ABSTRACT. Keywords: Mastery of Sentence Structure, Mastery of Diction, English Writing Skill

Transcription

1 A Correlation between Mastery of Sentence Structure and Diction With English Writing Skills at IX Grade Junior High School of Al Syukro South Tangerang Dr. Ratna Sari Dewi, M.Pd. The Faculty of Tarbiya and Teachers Training State Islamic University Syarif Hidayatullah Jakarta ABSTRACT This study aimed to obtain empirical data of determining the correlation between mastery of sentence structure and diction, either individually or simultaneously with English writing skill at IX grade Junior High School of Al Syukro Ciputat, South Tangerang academic year 2013/2014. The method implemented in this research was descriptive method with a correlation technique. The population gathered in this study was all 9 th grade students of Al Syukro Islamic Junior High School, Ciputat, South Tangerang with the total number of students were 67. The samples were taken by using a total sampling technique. The instrument applied for data collection by using multiple choice test for mastery of sentence structure (X1) and diction (X2), while the performance test was for English writing skill (Y). The results revealed that the contribution of mastery of sentence structure (X 1 ) on writing skill (Y) of 18.5% and a significant correlation for t count> t table is for α = 0.05 and Fcount Ftable is for α = Then the contribution mastery of diction (X 2 ) on writing skill (Y) of 17.6% and a significant correlation for t count> t table is for α = 0.05 and Fhitung Ftable is for α = 0.01 level. While the contribution of X1 and X2 to Y is 22.75% and the degree of correlation is quite significant because of F> F is for α = 0.05 and Fobtained >Ftable, or for α = The amount contribution of the mastery of sentence structure and diction with the writing skill is 22.75%, Mastery of diction contributed to the English writing skill of 17.6% and the remaining 82.4% is determined by other variables. The result of study confirmed that (1) there is a positive correlation between the mastery of sentence structure with writing skill. (2) there is a positive correlation between the mastery of diction with writing skill, and (3) there is a correlation between the mastery of sentence structure and diction with writing skill. Keywords: Mastery of Sentence Structure, Mastery of Diction, English Writing Skill

2 INTRODUCTION Learning English is directed to improve the ability of learners to communicate. Communication can be established if there has been an interaction between the speaker and the listener through the message to be delivered. Communicating can be implemented in written and spoken ways. As a means to communicate both verbally and in written form. As a mean of communication the need for the teacher's role as a medium in the delivery of the message. The role of the teacher is able to practice language skills among students, namely (1) listening skills, (2) speaking skills, (3) reading skills, and (4) writing skills. These four aspects of language skills are intimately linked and mutually support each other. Therefore, in the teaching of language skills teachers should be able to integrate the four aspects. As one language skills, writing is a skill that is difficult and complex. Said to be difficult and complex as writing can not be controlled in passing, the need for continuous training to become skilled in writing. Someone skilled in writing is not only he be able to express ideas, feelings, and his experience merely in writing. In addition, writing is also the language skill that are expressive and productive. Expressive can be said that the author can express ideas and feelings into written form, while the form of productive is the author can produce words, sentences, paragraphs and discourses that have been through the process of thinking and pouring author s ideas. At the level of Secondary Education, writing is very needed. This is used to provide information, to persuade readers to adop a particular action and sometime to entertain the readers. To start writing the writer should pay attention to things that are important, which sets the reader writing and set a goal of writing. Determination of readers is very important to establish patterns of the language to be used in writing. Based on pre observations of researchers in the ability of students to write, many students are still not able to express ideas, feelings and experiences. It is seen from the students' difficulties in arranging words into cohesive and coherent sentences, the ability of the spelling (capital letters, punctuation, absorption elements and others), the mastery of a wide range of vocabulary, knowledge of science which have been written. In addition to the above, factors that also affect students ability to write is mastery of sentence structure. This can be proved by the results of the students' work with regard to the ability to write haven t got maximum results. They often have difficulties when they want to pour ideas into an effective written form. Many of them when they are writing often use incorrect sentence structures. In other words it can be said that above sentence structure, the factor of word choice also influences students' writing ability. Mastery of diction (word choice) in a sentence, there are still many who have not been right. They often use words or word choice that does not fit the context. There are words that are the same or vocabulary words from the local language / Indonesia used in the formation of a sentence. It causes the result in a less precise meaning of a sentence or phrase that does not become effective. Based on the background of the above problems, the formulation of the problem in this study were: (1) Is there a correlation between mastery of sentence structure and students writing skill at grade IX students of SMP Islam Al Syukro South Tangerang?, (2) Is there a correlation between mastery of diction and students writing ability at grade IX students of SMP Islam Al Syukro South Tangerang?, and (3) whether there is a

3 correlation between mastery of sentence structure and diction with students writing skill at grade IX students of SMP Islam Al Syukro South Tangerang? LITERATURE REVIEW Writing Skill Cere (1985: 5) says writing is communication. He further outlined that (1) writing is a form of self-expression. It can be said a writing activity because of the desire in him to express ideas, ideas, and feelings into written language; (2) writing is something that is commonly presented to the reader. This means that someone who did writing activity is an activity that has been performed continuously; (3) write the rules and behavior. It can be said a good writer will know and be able to apply the rules in writing; and (4) writing is a way of learning. This means that writing is used to determine a wide range of science and a variety of things that exist in this world. Furthermore, Mercer (1983: 466) says that writing is a communication tool that consists of graphically symbolizing skills and disclosure of self-expression. From this explanation can be described that writing is the delivery of new ideas and activities carried out by a person using the medium of written language that aims to convey the intent and purpose to others. By communicating in writing someone trying to express feelings and ideas to be understood by others. In writing activity there some aspects to be considered, namely; the purpose,the procedures, and the readers. According to Hart and Reinking (1986:3) the aims in writing is to provide information and convice the readers to adopt a particular action from the product of writing. While the procedure how to write according to Ann Raimes (1998:10) reinforces the grammatical structure, idiom and vocabulary, then to be adventurous with the language and last become very involved with the new language. The product of informative writing hopefully to be read and has valuable input for the people who are reading it. Mastery Sentence Structure Lado (1977: 142) defines the structure of sentence (grammatical structure) is a word in the sentence pattern drafting and preparation of word elements being said. The sentence is a combination of two or more words that produce a final understanding and intonation patterns. Each sentence has a constituent element of the sentence. A combination of elements will form a sentence that implies. So the sentence is a unit of language that contains a "mind" or "mandate" complete. Fries (1952:9) says that a sentence is a group of words expressing a complete thougt Furthermore he said that a sentence is a word or group of words standing between an initial capital letter and a mark of end punctuation or between two marks of end punctuation. Mastery of sentence structure (grammar) by Richards (2003: 41 is a phrase, clause, or sentence that is acceptable because it follows the rules of grammar while grammar (grammar) is a description of the structure of language and the way in which the linguistic units, such as words and phrases are combined to produce sentences in that language as well as considering the meaning of the language functions contained in these sentences as a whole.

4 Mastery of Diction Razak (1988: 64) says that: "The choice of the right word can open a" taste "of readers, as well as food seasoning can make people eat more revenous." Keraf (2005: 24) states that: (1) Diction includes understanding words used to convey an idea, how to classify the right words, and what is good style to use in a given situation; (2) Diction is the ability to accurately distinguish nuances of meaning from the idea to be conveyed, and the ability to find a suitable form (suitable) with the situation and the value of a sense of community owned group of listeners; (3) Diction / appropriate word choice and fit only made possible by the mastery of a large number of vocabulary or vocabulary of the language. It can be concluded diction as the choice of words to describe an idea and also used to express ideas or tell the events with attention to style language, expressions and so on. Research Hypothesis Based on the definition and explanation of the theory in the study of the above theory, the research hypothesis can be formulated as follows: 1. There is a positive correlation between sentence structure and students writing skill. 2. There is a positive correlation between mastery of diction and students writing skill. 3. There is a positive correlation between mastery of sentence structure and diction with students writing skill. METHODOLOGY This study aims to determine whether there is a correlation mastery of sentence structure (X 1 ), mastery of diction (X 2 ) and students English writing skill (Y) and make predictions (by using multiple regression) based on the correlation between the independent variables (the mastery of sentence structure (X 1 ), mastery of diction (X 2 ) and the dependent variable (English writing skill (Y). The method used in this research is descriptive correlational techniques. The population in this study were students of class IX SMP Al Syukro South Tangerang 2013/2014 school year, amounting to 67 students. Samples of research done by the total sampling so that 67 students was selected as the study sample. Data analysis techniques using simple correlation and multiple correlation test. FINDINGS Description of Data The following are descriptions of data covering on the number of samples, mean, median, mode, standard deviation, variance, range, highest value (maximum), and the lowest value (minimum). Description of this data is presented in the form table below.

5 Statistic Table 1. Calculation of Basic Statistics variables X 1, X 2, and Y Sentence Structure Mastery (X 1 ) Diction Mastery (X 2 ) English Writing Skills (Y) Number of sample Mean 55,44 58,62 63,62 Median 55,27 58,71 63,88 Mode 54,3 58,88 64,36 Deviation 13,888 13,849 13,734 Standard Varians 192, ,81 188,633 Range Highest Score Lower Score Testing Requirements Analysis Testing requirements analysis is performed to predict whether homogeneous and normal distribution of data. Testing homogeneity using Bartlet test while normality with chikuadrat. From the calculation results obtained χ²hitung value = While χ²tabel value for significance level of 5% and degrees of freedom (df = 2), then the value χ²tabel = so χ²count <χ²tabel, that is <5.991 for α = 0.05, and the value χ²tabel for 1% significance level and degrees of freedom (df = 2), then the value χ²tabel = 9,210 so χ²count <χ²tabel, that is <9.210 for α = 0.01, then the variances are homogeneous From the data known the value of Chi Square (X²count or γ²count) = It is known that the value γ²tabel = for α = 0.05 or 5% with degrees of freedom (db) of (7-3 = 4) and the value γ²tabel = for α = 0.01 or 1% with degrees of freedom (db) of (7-3 = 4). It can be concluded that the research data γ²tabel or γ²count <9.488 for α = 0.05 or 5% and γ²count γ²tabel or < to α = 0.01 or 1%, then the research data is normally distributed. hypothesis Testing Correlation between Mastery Sentence Structure and English Writing Skill Table 2. Summary of ANOVA Correlation variable X 1 and Variable Y Ftab Degree α = α = Source of of RJK Fcount 0,05 0,01 Varians Freedom JK or or (db) 5% 1% Total ,28 4,03 7,17 Regresion (a) , ,69 Conclusion: Because of Fcount

6 Regresion , ,01 (b/a) Residu ,3 161,91 TC ,21 155,25 Error ,09 165,34 Ftab, or 11,28 4,03 dan 11,28 7,17 so it be concluded variabel X 1 has significant correlation with variable Y Based on the table it was known that the value of F = Ftable value = 4.03 at significance level α = 0.05 or 5% and the value of F table = 7.17 significance level α = 0.01 or 1%. If the value of F F table then the correlation between the variables X1 and Y variable is not significant (Ho is rejected) and if the value of F F table then the correlation between the variable X1 and Y variable are significant (Ha accepted). It appeared Fcount Ftable is for α = 0.05 and Fcount Ftable is for α = 0.01, the correlation between the variable X1 and variabel Y is significant (Ha accepted ). Moreover, it can also be searched for a correlation between X 1 and Y using the product moment formula. The results of the calculation with the product moment formula obtained results robtained or rx1y value of categorized significantly. Then the coefficient of determination (strength of the relationship) between the variables X 1 to variable Y is KP = r² x 100% so, KP = (0.430) ² x 100%, then KP = 18.5%, which means mastery of sentence structure contributes to the students English writing skill of 18.5% and the remaining 81.5% is determined by other variables. Mastery of Diction correlation with Writing Skills. Table 3. Summary of ANOVA Correlation X 2 dengan variable Y Ftab Degree α = α = Source of of JK RJK Fcount 0,05 0,01 Varians Freedom or or (db) 5% 1% Total ,52 4,03 7,17 Regresion (a) , ,69 Conclusion: Because of Fcount Regresion , ,86 (b/a) Residu ,45 163,95 TC ,03 186,41 Error ,42 152,38 Ftab, 10,52 4,03 atau 10,52 4,03 so it be concluded variabel X 2 has significant correlation with variable Y

7 Based on the table it can be said that the value of F = While the value of the F table = 4.03 significance level α = 0.05 or 5% and the value of F table = 7.17 significance level α = 0.01 or 1%. If the value of F F table then the correlation between the variables X 2 with Y variable is not significant (Ho is rejected) and if the value of F F table then the correlation between the variables X 2 with Y variables are significant (Ha accepted). It appeared that the value of F Ftable is for α = 0.05 and Fcount Ftable is for α = 0.01, the correlation between the variables X 2 with Y variables are significant (Ha accepted). Moreover, it can also be looked for a correlation between X 2 and Y using the formula of calculating the product moment. The result ofproduct moment formula obtained rhitung or rx2y value = categorized enough. Then the coefficient of determination (strength of the correlation) between X 2 to variable Y for KP = (0.419) ² x 100% = 17.6% means mastery of diction contributed to the ability to write narrative of 17.6% and the remaining 82.4% is determined by other variables. The existence of correlation between Mastery Sentence Structure and Diction with English Writing Skill Regression is used to predict the dependent variable (Y) when the independent variables are unknown (X). Regression Test Multiple regression is used to predict (predict) the dependent variable (Y) when the independent variables (X 1, X 2,...) at least two or more known. Table 4. Summary of Multiple Regression Statistics X 1, X 2 with Y STATISTIC SYMBOLS STATISTIC SKOR N 52 X X² x² ,83 X X 2 ² x² ,31 Y 3308 Y² y² 9922,31 X 1 Y x 1 y 4248,85 X 2 Y x 2 y 4011,31 X 1 X x 1 x ,85 a 44,12 b 1 1,294 b 2-0,891

8 Based on the statistical data obtained for the multiple regression equation is Y = a + b1 + b2 X 1 X 2 = ,294X 1-0,891X 2 Calculation of Coefficient of Determination Doubles Calculation of the coefficient of multiple determination is used to measure the degree of correlation between three or more variables. The coefficient of determination is simple denoted by the letter r which can be calculated by squaring the linear correlation coefficient (r xy) ². As for the multiple determination coefficient denoted by the letter R ² = JKreg: Σy². Table 5. Summary of Statistics Multiple Coefficient of Determination STATISTIC SYMBOLS STATISTIC SKOR N 52 mean X mean X mean Y x 1 ² x 2 ² y² x 1 y x 2 y x 1 x The conclusion is that the degrees of freedom (df) for the numerator df = 2 and for the denominator = 49 at the level of α = 0.05 was obtained value of F table = and α = 0.01 extent that the value of F table = When F obtained F table, then there is no strength of the correlation between the variables X 1 and X 2 with Y but if F obtained F table, then there is the strength of the correlation between the variables X 1 and X 2 with Y. It appeares that Fobtained Ftable, or for α = 0.05 and Fobtained >Ftable, or for α = 0.01, meaning that the correlation between mastery of diction, sentence structure with the writing skill is categorized sufficient significance that is equal to (0.441) ² x 100%, is 19.4% CONCLUSION Conclusion Based on the description of the above data it can be concluded that: First, the results of testing the first hypothesis can be concluded that there is a positive correlation between mastery of sentence structure and writing skill. The conclusion shows that the higher mastery of sentence structure, the better the skill to write in English. This is reflected in the mastery of sentence structure contributes to the ability to write English of 18.5% and the remaining 81.5% is determined by other variables. Second, the results of testing the second hypothesis can be concluded that there is a positive correlation between mastery of diction with the English writing skill. The conclusion shows that the higher mastery of diction, the better the skill to write in

9 English. Mastery of diction contributed to the English writing skill of 17.6% and the remaining 82.4% is determined by other variables. Third, the third hypothesis testing results can be concluded that there is a positive correlation between mastery of sentence structure and diction with the English writing skill. The conclusion shows that the higher mastery of diction, sentence structure, the better the skill to write in English. The correlation between mastery of sentence structure and mastery of diction with the English writing skill is categorized sufficient significance that is equal to (0.441) ² x 100%, is 19.4%. Suggestion Based on the conclusions that have been described, it can be suggested as follows: students are advised to follow the teaching of English, especially writing activities in earnest in order to have the sentence structure and diction as well mastered. Teachers, it is advisable to more actively take part in trainings, seminars, and workshops in the field, especially regarding how to teach writing, mastery of sentence structure and mastery of diction. besides, teachers seek to be more creative and innovative in packaging and presenting learning material to students so that students feel happy and keen to learn. School, it is advisable to make improving infrastructure English language learning so that students and teachers are increasingly eager to learn so that spur students' skills in English language. REFERENCES Cecil D, Mercer..and Ann R. Mercer, Teaching Student With Learning Problem, Ohio : Charles Merril Publishing Co, Cere, Anne Roggles, Writing and Learning, New York : MacMillan Publishing Company. Fries, Charles Carpenter The Structure of English, New York: Harcourt, Brace and Company. Hart, Andrew W., and James A. Reinking, Writing for Career-Education Students, New York: St. Martins S Press. Keraf, Gorys. (2005). Diksi dan Gaya Bahasa. Jakarta: PT Gramedia Pustaka Utama. Lado, Lado, Language Testing, Hongkong; Longman. Raimes, Ann Techniques in Teaching Writing. London: Longman Group. Razak, Abdul. (1988). Kalimat Efektif (Struktur, Gaya, dan Variasi). Jakarta: PT Gramedia. Richard, Jack C. And Theodore S, Rogers Approaches and Methods as Language Teaching. London: Cambridge University Press