i
THE CORRELATION BETWEEN GRAMMAR
LEARNING STRATEGY AND WRITING ABILITY OF THE ENGLISH
DEPARTMENT STUDENTS AT IAIN PALANGKA RAYA
THESIS
BY
RAHADI DIAH MARLIANTI NIM.1501121023
STATE ISLAMIC INSTITUTE OF PALANGKA RAYA FACULTY OF TEACHER TRAINING AND EDUCATION
DEPARTMENT OF LANGUANGE EDUCATION STUDY PROGRAM OF ENGLISH EDUCATION
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THE CORRELATION BETWEEN GRAMMAR
LEARNING STRATEGY AND WRITING ABILITY OF THEENGLISH
DEPARTMENT STUDENTS AT IAIN PALANGKA RAYA
THESIS
Presented to
State Islamic Institute of Palangka Raya
in partial fulfillment of the requirements
for the degree of Sarjana in English Language Education
BY
RAHADI DIAH MARLIANTI NIM.1501121023
STATE ISLAMIC INSTITUTE OF PALANGKA RAYA FACULTY OF TEACHER TRAINING AND EDUCATION
DEPARTMENT OF LANGUANGE EDUCATION STUDY PROGRAM OF ENGLISH EDUCATION
vii ABSTRACT
Marlianti, Rahadi Diah. 2019. The Correlation Between Grammar Learning Strategy and Writing Ability of English Department Students at IAIN Palangka
Raya. Department of Language Education, Faculty of Teacher Training
and Education, State Islamic Institute of Palangka Raya. Advisors: (I) M. Zaini Miftah, M.Pd., (II) Hj. Apni Ranti, M.Hum.
Keywords: Grammar learning strategies, and writing ability.
This study aimed at measure the correlation between grammar learning strategy and writing ability of 4th semester students of English Education Study Program at IAIN Palangka Raya. This study focused investigate the grammar learning strategy and writing ability of 4th semester students English Education study program at IAIN Palangka Raya.
The research design was correlation study in quantitative research method. The data were collected by using Strategy Inventory for Language Learning (SILL) the grammar learning strategy questionnaire adopted from Yemeserach Bayou and writing test (descriptive text). The data was analyzed by using SPSS 18.00 software. The sample was 57 students of 4th semester of English Education Study Program at IAIN Palangka Raya.
The result finding showed the calculation above α = 0.05, df = 55 and ttable was 1.673. So, it can be seen than tvalue ≤ ttable (0.841 ≤ 1.673), so that the result was Ha rejected and Ho was accepted. In this case students’ grammar learning strategies have very low relationship or do not give influence to students writing ability.
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ABSTRAK
Marlianti, Rahadi Diah. 2019. Hubungan antara Startegi belajar tata bahasa dan Kemampuan Menulis Mahasiswa Pendidikan Bahasa Inggris di IAIN Palangka Raya. Skripsi tidak di terbitkan. Jurusan Pendidikan Bahasa. Fakultas Tarbiyah dan Ilmu Keguruan, Institut Agama Islam Negeri Palangka Raya. Pembimbing (I) M. Zaini Miftah, M.Pd., (II) Hj. Apni Ranti, M.Hum.
Kata Kunci: Strategi pembelajaran tata bahasa, dan kemampuan menulis.
Penelitian ini bertujuan untuk mengukur: Hubungan antara strategi belajar tata bahasa mahasiswa dan kemampuan menulis mahasiswa semester 4 program studi pendidikan bahasa Inggris di IAIN Palangka Raya. Penelitian ini fokus untuk mengetahui strategi belajar tata bahasa dan kemampuan menulis mahasiswa semester 4 program studi bahasa Inggris di IAIN Palangka Raya.
Jenis penelitian yang digunakan adalah korelasi dalam penelitian kuantitatif. Dalam mengumpulkan data, strategi inventaris untuk pelajaran bahasa (SILL) kuesioner diadopsi dari Yemeserach Bayou dan descriptife teks. Analisis data menggunakan perangkat lunak SPSS 18.00. Subjek penelitian merupakan 57 mahasiswa program studi pendidikan bahasa Inggris semester 4 di IAIN Palangka Raya.
Temuan hasil menunjukkan perhitungan di atas α = 0.05. df = 55 dan ttabel adalah 1.673. Jadi, dapat dilihat dari nilai tvalue ≤ ttabel (0.841 ≤ 1.673), sehingga
hasilnya Ha ditolak dan Ho diterima. Dalam hal ini bahwa strategi pembelajaran tata
bahasa siswa memiliki hubungan yang sangat rendah atau tidak memberikan pengaruh terhadap kemampuan menulis siswa.
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ACKNOWLEDGMENTS
The researcher would like to express her sincere gratitude to Allah SWT., for the blessing bestowed in her whole life particularly during the thesis writing without which this thesis would not have come to its final form. Sholawat and salam always be bestowed to the last prophet Muhammad SAW., having shown us the role of life to make our life true.
Her appreciation is addressed to:
1. Dean of Faculty of Teacher Training and Education of the State Islamic Institute of Palangka Raya, Dr. Hj. Raudhatul Jennah, M. Pd., for her invaluable assistance both in academic and administrative matters.
2. Chair of Language Department, Santi Erliana, M. Pd., for her invaluable assistance both in academic and administrative matters.
3. Chair of English Study Program and first thesis advisor, M. Zaini Miftah, M. Pd., for his invaluable assistance both in academic and administrative matters.
4. Her second thesis advisor, Hj. Apni Ranti, M. Hum., for her generous advice, valuable guidance and elaborated correction during the completion of her thesis.
5. Both the members of the board of examiners, for their corrections, comments and suggestions which are profitable to the accomplishing of this thesis.
6. All lecturers of Study Program of English Education from whom she got in-depth knowledge of English and English teaching.
7. The principal of TBI students in the Fourth Semester for their participants to complete her research at IAIN Palangka Raya.
8. Her classmates of Study Program of English Education, especially the 2014 period, for the support in sadness and happiness during the study in undergraduate program and for their spirits to accomplish her study.
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9. Her beloved parents, H. Suprya.D.Satu, S. Pd and Hj. Isnawati, for their moral support and endless prayer so that she is able to finish her study.
10.Her beloved brothers, Rawhin Eka Banary S.E, Rakhdinda Dwi Artha Qoiri S. Pd, Rastian Tri Asbary, and her husband Ramli for their moral support and endless prayer so that she is able to finish her study May Allah SWT bless them all. Aamiin.
Palangka Raya,08 May 2019
The researcher,
Rahadi Diah Marlianti
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TABLE OF CONTENTS
COVER ... i
COVER (Second Page) ... ii
ADVISOR APPROVAL ... iii
PERSETUJUAN PEMBIMBING ... iv
THESIS APPROVAL ... v
MOTTO AND DEDICATION ... vi
DECLARATION OF AUTHORSHIP ... vii
ABSTRACT ... viii
ABSTRACT (Indonesia) ... ix
ACKNOWLEDGMENT... x
TABLE OF CONTENTS ... xii
LIST OF TABLES ... xiii
LIST OF FIGURES ... xiv
LIST OF APPENDICES ... xv
LIST OF ABBREVIATIONS ... xvi
CHAPTER I INTRODUCTION ... 1
A. Background of the Study ... 1
B. Problem of the Study ... 4
C. Objective of the study ... 4
D. Hypotesis of the Study ... 4
E. Assumption ... 5
F. Scope and Limitation ... 5
G. Significance of the Study ... 6
H. Definition of Key Terms ... 6
CHAPTER II REVIEW OF RELATED LITERATURE ... 8
A. Related Studies... 8
B. Grammar ... 12
C. Learning Strategy ... 14
D. Grammar Learning Strategy ... 15
1. Definition Classification of Grammar Learning Strategies ... 16
2. Grammar Teaching and Learning ... 21
3. How to Evaluate Grammar Learning Strategy... 22
E. Definition of Writing ... 24
1. Writing ... 25
2. The Nature of Writing ... 25
3. Process of Writing... 26
4. Kinds of Writing ... 28
5. Writing Assessment ... 29
CHAPTER III RESEARCH METHOD ... 33
A. Research Design ... 33
B. Place and Time ... 37
C. Variable of the Study ... 38
D. Population and Sample ... 38
1. Population ... 38
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E. Research Instrument... 39
1. Type of Research Instrument ... 39
2. Reseacrh Instrument Validity ... 41
3. Instrument Reliability ... 42
F. Data Collection Procedure ... 44
G. Data Analysis Procedure ... 44
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ... 49
A. Data Presentation ... 49
1.The Result of Questionnaire Grammar Learning Strategy ... 49
2. The Average of the Students SILL Scores ... 72
3. Data Presentation of Writing Score ... 73
B. Research Finding ... 80
1. Testing Normality and Homogeneity... 80
a). Testing Normality ... 80
b). Testing Homogeneity ... 81
2. The Correlation Between Students’ Grammar Learning Strategy and Writing Ability ... 83
3. Testing Hypothesis using SPSS Program ... 89
C. Discussion ... 91
CHAPTER V CONCLUSION AND SUGGESTION ... 93
A. Conclusion ... 93
B. Suggestion ... 94 REFERENCES
xiii
LIST OF TABLES
Table Page
2.1 The Difference Between Related Studies and Researcher Studies ... 11
2.2 Classification Grammar Learning Strategy ... 20
2.3 Questionnaire Items ... 22
2.4 Scoring Rubric Writing ... 30
3.1 Value of r ... 35
3.2 Total of Students 4th Semester ... 38
3.3 Questionnaire Items ... 40
3.4 Average SILL Score ... 45
3.5 Percentage Frequency of Writing Score ... 46
3.6 Interpreted to the Criteria ... 48
4.1 Results of Questionnaire ... 49
4.2 Students Grammar Learning Strategy ... 64
4.3 The Result of SILL Score ... 66
4.4 The Result of SILL Score of Category ... 68
4.5 Statistics of Grammar Learning Strategy ... 70
4.6 Distribution of Students’ SILL Scores Category ... 70
4.7 Calculation of Distribution Frequency and Presentation Students’ SILL Score ... 72
4.8 The Result of Student’ Writing Final Score ... 73
4.9 The Result of Students Writing Final Score of Category ... 75
4.10 Percentage Frequency of Writing Score ... 77
4.11 Distribution Frequency and Presentation Score of the Students’ Writing ... 79
4.12 Testing the Normality Using SPSS 18.0 Program ... 81
4.13 Testing the Homogeneity Using SPSS 18.0 Program ... 82
4.14 The Correlation Between Grammar Learning Strategy and Writing Ability ... 83
4.15 Coefficient Correlation Interpretation... 86
4.16 The Correlation of Pearson Product Moment Correlation Using SPSS 18.0 Program ... 89
xiv
LIST OF FIGURES
Figure Page 2.1 The Stages of Writing... 27 3.1 The Scatterplots ... 37 4.1 The Frequency of Writing Ability Score ... 78 4.2 Distribution Frequency and Presentation Score of the Students’
Writing ... 79 4.4 Result of Scatterplot Grammar Learning Strategy and Writing
xv
LIST OF APPENDICES
Appendix Page
1. Research Schedule ... 100
2. Questionnaire of Grammar Learning Strategy ... 101
3. Writing Test ... 105
4. Scoring Rubric ... 106
5. Table of the result Grammar Learning Strategy Questionnaire ... 108
6. Questionnaire and Writing Test Sheet ... 125
7. Students Worksheet ... 127
8. Research Decrees ... 129
xvi LIST OF ABBREVIATIONS Df : Degree of freedom SD : Strandart Deviation Ha : Alternative Hypothesis HO : Null Hypothesis
IAIN : Institute Agama Islam Negeri
