CHAPTER I
INTRODUCTION
A.
Background of the Research
Reading was one of language
skills that must be taught to the students. It was very important to have a
good skill in reading. It caused by having a good skill in reading, students were able to catch
the information from the text independently. It could also lead the students have
a good critical thinking by analyzing and comprehending the information from
the text.
In addition, reading was very
important for students’ academic success.
If they were good in understanding ideas, good model in English writing
and gave opportunities to the students to develop the skill to do so, students
should have more knowledge of language components; such as knowledge of
vocabulary, grammar, and so on to support their language skills. Reading
comprehension also needed to be trained. It meant that reading comprehension
skills training was very important for students to increase their skills in
comprehension text.
With regard to the eighth
grade of English syllabus SMP Bina Matra Wahana, the students were targeted
after finishing reading competence, the students should have a good
understanding about reading texts for different types of genre. According to Hartono
(2005:4) genre was a type or kind of the text defined in terms of its social
puposes, also the level of context dealing with social purposes. Genre shared
the idea based on context related to social purposes and culture. Further,
Derewianka (1992:18) states that the term genre was used to refer to a
particular text-types that has social function, generic structure, and language
features”.
Derewianka’s statement above was
supported by English syllabus demand of the eighth grade of SMP Bina Matra Wahana
that the basic competence stated in this syllabus, the students were able to
comprehend the meaning of monolog text. The monolog texts which were taught by
teacher there were two; descriptive text and recount text and the students have
to be able to identify the elements of texts.
In line with the descriptive and
recount text, the students should be a able to identify both of language
feature of the text. In descriptive text, the students identify the usage of
simple present tense, action verb, passive voice, adverbial phrase and the
technical term. Meanwhile, on recount text the students identify the usage of
simple past tense, specific participant, and identify the time and place.
From
the aspects from decriptive and recount text above, the students should be able to differenciate the
usage of language feature of the text. Actually, language features of the texts
support the meaning of the texts for example:
sentence structure, noun group/phrase, vocabulary, punctuation,
figurative language. Choices in language features and text structures together
define a type of text and shape its meaning. These choices were varied
according to the purpose of a text, its subject matter, audience and mode or
medium of production.
In
line with the importance of language features of the texts types, the
researcher would like to investigate students’ ability in distinguishing the
language features of different text under title “Students’ Ability in Distinguishing Language Features of Different
Reading Texts at the eighth grade of SMP Bina Matra Wahana”.
B.
Identification of the
Problem
Based on the background above, the researcher identified that the
students should be able to distinguish language features of the different
reading text particularly in recount and descriptive text.
C. Limitation of the Research
Based on the above identification,
the researcher limited the research on students’ ability in
distinguishing language features of different reading texts especially on
sentence structure at the eighth grade of SMP Bina Matra Wahana. Here the text
focused on the text from the syllabus, they were descriptive text and recount
text.
D. Formulation of the Research
Referring
to the limitation of the problems above, formulation of the research can be formulated
in the following research question: “How is students’ ability in
distinguishing language features of different reading texts at the eighth grade
of SMP Bina Matra Wahana?”
E.
Purpose of the
Research
The purpose of the research was to find out
the students’
ability in distinguishing language features of different reading texts at the eighth
grade of SMP Bina Matra Wahana.
F.
Importance
of the Research
The researcher hoped this research is useful
for:
1.
For students
It gave the positive
contribution, especially in term of students’ ability in distinguishing
language features of different reading texts at the eighth grade of SMP Bina Matra Wahana.
2.
For teachers
Teacher could use the result of
this research as reference when they wanted to improve their ability
especially in teaching genre based approach.
3.
For researcher
The researcher could use this research for
academic requirement to get undergraduate
degree.
4. For School
The curicullum department could use the result of
this research as the evaluation when they wanted to improve the
english achievement especially.
G.
Definition of Key Terms
To
avoid misinterpretation and misunderstanding about the terms used in this
research, it is necessary to define some keywords:
1.
Genre Text was a
distinctive type of the text has become familiar in educational world especially in language field. Here the Genre
of text that researcher
focuses on descriptive text and recount text.
2.
Language features were the elements of
text types as the techniques that the writer uses
to bring out the meaning and interest of their work that includes the choice of
words, sentence structure, and layout of the text among others.
CHAPTER
II
REVIEW
OF THE RELATED LITERATURE
A.
Review
of Related Theory
1.
Nature of reading
Reading was one of important factors
in four English skills. It is very important for students to learning English
as the second language. In addition Linse (2005:69) defines that Reading is a
set of skills that involves making sense and deriving meaning from the printed
form. It means that reading a text that print for the readers as the medium to
get what they need Teaching reading skills to non-native speakers of English
involves unique problems and challenges at all conceivable levels of
instruction (Murcia, 2001: 151). It is supported by Nunan (1991:72) reading is
usually conceived of as solitary activity in which the reader interacts with
the text in isolation. It means that there is a relationship between the reader
and the text that their read to find the means of text. Snow (2002) states that
reading does not occur in a vacuum. It is done for a purpose. Reading activity
involves one or more purposes, some operation to process the text at hand, and
the consequences of performing the activity. It means that reading has purposes
to make the readers understand about the topic or main idea in a text or
paragraph.
Furthermore, Johnson (2010) states
that reading is the practice of using text to create meaning. The two key words
here are creating and meaning. If there is no meaning being created, there is
no reading taking place. Also, reading is a constantly developing of skill. The
reading process has tended to be characterized primarily as psychological,
cognitive and individual. So, the reading has relationship with the social
process. The factor that can influence the reading ability is psychological,
affective and individual from the reader.
2.
Genre of the Texts
The term “genre” has been implemented in English
language or ESL classroom. Genre has been a part of language curriculum. In
indonesia, genre is a part of CBC (competency Based Curriculum). Many linguists
have done research and given some definition of genre from different views.
Therefore, a number of information about genre can be derived from those views.
The
word genre come from the French ( and orriginally Latin) word for kind or
class. It is widely used in rhetoric, literary theory, media theory, and more
recently linguistics, to refer to a distinctive type of the text. Genre as a
distinctive type of the text has become familiar in educational world
especially in language field. Derewianka (1992: 18) states that “the term genre
is used to refer to a particular text-types, not to traditional varieties of
literature”. The genre of the text is partly determined by the culture in which
the text is used, since different cultures achieve their puposes through
language in differnt ways.
Acording
to Hartono (2005: 4), genre is a type or kind of the text defined in terms of
its social puposes, also the level of context dealing with social purposes.
Genre sheres the idea based onn context related to social purposes and culture.
Genre is used as a media for communication which is related to the social
context. The social context is realized in the schemantic attribute. Collerson in Yanti (2009: 9)
states that a genre is something that arises within a particular culture; it is
a product of the culture.
In
addition, in writing genre is required the comprehension of the elements of
genre. The writer has to know what parts of genre which are needed to be shown
in the writing. According to Eggins (1994: 36), there are two main dimensions
to the realization of genres:
a.
Semantic structure
Semantic
structure refers to the staged, step by step organization of genres. The staged
and goal oriented organization of genres is express linguistically through a
functional constituent structure in the text.
b.
Relization of elements of
schematic structure
Relizational patterns are expressed
through language choices reliazed in a text. To analyze genre, the writers have
to know the words and stuctures that are using in the text.
These two main dimensions widely
influence the genre. To comprehend and implement genre, analyzing process for
these two major elements of genre is needed. Caudery (1998) states that failure
to implement generic factors adequately may result in giving the impression to
a reader that the writer is, perhaps, uneducated, weak, unenthusiastic, or
deliberately insulting.
From the information above, the
researcher can conclude that genre is a type of the text that is related to
social purposes and cultural context. In analyzing and implementing genre,
semantic structure and relization of elements of schematic structure are needed
to be understood.
3.
Descriptive
Text
Descriptive text is giving vivid
detail of how something or someone looks. A descriptive text tells what a
person or thing is like. Its purpose is to describe and reveal a particular
person, place, or thing. The text is only show fact because descriptive show
the attributes of the thing, most clauses use adjectives. Descriptive text
usually also show part whole relationship.
According to Ewen (2005:14) Descriptive
text is described an object, person, or scene. The description can be objective
or subjective. In an objective description, you provide factual information
about what you have observation without revealing your feelings. In a
subjective description, you select and express details in such a way as to
reveal your attitude toward what you are describing.
In addition Wishon (1980:128) states that description gives
sense Impression-the feel, sound, taste, smell, and look of things. Moreover
Kane (2000) states that description deals with perceptions—most commonly visual
perceptions. Its central problem is to arrange what we see into a significant
pattern. Unlike the logic of exposition, the pattern is spatial: above/below,
before/behind, right/left, and so on. Description helps the reader , through
his/her imagination, to visualize a scene or a person, or to understand a
sensation or an emotion.
In line with the
above paragraph, descriptive text can conclude that a text which the
characteristics of something. Every type of text has certain features. The
features of descriptive text are social function and generic structure. First,
Social function is purpose of why the writer writes the text. In this step, the
students can make a paragraph in generally. Second, Generics structure is
organizational structure of the text. In generics structure, that consists of
identification and description.
a.
Social Function of
Descriptive Text
According
to Zahrowi (2009) descriptive writing or text is usually also used to help
writer develop an aspect of their work, e.g. to create a particular mood,
atmosphere or describe a place so that the reader can create vivid pictures of
characters, places, objects etc. To complete our intention to, here are the
characteristics based on descriptive writing or text, below; As a feature,
description is a style of writing which can be useful for other variety of
purposes as:
1)
To
engage a reader’s attention
2)
To
create characters
3)
To
set a mood or create an atmosphere
4)
To
being writing to life
b.
Generic structure of
descriptive text
The
generic structure of descriptive text consists of identification and
description, they are:
1)
Identification
It is a part of paragraph which introduces or identifies the character.
It is a part of paragraph which introduces or identifies the character.
2)
Description
It is a part of paragraph which describes the character.
It is a part of paragraph which describes the character.
c. Language Features of Descriptive Text
The
description text has dominant language features as follows:
1)
Using Simple Present Tense
2)
Using action verbs
3)
Using passive voice
4)
Using noun phrase
5)
Using adverbial phrases
6) Using technical term
4.
Nature of Recount Text
Recount text is one of story genre, the
purpose is to reconstruct past experienced by retelling events and incidents of
the order in which they have occurred. According to Saptiari (2012) recount paragraph is
paragraph which retells past events or experience for the purpose of informing
or entertaining. This could include personal events, factual incidents or
imaginary incidents. Recount paragraph has social purpose, generic structure
and lexicogrammatical features as follow:
a. Social purpose
retell events for
the purpose of informing or entertaining.
b. Generic
structure:
1) Orientation: provides the setting and introduce participants.
2) Events: tell what happened, in what sequence
3) Re-orientation: closure of events (optional element)
c.
Lexicogrammatical features:
1)
Focus on specific
participants
2)
Use of material processes or
action verbs
3)
Circumstances of time and
place
4)
Focus on temporal sequence
5.
Use of past tense
According to Derewinka (2010:28-29) there are three
types of recount. They are:
a. Personal Recount
Personal recount is a recount that retelling of an activity
that writer or speaker has been personally involved in (e.g. oral anecdote,
diary entry). Language features of personal recount are:
1) Use of first pronoun (I, we).
2) Personal responses to the events can be
included, particularly at the end.
3) Details are often chosen to add interest or
humor.
b.
Factual Recount Text
Factual recount is a recount that recording the particulars
of an accident. (e.g. report of a science experiment, police report, news
report, historical recount). Language features of factual recount are:
1)
Use
of third person pronouns (he, she, it, they).
2)
Details
are usually selected to help the reader reconstruct the activity or incident accurately.
3)
Sometimes
the ending describes the outcome of the activity (e.g. in a science experiment).
4)
Mention of personal feelings in probably not
appropriate.
5)
Details of time, place, and manner may be need
to be precisely stated
(e.g. at 2.35 pm, between John st, and Park
rd, the man drove at 80 kbp).
6) Descriptive details may also be required to
provide precise information (e.g.
a man with a red shirt, brown shoes and long his, weighing 75 kilos and
approximately 189 cm tall).
7)
The
passive voice may be used (e.g. the breaker was filled with water).
8) It may be appropriate to include explanations
and satisfactions
c. Imaginative
recount
Imaginative recount is a
recount that taking on an imaginary role and giving details events (e.g. a day
in the life of a Roman Slave: how I invited…)
5. Sentence Structure
Sentence is a group
of words normally containing a subject and predicate, expressing an assertion,
question, command, wish or exclamation. Subject means element in a sentence
performing the action indicated by an active verb, element in a sentence
receiving the action of a passive, and predicate means the verb with its
modifiers, object, complement, or indirect object. Murphy (1991:1).
Seaton (2007:139)
defines that a sentence is a group of words that expresses a complete thought.
A sentence must have a subject and a
verb, but it may or may not have an object. It means that sentence must have a
subject and a verb, the sentence will be awkward and have no meaning or giving
sense to the reader. Also, Seaton (2007:140) claims that there are four kinds
of sentence that can be seen as follows:
a. A declarative sentence makes a statement
Example
: The children are swimming
b. An interrogative sentence asks a question
Example
: Are you going shopping today?
c. An exclamatory sentence expresses strong
emotion
Example:
How stupid I am!
d. An imperative sentence gives an order
Example:
Please sit down!
Carter and Skates
(1990:50) state that when the subject and predicate expresses a complete idea,
the clause is called sentence. It means that sentence must have complete idea
to give sense to the reader and sentence is the development from clause.
Carter and Skates
(1990:64) claim that there are four kinds of sentence can be seen as in the
following:
a. Simple sentence is made up of only one
independent clause.
Example:
Cigarette smoke contains carbon monoxide.
b.
Compound sentence is made up of two or more
independent clauses.
Example:
For countries, Brittany was an
independent state, but now the area is part of France.
c. Complex sentence is made up of one independent
clause and one more dependent clauses-adverb, adjective, or noun.
Example:
The game involves three contestants who
spin a roulette
wheel.
d. Compound complex sentence is made up two or
more in dependent clauses and one or more dependent clause.
Example:
London’s Great Exhibition, which opened
in 1851, was
designed to
show human progress; it brought together in
the “Cristal
Palace” industrial displays remarkable for
their day.
Hogue (1996:18)
states that a sentence is a group of words that
contains at least one subject and one verb and expresses a complete
thought. It means that in a sentence which have subject and verb, but if it
does not have complete thought and give no any sense to the reader, the
sentence still not complete yet. As a similar to the Carter (1990), Hogue
(1996:18) claims that there are four basic kinds of sentences in English:
simple sentences, compound sentences, complex sentences, and compound-complex
sentences. From the experts above can be concluded that there are four basic
skills of writing sentences should be known by writer to produce good writing.
Eastwood (1999:4)
states that the parts of a sentence are the subject, verb,
object, complement and adverbial. A
statement begins with the subject and the verb. There are five main structures
which we can use to make a simple statement:
a. SUBJECT VERB
My arms are aching.
Something happened.
b. SUBJECT VERB OBJECT
/ need a rest.
Five people are moving the piano.
The subject and object can be a pronoun (e.g.
I) or a noun phrase (e.g. the piano).
c.
SUBJECT VERB COMPLEMENT This piano is heavy.
It
was a big problem.
The complement can be an
adjective (e.g. heavy) or a noun phrase
(e.g. a big problem).The complement
often comes after be. It can also come after appear, become,
get, feel, look, seem, stay or sound. For adjectives and word order
d.
SUBJECT VERB ADVERBIAL
It is on my foot.
Their house is nearby.
An adverbial can be a prepositional phrase
(e.g. on my foot) or an
adverb (e.g. nearby).
e.
SUBJECT VERB OBJECT OBJECT
It s giving me backache.
David bought Melanie a present.
We use two objects after verbs like give
and send
6. The Mastery of English
Structure
According to Rozakis
(2003:32) The tense of a
verb shows its time. English has six verb tenses. Each of the six tenses has
two forms: basic and progressive (also known as
“perfect”). The basic form
shows action, occurrence, or state of being that is taking place right here and
now. The basic form also is the base for the future form (i.e I will sleep; they will sleep).The six tenses express
time within three main categories: past,
present, and future. The using of correct tenses
will show how is one event related to another.
There
are four principals of verb parts:
a. The present
tense
The present is used to form the present
tense (“I look”) and the future (“I will look”).English uses the helping
verb will to show the future tense.
b. The present
participle
The present participle forms all
six of the progressive forms (“I am
looking,” “I was looking,” and so on).
c. The past
tense
The past forms only one tense, the
past tense (“I looked”). As with the
present tense, the principal parts and alone.
d. The past
participle
The past participle forms the last three
tenses: the present perfect (“I have looked”), the past perfect (“I
had looked”), and the future perfect
(“I will have looked”). To
form the past participle, start with a helping verb such as is, are, was, has been. Then
add the principal part of the verb.
The following are the guide line of Verb Tenses and Time
-
Use
the two present forms (simple present, present progressive) to show
events that take place now.
-
Use
the six past forms (simple past, present perfect, past perfect, past
progressive, present perfect progressive, past perfect progressive) to show
events that took place before the present.
-
Use
the two present forms (simple present, present progressive) to show
events that take place now.
-
Use
the six past forms (simple past, present perfect, past perfect, past
progressive, present perfect prosgressive, past perfect progressive) to
show events that took place before the present.
-
Use
the four future forms (simple future, future perfect, future progressive,
future perfect progressive) to show events that take place in the future.
B. Review of the Related finding
There were some research that had
been done by researcher related to the Language
feature;
The
First, Sadewa (2011) conducted the
research entitled “The Analysis of Recount Text Written by Tenth Graders of
SMAN 2 Blitar”. He defined that in the
language features, most of them forgot to use past tense in their sentences.The
findings found that the tenth graders of SMA Negeri 2 Blitar have organized all
of the recounts text components in their writing assignment. They were able to
implement both of generic structure and language features of recounts text
properly.
The
Second, Mulyana (2013) conducted
the research entitled “Writing
Exposition Text Capabilities at Acceleration Class XI students of SMAN 1
Wates Kulon Progo”. He defined that Results of this study indicate that the
level of students' abilities in writing generic structure still varies from a
low level, and well being, there is no perfect. And then, In using language features students show
varying levels of ability levels are low, medium, and well, no one is perfect.
Based on the research findings, English teachers in teaching writing skills
should emphasize on the understanding of the generic structure and language
features, so as to understand the generic structure and language features will
be easier for students to write exposition text.
The
Third, Apriliyani (2011) conducted the research entitled “An analysis of narrative text
writing made by the tenth graders of acceleration class at SMA Negeri 1 Sidoarjo” She
defined that the result shows that all of the
samples are able to write their narrative composition completely in the term of
generic structure and language features. But, some students still made some
errors when applying generic structure and language features of narrative text.
The errors that mostly appeared in the students’ narrative composition is the
use of past tense as dominant tense in this text.
The fourth, Nurohmah (2012) conducted the research entitled “An Analysis of
Students’ Recount Text by Using Systemic Functional Grammar” The findings show that most students seemed to be able to apply the
schematic structure of Recount because they put the schematic structure
correctly in different paragraphs. However there was still one student (the
writer of text 6) who put the schematic structure in one paragraph only.
Dealing with the language features, most students likely found problems
in differentiating between the use of simple present tense, past tense,
prepositional phrases, regular and irregular verbs. Therefore,
it is recommended for the students to improve their knowledge and practice more
in writing, particularly in writing Recount.
The Fifth, Noertjahjono
(2007) defined that the result of farther analysis shows that the students
seemingly have problems in each category omission, addition and misformation.
Thus, the students were often found to make errors in using those patterns
high. The average number of errors made of all the students was 46%. From the
percentage, it can be conclude that the students’ mastery in using language
feature especially simple past tense was poor.
CHAPTER III
METHOD OF THE RESEARCH
A.
Kinds of the Research
The design of this research was survey
descriptive study. According to Creswell (2005: 354) Survey designs were
procedures in quantitative research in which investigators administer a survey
to a sample or to the entire population of people in order to describe the attitudes,
opinion, behaviors, or characteristics of the population. The survey design has
two kinds; the first is “at one point in time” (Cross sectional), and the
second, “Study over time” (longitudinal).
In this case researcher conducted one point in
time (Cross-sectional). Creswell (2005:355) states that cross- sectional
designs consist of particularly type that matches to this research is related
to program evaluation. Program evaluation was a survey that provided useful
information to decision makers. In this study, the performance of a study on
the students’ ability in understanding language features was reported to the
SMP Bina Matra Wahana. With regard to the finding of the research, it was an
input for the English teacher make such as evaluation in teaching especially,
in language features according to the curriculum target.
In
conducting this research, researcher applied quantitative research. According
to Creswell (2005: 39) A quantitative research was a type of educational
research in which the researcher decidedwhat to study, asks specific, narrow
questions, collected numeric (numbered) data from participants, analyzed these
number using statistics, and conducted the inquiry in an unbiased, objective
manner”. Furthermore, researcher used
descriptive statistics test to measure students’ ability in understanding
possessive pronoun. Creswell (2005:183) stated that Descriptive statistic helped
you summarize the overall trends or tendencies in your data. Provide insight
into where one score might be, and provide insight into where one score stands
in comparison with others. These three ideas from descriptive statistic were
the central tendency, variability, and relative standing. “Descriptive
statistic can be used in analyzing data statically, which in short the data is
gained from test. In this study, the performance of the students’ ability in understanding language
features at the eighth grade of
SMP Bina Matra Wahana.
B.
Setting of the Research
The researcher conducted this research at the eighth grade
of SMP Bina Matra Wahana
Pekanbaru on May 2015.
C.
Population
and Sample
As stated above
that in doing this research the researcher had to consider the subjects in the
single population without grouping them in the class, gender, and age.
Therefore, the sample of this research was the eighth grade students
of at of SMP Bina
matra Wahana. It consisted of 22 students.
Accoding
to Sugiono (2010) states that “ Sampling jenuh adalah teknik penentuan
sampel bila semua anggota populati digunakan sebagai sampel, hal ini sering
dilakukan bila jumlah populasi relatif kecil, kurang dari 30 orang atau
penelitian yang ingin membuat generalisasi dengan kesalahan yang sangat kecil.
Istilah lain sampel jenuh adalah sensus, dimana semua anggota populasi
dijadikan sampel”.
In conducting this research
the researcher used all population
to be sample of the research
because it less than 30 participants. In other words, the researcher will use total
sampling.
Table 3.1
The Sample of the Research
|
No
|
Students at Grade
|
Total
|
|
VIII
|
22
|
|
|
Sample
|
22
|
D.
Instrument of the Research
The
researcher used the test as the instrument
of this research. The test was multiple choices test. Multiple
choice test was the
instrument in quantitative research to answer the research question in this
research that related topics on syllabus.
Table 3.5:
Blue Print Item Test
|
No
|
Language
feature indicator
|
Number
of Items
|
Items
Number
|
|
1.
2.
|
Descriptive
Recount
|
10
10
|
1, 2, 3, 4, 5, 6, 7, 8, 9, 10
11,12,13,14,15,16,17,18,19,20
|
(Harmer, 2003: 237)
E. The Technique of
Collecting Data
In
this research, the researcher collected the data by using multiple choice test.
There were 20 items of question. One correct answer got 5 points. If the
students answered all questions, they got 100 points.
F. Technique
of Analyzing Data
There were some steps in analyzing the data of
descriptive statistic. Firstly, the researcher analyzed the central tendency.
This was about the contribution of the score based on their character of
statistic such as mean, mode, and median. They were expressing an average score
(the mean), the middle of a set of score (the median), or the most frequently
occurring score (the mode). A mean
was the total of the scores were divided by the numbers of scores. To calculate
the mean, the researcher summed all of scores and then divided the sum by the
number of students. The median was a
middle score that obtained by seeing that middle score. The mode was the number (score) that appeared most frequently in a
list of scores as in the following:
a. Mean
Mean =
The explanation of formula above is:
∑fx : The raw score
N :
The number of the cases
b.
Mode
To find out the mode of the score, the researcher identified the score
that mostly occurs.
c.
Median
To find median, the researcher identified the middle score from the all
score.
Secondly, it was variability. Variability showed the spread of the
scores in distribution of scores in a distribution. Range, variance, and
standard deviation all indicated the amount of variability in a distribution of scores.
Range of scores was the difference between the highest and the lowest
scores to items on an instrument. The variance indicated the dispersion of
scores around the mean. Standard deviation was useful information.
a.
Range
To find the range of
the score, the researcher identified the lowest and the highest.
b. Variance
Variance =
The explanation of formula above is :
Raw score : The score
M : Mean of the score
N : Number of the cases or student
c. Standard deviation
sd=
The explanation of formula above is:
∑d2 : The score of variance
N-1 : Number of cases – 1
The last step, the research calculated
relative standing. Relative standing was statistic that describe one score
relative to a group of score. Two frequently used statistics are percentile
rank and Z score. A percentile rank of a particular score was the percentage of
participants in the distribution with scores at or below a particular. Z-score was a popular form of the standard
score, and it showed a mean of zero and a standard deviation of one.
a.
Percentile rank
To find the percentile rank, the research identified the percentages of
the score.
b.
Z-score
Z-score =
The explanation of formula above was :
Raw Score : The score
M : The average of the score
SD : The score of standard deviation
Also, the researcher referred to English curriculum of
SMP Bina Matra Wahana to know the students’ ability in understanding language
features as in the following:
Table 3.2
Score Categories of SMP Bina Matra Wahana
|
No
|
Range of score
|
Level
|
|
1
|
90 – 100
|
Very Good
|
|
2
|
80 – 89
|
Good
|
|
3
|
73 – 79
|
Fair
|
|
4
|
<72
|
Poor
|
(Adopted from SMP
Bina Matra Wahana)
After doing all the
calculation above, finally the researcher knew the students’ ability in understanding
language features that contributed to the end instruction in teaching English. From the
result, the researcher also asked the teacher to make decision dealing with teaching
English.
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