Classification of paragraph. Writing a classification
paragraph takes a little different approach. It should rely on both defining
and comparing. Writers should order the subject of the paragraph in a specific
background providing comparison to corresponding ideas.
5)
Description paragraph.
Description paragraphs should be detailed, clear, and give the represented
reality Sequential. Description paragraphs should focus on action (verbs),
rather than sensations.
6)
Process analysis paragraph. It’s very short and uses formal, non-descriptive vocabulary. It
should be written in sequential order which accounts for successive actions.
7)
Persuasion paragraph. Persuasion paragraphs require
exhortatory and lively language. They should be devoid of expressive content
and, instead, rely on the essential form.
Based on the above explanation he
researcher concluded that there are seven
types of paragraphs. They are narration paragraph, exposition paragraph,
Definition paragraph, classification paragraph, description paragraph, process
analysis paragraph and persuasion paragraph. As stated above that the
writer limited this research for writing descriptive paragraph only.
2.2.3 Descriptive Paragraph
As
it known that descriptive paragraph is a piece of writing that presents the
characteristic of people, places and things. It is relevant according to
Sullivan (1980: 133) that: “Descriptive text is a piece of writing that
presents ideas by providing defiles about characteristic of people, places and
things”. Further, Jolly (1984: 47) stated that there are five types of
descriptive paragraph, namely describing an event, describing a personality,
describing a place, and describing an object.
1) Describing
an Event
In
describing an event, a writer should be able to memorize and remember what
happened in the event. Suppose the writer will write and discuss the accident
that happened two days ago. In that case, he/ she have to explain all details
related to the event clearly. Indeed, the reader will feel it in the real
situation.
2) Describing
a personality
If
someone wants to describe a person, the first thing that we do is to recognize
his/her individual characteristics. We need to describe people occurs fairly in
areas of physical attribute (eye, nose, ears, hair), emotional (warm, nervous),
moral attributes (greedy, trust worthy) and intellectual (clever, perception).
3) Describing
a Place
As
people, there is a commonly occurring need to describe places. The best way to
describe a place is by presenting something concrete, for example a home, a
school, and so on.
4) Describing
an object
The
best way to describe an object accurately is by providing the physical
characteristics of an object such as shape, the form, the colors, and so on. So
the writer will easy to describe the object.
Based
on the experts’ explanation above, the researcher concluded that descriptive
text is a piece of writing that presents ideas by providing defiles about
characteristic of people, places and things.
2.2.4 The Genre Structure of Descriptive Text
Actually, every kind of paragraphs
has special genre and the uses. Gerrot and Wignell (1994:21) stated that social
function of description is to describe a particular person, place or thing. The
generic structure is identification - description and the lexicogramrnar features of the text are:
a. Focus
on specific participants.
b. Use
identifying process
c. Use
classifiers in nominal groups
d. Use
present tense
Then, Deswy (2010) in http://understandingtext.blogspot.com stated that descriptive text is a text which says
what a person or a thing is like. Its purpose is to describe and reveal a
particular person, place, or thing. Descriptive text has structure as below;
1)
Identification;
identifying the phenomenon to be described and
2)
Description;
describing the phenomenon in parts, qualities, or/and characteristics.
Furthermore, Amarris (2011) in
http:// amarris.homestead.com stated that organization texts of descriptive text are:
1) Identification
(mention the special participant)
2) Description
(mention the part, quality, and characteristics of subject being described)
From
the explanation above, Amarris (2011) in http:// amarris.homestead.com stated the example of descriptive paragraph of and describing a
personality and describing place can be seen as below:
Missing
Dian, a three-year old girl, has been reported missing. She has short
curly hair and dimples when she smiles. She was last seen
wearing a white shirt and red shorts. If you see a child who looks like the
little girl in the picture, please call the nearest police Station or Mr.
Jeckly at 9333-3333.
The other text is;
The climate is hot
and humid year-round. Rainfall occurs throughout the year, although it is the
heaviest from November to May. To average annual precipitation in Jakarta
(Amarris (2011) in http:// amarris.homestead.com)
Based on the above explanations, it can be concluded that purpose
of descriptive text is to describe and reveal a particular person, place, or
thing to identify the phenomenon and describe qualities or characteristics.
2.2
Nature
of Pronouns
Pronoun is the word that is used in
English. The important of pronoun is assumed most influence which another
sentence. It means pronoun has a conjunction which can prevent ambiguity the
meaning of word of very high frequency. Further, according to Azar Betty
Scrampfer (1989:A5) that: “A pronoun is used in place of a noun. It refers to a
noun which comes before it”.
Furthermore, Vikas (1991:3) stated
that pronoun is a word that uses in place of a noun. The pronoun can be used in place of a noun
phrase, a noun clause and a whole sentence. For examples:
1)
He talks in a funny way. I do not like it. (Noun phrase)
2) I tell you that he is a tailor. In fact every
body knows it. (Noun clause)
3) She has passed the examination. His parents
are very happy (sentence).
2.2.1 Classification and the Use of Pronouns
As stated above that a pronoun is
used in place of a noun. It refers to a noun which comes before it. Then, Vikas
(1991:3) stated that pronoun can be classified into:
1)
Personal pronoun.
The use of personal pronoun namely
as subject (I, you, we, they, he, she, it), as Object (me, you, us, them, him,
her, it), as Possessive Adjective (my, your, our, their, his, her, its) and as
Possessive Pronoun (mine, yours, ours, their, his, hers). The use of Possessive
Pronoun is to avoid the repetition of two the same name in sentence. For
examples in sentences:
Subject : She
has a magazine.
Object : He loves her
Possessive
Adjective : That is her
book.
Possessive Pronoun : That book is hers.
2) Demonstrative
pronouns.
Demonstrative
pronouns are used to refer to objects mentioned earlier or which are already
present in the speaker’s mind. The demonstrative pronouns are: that, this, those, these, such and one. For examples in sentences:
a) This
is
a cat.
b) That is a tower.
c) These are some
magazines.
d) Those are my friends, etc.
3)
Relative Pronouns.
The relative pronouns also can be
called as a joining pronoun because it can join or connect two statements. The
relative pronouns are: who, which, whom,
whose, that, for examples in
sentences:
a) I
saw John who had just returned.
b) I have found the wallet which I had lost.
c) Here is the novel that you lent me.
d) It is a problem whose situation, I don’t
know, etc.
4) Interrogative pronouns.
The
interrogative pronouns are used for persons or things about which questions are
asked. The interrogative pronouns are:
a) Who
spoke?
b) Which is your friend?
c) What did you say?
d) Whom did you see?
e) Whose is this umbrella? etc.
Further more , “Who” is used for persons only, “Which” is used for both persons and things,
it implies selection, “What”
is used for things only, “Who”
is also used for person only (object) and “Whose” is used for possessive case.
In additions, Suratinah (2008:102)
stated that there are eight kinds of pronouns namely such as:
1) Personal
Pronouns
Personal pronouns require forms to
express person, number and gender. For example: Tricia and Annette will not
soon forget Henrik Ibsen’s doll-house, for it was a relevant play to them. It
replaces a doll-house and them replaces Tricia and Anette.
2) Possessive Pronouns
Possessive pronouns are personal
pronouns that show ownership or belonging. For example: The packages have
arrived at the warehouse and we can pick up ours at any time. The word “ours”
replaces packages. Below is the table of possessive pronouns:
Table
2.1: The Possessive Pronouns
|
Pronouns
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Singular
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Plural
|
||||
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Subject
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Possessive
|
Subject
|
Possessive
|
|||
|
Adjective
|
Pronoun
|
Adjective
|
Pronoun
|
|||
|
First
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I
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My
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Mine
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We
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Our
|
Ours
|
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Second
|
You
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Your
|
Yours
|
You
|
Your
|
Yours
|
|
Third
|
He
She
It
|
His
Her
Its
|
His
Her
Its
|
They
|
Their
|
Theirs
|
(Suratinah,
2008:102)
Based on the table above, it can be
known that pronoun divides into singular and plural and also each of the
pronouns has its function, they are as a subject and as a possessive.
3) Demonstrative Pronouns
Demonstrative pronouns specify the
individual or the group that is being referred to. For example: this, that,
those and these.
4) Reflexive Pronouns
Reflexive pronouns indicate that
people or things actions to, for or on behalf of themselves. For example: first
person are myself and ourselves, second person are yourself and yourselves and
third person are: himself, herself, itself and themselves.
5) Intensive Pronouns
Intensive pronouns are the same
words as the reflexive pronoun but they draw special attention to a person or a
thing mentioned in the sentence. For example: We drove around the grounds of
the estate but could not visit the mansion itself, which was locked. The
pronoun itself draws special attention to the word mansion.
6) Interrogative Pronouns
Interrogative pronouns introduce
questions. For example: who, whom, which, what and whose. In the sentence, it
can be: who will call the rest of club members about the meeting tomorrow
evening?
7) Relative Pronouns
Relative pronouns introduce
adjective clauses, which modifies nouns and pronouns. For example: who, whom,
whose, which, and that. In the sentence, it can be: The minister in reformation
cabinet who makes dispute is Minister of mine and energy.
8) Indefinite Pronouns
Indefinite pronouns refer to
people, place or things in general. Below are the examples of indefinite
pronouns:
|
all
any
each
anybody
anyone
|
anything
both
some
everything
none
|
one
either
nobody
nothing
other
|
neither
somebody
someone
something
|
(Suratinah,
2008:104)
The writer concluded that pronoun is very
important in part of sentences, which can give a sentence is complete meaning
or understand about a sentence and to take short of a sentence and also in
clearly comprehensive and the students can understand about vocabulary,
punctuation mark, especially to understand of writing exposition text.
2.2
Conceptual Framework
Based
on the explanation above that writing is the skills in using graphic symbols,
which have to be arranged according to certain conventions. Writing means the
act of skill in forming graphic symbols and a number of disburse elements.
Further,
a descriptive paragraph is a kind of writing that presents ideas by providing
defiles about characteristic of people, places and things. Definitely a
descriptive paragraph consisted of a group of sentences and composed of a group
sentence expressing one central idea, it is namely paragraph. The difficulties
of the students in writing paragraphs like as to write descriptive paragraphs
influenced of their problems to express or to use some vocabulary mastery,
parts of speech mastery, sentences patterns mastery, and genre structure
mastery of the paragraphs correctly.
It can
be identified that the parts of speech mastery like as pronouns mastery are
very crucial for students in writing descriptive paragraph, because the
pronouns often uses in writing descriptive paragraph. Furthermore, there are
many pronouns of English that often use in writing descriptive paragraph. Meanwhile, the pronoun is used in place of a
noun. It refers to a noun which comes before it. Thus, it can be said that
pronouns are very important to master for students in writing descriptive
paragraph as one of the most aspects language. It means that there is a
correlation between students’ pronoun mastery and their ability in writing
descriptive text. To be clearly, the writer draws the map of research as below:
at
MTsN Muarasipongi in 2012-2013 academic year”.
CHAPTER III
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METHODOLOGY OF THE RESEARCH
3.1
The Methodology Research
The writer has used the descriptive
method in conducting this research. It
means that in this research, the writer wanted to describe how was correlation
between pronouns mastery and writing descriptive paragraph ability of grade IX
students’ ability at MTsN Muarasipongi in 2012-2013 academic year through the
findings research.
3.2. The Type of the Research
This research classified into the
quantitative type because the writer wanted to correlate the variables of this
research; they are pronouns mastery as X variable and writing descriptive
paragraph ability as Y variable of grade IX students’ ability at MTsN
Muarasipongi in 2012-2013 academic year by using special technique analyzing
the data statistically.
3.3 The
Population and Sample of the Research
3.3.1 Population of the Research
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|
Table
3.1: The Population of Students
|
Grade
|
Male
|
Female
|
Total
|
|
IX/I
|
15
|
16
|
31
|
|
IX/ 2
|
14
|
16
|
30
|
|
IX/ 3
|
20
|
12
|
32
|
|
IX/ 4
|
14
|
16
|
30
|
|
IX/ 5
|
14
|
16
|
30
|
|
IX/ 6
|
20
|
12
|
32
|
|
Total students
|
97
|
88
|
185
|
Taken from:
the students’ data of MTsN Muarasipongi in 2012-2013 academic year
Based
on the table above, it can be known that the population of grade IX students’
ability at MTsN Muarasipongi in 2012-2013 academic year consisted of 185
students, they also divide into 97 male and 88 female students.
3.3.2 Sample of the Research
According to Suharsimi Arikunto
(2006:112) also said that if the total population is less than 100, it is
better to take all of them as the sample but if the total population is more
than 100 students, the sample can be taken between 10 - 15% or 20 - 25%.
Based on the above quotation,
the writer has chosen 80 students or 43.24 % only from the total number
population of grade IX students’ ability at MTsN Muarasipongi in 2012-2013 academic
year as sample of this research by using random sampling technique.
3.4 The
Instrument of Collecting the Data
To collect the data, the writer
used the completing tests for examine the students in mastering pronouns and written
test for examine their ability in writing descriptive paragraph. The total
numbers of completing choice tests are 20. The indicator of both the tests can
be seen as follows:
Table 3.2: The Indicator of Pronouns’
Mastery
|
No
|
Indicators
|
Number
|
Score
|
|
1
|
Students are
expected able to use personal pronouns
|
1-10
|
50
|
|
2
|
Students are expected able to use possessive pronouns
|
11-20
|
50
|
|
Total
|
100
|
||
(Suratinah, 2008:102)
Based on the
table above, it can be shown that in mastering pronouns, the students have to
be able to use pronoun especially personal and possessive pronoun. And then,
the indicator of the students in writing descriptive paragraph also can be seen
as follows:
Table
3.3: The Indicators of Writing Descriptive Paragraph Ability
|
No
|
Indicators
|
Score
|
|
1
|
Students are
expected able to write identification (mention the special participant) of
descriptive paragraph
|
30
|
|
2
|
Students are
expected able to write description (mention the part, quality, and
characteristics of subject being described) descriptive paragraph
|
70
|
|
Total
|
100
|
|
(Deswy, 2010.in http://understandingtext.blogspot.com)
Based on the table above, in writing
descriptive paragraph the students have to be able to write their descriptive
paragraph based on its genre such as identification and description well.
3.5 The Technique of Collecting Data
There were many steps use to
collect the data of this research. Further, after prepared the instruments of
this research, Firstly, the writer examined the students’ pronouns mastery with
competing tests. After that the writer
also examined students’ ability in writing descriptive paragraph by using written
tests. However, the writer has given 90 minutes to finish the tests.
After that the writer was going to
collect their sheet answer paper to give the score. Finally, after finding the
score each of student, the writer analyzed the score as data to know how the
ability of them is and to find out the extent correlation of variables by
statistically computation.
3.6 The Technique of Analyzing Data
After getting the scores of the
students in pronoun mastery and writing descriptive paragraph through some
tests, the writer calculated their score and classified their mean score of the
students of as criteria below:
Table
3.4 :The Criteria of the Value Mean
Score
|
No
|
Interval
|
Criteria
|
|
1
2
3
4
5
|
80 – 100
70 – 79
60 – 69
50 – 59
0 – 49
|
Very good
Good
Enough
Low
Fail
|
(Muhibbin
Syah,2000 : 153)
To know the extent correlation of
the variable is, and to know whether the hypothesis is accepted or not is, the
writer analyzes the data by using PMC (Product Moment Correlation) Pearson as
follow;
In which:
N = the number of sample
(Suharsimi, Arikunto,1991:208)
After
calculating and analyzing the data of variables, the result calculations both
variables are categorize into the value coefficient correlation as table below:
Table
3.5: the Category Value of
|
Interval
|
Categories
|
|
0, 8 - 1, 0
0, 6 - 0, 8
0, 4 - 0, 6
0, 2 - 0, 4
0, 0 - 0, 2
|
High correlation
Sufficient correlation
Lower correlation
Low correlation
Very low correlation
(no correlation)
|
(Muhammad Ali, 1982: 81)
Based on the table above,
it’s clearly that the result calculation of
has converted into the
category of the value coefficient correlation as stated above.
3.7 The
Place and Time of the Research
This
research has taken place at MTsN Muarasipongi. The location of the school is in
Muarasipongi the district of Mandailing Natal. The writer planned the research from
December 2012 to April 2013.
|
|
THE
DATA AND ANALYSIS OF THE DATA
4.1. The Data of the Research
As stated before that to find out
the data of the research, the writer used some tests as instrument of this
research. They were contained of completing tests that used to examine the ability
of students in pronouns mastery and the written tests that used to examine the
ability writing descriptive paragraph. The number test of pronouns mastery is
20 items; the score of a test is 5. So, the total score of the test are 100.
And there was an item test of writing descriptive paragraph. Whereas, the students
asked to write a descriptive paragraph based on special title. The total score
of the test also is 100.
4.1.1 The Score of Students’ Pronouns Mastery
After the writer distributed the completing
tests to students’ pronouns mastery, the writer has got variation score of the
grade IX students of MTsN Muara Sipongi in 2012-2013 academic as table
below:
Table
4.1: The Score of Students’ Pronouns Mastery
|
NO
|
Initials
of Students
|
Score
(X)
|
|
|
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.
73.
74.
75.
76.
77.
78.
79.
80.
|
DS
SG
SI
SN
PN
LN
SR
YS
SRI
AW
RU
DW
BD
RU
AS
LE
DD
MW
YS
KS
MY
TT
IJ
RZ
MS
SH
ZP
ZK
RN
MY
SW
YL
MR
SD
AH
HM
SN
SE
WN
PD
AZ
HL
ER
RS
ZM
SR
RQ
HN
NP
SY
LN
ST
DI
RM
HL
HJ
PN
MN
MM
PN
AM
LN
NR
JM
KN
SM
NR
SP
RT
MD
SN
SRI
MN
EL
RN
AN
FR
IM
AK
|
70
70
70
70
75
75
75
75
75
80
80
80
80
80
80
80
80
80
80
85
85
85
85
85
85
85
85
85
85
85
85
90
90
90
90
90
90
90
90
90
90
40
40
40
50
50
50
50
50
55
60
60
60
60
60
60
65
65
65
65
65
65
65
65
70
70
70
70
70
70
70
70
70
70
70
70
70
70
70
70
|
|
|
Total
|
5800
|
||
Based
on the table above shows that the highest score is 90 and the lowest score is
40. Further, the total score of them is 5800. In order to find the mean score
of students’ pronouns mastery of the grade IX students of MTsN Muara Sipongi in
2012-2013 academic, the writer calculated their score as follows:
After calculated the scores of the students’ pronouns mastery of the
grade IX students of MTsN Muara Sipongi in 2012-2013 academic year, it has
founded the total mean score of the students is 72.5 However, according to the criteria’s score as
stated before the total mean score is categorized into good.
Thus,
it can be stated that the students’ pronouns mastery of the grade IX students
of MTsN Muara Sipongi in 2012-2013 academic year is good namely. Then, in order
to calculate the data clearly, their score analyzed to know the frequency
scores in mastering punctuation as follows:
R:
90 – 40 = 50
k: = 1+ (3.3) x log n
k
= 1+ (3.3) x log 80
= 1 + (3.3)
x 1.90309
= 1 + 6.280197
= 7.280197
Based on the calculation above, it
can be known that the class distance of their scores is 7. And frequency
distribution of their score can be used as table below:
Table
4.2: The Frequency Distribution of Students’ Pronouns Mastery
|
No
|
Interval
|
Median
|
Frequency
|
Percentages
|
|
1
2
3
4
5
6
7
8
|
89-95
82-88
75-81
68-74
61-67
54-60
47-53
40-46
|
89.5
85
78
71
64
57
50
43
|
10
12
15
20
8
7
5
3
|
12.5 %
15 %
18.75 %
25 %
10
%
8.75 %
6.25 %
3.75 %
|
|
Total
|
80
|
100 %
|
||
Based on the table frequency
distribution scores of the grade IX students of MTsN Muara Sipongi in 2012-2013
academic year above in mastering pronouns also drawn into the figure histogram
below:
Figure
4.1: Histogram of Students’ Pronouns Mastery
Based
on the histogram above, it clearly that the students’ pronouns mastery of the
grade IX students of MTsN Muara Sipongi in 2012-2013 academic year categorized
into good. Whatever, the top median score of them is 78.
4.1.2. The Score of Students’ Ability in Writing Descriptive Paragraph
After the writer distributed the
tests and asked students to write a descriptive paragraph, the writer has got
variation score of the grade IX students of MTsN Muara Sipongi in 2012-2013
academic as table below:
Table
4.3: The Students’ Scores in Writing Descriptive Paragraph
|
NO
|
Initials
of Students
|
Score
(X)
|
|
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.
73.
74.
75.
76.
77.
78.
79.
80.
|
DS
YN
SG
SI
SN
PN
LN
SR
YS
SRI
AW
RU
DW
BD
RU
AS
LE
DD
MW
YS
KS
MY
TT
IJ
RZ
MS
SH
ZP
ZK
RN
MY
SW
YL
MR
SD
AH
HM
SN
SE
WN
PD
AZ
HL
ER
RS
ZM
SR
RQ
HN
NP
SY
LN
ST
DI
RM
HL
HJ
PN
MN
MM
PN
AM
LN
NR
JM
KN
SM
NR
SP
RT
MD
SN
SRI
MN
EL
RN
AN
FR
IM
AK
|
75
75
75
75
75
75
75
75
75
75
75
75
75
75
75
75
75
80
80
80
80
80
85
85
85
85
85
85
85
90
90
90
90
90
90
90
95
95
95
95
95
40
40
45
50
55
55
55
60
60
60
60
60
60
65
65
65
65
65
65
65
65
65
65
70
70
70
70
70
70
70
70
70
70
70
70
70
70
70
70
|
|
Total
|
5930
|
|
Based
on the table above shows that the highest score is 95 and the lowest score is
40. Further, the total score of them is 5930. In order to find the mean score
of students’ ability in writing descriptive paragraph of the grade IX students
of MTsN Muara Sipongi in 2012-2013 academic, the writer calculated their score
as follows:
= 73
After
calculated the scores of the students’ ability in writing descriptive paragraph
of the grade IX students of MTsN Muara Sipongi in 2012-2013 academic year, it
has founded the total mean score of the students is 73. However, according to the criteria’s score as
stated before the total mean score is categorized into good.
Thus,
it can be stated that the students’ students’ ability in descriptive paragraph
of the grade IX students of MTsN Muara Sipongi in 2012-2013 academic year is
also good namely. Then, in order to calculate the data into the frequency
scores of the students’ ability in writing a descriptive paragraph, the writer
analyzed as follows:
R: 95 – 40 = 55
k: = 1+ (3.3) x log n
k = 1+ (3.3) x log 80
= 1 + (3.3) x 1.90309
= 1 + 6.280197
= 7.280197
= 7
Based on the
calculation above, it can be known that the class distance of their scores is
8. And frequency distribution of their score the grade IX students of MTsN Muara
Sipongi in 2012-2013 academic year in writing descriptive paragraph can be used
as table below:
Table
4.4: The Frequency Distributions of Students’ Ability in Writing Descriptive
Paragraph
|
No
|
Interval
|
Median
|
Frequency
|
Percentages
|
|
1
2
3
4
5
6
7
|
88-95
80-87
72-79
64-71
56-63
48-55
40-47
|
91.5
83.5
75.5
67.5
59.5
51.5
43.5
|
11
13
17
26
6
4
3
|
13.75
%
16.25%
21.25
%
32.5 %
7.5
%
5 %
3.75 %
|
|
Total
|
80
|
100 %
|
||
Based on the
table frequency distribution scores in writing descriptive paragraph above also
drawn into the figure histogram below:
Frequency
26
-
24 -
23
-
22
-
21 -
20
-
19 -
18
-
16 -
15 -
14 -
12 -
11 -
9 -
8 -
7
-
5
-
2
-
1
-
43.5
51.5 69.5
67.5 75.5 83.5
91.5 Scores
|
Figure
4.2: Histogram of Students’ Ability in Descriptive Paragraph
|
Based
on the histogram above, it clearly that the students’ ability in writing
descriptive of the grade IX students of MTsN
Muara Sipongi in 2012-2013 academic year categorized into good, whatever, the
top median score of them is 83.5.
After getting the scores of the students
in mastering pronouns and writing
descriptive paragraph, the writer analyzed the data to know the extent
correlation of the variable is and to know if the hypothesis is accepted or
not, the writer analyzed the data by using
PMC (Product Moment Correlation)
Pearson as based on the tabulation
scores of them as follows;
Table 4.5: .. The
Tabulation Score of Students’ Pronouns Mastery and Writing Descriptive
Paragraph
|
No
|
X
|
Y
|
XY
|
X2
|
Y2
|
|
(1)
|
(2)
|
(3)
|
(4)
|
(5)
|
(6)
|
|
1
|
70
|
75
|
5250
|
4900
|
5625
|
|
2
|
70
|
75
|
5250
|
4900
|
5625
|
|
3
|
70
|
75
|
5250
|
4900
|
5625
|
|
4
|
70
|
75
|
5250
|
4900
|
5625
|
|
5
|
75
|
75
|
5625
|
5625
|
5625
|
|
6
|
75
|
75
|
5625
|
5625
|
5625
|
|
7
|
75
|
75
|
5625
|
5625
|
5625
|
|
8
|
75
|
75
|
5625
|
5625
|
5625
|
|
9
|
75
|
75
|
5625
|
5625
|
5625
|
|
10
|
80
|
75
|
6000
|
6400
|
5625
|
|
11
|
80
|
75
|
6000
|
6400
|
5625
|
|
12
|
80
|
75
|
6000
|
6400
|
5625
|
|
13
|
80
|
75
|
6000
|
6400
|
5625
|
|
14
|
80
|
75
|
6000
|
6400
|
5625
|
|
15
|
80
|
75
|
6000
|
6400
|
5625
|
|
16
|
80
|
75
|
6000
|
6400
|
5625
|
|
17
|
80
|
75
|
6000
|
6400
|
5625
|
|
18
|
80
|
80
|
6400
|
6400
|
6400
|
|
19
|
80
|
80
|
6400
|
6400
|
6400
|
|
20
|
85
|
80
|
6800
|
7225
|
6400
|
|
21
|
85
|
80
|
6800
|
7225
|
6400
|
|
22
|
85
|
80
|
6800
|
7225
|
6400
|
|
23
|
85
|
85
|
7225
|
7225
|
7225
|
|
24
|
85
|
85
|
7225
|
7225
|
7225
|
|
25
|
85
|
85
|
7225
|
7225
|
7225
|
|
26
|
85
|
85
|
7225
|
7225
|
7225
|
|
27
|
85
|
85
|
7225
|
7225
|
7225
|
|
28
|
85
|
85
|
7225
|
7225
|
7225
|
|
29
|
85
|
85
|
7225
|
7225
|
7225
|
|
30
|
85
|
90
|
7650
|
7225
|
8100
|
|
31
|
85
|
90
|
7650
|
7225
|
8100
|
|
32
|
90
|
90
|
8100
|
8100
|
8100
|
|
33
|
90
|
90
|
8100
|
8100
|
8100
|
|
34
|
90
|
90
|
8100
|
8100
|
8100
|
|
35
|
90
|
90
|
8100
|
8100
|
8100
|
|
36
|
90
|
90
|
8100
|
8100
|
8100
|
|
37
|
90
|
95
|
8550
|
8100
|
9025
|
|
38
|
90
|
95
|
8550
|
8100
|
9025
|
|
39
|
90
|
95
|
8550
|
8100
|
9025
|
|
40
|
90
|
95
|
8550
|
8100
|
9025
|
|
41
|
90
|
95
|
8550
|
8100
|
9025
|
|
42
|
40
|
40
|
1600
|
1600
|
1600
|
|
43
|
40
|
40
|
1600
|
1600
|
1600
|
|
44
|
40
|
45
|
1800
|
1600
|
2025
|
|
45
|
50
|
50
|
2500
|
2500
|
2500
|
|
46
|
50
|
55
|
2750
|
2500
|
3025
|
|
47
|
50
|
55
|
2750
|
2500
|
3025
|
|
48
|
50
|
55
|
2750
|
2500
|
3025
|
|
49
|
50
|
60
|
3000
|
2500
|
3600
|
|
50
|
55
|
60
|
3300
|
3025
|
3600
|
|
51
|
60
|
60
|
3600
|
3600
|
3600
|
|
52
|
60
|
60
|
3600
|
3600
|
3600
|
|
53
|
60
|
60
|
3600
|
3600
|
3600
|
|
54
|
60
|
60
|
3600
|
3600
|
3600
|
|
55
|
60
|
65
|
3900
|
3600
|
4225
|
|
56
|
60
|
65
|
3900
|
3600
|
4225
|
|
57
|
65
|
65
|
4225
|
4225
|
4225
|
|
58
|
65
|
65
|
4225
|
4225
|
4225
|
|
59
|
65
|
65
|
4225
|
4225
|
4225
|
|
60
|
65
|
65
|
4225
|
4225
|
4225
|
|
61
|
65
|
65
|
4225
|
4225
|
4225
|
|
62
|
65
|
65
|
4225
|
4225
|
4225
|
|
63
|
65
|
65
|
4225
|
4225
|
4225
|
|
64
|
65
|
65
|
4225
|
4225
|
4225
|
|
65
|
70
|
70
|
4900
|
4900
|
4900
|
|
66
|
70
|
70
|
4900
|
4900
|
4900
|
|
67
|
70
|
70
|
4900
|
4900
|
4900
|
|
68
|
70
|
70
|
4900
|
4900
|
4900
|
|
69
|
70
|
70
|
4900
|
4900
|
4900
|
|
70
|
70
|
70
|
4900
|
4900
|
4900
|
|
71
|
70
|
70
|
4900
|
4900
|
4900
|
|
72
|
70
|
70
|
4900
|
4900
|
4900
|
|
73
|
70
|
70
|
4900
|
4900
|
4900
|
|
74
|
70
|
70
|
4900
|
4900
|
4900
|
|
75
|
70
|
70
|
4900
|
4900
|
4900
|
|
76
|
70
|
70
|
4900
|
4900
|
4900
|
|
77
|
70
|
70
|
4900
|
4900
|
4900
|
|
78
|
70
|
70
|
4900
|
4900
|
4900
|
|
79
|
70
|
70
|
4900
|
4900
|
4900
|
|
80
|
70
|
70
|
4900
|
4900
|
4900
|
|
|
5800
|
5845
|
435900
|
433550
|
439075
|
Based
on the tabulation scores of the students’ pronouns mastery and their ability in
writing descriptive paragraph of the grade IX students of MTsN Muara Sipongi in
2012-2013 academic year, the data analyzed
as formulation below;
Based on the
calculation and analyzing the data above, it can be found that the value of rxy is 0.533. It means that the result
of the calculation the variable X and Y is categorized into lower correlation.
Because the position the values is intended of 0.6 – 0.8. Thus it can be known that there was a
significant correlation between pronouns mastery and writing descriptive
paragraph mastery of the grade IX students at MTsN Muara Sipongi in 2012-2013
academic year.
4.2 The Testing of the Hypothesis
After
the data have been analyzed, it can be found that the value of rxy is 0.533. Thus, to know whether the hypothesis was
accepted and rejected as formulated before, the writer tested the hypothesis.
However, after the value of “rxy is
0.533 obtained, the significance of correlation, then it classified by using
degrees of freedom (df) formula as follows.
Df = N – nr
In which;
Df = Degree of Freedom
N = Number of Freedom
Nr = Number of Freedom
Df = N – nr
= 80
– 2
= 78
After
looking on the table of critical value of “r” product moment, we can see the
degrees of freedom (df) on the level of significant (ts) 5% or (ts) 1% then:
Df
: 78 “r” (ts) 5% = 0,320
(ts) 1% = 0,413
rxy
: 0,70 “r” on (ts) 5%= 0,320
(ts) 1%
= 0,413
So
: rxy > rts
From
the calculation above, the value of calculated rxy = 0,533 and the critical value at five percent at five percent
(5%) level of significant is 0,320. thus, the sequent the value calculated rxy is in fact greater than the rxy critical value 0,320.
Thus,
it can be stated that that there was any significant correlation between
pronouns mastery and writing descriptive paragraph ability of the grade IX students
at SMA Negeri 6 Padangsidmpuan in 2012-2013 academic year. It means that the
hypothesis of the writer which formulated before is accepted.
CONCLUSIONS
AND SUGGESTIONS
5.1. Conclusions
After conducting and finding the
data of the research, the writer concluded that:
5.1.1. The students’ pronouns mastery of the grade IX
students of MTsN Muara Sipongi in 2012-2013 academic year categorized into good
ability because, the value
of the mean score is.72.5.
5.1.2. The students’ ability in writing descriptive
paragraph of the grade IX students of MTsN Muara Sipongi in 2012-2013 academic
year categorized into good
ability, because the value
of the mean score is 73.
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59
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5.2 Suggestions
Finally, the writer
also expresses some suggestions to the following people as below:
5.2.1 For the English teachers. They are expected may
increase their skills in teaching English especially in teaching
grammar/structure such as pronouns and writing descriptive paragraph.
5.2.2 For the headmaster. He always motivates the
English teachers to teach English well by using good methods and strategies to
improve the ability of the students in using English.
5.2.3 For the other researchers. They suggest to make another research in the
future in order to know the ability of the students in writing descriptive
paragraph and the uses of the pronouns deeply.
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1979. Teaching Writing Skill. New York
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