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A CONTRIBUTION STUDY BETWEEN THE MASTERY OF
GRAMMAR AND READING ABILITY TO WRITING ABILITTY OF
THE ELEVENTH YEAR STUDENTS OF SMK TUNGGAL CIPTA
MANISRENGGO KLATEN IN 2017/2018
THESIS
Presented As Partial Fulfillment of the Requirement for the Magister Degree
of Language Education Programme
BY
ABAS
15PSC01751
GRADUATE PROGRAMME
WHIDYA DHARMA UNIVERSITY KLATEN
2020
MOTTO
AN OPTIMIST ASSERTS THAT WE LIVE IN THE WORLD OF THE BEST.
HOW EVER, A PESSIMIST IS TERRYBLY AFRAID SUCH A STATEMENT
IS TRUE. (JAMES BRANCH CABELL, 1926)
iv
DEDICATION
To:
1. Kuat Rahayu , my beloved wife
2. Alm. Sarhati, my beloved Mother
3. Supriano, my beloved father
4. The big family of MI Hidayatul Qur’an
5. The big family of Bpk. Supriano
6. The big family of Bpk. Tuhono
7. The big family of Mbah Ngadiso
8. Gus Dayat, my beloved teacher
vi
ACKNOWLEDGEMENT
First of all, the reseacher would like to praise God Almighty, for the
blassing and mercy given to him in finishing this thesis. The thesis entitle: A
Contribution Study Between The Mastery Of Grammar And Reading ability
To Writing Abilitty ( Quantitative Study in The Eleventh Year Students Of Smk
Tunggal Cipta Manisrenggo Klaten In 2017/2018.
This is to meet one of the conditions and completed studies in order as
partial fulfillment of the requirement for the magister degree of language education
Programme Widya Dharma University Klaten. The researcher realizes that this
thesis can’t be finished without others help. In this chance, the researcher would
like to express the deep appreciation to :
1. Prof. Dr.H. Triyono, M.Pd as the Rector of Widya Dharma University Klaten.
2. Prof. Dr. Herman J. Waluyo, M.Pd as Director of Graduate Programme of
Language Education Departement Graduate Programme Widya Dharma
University Klaten
3. Dr. Dwi Bambang Putut Setiyadi, M.Hum as Head of the Language Education
Departement Graduate Programme Widya Dharma University Klaten
4. Dr. Hersulastuti, M.Hum as the first consultant, for her patience in giving me
guidance, direction, support and help to finish this thesis.
5. Dr.Endang Eko Djati Setiawati, M.Hum as the second consultant, for her
patience in giving me guidance, direction, support and help to finish this thesis.
6. Agus tri Purwanto, S.Pd as the former headmaster of SMK Tunggal Cipta
Manisrenggo Klaten, who always support and give a chance to do this research.
7. Abdul Hakim, S.Pd, Broto, S.Pd as the English teacher of SMK Tunggal Cipta
Manisrenggo Klaten, who has allowed the researcher to carry out the research
in her class and has given some contribution for this research.
In this thesis, the researcher realizes that the thesis is still far from being
perfect, so, needs Advice, and positive criticism from everyone.
Finally, the researcher would like to thank to everybody who want to read
this manuscripts which is hopefully useful for anyone concerned especially for the
English teacher profession.
Klaten, 27 Agust 2020
2020
Abas
vii
TABLE OF CONTENTS
APPROVAL …........................................................................................ ii
ACCEPTANCE………………………………………………..……….. iii
PRONOUNCEMENT ............................................................................. iv
MOTTO…………………………………………………………..……. v
DEDICATION........….............................................................................. vi
ACKNOWLEDGEMENT……………………………………………... vii
TABLE OF CONTENTS......................................................................... viii
TABLE OF FIGURES............................................................................. xii
LIST OF APPENDICES……………………………………………….. xiii
ABSTRACT............................................................................................ xv
ABSTRAK............................................................................................... xvi
CHAPTER I INTRODUCTION.............................................................. 1
A. The Background of the Study………………………………. 1
B. The Identification of the Problem .......................................... 5
C. The Limitation of the Problem ….......................................... 5
D. Statement of the Problem …………………………………. 6
E. Objective of the Study………………………………………. 6
F. Benefit of the Study.....…………………………………......... 7
1. The English teachers........................................................ 7
2. The other researcher......................................................... 7
3. The students...................................................................... 7
viii
4. The reader........................... .............................................. 7
CHAPTER II UNDERLYING THEORIES, RELEVANT
RESERCH AND THEORITICAL FRAMWORK.................................. 8
A. Underlying Theories............................................................... 8
1. Reading......................................................……………... 8
a. Definition of Reading................................................ 8
b. Infortance of Reading................................................ 10
c. Reding Method.......................................................... 12
d. The Strategies to Teach Reading............................... 15
e. How to Inprove Reading Skill................................... 22
2. Writing Skill........................................…......................... 27
a. Definition of Writing.................................................. 27
b. The Nature of Writing................................................ 27
c. Aspects of Writing Skill............................................ 30
d. Aspects of Efective Writing........................................ 32
e. Writing for Learning................................................... 34
f. Writing for Writing..................................................... 36
g. Types of Writing Activities........................................ 36
h. Process of Writing...................................................... 38
i. Approaches to Teaching Writing................................ 40
j. The Elements of a Successful Writing Lesson........... 43
k. The Roles of Teacher in Writing................................ 44
l. Correction................................................................... 46
m. Teaching Spelling....................................................... 48
ix
n. Teaching Punctuation................................................. 49
o. Fluency or Accuracy................................................... 50
3. Grammar............................................................................ 50
a. Concept of Definition of Grammar............................. 50
b. Concept of Consciousness Raising Strategy............... 55
B. Relevant Reseach ….............................................................. 63
C. Theoritical Framework........................................................... 67
D. Hypothesis.............................................................................. 68
CHAPTER III RESEARCH METHODOLOGY..................................... 69
A. Setting of the Research.........................…………………...... 69
a. Place of the Research....................................................... 69
b. Time of the Research....................................................... 69
B. Variable of the Study……………………………….......….. 70
C. Oprasional Definition............................................................. 70
D. Population, Sample and Sampling......................................... 72
E. The teachnique of Collecting the Data................................... 75
F. Validity and Reliability of Instrumen.................................... 74
a. Validity............................................................................. 74
b. Reliability......................................................................... 77
G. The teachnique of Analyzing Data......................................... 80
CHAPTER IV RESEARCH FINDING AND DISCUSSION................. 82
A. Data Finding...................…………………………………… 82
1. Reading Ability to Writing Ability................................... 82
2. Writing Ability.................................................................. 84
x
B. The Analysis of the Data…………………………………… 85
1. Normality Data Test......................................................... 85
2. Autocountributio Test....................................................... 87
3. Multicollinearity............................................................... 88
C. Hipotesis Testing.................................................................... 89
D. Summary of Data Finding..................................................... 94
E. Discussion.............................................................................. 101
CHAPTER V CONCLUSION, IMPLICATION, AND
RECOMENDATION.............................................................................. 106
A. Conclusion………………………………………………….. 106
B. Implication………………………………………………….. 107
C. Recomendation....................................................................... 108
BIBLIOGRAPHY.................................................................................... 110
APPENDICES.......................................................................................... 114
xi
LIST OF APPENDICES
1. Appendix 1 Draft Sample Research Of The Eleventh Year Students Of
Smk Tunggal Cipta Manisrenggo Klaten In 2017/2018................. 118
2. Appendix 2 Kuesioner The Research
( Pernyataan Motivasi Kerja )......................................................... 120
3. Appendix 3 Kuesioner The Research ( Kesiapan Kerja )................ 128
4. Appendix 4 Instrument Of The Research........................................ 132
5. Appendix 5. Research Letters.......................................................... 134
6. Appendix 6. Uji Normalitas............................................................ 135
7. Appendix 7. Uji Multikolinieritas.................................................. 136
8. Appendix 8. Uji Multikolinieritas................................................... 137
9. Appendix 9. Uji Auto Countribution............................................... 138
10. Appendix 10. Uji Regresi Linier Reading Ability ( X2 )
For Reading Ability To Writing Ability......................................... 139
11. Appendix 11. Uji Regresi Linier Grammar Mastery( X1)
For Grammar Mastery To Writing Ability ( Y )............................ 141
12. Appendix 12. Uji Regresi Ganda Grammar Mastery(X1)
And Reading Ability (X2) For Reading Ability To Writing
Ability ........................................................................................... 143
13. Appendix 13 Data Deskriptif Grammar Mastery, Student
Reading Ability And Readiness Writing Ability............................ 145
14. Appendix 14. Analisis Contribution Medium Grammar
Mastery And Grammar Mastery To Writing Ability...................... 146
15. Appendix 15. Perhitungan Tabel Distribusi................................... 147
xii
16. Appendix 16. Uji Validitas Writing Ability.................................... 148
17. Appendix 17. Uji Reliabilitas Reading Ability To Writing Ability...150
18. Appendix 18. Uji Ralibilitas Students Reading Ability................. 151
19. Appendix 19. Uji Validitas Student Reading Ability...................... 152
20. Appendix 20. Data Induk................................................................ 154
21. Appendix 21. Nilai Grammar Ability............................................. 155
22. Appendix 22. Nilai Reading Ability............................................... 157
23. Appendix 23. Nilai Writing Ability................................................ 158
24. Appendix24. Analisis Distribution Simple Reading Ability
To Writing Ability Contributions................................................... 159
25. Appendix Categories Judgment According To Arikunto ( 2002:65) 160
26. Appendix Profil Smk Tunggal Cipta Manisrenggo........................ 161
27. Appendix Rencana Pelaksanaan Pembelajaran (RPP)................... 174
28. Appendix Fhoto Sampling Selection, Collection Data................... 195
29. Appendix Sample Of User Try Out............................................... 196
xiv
ABSTRACT
ABAS, NIM 15PSC01751. A Contribution Study Between The Mastery Of
Grammar And Reading Ability To Writing Ability Of The Eleventh Year Students
Of Smk Tunggal Cipta Manisrenggo Klaten In 2017/2018. Thesis. Language
Education Departement Graduate Programme, Widya Dharma University, Klaten,
2020.
Statement of the problem in this research are1) Is there any contributions
of grammar towards students writing ability of the eleventh year students of SMK
Tunggal Cipta Manisrenggo Klaten in 2017/2018? 2) Is there any contributions of
reading ability towards students writing ability of the eleventh year students of
SMK Tunggal Cipta Manisrenggo Klaten in 2017/2018? 3) Is there any
contributions between grammar mastery and reading ability simultaneously
towards writing of the eleventh year students of SMK Tunggal Cipta Manisrenggo
Klaten in 2017/2018?. The aim of this thesis is to know whether there is a
significant contribution between the students’ mastery of grammar and reading
ability to writing ability of the eleventh year students of SMK Tunggal Cipta
Manisrenggo in 2017/2018. The writer states the hypothesis as the following: There
is significant contribution between the mastery of grammar and writing ability of
the eleventh year students of SMK Tunggal Cipta Manisrenggo in 2017/2018.
This research is quantitative , the Population was conducted in the eleventh
year students of SMK Tunggal Cipta Klaten Central java, for 30 days in the
academic year of 2017/ 2018 on second semester. This population the number in
this study of it is 200 students consists of 8 students from five classes to be selected
as the sample by lottery. So, the number of the sample is 40 students. The sampling
technique of this study used random sampling without replacement technique. Data
collection techniques in this study were questionnaires, tests, and documentation.
This research normality test using techniques Kolmogorov-Smirnov, calculations
using SPSS 17.0.
The result of the data analysis shows that the coefficient of contribution
between the mastery of grammar and reading ability to writing ability is 0.404. This
coefficient of contribution is greater than the r table that is 0.312 for 1 % level of
significant and at 5 % level of significance is 0.403 by the number of 40 subjects.
In other words, this coefficient of contribution is significant. The hypothesis states
that there is significant contribution between the mastery of grammar and reading
ability to writing ability of the eleventh year students of SMK Tunggal Cipta
Manisrenggo in 2017/2018 is accepted. So, it can be concluded that there is a
significant contribution between the mastery of grammar and reading ability to
writing ability of the eleventh year students of SMK Tunggal Cipta Manisrenggo
in 2017/2018
Keyword : Contribution, Grammar, Reading, Writing.
xv
ABSTRAK
ABAS, NIM 15PSC01751. Kontribusi Belajar Antara Penguasaan Tata Bahasa
Dan Kemampuan Membaca Terhadap Kemampuan Menulis Siswa Kelas
Sebelas Smk Tunggal Cipta Manisrenggo Klaten Tahun 2017/2018. Tesis.
Program Studi Pendidikan Bahasa. Program Pascasarjana Universitas Widya
Dharma, Klaten, 2020.
Rumusan masalah dalam penelitian ini adalah 1) Adakah kontribusi tata
bahasa terhadap kemampuan menulis siswa kelas XI SMK Tunggal Cipta
Manisrenggo Klaten tahun 2017/2018? 2) Adakah kontribusi kemampuan
membaca terhadap kemampuan menulis siswa kelas XI SMK Tunggal Cipta
Manisrenggo Klaten tahun 2017/2018? 3) Adakah kontribusi penguasaan tata
bahasa dan kemampuan membaca secara simultan terhadap kemampuan menulis
siswa kelas XI SMK Tunggal Cipta Manisrenggo Klaten tahun 2017/201?. Tujuan
dari tesis ini adalah untuk mengetahui apakah ada kontribusi yang signifikan antara
penguasaan tata bahasa dan kemampuan membaca siswa terhadap kemampuan
menulis siswa kelas XI SMK Tunggal Cipta Manisrenggo tahun 2017/2018. Penulis
menyatakan hipotesis sebagai berikut: Ada kontribusi yang signifikan antara
penguasaan tata bahasa dengan kemampuan menulis siswa kelas XI SMK Tunggal
Cipta Manisrenggo tahun 2017/2018
Penelitian ini bersifat kuantitatif, Populasi dilakukan pada siswa kelas XI
SMK Tunggal Cipta Klaten Jawa Tengah selama 30 hari pada tahun ajaran
2017/2018 pada semester kedua. Populasi dalam penelitian ini berjumlah 200 siswa
yang terdiri dari 8 siswa dari lima kelas untuk dipilih sebagai sampel dengan undian.
Jadi jumlah sampelnya adalah 40 siswa. Teknik pengambilan sampel dalam
penelitian ini menggunakan random sampling tanpa teknik repllacement. Teknik
pengumpulan data dalam penelitian ini adalah angket, tes, dan dokumentasi. Uji
normalitas penelitian ini menggunakan teknik kolgomorov-Smirnov,
perhitungannya menggunakan SPSS 17.0.
Hasil analisa data menunjukkan bahwa koefisien kontribusii antara
penguasaan tata bahasa dan kemampuan membaca pada kemampuan menulis siswa
adalah 0,404. koefisien kontribusi lebih besar dari r tabel yang 0,312 untuk tingkat
1% dari signifikan dan pada 5% tingkat signifikansi adalah 0.403 dengan jumlah
40 subyek. Dengan kata lain, koefisien kontribusi ini adalah signifikan. Hipotesa
yang menyatakan bahwa ada signifikan antara penguasaan tata bahasa dan
kemampuan membaca pada kemampuan menulis siswa kelas II di SMK Tunggal
Cipta Manisrenggo Tahun Ajaran 2017 /2018. diterima. Jadi, dapat disimpulkan
bahwa ada kontribusi yang signifikan antara penguasaan tata bahasa dan
kemampuan membaca pada kemampuan menulis siswa kelas II di SMK Tunggal
Cipta Manisrenggo Tahun Ajaran 2017 / 2018.
Kata kunci: Kontribusi, Tatabahasa, Membaca, Menulis
xvi
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
There is growing awareness of the role of English as a foreign language
in Indonesia. People who do not want to be left by the rapid development of
science and technology started to think the importance of understanding the
English language, the language is widely used to publish a variety of
information, including science and technology. Then they join an English
course or other programs that they think will allow them to improve their
English.
Many students feel confused when they want to speak English with
smart fast way. But they were confused where to start. Does first have to master
grammar, conversation, vocabulary, reading or writing
Learning a second language involves the handling of four basic skills;
listening writing, reading, and writing. Writing is the ultimate skill that learners
should master. It is a basic communication skill that cannot be acquired; it can
be culturally transmitted or can be learned through formal instruction. Among
the four skills of language, writing and writing are productive skills. Of course,
there are important differences between them. All normal people learn to speak
while writing should be taught to them. In comparison to writing, writing
imposes greater demands on the learners since there is no immediate feedback
in written interaction
2
One set of skills consists of those that parents and preschool teachers
value and actively promote: reciting the alphabet, recognizing and writing
letters, writing one's own name, reading environmental print (signs and labels),
and knowing how to hold a book upright and turn the pages
In general, the purpose of teaching foreign language is that students
could master the four language skills, namely: listening, writing, reading, and
writing. If all four language skills can be mastered by the learner the objectives
will be achieved. The students’ mastery of the language depends on the
language learning process itself, and the teaching and learning process depends
on the guidance of the teacher presents the material and students' ability to learn
the material because the process can't be separated from the teaching and
learning process.
This fact is an important issue for teachers and students in teaching and
learning. For English students, English is a bridge to understanding the
scientific books because they often have trouble when they apply grammar,
write and reading a book in English.
Actually, the students have completed at least four hours each week in
English language learning in vocational schools, but most of them still feel that
they have learned very little. Language student activities should involve
students in using language or communicative functions in real life. But those
materials that are less relevant to everyday life.
Teaching English as foreign language, especially in vocational school is
different from teaching students in learning their native language. In teaching
and learning English, teachers select materials methods and practice it. The
3
purpose of learning English is very important to determine the success of
English teaching.
Most of the vocational schools English teacher in Indonesian prioritize
material in grammar rules. It shows when teachers teach, they want their
students to remain silent and pay attention to the teacher's explanation. In
addition most exams in written and reading form. They emphasize the ability to
exercise, without giving an opportunity to the students to express their own
ideas using language freely.
Teaching and learning process of English teaching in SMK Tunggal
Cipta Manisrenggo Klaten. Objectives to use the language for the
communication on student learning English often have difficulty in learning
grammar, writing and reading. It shows by the low achievement test results of
the students SMK Tunggal Cipta Manisrenggo Klaten.
According to Lado the main issue is about the limits and restriction
patterns of form and meaning of learning. The main problem for the students is
to choose and apply grammar. For example, students write the meaning of
English words into Indonesian. When students look up the word in the
dictionary grammar, they will find more than one pattern grammar. Another
example is when students write their native language into English,’’ a new
country house they can write it to a new home’’. The students have problems in
grammar patterns. In Teaching and Learning English for Writing is very
important to use for grammar and to mastery reading text. So, the students must
choose and apply the grammar patterns and must apply in the reading text.
4
Without proper grammar, one can’t communicate effectively or express
his ideas in both oral and written form. Has a limited grammar is also a barrier
that prevents students from learning a foreign language. If learners do not know
how to enrich their grammar, for example, learners often gradually lose interest
in learning (Fauziaty, 2001: 155).In real life, the students write various types of
materials such as writing papers, brochures, etc. The students can benefit from
direct grammar instruction. They can effectively expand their knowledge of
grammar, so that instruction meaningful and exciting course should be
organized to achieve successful learning. The ability to write print materials for
foreign language is very important in mastering a foreign language itself. To be
better and faster in writing, students must achieve English grammar because if
students master the grammar they will find out information from written
sources.
Reading English text is quite different activity. Only reading will
improve reading (Clarity, 2007: 21). It means that one has to read and practice
reading in order to improve his reading skill. Martin (2009: 44) argues that
reading a book once is not enough. To develop a deeper understanding, a reader
has to highlight, summarize and review important ideas. Those statements
suggest that one should read in order to develop his reading skill. Without
reading, one will have never developed his reading skill. Grabe and Stoller (in
Murcia, 2007: 187) also say that students become better readers only by doing
a lot of reading.
He is use of cooperative learning to support reading is also suggested by
Branders in Murcia (2007: 166). He finds that when children were allowed to
5
negotiate meaning of an original text they were reading, either through whole
class discussion or with peer of a different level of language proficiency, they
were able to comprehend what they read better than if the text had been
simplified for them to read on their own.
Due to the fact, the writer would like to learn the grammar, writing and
reading skills.The writer is interested in writing a thesis with the title "A
Contribution between mastery of grammar and reading ability to writing ability
of the eleventh year Students of SMK Tunggal Cipta Manisrenggo Klaten in
2018".
B. The Identification of the Problem
Based on the background of the study the research identified some
problem:
1. The students often have difficulties in learning English when they use
grammar towards writing ability of the eleventh year students of SMK
Tunggal Cipta Manisrenggo Klaten in 2017/2018?
2. The students often have difficulties in learning English when they apply
reading ability towards writing ability of the eleventh year students of
SMK Tunggal Cipta Manisrenggo Klaten in 2017/2018?
3. The students often have difficulties in learning English when they use
mastery grammar and reading ability towards writing ability of the eleventh
year students of SMK Tunggal Cipta Manisrenggo Klaten in 2017/2018?
C. Limitation of the Problem
The researcher limited the problem only in the population on this study and
the data which will be analyzed are limited to those are:
6
1. The grammar in this study is limited on past tense from the students’
writing recount texts
2. The reading skills in this study is limited from reading recount texts
3. The writing in this study is limited to write and understand the recount
text.
Take from the test given by writer about grammar and reading towards
writing texts to the eleventh year students of SMK Tunggal Cipta Manisrenggo
Klaten in 2018.
D. Statemen of the Problem
In this case, the writer would like to present the problem that can be
formulated as the following:
1. Is there any contributions of grammar towards students writing ability of
the eleventh year students of SMK Tunggal Cipta Manisrenggo Klaten in
2017/2018?
2. Is there any contributions of reading ability towards students writing
ability of the eleventh year students of SMK Tunggal Cipta Manisrenggo
Klaten in 2017/2018?
3. Is there any contributions between grammar mastery and reading ability
simultaneously towards writing of the eleventh year students of SMK
Tunggal Cipta Manisrenggo Klaten in 2017/2018?
E. Objective of the Study
The research was conducted to achieve the following objectives:
1. To identify the presence or absence of contributions grammar mastery
towards students writing ability of the eleventh year students of SMK
7
Tunggal Cipta Manisrenggo Klaten in 2017/2018.
2. To identify the presence or absence of contributions reading ability towards
students writing ability of the eleventh year students of SMK Tunggal Cipta
Manisrenggo Klaten in 2017/2018.
3. To identify the presence or absence of contributions grammar mastery and
reading ability towards simultaneously writing ability of the eleventh year
students of SMK Tunggal Cipta Manisrenggo Klaten in 2017/2018.
F. Benefit of the Study
It is hoped that this research gives advantages or benefit for:
1. The English teachers, they can get additional information on the
contribution between mastery of grammar and reading ability to writing.
2. The other researcher can get knowledge and perception about the
contribution between mastery of grammar and reading ability to writing.
3. The students can get help to learn English grammar and reading ability to
writing.
4. The reader, they can get additional information on the contribution between
mastery of grammar and reading ability to writing.
110
CHAPTER V
CONCLUSION, IMPLICATION, AND RECOMENDATION
This chapter presents the conclusion implication and recomendation based on
finding and discussion of the data analysis.
A. Conclusion
Based on the finding and discussion of the research, it can be concluded that
the coefficient of contribution between the mastery of grammar and reading
ability to writing ability is 0.404. This coefficient of contribution is greater than
the r table that is 0.312 for 1 % level of significant and at 5 % level of
significance is 0.403 by the number of 40 subjects. In other words, this
coefficient of contribution is significant. The hypothesis states that there is
significant contribution between the mastery of grammar and reading ability to
writing ability of the eleventh year students of SMK Tunggal Cipta
Manisrenggo in 2017/2018 is accepted. So, it can be concluded that there is a
significant contribution between the mastery of grammar and reading ability to
writing ability of the eleventh year students of SMK Tunggal Cipta
Manisrenggo in 2017/2018
Based on the finding and discussion of the research can be concluded that:
1. There is positive contribution between student’s grammar mastery to writing
ability at the eleventh grade students of the SMK Tunggal Cipta Manisrenggo
( r= 0,84 ; p< 0,01)
110
111
2. There is positive contribution between students’s reading ability to writing
ability at the elevent grade students of the SMK Tunggal Cipta Manisrenggo
( r =0,96; p< 0,01 )
3. There is positive contribution between student’s grammar mastery and
reading ability to writing ability at the eleventh grade students of the SMK
Tunggal Cipta Manisrenggo ( R = 0,965; p < 0,01 )
B. Implication
The discovery of a significant positive relationship between students
grammar mastery and reading ability alone as well as together to writing ability
resulted in some research implication of the following bellow.
First, theoretical conceptual model wich is reflected through the
hypothetical relationships between variables research has been verified
empirically.The implication of his theory is that the students’ reading to writing
ability will not be granded, but is determined several factors, and one of them
are grammar mastery.
Second, The implication of the theory produce key policy implication that
the students’ readingto writing ability can be pursued through increased
grammar mastery and reading ability, in detail some of the implications of these
policies i are discribed as follows.
1. Some afforts to improve grammar mastery to increase reading ability to
writing ability. This study empirically shows that the grammar mastery is one
of the determinants for the level of reading to writing. This finding suggests
that efforts to increase reading ability to writing ability can be done by
improving grammar mastery. Grammar as has been stated in the study of
112
theory in the front,the introduction of new words in conversation, if people
want to improve their communication skills more at the some time.
2. Some afforts to improve reading ability to increase reading to writing
ability.Empirical research shows that reading ability is one of the
determinants writing ability. Reading ability as has been stated in the study
of theory in the front, it can be seen that : contributions the extent to which
you make choice about a). Goals to persue and b). The effort you will devote
to that persuit. It is easy assumes that contributionis the condision that is
activates or giving urging to human of making attitude for gaining the
purpose. A summary of oral assessment techniques would therefore be
incomplete without some consideration of extensive grammar task.One of
the most common techniques for elicting oral production is through visual
pictures.We have already looked at this elicitation devide for intensive tasks,
but at this level we consider a picture or series of pictures as stimulus fer a
longer story or deseription.
C. Recomendation
Based on research result, conclutions and implications that have been outlined
above, the following suggestion are proposed as follows:
1. For the students:
a. their grammar, reading and writing ability
b. The students should practice a lot of expression in communication.
c. The students are recommended that they should improve their
background knowledge about the topic,wich will be learned in their
english class.
113
2. For the english teachers :
The english teachers are suggested to help the students increase reading
ability and improve their grammar ability
a. The English teachers should help the students to be more active in learning
English by helping .them to enrich their communication and their
background knowlede.
b. The English teachers should helpthe students to be more active in learning
English by helping them to enrich their grammar and their reading.
3. For the school.
a. The school is suggested to adapt and to improve the English syliabus based
on the real problems faced by the students while learning English subject.
b. The school should support the English learning process by preparing the
facilitation and instrument completely.
4. For the orther tetachers at school intitution’
a. The orher teachers should participate to raise the student’s motivation
work
b. Continuosly so that they are better prepared to enter the workforce.
c. The orther teachers should accompeny the students in determining job that
approppiate with their major.
114
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