CHAPTER IV THE RESEARCH FINDING. 1. The students understanding of simple past tense (X variable)

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42 CHAPTER IV

THE RESEARCH FINDING

A. The Research Findings

1. The students’ understanding of simple past tense (X variable) a. To know the students’ understanding of simple past tense.

b. The writer with the help of the English teacher has given the questionnaire test. It consists of 10 questions. The result of the test can be seen at table 1 below:

Table 1

The Result of the Students’ understanding simple past tense (variable X)

No Name Score 1 2 3 4 5 6 7 8 9 10 11

Abdul Haris Segara Nurkhalid Axzi Jauzi zarqan sahil Azmi hakim

Chalid

Dwi Waluya Apriatna Fadhil Ibrahim

Fadil Miqaffi Darmawan Fahmi Nur Iman

Faqih Aprialdi Firdan Riansyah Irgi Firgyawan Djody

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12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34

Julian Irvi Ismail Jundi Abdul Syahid Kaalim Sahara Ahmad Miktah Fauzi

Muhammad Ali Al Hudaibi Muhammad Abbad Mutaqin Muhammad Abduttawab Muhammad Agy Fajar Maulana Muhammad Azmi Robani Muhammad Hilmi Zidan Muhammad Rafli Ardiansyah Muhammad Said al Faruq Muhammad Thariq Noor Arasyi Muhammad Yazid

Nuri taufik Hidayat Rafiq athif Nur Kholiq Sifa’i Arif Rahmani Usamah

Afif Fasrul Anam

Erlangga Nur Wibisono R Muhammad Gilang Alfarizi Abdul F

Abdul Malik Karim

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35 36 37 38 39 40 41 42 Syarif Hidayatulloh Adam Satria Wibawa Afika Muhalal Dika AMR Hafidz Muakky Imam Aziz Imam Abrori Mamat Andika The Amount of (Σ) 6 6 9 7 7 5 6 7 289

The result of the test reading dictionary above has been made into the average score by using formula as follows:

MX = N

X 

MX = Mean yang kita cari

ΣX = Jumlah dari skor-skor (nilai-nilai) yang ada N = Number of cases

(Sudijono, 2001:77) MX = The mean that we look for

ΣX = The amount of scores (marks) that exist N = Number of cases

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Based on the formula above, the calculation of the average score is as follows: MX = N X  = 42 289 = 6.88

The calculation of the average score of the students’ achievement test is 6.88. This score can be rounded into 7. The highest score is 9 that is achieved by 4 students and the lowest score is 5 that is achieved by 2 students.

2. The Students’ Ability in Understanding of Narrative Text (Y variable) To know the students’ ability in understanding narrative text, the researcher with the help of the English teacher have given the test to the students about understanding narrative text. It consists of 10 multiple choice and 10 essay items. The result of the test can be seen at table 2 below:

Table 2

The Result of the Students’ Test in Understanding Narrative Text

No Name Mark

1 2 3 4

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5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

Faqih Aprialdi Firdan Riansyah Irgi Firgyawan Djody Julian Irvi Ismail Jundi Abdul Syahid Kaalim Sahara Ahmad Miktah Fauzi

Nuri taufik Hidayat Rafiq athif Nur Kholiq

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28 29 30 31 32 33 34 35 36 37 38 39 40 41 42

Sifa’i Arif Rahmani Usamah

Afif Fasrul Anam

Abdul Malik Karim Syarif Hidayatulloh Adam Satria Wibawa Afika Muhalal Dika AMR Hafidz Muakky Imam Aziz Imam Abrori Mamat Andika The Amount of (Σ) 7 8 9 6 6 7 5 7 7 7 5 6 6 6 8 286

The calculation of the average score is as follows:

MX = N X  = 42 286 = 6.81

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The calculation of the average of score of Y variable is 6.81. This score can be rounded into 7. The highest score is 9 that is achieved by 2 students and the lowest score is 5 that is achieved by 2 students.

a. Test of Normality

The researcher use SPSS 17 to analyze test of normality. The result of calculation of test of normality obtained as follows:

Table.5

Test of Normality X Variable

Kolmogorov- Smirnov Shapiro- Wilk

Statistic Df Sig. Statistic Df Sig. Variable

X

0.047 72 0.200 0.982 72 0.416

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Table.6

Normality Test of Y Variable

Kolmogorov- Smirnov Shapiro- Wilk Statistic Df Sig . Statistic Df Sig. Variable Y 0.118 36 0.2 00 0.968 36 0.3 76

Table 6 is based on the result of normality test of students’understanding in writing narrative text obtained by the Kolmogorov-Smirnov from the with sig. Value is 0.200 and by Shapiro-Wilk form is 0.376. because the significance value is greater than = 0.05, so this variable is normal distribution.

From the above it has been demonstrated that the variabl X and Y are normally distributed.

b. Test of Homogeneity

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Test of homogeneity of variance

Statistict Df1 Df2 Sig Based on Mean

Based on Median

Based on Median and with adjusted df

Based on trimmed mean

1.101 1.153 1.153 1.142 1 1 1 1 70 70 67.293 70 0.298 0.287 0.287 0.289

Test of homogeneity is show in table 7 of the sign.0.289 with a significance level = because the value of sig is higher than ( ) or (0.298> 0.05), then ho is accepted. This indicates that the variable X and Y have homogeneous variance.

3. The Correlation of Students’ Understanding of Simple Past Tense on their Ability in writing Narrative Text At The Second Grade of MTs As-Sunnah Kota Cirebon.

After giving the test, the researcher has got the result Correlation of Students’ Understanding Simple Past Tense and Their Ability in Narrative Text at the Second Grade of Mts As-Sunnah Kota Cirebon.

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As-Sunnah Kota Cirebon. Both of the test results were becoming X variable and Y variable. The test result of the students’ is the students’ understanding of simple past tense as X variable and the test result of the students’ ability in understanding narrative text is regarded as Y variable.

To know the influence of both of them, the writer has used the formulation of product moment influence by Pearson. The analysis influence can be seen at table 3 below:

Table 3

The Analysis influence of X Variable and Y Variable

No Name X Y XY X2 Y2 1 2 3 4 5 6 7 8 9 10 11 12 13

Abdul Haris Segara Nurkhalid Axzi Jauzi zarqan sahil Azmi hakim

Chalid

Faqih Aprialdi Firdan Riansyah Irgi Firgyawan Djody Julian Irvi Ismail Jundi Abdul Syahid

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14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

Kaalim Sahara Ahmad Miktah Fauzi

Nuri taufik Hidayat Rafiq athif Nur Kholiq Sifa’i Arif Rahmani Usamah

Afif Fasrul Anam

Abdul Malik Karim Syarif Hidayatulloh Adam Satria Wibawa

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37 38 39 40 41 42

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Having analyzed the data of X and Y variable, the writer has found out the influence that based on the calculation above, it can be known that there is positive and significant influence between the students’ habit in reading dictionary (X variable) and their ability in understanding narrative text (Y variable). This correlation has been proven from the result of calculation of product moment is 0.54. The score 0.54 can be categorized as “a sufficient or enough correlation.” It means that there is a sufficient or enough correlation between X variable and Y variable. To = r√< − 2 > √ < 1 − 2 > = 0.54 √ 40 √ < 1 − 0.2916 > = 0.54 40 √< 1 − 0,29 = 0.54 x 6.32 < 1 − 0.29 = 3.41 0.54 = 6.31

From the calculation of formula above the writer get that; Tt = 2.05

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So, to> Tt or 6.31> 2.05 6.31 is bigger than 2.05 by 5% of t formula students achievement in understanding simple past tense and their ability in writing narrative text has possitive correlation.

After doing the research, the researcher has found the information from the English teacher that the process of teaching and learning English is given to the students in two meetings a week for every class. One meeting consists of two periods, each period consists of 45 minutes, so in a week the students learn English for 4 periods or 180 minutes or 3 hours.

Before teaching, the teacher always prepares the material of teaching administratively before being taught or presented to the students in order that the teacher is able to present the material of teaching well so that the process of teaching and learning can run well. Before starting the process of teaching and learning, the chairman of the class usually prepares his friends to pray. After that the teacher greets the students, reviews the material of teaching that has been taught, asks them some questions, and then he continues with the new material of teaching.

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teacher gives the homework to the students in the form of tasks about the material of teaching that have been taught in the classroom. This such a process of teaching and learning is always done by the teacher when giving the new material of teaching to the students.

Honestly speaking, in the process of teaching and learning English in the classroom, the teacher seldom uses the teaching aids like, chart, newspaper, tape recorder, in focus (slide), and so forth. The use of the teaching aids is only given in the certain units of teaching. Besides the teacher does not use English all the time in the classroom in the process of teaching and learning. The reason is the students look confused or it is difficult for them to understand when the teacher always uses English. This such a learning situation is intended to help the students in order that they do not get confused and understand the explanation which is delivered by the teacher.

In the process of teaching and learning tenses, the teacher does not explain specifically what tenses are, the kinds of tenses, and the patterns of tenses but he explains more about genre. The examples of genre are as follows: recounts, reports, narratives, and so on. When the writer did research, the teacher was teaching about a narrative text; after the students understood, the teacher gave the exercises or tasks to the students to look for the text about a narrative text. The sample of a narrative text is all about stories such as: Aladdin, The Lion and The Muse, Ali Baba and the Forty Thieves, and so many others not to mention here.

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got difficulties in making sentences of simple past tense, so that the teacher explained the meaning of simple past tense, the formula of simple past tense, and then the sample of simple past tense. The teacher gave the exercises or tasks to the students to look for the text about narrative, and then the students were asked to tell again about a narrative text with their own words.

B. The Scoring Process

a. The Scoring Process of Objective Test

To know the students’ ’The Correlation of Students’ Understanding Simple Past Tense and Their Ability in Narrative Text at the Second Grade Of MTs As-Sunnah Kota Cirebon’’ , the writer with the help of the English teacher gave the test to the students of the tenth year. Then the result of the test was analyzed to get the score of every student.

Purwanto (2006:64) explains that mengenai cara menilai tes bentuk ini ada dua pendapat. Yang pertama mengatakan bahwa skor maksimum setiap bentuk fill-in sama dengan jumlah isian yang ada pada tes tersebut. Jika pada suatu tes bentuk fill-in ada 10 item, dan tiap item berisi satu isian, dua isian, tiga isian, maka cara menilainya di hitung menurut jumlah isian yang ada pada seluruh item.

Pendapat kedua mengatakan bahwa skor maksimum tes berbentuk fill-in dihitung menurut jumlah itemnya. Tiap item dinilai satu, meskipun mungkin jumlah isianya tidak sama banyaknya.

Rumus penskoran untuk fill-in dan completion adalah sebagai berikut:

S = Skor terakhir atau yang diharapkan R = Jumlah isian yang dijawab betul(right)

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Concerning with the way of assessing the test in this form there are two opinions. The first opinion says that the maximum score of every form of fill-in is the same as the number of fill-in which is available in the test. If a test in the form of in has 10 items, and every item contains one in, two in, or three fill-in so, the way of assessfill-ing is counted accordfill-ing to the number of available fill-fill-in of all the items.

The second opinions says that maximum score test in the form of fill-in is counted according to the number of its items. Every item is given the score of one, even thought, it is possible that the number of fill-in is not the same in a number. The formula of scoring for fill-in and completion is as follows:

S = The last score or the expected score R = The number of fill-in which is answered

Correctly

This test of objective form is in a number of 10 items. In determining the score of the objective test form, the writer gave score 1 for each correct answering item and for each incorrect answering item and those who do not answer given score 0 so, the highest score is 10.

b. The Scoring Process of Essay Test

To determine the score of objective test is absolutely different from determining the score of essay test. To know the students’ ability in understanding narrative text, the writer with the help of the English teacher gave the test of essay form to the students of the tenth year.

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Purwanto (2006:64) explains that nilailah jawaban-jawaban soal essay dalam hubungannya dengan hasil belajar yang sedang diukur. Untuk soal-soal essay dengan jawaban terbatas (restricted-response questions), berilah skor dengan point method; gunakan pedoman jawaban sebagai petunjuk. Tulislah lebih dulu pedoman jawabannya untuk tiap soal, dan tentukan nilai skor yang dikenakan kepada tiap soal atau bagian soal (dengan weighting atau pembobotan).

Untuk soal-soal essay dengan jawaban terbuka (extended-response questions), nilailah dengan rating method; gunakan kriteria tertentu sebagai pedoman penilaian. Extended-response items menurut jawaban yang terbuka dan bebas sehingga sering kali tidak mungkin untuk menyiapkan pedoman jawabannya. Oleh karena itu, biasanya guru atau pembuat tes itu menilai tiap jawaban dengan menimbang-nimbang kualitasnya dalam hubungannya dengan kriteria yang telah ditetapkan sebelumnya, jadi bukan menskor point demi point dengan kunci jawaban. Untuk itu bisa dilakukan dengan mengklasifikasikan jawaban-jawaban itu ke dalam 5 tingkat; yang selanjutnya diberi nilai 0, 1, 2, 3 , 4; dan A, B, C, D, dan E.

Assess the answer of essay test questions in relating to learning achievement being measured.

For the essay test with the restricted-response questions give the score with the point of method; using the answering guidance as a direction. Write first the answering guidance for each item test, and determine the score relating to each item test (with weighting).

For the essay test with the extended-response questions, score with the rating method; use a certain criteria as a scoring guidance. Extended-response items demand the open and free response questions so it is often impossible to prepare the answering guidance. That is why, usually the teacher or the test maker scores each answer by considering the quality relating to the criteria which have been determined before. So it is not scoring point by point with the key answer. In that case it can be done by classifying the answers into five steps; and then it is given the score 0, 1, 2, 3, 4; and A, B, C, D, and E.

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Part I :

The score test is counted according to the number of its items. Every correct item is given the score 1. Every incorrect item is given the score 0. So the scale of the score is 0-10.

Purwanto (2006:82) explains that pemberian nilai atas hasil studi mahasiswa didasarkan atas sistem persentase 0-100%. Nilai persentase menunjukkan jawaban yang benar. Sebagai contoh, bila seorang mahasiswa menjawab benar 37 soal tes dari 50 soal yang diberikan, maka persentase yang benar baginya adalah 74. bila nilai yang berdasarkan persentase diterjemahkan kedalam nilai huruf, maka rentangan (range) adalah sebagai berikut: 90%-100% = A (sangat baik),

80%-89% = B (baik), 65%-79% = C (cukup), 55%-64% = D (kurang),

Kurang dari 55% = TL (tidak lulus atau gagal). To give the score to the student’s result study based on percentage system 0-100%. The percentage score shows the correct answer. As a sample, if the student answers correctly 37 test items from 50 items which is given, so that the correct percentage for themselves is 74. If the score which is based on percentage is interpreted into the alphabet score, so that the range is as follows:

90%-100% = A (excellent),

80%-89% = B (good),

65%-79% = C (sufficient),

55%-64% = D (poor),