(

CHAPTER I 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 e pected helps them to be easy in bilateral interaction. Thus, there are a lot of people learn English at formal and informal educations. In Indonesia, English has learned by students since long time ago from elementary school up to university as formal educations. It is as compulsory sub!ect for students. For "unior #igh $chool levels curriculum, learning English consisted of four s%ills such as listening reading, spea%ing, and writing. &ll s%ills are used as standard ability to master English lesson; they are also hope to support the ability of students in using English. 'y mastering English students also hope easy in their daily activities, because English is used in all life aspects such as socials, cultures, humanities, laws, politics and business. $o, it is needed for students life later. 'ut now days, there were a lot of students still have difficulties in using English especially for the "unior high school levels. The difficulties of the students can be seen from their unable to e press their ideas, feels, (

opinions, and messages in written forms through some paragraphs especially in writing descriptive paragraphs. Further, descriptive paragraph often finds by the students as topic lesson in their teaching materials. & descriptive paragraph is a %ind of writing that presents ideas by providing defiles about characteristic of people, places and things. )efinitely a descriptive paragraph consisted of a group of sentences and composed of a group sentence e pressing one central idea, it is namely paragraph. The difficulties of the students in writing paragraphs li%e as to write descriptive paragraphs influenced of their problems to e press or to use some vocabulary mastery, parts of speech mastery, sentences patterns mastery, and genre structure mastery of the paragraphs correctly. $o, it can be identified that the parts of speech mastery li%e 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. *eanwhile, 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. 'ased on the above statements, the writer interested to ma%e a research and wanted to %now how the students pronouns mastery and their mastery in writing descriptive paragraph was. $o, she proved it on entitle of

the research is; ,THE CORRE ATION BET!EEN "TUDENT"# PRONOUN" $A"TER% AND THEIR !RITIN& DE"CRIPTI'E PARA&RAPH ABI IT% O( THE &RADE I) "TUDENT" AT $T*N $UARA"IPON&I IN +,1+-+,1. ACADE$IC %EAR/. 1.+0 Iden12f2ca12on of 1he Problem

'ased on the bac%ground above, it can be %nown that a descriptive paragraph is a %ind of writing that presents ideas by providing defiles about characteristic of people, places and things. )efinitely a descriptive paragraph consisted of a group of sentences and composed of a group sentence e pressing one central idea. )efinitely, 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. $o, 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.. 2m21a12on of 1he Problem 'ased on the identification of the problem above, it can be %nown 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. 'ut 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. 1.3 Def2n212on O4era12onal 'ar2able* of Re*earch &s it %nown that there are two variables consisted in this research, they are pronouns mastery as / variable and writing descriptive paragraphs as 0 variable. Thus, in order to ma%e this research clearly, the writer wanted to define each of the variables as below1 (.2.( 3ronouns mastery is the s%ills the grade I/ students at *Ts4 *uarasipongi in +5(+6+5(- academic year to use the words that place of a noun. It refers to a noun which comes before it. (.2.+ 7riting descriptive paragraph ability is the s%ills the grade I/ students at *Ts4 *uarasipongi in +5(+6+5(- academic year to write a %ind of writing that presents ideas by providing defiles about characteristic of

people, places and things. )efinitely a descriptive paragraph consisted of a group of sentences and composed of a group sentence e pressing one central idea, it is namely paragraph. 1.5 (ormula12on of 1he Problem

The problems of this study are formulated as follows1 (.8.( To what e tent was the grade I/ students at *Ts4 *uarasipongi in +5(+6+5(- academic year in mastering pronouns9 (.8.+ To what e tent was the grade I/ students ability at *Ts4 *uarasipongi in +5(+6+5(- academic year in writing descriptive paragraph9 (.8.7as there a significant correlation between pronouns mastery and writing descriptive paragraph ability of the grade I/ students at *Ts4 *uarasipongi in +5(+6+5(- academic year9

1.6

The A2m* of Re*earch 'ased on the formulation of the problem above, the uses of the research can be stated as follows1 (.:.( To find out the e tent was of the grade I/ students pronouns mastery at *Ts4 *uarasipongi in +5(+6+5(- academic year.

(.:.+

To find out the e tent was the grade I/ students ability in writing descriptive paragraph at *Ts4 *uarasipongi in +5(+6+5(- academic year9

(.:.-

To %now how was the correlation between pronouns mastery and writing descriptive paragraph ability of the grade I/ students at *Ts4 *uarasipongi in +5(+6+5(- academic year9

1.7

The U*e* of Re*earch The findings and uses of this research are useful for1 (.;.( The English teachers in improving their s%ills in teaching English especially in teaching pronouns and writing descriptive paragraph. (.;.+ The headmaster in motivating the English to teach English seriously by using good method especially in teaching pronouns and writing descriptive paragraph. (.;.The readers as information to enrich %nowledge readers and who wants to ma%e a research of the same topic in the future

CHAPTER II THEORETICA DE"CRIPTION AND H%POTHE"I"

+.1 +.1.1

The Theore12cal De*cr2412on* Def2n212on of !r212ng Paragra4h &ctually, writing is one of the based competences of learning English the s%ills in using graphic symbols, which have to be arranged according to certain conventions. It is relevant according to 'yrne <(=;=1(> that1 ,7riting refers to the s%ills in using graphic symbols, which have to be arranged according to certain conventions. 7riting means the act of s%ill in forming graphic symbols and a number of disburse elements?. Further, #arris <(=:@1:@> stated that the writing process is a sophisticate s%ill combining five general components1 content, organization, grammar, vocabulary and mechanics. Then, #arris <(=:=1:=> also sated that stated that writing is one of the components of learning the language. Those

components are listening, spea%ing, reading, and writing. For that writing should be taught to students because it can be used to measure the students ability and to loo% up their comprehension toward grammatical rules on sentence. 'eside that Ashima and #ogue <(=@;1-2> said writing is a communicative activity and therefore is done for purpose, usually with a specific reader. They add that the audience, tone and purpose should be %ept in mind in order that the message received by reader is the same as the ; message the writer intents to convey. In writing activities, we have to pay attention to some aspects those are outside of writing techniBue, 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 ma%e the message can be received and understood by the readers. From the e planations above, it can be concluded that in writing as a graphic symbol should be intended of the abilities such as components1 content, organization, grammar, vocabulary and mechanics. It means that students who want to write correctly should be intended of the above the abilities. Further8 paragraph is a unity of written language which is consisted of many arrangements sentences logically. It is relevant to &ngraini et.al, that1 ,3aragraf adalah satuan 'ahasa tulis yang terdiri atas beberapa %alimat yang tersusun secara runtut, logis, leng%ap, utuh dan padu. $ebuah paragraf terdiri atas se!umlah %alimat yang mengung%ap%an %esatuan

informasi dengan satu fi%iran utama atau gagasan po%o% sebagai pengendaliannya.? <&ngraini et.al, +55:188> It means that paragraph is a unity of written language which is consisted of many arrangements sentences logically, completely,

permanently and unity. & paragraph also intended of a number of sentences to e press a unity of information with a mind idea or a topic sentence as its anticipated. Thus, it can be %nown that a paragraph is composed of a group sentence e pressing one central idea, it is relevant to Ashima and #ogue <(=@;188> states a paragraph is a group of related sentences that develops one main idea. An the other hands, *uhyidin <(=@@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, &marris <+5((> in http1CC 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 spea%er, and begins on a new usually indented line it is a short composition or note that is complete in one paragraph. $o, it is also a passage in te t that is about a different sub!ect from the preceding te t, mar%ed by commencing on a new line, the first line sometimes being indented. *eanwhile, *erriam <+5(+> in http1CC www. merriam6 webster. comCdictionaryC paragraph, paragraph is a group of sentences that e plains,

(5

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. & paragraph is a series of sentences hat are organized and coherent, and are all related to a single topic. &lmost 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. 3aragraphs can contain many different %inds of information. & paragraph could contain a series of brief e amples 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. Degardless of the %ind of information they contain, all paragraphs share certain characteristics. Ane of the most important of these is a topic sentence. In additions, *erriam <+5(+> in http1CC www. merriam6 webster. comCdictionaryC paragraph stated that a topic sentence is & well6organized paragraph supports or develops a single controlling idea, which is e pressed in a sentence called the topic sentence. & topic sentence has several important functions1 it substantiates or supports an essays thesis statement; it unifies the content of a paragraph and directs the order of the sentences; and it advises the reader of the sub!ect to be discussed and how the paragraph will discuss it. Deaders generally loo% to the first few sentences in a paragraph to determine

((

the sub!ect and perspective of the paragraph. Thats why its often best to put the topic sentence at the very beginning of the paragraph. In some cases, however, its more effective to place another sentence before the topic sentence for e ample, a sentence lin%ing the current paragraph to the previous one, or one providing of bac%ground information. &lthough most paragraphs should have a topic sentence, there are a few situations when a paragraph might not need a topic sentence. For e ample, 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 ma!ority of your paragraphs, however, should have a topic sentence. From the e planations 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. +.+.+ T94e* of Paragra4h 'ased on the e planation above, it can be %nown that a paragraph is composed of a group sentence e pressing one central idea. $o, there are many

(+

types of paragraphs. Further, &ngraini et. al, <+55:188> stated that based of its functions, there are five %ind of paragraphs, such as; (> )escriptive paragraph. +> 4arrative paragraph. -> &rgumentative paragraph. 2> 3ersuasive paragraph and 8> E position paragraph.

Furthermore, &marris <+5((> in http1CC amarris.homestead.com stated that there are seven types of paragraphs. They are narration paragraph, e position paragraph, )efinition paragraph, classification paragraph,

description paragraph, process analysis paragraph and persuasion paragraph. (> 4arration 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. +> E position paragraph. This type of a paragraph is use as a component of other types. Its created in order to ma%e clear or e plain. It can contain element of comparison and contrast or cause and effect writing. -> )efinition paragraph. )efinitions paragraphs are used in arrange to e plain the meaning, basis and function of things. 2> Elassification of paragraph. 7riting a classification paragraph ta%es a little different approach. It should rely on both defining and comparing.

(-

7riters should order the sub!ect of the paragraph in a specific bac%ground providing comparison to corresponding ideas. 8> )escription paragraph. )escription paragraphs should be detailed, clear, and give the represented reality $eBuential. )escription paragraphs should focus on action <verbs>, rather than sensations. :> 3rocess analysis paragraph. Its very short and uses formal, non6 descriptive vocabulary. It should be written in seBuential order which accounts for successive actions. ;> 3ersuasion paragraph. 3ersuasion paragraphs reBuire e hortatory and lively language. They should be devoid of e pressive content and, instead, rely on the essential form. 'ased on the above e planation he researcher concluded that there are seven types of paragraphs. They are narration paragraph, e position paragraph, )efinition paragraph, classification paragraph, description paragraph, process analysis paragraph and persuasion paragraph. &s stated above that the writer limited this research for writing descriptive paragraph only. +.+.. De*cr2412:e Paragra4h &s it %nown that descriptive paragraph is a piece of writing that presents the characteristic of people, places and things. It is relevant according to $ullivan <(=@51 (--> that1 ,)escriptive te t is a piece of writing that presents ideas by providing defiles about characteristic of people, places and

(2

things?. Further, "olly <(=@21 2;> stated that there are five types of descriptive paragraph, namely describing an event, describing a personality, describing a place, and describing an ob!ect. (> )escribing an Event In describing an event, a writer should be able to memorize and remember what happened in the event. $uppose the writer will write and discuss the accident that happened two days ago. In that case, heC she have to e plain all details related to the event clearly. Indeed, the reader will feel it in the real situation. +> )escribing a personality If someone wants to describe a person, the first thing that we do is to recognize hisCher individual characteristics. 7e 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>. -> )escribing a 3lace &s people, there is a commonly occurring need to describe places. The best way to describe a place is by presenting something concrete, for e ample a home, a school, and so on. 2> )escribing an ob!ect The best way to describe an ob!ect accurately is by providing the physical characteristics of an ob!ect such as shape, the form, the colors, and so on. $o the writer will easy to describe the ob!ect.

(8

'ased on the e perts e planation above, the researcher concluded that descriptive te t is a piece of writing that presents ideas by providing defiles about characteristic of people, places and things. +.+.3 The &enre "1ruc1ure of De*cr2412:e Te;1 &ctually, every %ind of paragraphs has special genre and the uses. Ferrot and 7ignell <(==21+(> stated that social function of description is to describe a particular person, place or thing. The generic structure is identification 6 description and the le icogramrnar features of the te t are1 a. Focus on specific participants. b. Gse identifying process c. Gse classifiers in nominal groups d. Gse present tense Then, )eswy <+5(5> in http1CCunderstandingte t.blogspot.com stated that descriptive te t is a te t which says what a person or a thing is li%e. Its purpose is to describe and reveal a particular person, place, or thing. )escriptive te t has structure as below; (> +> Identification; identifying the phenomenon to be described and )escription; describing the phenomenon in parts, Bualities, orCand characteristics. Furthermore, &marris <+5((> in http1CC amarris.homestead.com stated that organization te ts of descriptive te t are1 (> Identification <mention the special participant>

(:

+> )escription <mention the part, Buality, and characteristics of sub!ect being described> From the e planation above, &marris <+5((> in http1CC

amarris.homestead.com stated the e ample of descriptive paragraph of and describing a personality and describing place can be seen as below1

$2**2ng )ian, a three6year old girl, has been reported missing. $he has short curly hair and dimples when she smiles. $he was last seen wearing a white shirt and red shorts. If you see a child who loo%s li%e the little girl in the picture, please call the nearest police $tation or *r. "ec%ly at =---6----. The other te t is; "a%arta city "a%arta is the capital city of Indonesia. It is centrally located within the country on the northwest coast of "ava Island at the mouth of the Eiliwung river. "a%arta dominates Indonesians administrative, economy, cultural activities, an is a ma!or commercial and transportation hub within &sia6with a population of about = million, "a%arta has more people than any other cities in Indonesia. The climate is hot and humid year6round. Dainfall occurs throughout the year, although it is the heaviest from 4ovember to *ay. To average annual precipitation in "a%arta is (, ;=5 mm. The city

(;

lies on a flat, low plain and is prone to flooding during periods of heavy rainfall. Hota is citys oldest commercial area. It is located south of the old $unda Helapa harbour. Flodo%, the south of Hota is a ban%ing, retail and residential neighborhood with a large Ehinese population. *erde%a $Buare with *onas <The 4ational *onument> dominates the citys central district. $urrounding the sBuare are Istana *erde%a, the presidential palace, the 4ational *useum, and the IstiBlal *osBue. <&marris <+5((> in http1CC amarris.homestead.com> 'ased on the above e planations, it can be concluded that purpose of descriptive te t is to describe and reveal a particular person, place, or thing to identify the phenomenon and describe Bualities or characteristics. +.+ Na1ure of Pronoun* 3ronoun is the word that is used in English. The important of pronoun is assumed most influence which another sentence. It means pronoun has a con!unction which can prevent ambiguity the meaning of word of very high freBuency. Further, according to &zar 'etty $crampfer <(=@=1&8> that1 ,& pronoun is used in place of a noun. It refers to a noun which comes before it?. Furthermore, Ii%as <(==(1-> 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 e amples1

(@

(> #e tal%s in a funny way. I do not li%e it. <4oun phrase> +> I tell you that he is a tailor. In fact every body %nows it. <4oun clause> -> $he has passed the e amination. #is parents are very happy <sentence>.

+.+.1

Cla**2f2ca12on and 1he U*e of Pronoun* &s stated above that a pronoun is used in place of a noun. It refers to a noun which comes before it. Then, Ii%as <(==(1-> stated that pronoun can be classified into1 (> 3ersonal pronoun. The use of personal pronoun namely as sub!ect <I, you, we, they, he, she, it>, as Ab!ect <me, you, us, them, him, her, it>, as 3ossessive &d!ective <my, your, our, their, his, her, its> and as 3ossessive 3ronoun <mine, yours, ours, their, his, hers>. The use of 3ossessive 3ronoun is to avoid the repetition of two the same name in sentence. For e amples in sentences1 $ub!ect Ab!ect 3ossessive &d!ective 3ossessive 3ronoun +> )emonstrative pronouns. )emonstrative pronouns are used to refer to ob!ects mentioned earlier or which are already present in the spea%ers mind. The demonstrative 1 She has a magazine. 1 #e loves her 1 That is her boo%. 1 That boo% is hers.

(=

pronouns are1 that, this, those, these, such and one. For e amples in sentences1 a> This is a cat. b> That is a tower. c> These are some magazines. d> Those are my friends, etc. -> Delative 3ronouns. The relative pronouns also can be called as a !oining pronoun because it can !oin or connect two statements. The relative pronouns are1 who, which, whom, whose, that8 for e amples in sentences1 a> I saw "ohn who had !ust returned. b> I have found the wallet which I had lost. c> #ere is the novel that you lent me. d> It is a problem whose situation, I dont %now, etc. 2> Interrogative pronouns. The interrogative pronouns are used for persons or things about which Buestions are as%ed. The interrogative pronouns are1 a> Who spo%e9 b> Which is your friend9 c> What did you say9 d> Whom did you see9 e> Whose is this umbrella9 etc.

+5

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 <ob!ect> and <Whose/ is used for possessive case. In additions, $uratinah <+55@1(5+> stated that there are eight %inds of pronouns namely such as1 (> 3ersonal 3ronouns 3ersonal pronouns reBuire forms to e press person, number and gender. For e ample1 Tricia and &nnette will not soon forget #enri% Ibsens doll6house, for it was a relevant play to them. It replaces a doll6house and them replaces Tricia and &nette. +> 3ossessive 3ronouns 3ossessive pronouns are personal pronouns that show ownership or belonging. For e ample1 The pac%ages have arrived at the warehouse and we can pic% up ours at any time. The word ,ours? replaces pac%ages. 'elow is the table of possessive pronouns1 Table +.1= The Po**e**2:e Pronoun* Pronou ns First Second Third Singular Possessive Adjectiv Pronou e My Your His Her n Mine Yours His Her Plural Possessive Adjectiv Pronou e Our Your Their n Ours Yours Theirs

Subjec t I You He She

Subje ct We You They

+(

It

Its

Its <$uratinah, +55@1(5+>

'ased on the table above, it can be %nown that pronoun divides into singular and plural and also each of the pronouns has its function, they are as a sub!ect and as a possessive. -> )emonstrative 3ronouns )emonstrative pronouns specify the individual or the group that is being referred to. For e ample1 this, that, those and these. 2> Defle ive 3ronouns Defle ive pronouns indicate that people or things actions to, for or on behalf of themselves. For e ample1 first person are myself and ourselves, second person are yourself and yourselves and third person are1 himself, herself, itself and themselves. 8> Intensive 3ronouns Intensive pronouns are the same words as the refle ive pronoun but they draw special attention to a person or a thing mentioned in the sentence. For e ample1 7e drove around the grounds of the estate but could not visit the mansion itself, which was loc%ed. The pronoun itself draws special attention to the word mansion. :> Interrogative 3ronouns Interrogative pronouns introduce Buestions. For e ample1 who, whom, which, what and whose. In the sentence, it can be1 who will call the rest of club members about the meeting tomorrow evening9

++

;> Delative 3ronouns Delative pronouns introduce ad!ective clauses, which modifies nouns and pronouns. For e ample1 who, whom, whose, which, and that. In the sentence, it can be1 The minister in reformation cabinet who ma%es dispute is *inister of mine and energy. @> Indefinite 3ronouns Indefinite pronouns refer to people, place or things in general. 'elow are the e amples of indefinite pronouns1 all any each anybody anyone anything both so e everything none one either nobody nothing other <$uratinah, +55@1(52> 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 ta%e short of a sentence and also in clearly comprehensive and the students can understand about vocabulary, punctuation mar%, especially to understand of writing e position te t. +.+ Conce41ual (rame>ork 'ased on the e planation above that writing is the s%ills in using graphic symbols, which have to be arranged according to certain conventions. 7riting neither so ebody so eone so ething

+-

means the act of s%ill in forming graphic symbols and a number of disburse elements. Further, a descriptive paragraph is a %ind of writing that presents ideas by providing defiles about characteristic of people, places and things. )efinitely a descriptive paragraph consisted of a group of sentences and composed of a group sentence e pressing one central idea, it is namely paragraph. The difficulties of the students in writing paragraphs li%e as to write descriptive paragraphs influenced of their problems to e press 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 li%e 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. *eanwhile, 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 te t. To be clearly, the writer draws the map of research as below1

+2

"1uden1*# !r212ng De*cr2412:e Ab2l219

'ocabular9

Par1* of *4eech

"en1ence* Parr1ern

&enre "1ruc1ure

Pronoun ma*1re9

"oc2al fuc12on

e;2cagramma12cal "4ec2f2c 4ar12c24an1 Iden12f92ng 4roce** Cla**2f2er 2n nom2nal grou4 Pre*en1 1en*e

2den12f2ca12on

De*cr2412on

+..

The H94o1he*2* The hypothesis is needed as a tool to e plain the problem that is loo%ing for the answer it. Further, $uharsimi &ri%unto <+55:1;(> stated that hypothesis is determined as a tentative answer to research problem until the data gained can be proved. Thus, the writer formulates the hypothesis of her research as below; ,There was a significant correlation between pronouns mastery and writing descriptive paragraph ability of grade I/ students ability at *Ts4 *uarasipongi in +5(+6+5(- academic year?.

+8

CHAPTER III $ETHODO O&% O( THE RE"EARCH

..1

The $e1hodolog9 Re*earch 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 I/ students ability at *Ts4 *uarasipongi in +5(+6+5(academic year through the findings research.

..+.

The T94e of 1he Re*earch This research classified into the Buantitative type because the writer wanted to correlate the variables of this research; they are pronouns mastery as / variable and writing descriptive paragraph ability as 0 variable of grade I/ students ability at *Ts4 *uarasipongi in +5(+6+5(- academic year by using special techniBue analyzing the data statistically.

... ....1

The Po4ula12on and "am4le of 1he Re*earch Po4ula12on of 1he Re*earch &ccording $uharsimi &ri%unto <+55:1(-(> stated that population is all sub!ects of the research. It means that the populations of this research are the grade I/ students ability at *Ts4 *uarasipongi in +5(+6+5(- academic

+8

+:

year, where as, the total number of them were (@8 students, they divided into si classes. The total number population of them can be seen as table below1 Table ..1= The Po4ula12on of "1uden1* Grade Male Female Total

I!"I I!" ' I!" & I!" ( I!" $ I!" % Total students

#$ #( ') #( #( ') 97

#% #% #' #% #% #' 88

&# &) &' &) &) &' 185

Ta%en from1 the students data of *Ts4 *uarasipongi in +5(+6+5(- academic year

'ased on the table above, it can be %nown that the population of grade I/ students ability at *Ts4 *uarasipongi in +5(+6+5(- academic year consisted of (@8 students, they also divide into =; male and @@ female students. ....+ "am4le of 1he Re*earch &ccording to $uharsimi &ri%unto <+55:1((+> also said that if the total population is less than (55, it is better to ta%e all of them as the sample but if the total population is more than (55 students, the sample can be ta%en between (5 6 (8J or +5 6 +8J.

+;

'ased on the above Buotation, the writer has chosen @5 students or 2-.+2 J only from the total number population of grade I/ students ability at *Ts4 *uarasipongi in +5(+6+5(- academic year as sample of this research by using random sampling techniBue. ..3 The In*1rumen1 of Collec12ng 1he Da1a To collect the data, the writer used the completing tests for e amine the students in mastering pronouns and written test for e amine their ability in writing descriptive paragraph. The total numbers of completing choice tests are +5. The indicator of both the tests can be seen as follows1 Table ..+= The Ind2ca1or of Pronoun*# $a*1er9 No # Indicators Students are e*+ected able to use +ersonal +ronouns ' Students are e*+ected able to use +ossessive +ronouns Total 100
<$uratinah, +55@1(5+>

Number #,#)

Score $)

##,')

$)

'ased 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. &nd then, the indicator of the students in writing descriptive paragraph also can be seen as follows1 Table ...= The Ind2ca1or* of !r212ng De*cr2412:e Paragra4h Ab2l219 No Ind2ca1or* "core

+@

$tudents are e pected able to write identification <mention the special participant> of descriptive paragraph

-5

$tudents are e pected able to write description <mention the part, Buality, and characteristics of sub!ect being described> descriptive paragraph To1al

;5

1,,

<)eswy, +5(5.in http1CCunderstandingte t.blogspot.com> 'ased 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. ..5 The Techn2?ue of Collec12ng Da1a There were many steps use to collect the data of this research. Further, after prepared the instruments of this research, Firstly, the writer e amined the students pronouns mastery with competing tests. &fter that the writer also e amined students ability in writing descriptive paragraph by using written tests. #owever, the writer has given =5 minutes to finish the tests. &fter 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 %now how the ability of them is and to find out the e tent correlation of variables by statistically computation.

+=

..6

The Techn2?ue of Anal9@2ng Da1a &fter 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 below1 Table ..3 =The Cr21er2a of 1he 'alue $ean "core No ( + 2 8 In1er:al @5 K (55 ;5 K ;= :5 K := 85 K 8= 5 K 2= Cr21er2a Iery good Food Enough Low Fail <*uhibbin $yah,+555 1 (8-> To %now the e tent correlation of the variable is, and to %now whether the hypothesis is accepted or not is, the writer analyzes the data by using 3*E <Product Moment Correlation> 3earson as follow;

rxy =

N<N X <> X> M N<N Y <> Y >M

+ + + +

N XY < X> Y>

-5

In which1
rxy

O the correlation of variables O the number of sample

XY O the multiplication score variable / and 0

X

O the sum score of pronouns mastery O the sum score of writing descriptive paragraph ability
+

X
Y

O the sum of variable /+ O the sum of variable 0+ <$uharsimi, &ri%unto,(==(1+5@> &fter calculating and analyzing the data of variables, the result

calculations both variables are categorize into the value coefficient correlation as table below1 Table ..5= 1he Ca1egor9 'alue of rxy Interval 5, @ 6 (, 5 5, : 6 5, @ 5, 2 6 5, : 5, + 6 5, 2 5, 5 6 5, + Categories #igh correlation $ufficient correlation Lower correlation Low correlation Iery low correlation <no correlation> <*uhammad &li, (=@+1 @(>

-(

'ased on the table above, its clearly that the result calculation of
rxy has converted into the category of the value coefficient correlation as

stated above. ..7 The Place and T2me of 1he Re*earch This research has ta%en place at *Ts4 *uarasipongi. The location of the school is in *uarasipongi the district of *andailing 4atal. The writer planned the research from )ecember +5(+ to &pril +5(-.

CHAPTER I' THE DATA AND ANA %"I" O( THE DATA

3.1.

The Da1a of 1he Re*earch &s 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 e amine the ability of students in pronouns mastery and the written tests that used to e amine the ability writing

-+

descriptive paragraph. The number test of pronouns mastery is +5 items; the score of a test is 8. $o, the total score of the test are (55. &nd there was an item test of writing descriptive paragraph. 7hereas, the students as%ed to write a descriptive paragraph based on special title. The total score of the test also is (55. 3.1.1 The "core of "1uden1*# Pronoun* $a*1er9 &fter the writer distributed the completing tests to students pronouns mastery, the writer has got variation score of the grade I/ students of *Ts4 *uara $ipongi in +5(+6+5(- academic as table below1 Table 3.1= The "core of "1uden1*# Pronoun* $a*1er9 N #. '. &. (. $. %. -. .. Initials o! Students /S Y0 S1 -+ SI S0 P0 20 S3 -) -$ -$ -$ -$ Score "#$ -) -) -)

--

4. #). ##. #'. #&. #(. #$. #%. #-. #.. #4. '). '# ''. '&. '(. '$.

YS S3I AW 35 /W 6/ 35 AS 27 // MW YS 8S MY TT I9 3:

-$ .) .) .) .) .) .) .) .) .) .) .$ .$ .$ .$ .$ .$

-2

'%. '-. '.. '4. &). &#. &'. &&. &(. &$. &%. &-. &.. &4. (). (#. ('.

MS SH :P :8 30 MY SW Y2 M3 S/ AH HM S0 S7 W0 P/ A:

.$ .$ .$ .$ .$ .$ 4) 4) 4) 4) 4) 4) 4) 4) 4) 4) ()

-8

(&. ((. ($. (%. (-. (.. (4. $). $#. $'. $&. $(. $$. $%. $-. $.. $4.

H2 73 3S :M S3 3; H0 0P SY 20 ST /I 3M H2 H9 P0 M0

() () $) $) $) $) $) $$ %) %) %) %) %) %) %$ %$ %$

-:

%). %#. %'. %&. %(. %$. %%. %-. %.. %4. -). -#. -'. -&. -(. -$. -%.

MM P0 AM 20 03 9M 80 SM 03 SP 3T M/ S0 S3I M0 72 30

%$ %$ %$ %$ %$ -) -) -) -) -) -) -) -) -) -) -) -)

-;

--. -.. -4. .).

A0 F3 IM A8 Total

-) -) -) -) $.))

'ased on the table above shows that the highest score is =5 and the lowest score is 25. Further, the total score of them is 8@55. In order to find the mean score of students pronouns mastery of the grade I/ students of *Ts4 *uara $ipongi in +5(+6+5(- academic, the writer calculated their score as follows1
M =

x
n
8@55 @5

M =

M = ;+,8

&fter calculated the scores of the students pronouns mastery of the grade I/ students of *Ts4 *uara $ipongi in +5(+6+5(- academic year, it has founded the total mean score of the students is ;+.8 #owever, according to the criterias 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 I/ students of *Ts4 *uara $ipongi in +5(+6+5(- academic year is good

-@

namely. Then, in order to calculate the data clearly, their score analyzed to %now the freBuency scores in mastering punctuation as follows1 D1 =5 K 25 O 85 %= O (P <-.->
i= R k

log n

% O (P <-.-> O ( P <-.->

log @5 (.=5-5=

O ( P :.+@5(=; O ;.+@5(=;
i= 85 ;

i =;

'ased on the calculation above, it can be %nown that the class distance of their scores is ;. &nd freBuency distribution of their score can be used as table below1

Table 3.+= The (re?uenc9 D2*1r2bu12on of "1uden1*# Pronoun* $a*1er9 No Interval Median Fre%uenc& 'ercentage s # .4,4$ .4.$ #) #'.$ <

-=

' & ( $ % .

.',.. -$,.# %.,-( %#,%$(,%) (-,$& (),(% Total

.$ -. -# %( $$) (&

#' #$ ') . $ & .)

#$ < #..-$ < '$ < #) < ..-$ < %.'$ < &.-$ < #)) <

'ased on the table freBuency distribution scores of the grade I/ students of *Ts4 *uara $ipongi in +5(+6+5(- academic year above in mastering pronouns also drawn into the figure histogram below1

(re?uenc9 ++ 6 +( 6 +5 6 (= 6 (@ 6 (; 6

25

(: 6 (8 6 (2 6 (- 6 (+ 6 (( 6 (5 6 = 6 @ 6 ; 6 : 6 8 6 2 6 - 6 + 6 ( 6 5 6 285 8; :2 ;( ;@ @8 @=.8 "core*

(2gure 3.1= H2*1ogram of "1uden1*# Pronoun* $a*1er9 'ased on the histogram above, it clearly that the students pronouns mastery of the grade I/ students of *Ts4 *uara $ipongi in +5(+6+5(academic year categorized into good. 7hatever, the top median score of them is ;@.

3.1.+. The "core of "1uden1*# Ab2l219 2n !r212ng De*cr2412:e Paragra4h &fter the writer distributed the tests and as%ed students to write a descriptive paragraph, the writer has got variation score of the grade I/ students of *Ts4 *uara $ipongi in +5(+6+5(- academic as table below1

2(

Table 3..= The "1uden1*# "core* 2n !r212ng De*cr2412:e Paragra4h N #. '. &. (. $. %. -. .. 4. #). ##. #'. #&. #(. #$. #%. Initials o! Students /S Y0 S1 SI S0 P0 20 S3 YS S3I AW 35 /W 6/ 35 AS Score "#$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$

2+

#-. #.. #4. '). '# ''. '&. '(. '$. '%. '-. '.. '4. &). &#. &'. &&.

27 // MW YS 8S MY TT I9 3: MS SH :P :8 30 MY SW Y2

-$ .) .) .) .) .) .$ .$ .$ .$ .$ .$ .$ 4) 4) 4) 4)

2-

&(. &$. &%. &-. &.. &4. (). (#. ('. (&. ((. ($. (%. (-. (.. (4. $).

M3 S/ AH HM S0 S7 W0 P/ A: H2 73 3S :M S3 3; H0 0P

4) 4) 4) 4$ 4$ 4$ 4$ 4$ () () ($ $) $$ $$ $$ %) %)

22

$#. $'. $&. $(. $$. $%. $-. $.. $4. %). %#. %'. %&. %(. %$. %%. %-.

SY 20 ST /I 3M H2 H9 P0 M0 MM P0 AM 20 03 9M 80 SM

%) %) %) %) %$ %$ %$ %$ %$ %$ %$ %$ %$ %$ -) -) -)

28

%.. %4. -). -#. -'. -&. -(. -$. -%. --. -.. -4. .).

03 SP 3T M/ S0 S3I M0 72 30 A0 F3 IM A8 Total

-) -) -) -) -) -) -) -) -) -) -) -) -) $4&)

'ased on the table above shows that the highest score is =8 and the lowest score is 25. Further, the total score of them is 8=-5. In order to find the mean score of students ability in writing descriptive paragraph of the grade

2:

I/ students of *Ts4 *uara $ipongi in +5(+6+5(- academic, the writer calculated their score as follows1

M =

x
n
8=-5 @5

M =

M = ;-.5:

O ;&fter calculated the scores of the students ability in writing descriptive paragraph of the grade I/ students of *Ts4 *uara $ipongi in +5(+6+5(- academic year, it has founded the total mean score of the students is ;-. #owever, according to the criterias 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 I/ students of *Ts4 *uara $ipongi in +5(+6+5(academic year is also good namely. Then, in order to calculate the data into the freBuency scores of the students ability in writing a descriptive paragraph, the writer analyzed as follows1 D1 =8 K 25 O 88 %1 O (P <-.-> log n

2;

i=

R k

% O (P <-.-> O ( P <-.->

log @5 (.=5-5=

O ( P :.+@5(=; O ;.+@5(=; O;
i= 88 ;

i =@

'ased on the calculation above, it can be %nown that the class distance of their scores is @. &nd freBuency distribution of their score the grade I/ students of *Ts4 *uara $ipongi in +5(+6+5(- academic year in writing descriptive paragraph can be used as table below1

Table 3.3= The (re?uenc9 D2*1r2bu12on* of "1uden1*# Ab2l219 2n !r212ng De*cr2412:e Paragra4h No Interval Median Fre%uenc& 'ercentage s

2@

# ' & ( $ % -

..,4$ .),.-',-4 %(,-# $%,%& (.,$$ (),(Total

4#.$ .&.$ -$.$ %-.$ $4.$ $#.$ (&.$

## #& #'% % ( & .)

#&.-$ < #%.'$< '#.'$ < &'.$ < -.$ < $ < &.-$ < #)) <

'ased on the table freBuency distribution scores in writing descriptive paragraph above also drawn into the figure histogram below1

(re?uenc9 +: 6 +8 6 +2 6 +- 6 ++ 6

2=

+( 6 +5 6 (= 6 (@ 6 (; 6 (: 6 (8 6 (2 6 (- 6 (+ 6 (( 6 (5 6 = 6 @ 6 ; 6 : 6 8 6 2 6 - 6 + 6 ( 6 5 6 2-.8 8(.8 :=.8 :;.8 ;8.8 @-.8 =(.8 "core*

(2gure 3.+= H2*1ogram of "1uden1*# Ab2l219 2n De*cr2412:e Paragra4h 'ased on the histogram above, it clearly that the students ability in writing descriptive of the grade I/ students of *Ts4 *uara $ipongi in +5(+6 +5(- academic year categorized into good, whatever, the top median score of them is @-.8.

&fter getting the scores of the students in mastering pronouns and writing descriptive paragraph, the writer analyzed the data to %now the e tent correlation of the variable is and to %now if the hypothesis is accepted or not,

85

the writer analyzed the data by using

3*E <Product Moment Correlation>

3earson as based on the tabulation scores of them as follows; Table 3.5= The Tabula12on "core of "1uden1*# Pronoun* $a*1er9 and !r212ng De*cr2412:e Paragra4h No A1B ( + 2 8 : ; @ = (5 (( (+ ((2 (8 (: (; (@ (= +5 ) A+B ;5 ;5 ;5 ;5 ;8 ;8 ;8 ;8 ;8 @5 @5 @5 @5 @5 @5 @5 @5 @5 @5 @8 % A.B ;8 ;8 ;8 ;8 ;8 ;8 ;8 ;8 ;8 ;8 ;8 ;8 ;8 ;8 ;8 ;8 ;8 @5 @5 @5 )% A3B 8+85 8+85 8+85 8+85 8:+8 8:+8 8:+8 8:+8 8:+8 :555 :555 :555 :555 :555 :555 :555 :555 :255 :255 :@55 )+ A5B 2=55 2=55 2=55 2=55 8:+8 8:+8 8:+8 8:+8 8:+8 :255 :255 :255 :255 :255 :255 :255 :255 :255 :255 ;++8 %+ A6B 8:+8 8:+8 8:+8 8:+8 8:+8 8:+8 8:+8 8:+8 8:+8 8:+8 8:+8 8:+8 8:+8 8:+8 8:+8 8:+8 8:+8 :255 :255 :255

8(

+( ++ ++2 +8 +: +; +@ += -5 -( -+ --2 -8 -: -; -@ -= 25 2( 2+ 222 28

@8 @8 @8 @8 @8 @8 @8 @8 @8 @8 @8 =5 =5 =5 =5 =5 =5 =5 =5 =5 =5 25 25 25 85

@5 @5 @8 @8 @8 @8 @8 @8 @8 =5 =5 =5 =5 =5 =5 =5 =8 =8 =8 =8 =8 25 25 28 85

:@55 :@55 ;++8 ;++8 ;++8 ;++8 ;++8 ;++8 ;++8 ;:85 ;:85 @(55 @(55 @(55 @(55 @(55 @885 @885 @885 @885 @885 (:55 (:55 (@55 +855

;++8 ;++8 ;++8 ;++8 ;++8 ;++8 ;++8 ;++8 ;++8 ;++8 ;++8 @(55 @(55 @(55 @(55 @(55 @(55 @(55 @(55 @(55 @(55 (:55 (:55 (:55 +855

:255 :255 ;++8 ;++8 ;++8 ;++8 ;++8 ;++8 ;++8 @(55 @(55 @(55 @(55 @(55 @(55 @(55 =5+8 =5+8 =5+8 =5+8 =5+8 (:55 (:55 +5+8 +855

8+

2: 2; 2@ 2= 85 8( 8+ 882 88 8: 8; 8@ 8= :5 :( :+ ::2 :8 :: :; :@ := ;5 ;(

85 85 85 85 88 :5 :5 :5 :5 :5 :5 :8 :8 :8 :8 :8 :8 :8 :8 ;5 ;5 ;5 ;5 ;5 ;5 ;5

88 88 88 :5 :5 :5 :5 :5 :5 :8 :8 :8 :8 :8 :8 :8 :8 :8 :8 ;5 ;5 ;5 ;5 ;5 ;5 ;5

+;85 +;85 +;85 -555 --55 -:55 -:55 -:55 -:55 -=55 -=55 2++8 2++8 2++8 2++8 2++8 2++8 2++8 2++8 2=55 2=55 2=55 2=55 2=55 2=55 2=55

+855 +855 +855 +855 -5+8 -:55 -:55 -:55 -:55 -:55 -:55 2++8 2++8 2++8 2++8 2++8 2++8 2++8 2++8 2=55 2=55 2=55 2=55 2=55 2=55 2=55

-5+8 -5+8 -5+8 -:55 -:55 -:55 -:55 -:55 -:55 2++8 2++8 2++8 2++8 2++8 2++8 2++8 2++8 2++8 2++8 2=55 2=55 2=55 2=55 2=55 2=55 2=55

8-

;+ ;;2 ;8 ;: ;; ;@ ;= @5

;5 ;5 ;5 ;5 ;5 ;5 ;5 ;5 ;5

;5 ;5 ;5 ;5 ;5 ;5 ;5 ;5 ;5

2=55 2=55 2=55 2=55 2=55 2=55 2=55 2=55 2=55

2=55 2=55 2=55 2=55 2=55 2=55 2=55 2=55 2=55

2=55 2=55 2=55 2=55 2=55 2=55 2=55 2=55 2=55

O @5 8@55 8@28 2-8=55 2--885 2-=5;8 'ased on the tabulation scores of the students pronouns mastery and their ability in writing descriptive paragraph of the grade I/ students of *Ts4 *uara $ipongi in +5(+6+5(- academic year, the data analyzed as formulation below;
rxy =

{N .(x

N . xy x y
+

( x )

}{N .( y

( y )

{@5( 2--885 ( 8@55) }{@5.2-=5;8 ( 8@28)Q}

+

@5.2-8=55 8@55.8@28

{-2:@2555 --:25555}{-8(+:555 -2(:25+8}

-2@;+555 --=5(555

82

{(522555}{-(;((=;8}

=;(555

=;(555 --(5;-5((((

=;(555 (@(=822.((

= 5.8--

'ased on the calculation and analyzing the data above, it can be found that the value of rxy is 5.8--. It means that the result of the calculation the variable / and 0 is categorized into lower correlation. 'ecause the position the values is intended of 5.: K 5.@. Thus it can be %nown that there was a significant correlation between pronouns mastery and writing descriptive paragraph mastery of the grade I/ students at *Ts4 *uara $ipongi in +5(+6 +5(- academic year. 3.+ The Te*12ng of 1he H94o1he*2* &fter the data have been analyzed, it can be found that the value of rxy is 5.8--. Thus, to %now whether the hypothesis was accepted and re!ected as formulated before, the writer tested the hypothesis. #owever, after the value of ,rxy is 5.8-- obtained, the significance of correlation, then it classified by using degrees of freedom <df> formula as follows.

88

)f O 4 K nr In which; )f O )egree of Freedom 4 O 4umber of Freedom 4r O 4umber of Freedom )f O 4 K nr O @5 K + O ;@ &fter loo%ing on the table of critical value of ,r? product moment, we can see the degrees of freedom <df> on the level of significant <ts> 8J or <ts> (J then1 )f 1 ;@ ,r? <ts> 8J O 5,-+5 <ts> (J O 5,2(r y 1 5,;5 ,r? on <ts> 8JO 5,-+5 <ts> (J O 5,2($o 1 rxy R rts From the calculation above, the value of calculated rxy O 5,8-- and the critical value at five percent at five percent <8J> level of significant is 5,-+5. thus, the seBuent the value calculated rxy is in fact greater than the rxy critical value 5,-+5. Thus, it can be stated that that there was any significant correlation between pronouns mastery and writing descriptive paragraph ability of the

8:

grade I/ students at $*& 4egeri : 3adangsidmpuan in +5(+6+5(- academic year. It means that the hypothesis of the writer which formulated before is accepted.

CHAPTER ' CONC U"ION" AND "U&&E"TION"

5.1. Conclu*2on*

8;

&fter conducting and finding the data of the research, the writer concluded that1 8.(.(. The students pronouns mastery of the grade I/ students of *Ts4 *uara $ipongi in +5(+6+5(- academic year categorized into good ability because, the value of the mean score is.;+.8. 8.(.+. The students ability in writing descriptive paragraph of the grade I/ students of *Ts4 *uara $ipongi in +5(+6+5(- academic year categorized into good ability, because the value of the mean score is ;-. 8.(.-. 'ased on the calculation and analyzing the data, it can be found that the value of rxy is 5.8-- and the value of calculated rxy O 5.8-- and the critical value at five percent at five percent <8J> level of significant is 5.-+5. Thus, the seBuent the value calculated rxy is in fact greater than the rxy critical value 5.-+5. Thus, it can be stated that that there was any significant correlation between pronouns mastery and writing descriptive paragraph ability of the grade I/ students at *Ts4 *uara $ipongi in +5(+6+5(- academic year. It means that the hypothesis of the writer which formulated before is accepted.

5.+

"ugge*12on*

8=

Finally, the writer also e presses some suggestions to the following people as below1

8@

8.+.(

For the English teachers. They are e pected may increase their s%ills in teaching English especially in teaching grammarCstructure such as pronouns and writing descriptive paragraph.

8.+.+

For the headmaster. #e 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.

8.+.-

For the other researchers. They suggest to ma%e another research in the future in order to %now the ability of the students in writing descriptive paragraph and the uses of the pronouns deeply.

BOB I&RAPH%

8=

&marris <+5((> 7riting paragraph in http1CC amarris.homestead.com. &ccessed on Actober +5(+. &ngraini et.al, +55:. Megasah Menulis "a%arta1 Fraha Ilmu. eteram!ilan "lmiah di !erguruan Tinggi#

&zar 'etty $crampfer, (=@=, $nderstanding and using %nglish &rammar. 4ew "ersey1 3rantice #all Degent. 'yrne, '. (=;=. Teaching Writing Skill# 4ew 0or%1 Longman. )eswy <+5(5> Types of te t in http1CCunderstandingte t.blogspot.com. &ccessed on Actober +5(+. )avid, 3. #aris, (=:@, Testing %nglish as Second 'anguage. 4ew )elhi 1 Tata. Ferrot, L and 3.7ignell, (==2. Making Sense on (unctional &rammar, $ydney1 Ferd $tabler. "olly, (=@2, The $tructure of 7riting 3aragraphs, 4ew 0or%1 Longman. *erriam <+5(+> in http1CC www. merriam6 webster. comCdictionaryC paragraph. *uhammad, &li. (=@+, 'andung1&ng%asa. Penelitian e!endidikan Prosedur dan Strategi,

*uhyidin, (=@@, Writing a Paragra!h and %ssay Through Model and %xercises# "a%arta 1 )epdi%bud. $yah, *uhibbin, +555, Psikologi Pendidikan )engan Pendekatan *aru, 'andung1 Dema!a Dosda%arya. Ashima and #ogue, (=@;. Ashima, &lice and &nn #ogue. (=@@. "ntoduction to +cademic Writing. $an Francisco. &ddison67esley publishing Eompany. $uharsimi &ri%unto, +55:, Prosedur Penelitian, Suatu Pendekatan Praktek, "a%arta1 Dine%a Eipta. SSSSSSS,(==(, Prosedur Penelitian, Suatu Pendekatan Praktek, "a%arta1 Eipta. $ullivan, (=@5, 'et,s Writing %nglish. 4ew )elhi 1 Tata. Dine%a

Tim 3enyusun. +55=. Pedoman Penulisan Pro!osal dan Penulusan Skri!si Program Sar-ana $MTS.. 3adangsidimpuan1 G*T$.

:5

$uratinah, +55@. Structure """, "a%arta1 Gniversitas Terbu%a. Ii%as, (==(, Modern %nglish Frammar, 4ew )elhi1 Ii%as 3ublishing #ouse.

A44end2; 1

:(

The In*1rumen1 Re*earch of "1uden1*# Pronoun* $a*1er9

Name = CCCCCCCCCCCCCCC &rade = CCCCCCCCCCCCCCC Read 1he ?ue*12on and 1hen com4le1e 1he *en1ence* belo> b9 u*2ng correc1 4er*onal 4ronoun* a* follo>*D I6 you6 we6 they6 she6 he 6 It or me, you, us, them, him, her, it (> SSSSSSSS goes to office every day. +> SSSSSSSS are playing a %ite in the yard. -> )o SSSSSS get information about the accident9 2> )oes SSSSS come to your party9 8> SSSSSSSS doesnt understand what I meant. :> SSSSSSSSdon.t go to school every $unday.

;> SSSSSS has a long tail. @> 0ou can go withSSSSS. => If you dont understand about it, you may as%SSSSSSSS (5> )ont tell SSSSS about the secret Com4le1e 1he *en1ence* belo> b9 u*2ng correc1 4o**e**2:e 4ronoun* a* follo>*D *ine6 yours6 his6 her its or ours6yours theirs ((> I have bought this magazine. )ont ta%e it because it is SSSSSSSS (+> The government gave us new boo%s, all of the boo% areSSSS (-> I li%e &ndys hat, I want to lend SSSSS hat.

:+

(2> SSSSS house is very big, so their family en!oys there. (8> &nnie has a good story. I want to hear SSSSS story ne t time. (:> #arry is a handsome boy and SSSSS friend too. (;> It is a cleaver parrot. The parrot also may %eep SSSSS feature. (@> I have lent your boo% last wee%, now I want to give bac% because it isSSSS (=> #e is a cleaver student because SSSS mother is a teacher. +5> I want to borrow SSSSS money has stolen last wee%, because I have %nown that *arie is %indly.

A44end2; +

:-

The In*1rumen1 Re*earch of "1uden1*# !r212ng De*cr2412:e Paragra4h

Name = CCCCCCCCCCCCCCC &rade = CCCCCCCCCCCCCCC (> 7rite a descriptive paragraph, you must write the paragraphs at least +85 words. +> The title of a descriptive paragraph is ,My School.# -> 0ou have to write the descriptive paragraph by using good genre such as; a> Identification <mention the special participant> and b> )escription <mention the part, Buality, and characteristics of sub!ect being described>

A44end2; .

:2

Ee9* An*>er* of "1uden1*# Pronoun* $a*1er9 (> $he or he +> They, you or we -> They, you or we 2> $he or he 8> $he or he :> They, you or we ;> It @> #im or her => #im or her (5> #im or her ((> *ine (+> Aurs (-> #is (2> Their (8> #er (:> #is (;> Its (@> 0ours (=> #is +5> #er

A44end2; 3

:8

CRITICT A'ERA&E O( r 0 # & ( $ % . 4 # ) # # # ' # & # ( # $ # % # # . # 4 ' ) ' # ' ' ' & ' ( ' Interva l 4$< ' )=44)=4$) )=.-. )=.## )=-$( )=-))=%%% )=%&' )=%)' )=$-% )=$$& )=$&' )=$#( )=(4)=(.' )=(%. )=($% )=((( )=(&& )=('& )=(#& )=()( )=&4% 8e+erc ayaan 44< & )=444 )=444 )=4$4 )=4#)=.-( )=.-( )=-4. )=-%$ )=-&$ )=-). )=%.( )=%%# )=%(# )=%'& )=%)% )=$4) )=$-$ )=$%# )=$(4 )=$&)=$'% )=$#$ )=$)$ Interval 0 # '% ''. '4 &) &# &' && &( &$ &% &&. &4 () (# (' (& (( ($ (% ((. 4$< ' )=&.. )=&.# )=&-( )=&%)=&%# )=&$$ )=&(4 )=&(( )=&&4 )=&&( )=&'4 )=&'$ )=&') )=&#% )=&#' )=&). )=&)( )=&)# )='4)='4( )='4# )='.. )='.( 8e+ercay aan 44< & )=(4% )=(.)=(-. )=(-) )=(%& )=($% )=((4 )=((' )=(&% )=(&) )=('( )=(#. )=(#& )=(). )=()& )=&4% )=&4& )=&.4 )=&.( )=&.) )='-% )=&-' )=&%. 0 # $$ %) %$ -) -$ .) .$ 4) 4$ #)) #'$ #$) #-$ ')) &)) ()) $)) %)) -)) .)) 4)) #)) ) Interv al 4$< ' )='%% )='$( )='(( )='&$ )='')='') )='#& )='))=')' )=#4$ )=#-% )=#$4 )=#(. )=#&. )=##& )=)4. )=).. )=).) )=)-( )=)-) )=)%$ )=)%' 8e+ercay aan 44< & )=&($ )=&&) )=&#)=&)% )=&#)=&)% )='4% )='-. )='-) )='%& )='$% )='&) )='#) )=#4( )=#.# )=#(. )=#'. )=##$ )=#)$ )=)4)=)4# )=).% )=).#

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A44end2; 5 THE 'A UE TAB E O( PRODUCT $O$ENT 0 & ( $ % . 4 #) ## #' #& #( #$ #% ##. #4 ') '# '' Tara> $< )=44)=4$) )=.-. )=.## )=-$( )=-))=%%% )=%&' )=%)' )=$-% )=$$& )=$&' )=$#( )=(4)=(.' )=(%. )=($% )=((( )=(&& )=('& Signi> #< )=444 )=44) )=4$4 )=4#)=.-( )=.&( )=-4. )=-%$ )=-&$ )=-). )=%.( )=%%# )=%(# )=%'& )=%)% )=$4) )=$-$ )=$%# )=$(4 )=$&0 '% ''. '4 &) &# &' && &( &$ &% &&. &4 () (# (' (& (( ($ Tara> $< )=&.. )=&.# )=&-( )=&%)=&%# )=&$$ )=&(4 )=&(( )=&&4 )=&&( )=&'4 )=&'$ )=&') )=&#% )=&#' )=&). )=&)( )=&)# )='4)='4( Signi> #< )=(4% )=(.)=(-. )=(-) )=(%& )=($% )=((4 )=((' )=(&% )=(&) )=('( )=(#. )=(#& )=(). )=()& )=&4. )=&4& )=&.4 )=&.( )=&.) 0 $$ %) %$ -) -$ .) .$ 4) 4$ #)) #'$ #$) #-$ ')) &)) ()) $)) %)) -)) Tara> $< )='%% )='$( )='(( )='&$ )='')='') )='#& )='))=')' )=#4$ )=#-% )=#$4 )=#(. )=#&. )=##& )=)4. )=).. )=).) )=.-( Signi> #< )=&($ )=&&) )=&#)=&)% )='4% )='.% )='-. )='-) )='%& )='$% )='&) )='#) )=#4( )=#.# )=#(. )=#'. )=##$ )=#)$ )=)4-

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TANDA PERN%ATAAN EEA" IAN "ERIP"I

$aya yang bertanda tangan dibawah ini1 4ame 43* 3rogram $tudi Fa%ultas "udul $%ripsi 1 1 1 1 1

&LI $&HTI
5@5(5+.555@ 3endidi%an 'ahasa Inggris Heguruan dan Ilmu 3endidi%an THE CORRE ATION BET!EEN "TUDENT"# PRONOUN" $A"TER% AND THEIR !RITIN& DE"CRIPTI'E PARA&RAPH ABI IT% O( THE &RADE I) "TUDENT" AT $T*N $UARA"IPON&I IN +,1+-+,1. ACADE$IC %EAR

*enyata%an, bahwa s%ripsi ini adalah hasil %arya saya sendiri dan bu%an merupa%an %arya yang pernah dia!u%an untu% memperoleh gelar a%ademi% oleh orang lain, semua sumber yang di%utip dan diru!u% telah ditulis sesuai dengan %aidah penulisan ilmiah. )emi%ian pernyataan ini saya buat dengan penuh tanggung !awab dan menerima %onse%uensi apapun sesuai aturan yang berla%u bila di%emudian hari terbu%ti saya membuat pernyataan yang tida% benar.

:@

3adangsidimpuan,

&pril +5(-

&LI $&HTI 43*1 5@5(5+.555@

AB"TRACT 4ame 43* 3rogram $tudi Fa%ultas "udul $%ripsi 1 1 1 1 1

&LI $&HTI
5@5(5+.555@ 3endidi%an 'ahasa Inggris Heguruan dan Ilmu 3endidi%an THE CORRE ATION BET!EEN "TUDENT"# PRONOUN" $A"TER% AND THEIR !RITIN& DE"CRIPTI'E PARA&RAPH ABI IT% O( THE &RADE I) "TUDENT" AT $T*N $UARA"IPON&I IN +,1+-+,1. ACADE$IC %EAR

This research focused to find out the correlation between pronoun mastery and writing descriptive 3aragraph ability to the grade I/ students of *Ts4 *uara $ipongi in +5(+6+5(- academic year. The population of this research consisted of (@8 students, and the sample of this research were @5 students that has ta%en by random sampling. In conducting this research by using Buantitative method and classified into correlative type. In collecting the data used by +5 completing tests and a written tests. 'efore analyzed the data, the writer formulated the hypothesis that there was any significant correlation between pronouns mastery and writing descriptive paragraph ability to the grade I/ students of *Ts4 *uara $ipongi in +5(+6+5(- academic year. Thus, to %now if there was the hypothesis accepted or re!ected, the writer analyzed the data a by using the formula of Product Moment /y Pearson formula as below1

:=

rxy =

N<N X <> X> M N<N Y <> Y >M

+ + + +

N XY < X > Y >

&fter, calculated the data, it has %nown that the students pronouns mastery of the grade I/ students of *Ts4 *uara $ipongi in +5(+6+5(- academic year categorized into good ability, because the value of the mean score is.;+.8 and the students ability in writing descriptive paragraph ategorized into good ability, because the value of the mean score is ;-. Then, 'ased on the calculation and analyzing the data, it can be found that the value of rxy is 5.;5. Thus, the value of calculated rxy O 5.8-- and the critical value at five percent at five percent <8J> level of significant is 5,-+5. thus, the seBuent the value calculated rxy is in fact greater than the rxy critical value 5,-+5. Thus, it can be stated that that there was any significant correlation between pronouns mastery and their ability in writing descriptive of the grade I/ students at *Ts4 *uara $ipongi in +5(+6+5(- academic year. It means that the hypothesis of the writer which formulated before is accepted.

;5

ACENO! ED&E$ENT" First of all, the writer would li%e to e press his gratitude to &llah $7T for his blessing so that the writer finished this script, This script is presented as a partial fulfillment of the reBuirement for getting the degree of $ar!ana 3endidi%an at FHI36G*T$. For this time, the writer would li%e to e tend his sincere than%s to some people who have helped, gave guidance, assistance to her during his study and the preparation of this script. Than%s are sincerely offered to the following persons1 (. *r. #. *ichwar Taini Lubis, $.&g. *.#, the Dector of Gniversity of *uhammadiyah of $outh Tapanuli <G*T$>. +. The )ean of FHI3 G*T$ 3adangsidimpuan, *r. #. )rs. 3uotoro )ongoran *.#, for the facilities that he has given for the proposed of conducting this research. -. The #ead of the English )epartment, *r. &bdul Dahman $iagian, $.3d. *. #um, for his encouragement in implementing of this research. 2. $pecial than%s and deepest appreciation are due to his supervisors, *r. #endry 3aisal, *.3d and *r. )isran Lubis, $.3d, for their encouragement. 8. #is deepest gratitude and sincerest than%s to his beloved parents, brothers, sister for their understanding, spirit, inspiration and their never ending pray and as spiritual support for her to finish this script . Finally, the writer fully realizes that this script is still far from being perfect, due of her limitation and the writer %nows that there are unperceptive thing in it. Then, he still hopes the constructive criticisms from the all people which can improve this script. 3adangsidimpuan, &pril +5(-

The writer A I "AETI NP$= ,F,1,+.,,,F ii

;(

TAB E O( CONTENT"
............................ 3age AB"TRACT.............................................................................................................. ACENO! ED&E$ENT....................................................................................... TAB E O( CONTENT"........................................................................................ THE I"T O( TAB E............................................................................................ THE I"T O( (I&URE"........................................................................................ THE I"T O( APPENDICE"................................................................................ CHAPTER I = INTRODUCTION................................................................ (.(.......................................The 'ac%ground of the 3roblem ........................................................................................( (.+ Identification of the 3roblem........................................... (.- Limitation of the 3roblem................................................ (.2 The Formulation of the 3roblem...................................... (.8 The &ims of the Desearch................................................ (.: The Gses of the Desearch................................................. THE THEORETICA DE"CRIPTION AND H%POTHE"I"...................................................................... +.( Theoretical )escription.................................................... +.(.( 3unction *astery......................................................... +.(.(.( The )escription of 3unctuation................................. +.(.(.+ The $tandard *ar% of 3unctuation............................ +.(.(.- Eapitalization............................................................. +.(.+ 7riting Deport Te t *astery........................................ +.(.+.( )escription of 7riting............................................... +.(.+.+ )escription of Te t.................................................... +.(.+.- )escription of Deport Te t........................................ +.(.+.- The Feneric $tructure Deport Te t............................ +.+ Eonceptual Framewor%.................................................... +.- The #ypothesis................................................................ $ETOHODO O&% O( THE RE"EARCH.................... -.( The *ethod of the Desearch............................................ -.+ The Type of the research.................................................. -.- 3opulation and $ample of the Desearch........................... -.2 The )efinition Aperational Iariables.............................. -.8 The Instrument of Eollecting the )ata............................. -.: The TechniBue of Eolleting )ata..................................... -.; The TechniBue of &nalyzing )ata................................... -.@ 3lace and the Time of the Desearch................................. 2 22 222 : :2 :22 1 2 2 8 6 : : : @ (: +5 +5 +5 +( ++ +2 +8 +6 +: +: +: +@ += -( -( --

CHAPTER II

CHAPTER III

;+

CHAPTER I'

THE DATA AND ANA %"I" O( THE DATA................ 2.( )escription of the )ata.................................................... iv 2.(.( The $core of $tudents 3unctuation *astery.......... 2.(.+ The $core of $tudents &bility in 7riting Deport Te t......................................................................... 2.+ &nalysis of the )ata......................................................... 2.- Testing #ypothesis...........................................................

.3 -2 -2 22 82 8=

CHAPTER '

CONC U""ION" AND "U&&E"TION"......................... 61 8.( Eonclusions...................................................................... :( 8.+ $uggestions...................................................................... :+

BIB IO&RAPH%.................................................................................................... APPENDICE".......................................................................................................... BIO&RAPH%...........................................................................................................

;-

THE I"T O( TAB E

3age Table -.( Table -.+ Table -.Table -.2 Table -.8 Table 2.( Table 2.+ Table 2.Table 2.2 Table 2.8 1 The 3opulation of Eleventh Frade $tudents of $*& 4egeri : 3adangsidimpuan in +5(+6+5(- &cademic 0ear............................ +; 1 The Indicator of 3unctuation *astery ............................................. += 1 The Indicator of 7riting Deport Te t ............................................... += 1 The Elassfification of the $tudents $core .......................................... -( 1 The Eategory value of r y................................................................... -1 $core of $tudents 3unctuation *astery ........................................... -8 1 The FreBuency )istribution of $tudents 3unctuation *astery ....... 2+ 1 The students $core in 7riting Deport Te t...................................... 22 1 The FreBuency )istribution of $tudents &bility in 7riting Deport Te t........................................................................................ 8+ 1 The Tabulation $core of 3unctuation *astery and 7riting Deport Te t........................................................................................ 82

vi

;2

THE I"T O( (I&URE"

3age Figure 2.( Figure 2.+ 1 #istogram of $tudents 3unctuation *astery ................................... 21 #istogram of $tudents &bility in 7riting Deport Te t.................... 8-

vii

;8

THE I"T O( APPENDICE"

&ppendi ( &ppendi + &ppendi &ppendi 2 &ppendi 8 &ppendi :

1 Desearch Instrument of 3ronouns *astery 1 Desearch Instrument of 7riting )escriptive 3aragraph &bility 1 The Hey &nswer Test of 3ronouns *astery 1 Eritic &verage of r 1 Eritic &verage of r 1 The Ialue Table of 3roduct *oment

THE CORRE ATION BET!EEN "TUDENT"# PRONOUN" $A"TER% viii AND THEIR !RITIN& DE"CRIPTI'E PARA&RAPH ABI IT%

;:

O( THE &RADE I) "TUDENT" AT $T*N $UARA"IPON&I IN +,1+-+,1. ACADE$IC %EAR

THE PROPO"A RE"EARCH

Submitted in partial fulfillment of requirement for the proposal seminar by :

A I "AETI NP$= ,F,1,+.,,,F

Program "1ud2= Pend2d2kan Baha*a Inggr2* Guru*an= Baha*a Inggr2*

(AEU TA" EE&URUAN DAN I $U PENDIDIEAN UNI'ER"ITA" $UHA$$ADI%AH TAPANU I "E ATAN PADAN&"IDI$PUAN +,1+

E$BAR PER"ETUGUAN PE$BI$BIN& "ERIP"I

;;

4&*& 43* 3rogram $tudi Fa%ultas "udul $%ripsi

1 &LI $&HTI 1 5@5(5+.555@ 1 3endidi%an 'ahasa Inggris 1 Heguruan dan Ilmu 3endidi%an 1 THE CORRE ATION $A"TER% BET!EEN AND THEIR "TUDENT"# !RITIN& PRONOUN"

DE"CRIPTI'E PARA&RAPH ABI IT% O( THE &RADE I) "TUDENT" AT $T*N $UARA"IPON&I IN +,1+-+,1. ACADE$IC %EAR )isetu!ui $%ripsi ini untu% disidang%an1

3adangsidimpuan,

&pril +5(-

3embimbing I

3embimbing II

#endry 3aisal, *.3d 4I)41 5(585@;@5(

)isran Lubis $.3d 4I)41 5(+@5::85(

*engetahui1 Ha. 3rodi 3end. 'ahasa Inggris

&bdul Dahman, $iagian, $.3d.*.#um 4I)41 5((25-;=52