A Correlation between Mastery of Sentence Structure and Diction
With English Writing Skills at IX Grade Junior High School of Al
Syukro South Tangerang
Dr. Ratna Sari Dewi, M.Pd.
The Faculty of Tarbiya and Teachers’ Training State Islamic University
Syarif Hidayatullah Jakarta
[email protected]
ABSTRACT
This study aimed to obtain empirical data of determining the correlation between mastery
of sentence structure and diction, either individually or simultaneously with English writing skill
at IX grade Junior High School of Al Syukro Ciputat, South Tangerang academic year
2013/2014.
The method implemented in this research was descriptive method with a correlation technique.
The population gathered in this study was all 9 th grade students of Al Syukro Islamic Junior
High School, Ciputat, South Tangerang with the total number of students were 67. The samples
were taken by using a total sampling technique. The instrument applied for data collection by
using multiple choice test for mastery of sentence structure (X1) and diction (X2), while the
performance test was for English writing skill (Y).
The results revealed that the contribution of mastery of sentence structure (X1) on writing
skill (Y) of 18.5% and a significant correlation for t count> t table is 11.28 ˃ 4.03 for α = 0.05
and Fcount ˃ Ftable is 11.28 ˃ 7.17 for α = 0.01. Then the contribution mastery of diction (X2)
on writing skill (Y) of 17.6% and a significant correlation for t count> t table is 10.52 ˃ 4.03 for
α = 0.05 and Fhitung ˃ Ftable is 10.52 ˃ 7.17 for α = 0.01 level. While the contribution of X1
and X2 to Y is 22.75% and the degree of correlation is quite significant because of F> F is 5.91 ˃
3.178 for α = 0.05 and Fobtained >Ftable, or 5.91 ˃ 5.07 for α = 0.01. The amount contribution
of the mastery of sentence structure and diction with the writing skill is 22.75%, Mastery of
diction contributed to the English writing skill of 17.6% and the remaining 82.4% is determined
by other variables.
The result of study confirmed that (1) there is a positive correlation between the mastery
of sentence structure with writing skill. (2) there is a positive correlation between the mastery of
diction with writing skill, and (3) there is a correlation between the mastery of sentence
structure and diction with writing skill.
Keywords: Mastery of Sentence Structure, Mastery of Diction, English Writing Skill
INTRODUCTION
Learning English is directed to improve the ability of learners to communicate.
Communication can be established if there has been an interaction between the speaker
and the listener through the message to be delivered. Communicating can be
implemented in written and spoken ways. As a means to communicate both verbally and
in written form. As a mean of communication the need for the teacher's role as a
medium in the delivery of the message. The role of the teacher is able to practice
language skills among students, namely (1) listening skills, (2) speaking skills, (3)
reading skills, and (4) writing skills. These four aspects of language skills are intimately
linked and mutually support each other. Therefore, in the teaching of language skills
teachers should be able to integrate the four aspects.
As one language skills, writing is a skill that is difficult and complex. Said to be
difficult and complex as writing can not be controlled in passing, the need for
continuous training to become skilled in writing. Someone skilled in writing is not only
he be able to express ideas, feelings, and his experience merely in writing . In addition,
writing is also the language skill that are expressive and productive. Expressive can be
said that the author can express ideas and feelings into written form, while the form of
productive is the author can produce words, sentences, paragraphs and discourses that
have been through the process of thinking and pouring author’s ideas.
At the level of Secondary Education, writing is very needed. This is used to
provide information, to persuade readers to adop a particular action and sometime to
entertain the readers. To start writing the writer should pay attention to things that are
important, which sets the reader writing and set a goal of writing. Determination of
readers is very important to establish patterns of the language to be used in writing.
Based on pre observations of researchers in the ability of students to write, many
students are still not able to express ideas, feelings and experiences. It is seen from the
students' difficulties in arranging words into cohesive and coherent sentences, the ability
of the spelling (capital letters, punctuation, absorption elements and others), the mastery
of a wide range of vocabulary, knowledge of science which have been written.
In addition to the above, factors that also affect students’ ability to write is
mastery of sentence structure. This can be proved by the results of the students' work
with regard to the ability to write haven’t got maximum results. They often have
difficulties when they want to pour ideas into an effective written form. Many of them
when they are writing often use incorrect sentence structures.
In other words it can be said that above sentence structure, the factor of word
choice also influences students' writing ability. Mastery of diction (word choice) in a
sentence, there are still many who have not been right. They often use words or word
choice that does not fit the context. There are words that are the same or vocabulary
words from the local language / Indonesia used in the formation of a sentence. It causes
the result in a less precise meaning of a sentence or phrase that does not become
effective.
Based on the background of the above problems, the formulation of the problem
in this study were: (1) Is there a correlation between mastery of sentence structure and
students’ writing skill at grade IX students of SMP Islam Al Syukro South Tangerang ?,
(2) Is there a correlation between mastery of diction and students writing ability at grade
IX students of SMP Islam Al Syukro South Tangerang ?, and (3) whether there is a
correlation between mastery of sentence structure and diction with students writing skill
at grade IX students of SMP Islam Al Syukro South Tangerang?
LITERATURE REVIEW
Writing Skill
Cere (1985: 5) says writing is communication. He further outlined that (1)
writing is a form of self-expression. It can be said a writing activity because of the
desire in him to express ideas, ideas, and feelings into written language; (2) writing is
something that is commonly presented to the reader. This means that someone who did
writing activity is an activity that has been performed continuously; (3) write the rules
and behavior. It can be said a good writer will know and be able to apply the rules in
writing; and (4) writing is a way of learning. This means that writing is used to
determine a wide range of science and a variety of things that exist in this world.
Furthermore, Mercer (1983: 466) says that writing is a communication tool that consists
of graphically symbolizing skills and disclosure of self-expression. From this
explanation can be described that writing is the delivery of new ideas and activities
carried out by a person using the medium of written language that aims to convey the
intent and purpose to others. By communicating in writing someone trying to express
feelings and ideas to be understood by others.
In writing activity there some aspects to be considered, namely; the purpose ,the
procedures, and the readers. According to Hart and Reinking (1986:3) the aims in
writing is to provide information and convice the readers to adopt a particular action
from the product of writing. While the procedure how to write according to Ann Raimes
(1998:10) reinforces the grammatical structure, idiom and vocabulary, then to be
adventurous with the language and last become very involved with the new language.
The product of informative writing hopefully to be read and has valuable input for the
people who are reading it.
Mastery Sentence Structure
Lado (1977: 142) defines the structure of sentence (grammatical structure) is a
word in the sentence pattern drafting and preparation of word elements being said. The
sentence is a combination of two or more words that produce a final understanding and
intonation patterns. Each sentence has a constituent element of the sentence. A
combination of elements will form a sentence that implies. So the sentence is a unit of
language that contains a "mind" or "mandate" complete. Fries (1952:9) says that “a
sentence is a group of words expressing a complete thougt” Furthermore he said that “a
sentence is a word or group of words standing between an initial capital letter and a
mark of end punctuation or between two marks of end punctuation.
Mastery of sentence structure (grammar) by Richards (2003: 41 is a phrase,
clause, or sentence that is acceptable because it follows the rules of grammar while
grammar (grammar) is a description of the structure of language and the way in which
the linguistic units, such as words and phrases are combined to produce sentences in
that language as well as considering the meaning of the language functions contained in
these sentences as a whole.
Mastery of Diction
Razak (1988: 64) says that: "The choice of the right word can open a" taste "of
readers, as well as food seasoning can make people eat more revenous." Keraf (2005:
24) states that: (1) Diction includes understanding words used to convey an idea, how to
classify the right words, and what is good style to use in a given situation; (2) Diction is
the ability to accurately distinguish nuances of meaning from the idea to be conveyed,
and the ability to find a suitable form (suitable) with the situation and the value of a
sense of community owned group of listeners; (3) Diction / appropriate word choice and
fit only made possible by the mastery of a large number of vocabulary or vocabulary of
the language. It can be concluded diction as the choice of words to describe an idea and
also used to express ideas or tell the events with attention to style language, expressions
and so on.
Research Hypothesis
Based on the definition and explanation of the theory in the study of the above
theory, the research hypothesis can be formulated as follows:
1. There is a positive correlation between sentence structure and students writing skill.
2. There is a positive correlation between mastery of diction and students writing skill.
3. There is a positive correlation between mastery of sentence structure and diction
with students writing skill.
METHODOLOGY
This study aims to determine whether there is a correlation mastery of sentence
structure (X1), mastery of diction (X2) and students English writing skill (Y) and make
predictions (by using multiple regression) based on the correlation between the
independent variables (the mastery of sentence structure (X1 ), mastery of diction (X2)
and the dependent variable (English writing skill (Y). The method used in this research
is descriptive correlational techniques. The population in this study were students of
class IX SMP Al Syukro South Tangerang 2013/2014 school year, amounting to 67
students. Samples of research done by the total sampling so that 67 students was
selected as the study sample. Data analysis techniques using simple correlation and
multiple correlation test.
FINDINGS
Description of Data
The following are descriptions of data covering on the number of samples,
mean, median, mode, standard deviation, variance, range, highest value (maximum),
and the lowest value (minimum). Description of this data is presented in the form table
below.
Table 1. Calculation of Basic Statistics variables X1, X2, and Y
Statistic
Number of
sample
Mean
Median
Mode
Deviation
Standard
Varians
Range
Highest Score
Lower Score
Sentence
Structure
Mastery
(X1)
52
Diction
Mastery
(X2)
English
Writing
Skills (Y)
52
52
55,44
55,27
54,3
13,888
58,62
58,71
58,88
13,849
63,62
63,88
64,36
13,734
192,879
57
83
26
191,81
57
86
29
188,633
58
92
34
Testing Requirements Analysis
Testing requirements analysis is performed to predict whether homogeneous and
normal distribution of data. Testing homogeneity using Bartlet test while normality with
chikuadrat. From the calculation results obtained χ²hitung value = 0.460. While χ²tabel
value for significance level of 5% and degrees of freedom (df = 2), then the value
χ²tabel = 5.991 so χ²count <χ²tabel, that is 0.460 <5.991 for α = 0.05, and the value
χ²tabel for 1% significance level and degrees of freedom (df = 2), then the value χ²tabel
= 9,210 so χ²count <χ²tabel, that is 0.460 <9.210 for α = 0.01, then the variances are
homogeneous
From the data known the value of Chi Square (X²count or γ²count) = 1.257. It is
known that the value γ²tabel = 9.488 for α = 0.05 or 5% with degrees of freedom (db) of
(7-3 = 4) and the value γ²tabel = 13.227 for α = 0.01 or 1% with degrees of freedom
(db) of (7-3 = 4). It can be concluded that the research data γ²tabel or γ²count ≤ 1.257
<9.488 for α = 0.05 or 5% and ≤ γ²count γ²tabel or 1.257 <13.227 to α = 0.01 or 1%,
then the research data is normally distributed.
hypothesis Testing
Correlation between Mastery Sentence Structure and English Writing Skill
Table 2. Summary of ANOVA Correlation variable X1 and Variable Y
Degree
Source of
of
Varians Freedom
(db)
Total
52
Regresion 1
(a)
RJK
JK
220362
-
Ftab
α= α=
Fcount 0,05 0,01
or
or
5% 1%
11,28
4,03 7,17
210439,69 210439,69 Conclusion:
Because of Fcount
Regresion 1
(b/a)
Residu
50
1827,01
1827,01
8095,3
161,91
TC
Error
2639,21
5456,09
155,25
165,34
19
33
≥ Ftab, or 11,28 ˃
4,03 dan 11,28 ˃
7,17 so it be
concluded
variabel X1 has
significant
correlation with
variable Y
Based on the table it was known that the value of F = 11.28. Ftable value = 4.03
at significance level α = 0.05 or 5% and the value of F table = 7.17 significance level α
= 0.01 or 1%. If the value of F ≤ F table then the correlation between the variables X1
and Y variable is not significant (Ho is rejected) and if the value of F ≥ F table then the
correlation between the variable X1 and Y variable are significant (Ha accepted). It
appeared Fcount ˃ Ftable is 11.28 ˃ 4.03 for α = 0.05 and Fcount ˃ Ftable is 11.28 ˃
7.17 for α = 0.01, the correlation between the variable X1 and variabel Y is significant
(Ha accepted ).
Moreover, it can also be searched for a correlation between X1 and Y using the product
moment formula. The results of the calculation with the product moment formula
obtained results robtained or rx1y value of 0.430 categorized significantly. Then the
coefficient of determination (strength of the relationship) between the variables X1 to
variable Y is KP = r² x 100% so, KP = (0.430) ² x 100%, then KP = 18.5%, which
means mastery of sentence structure contributes to the students English writing skill of
18.5% and the remaining 81.5% is determined by other variables.
Mastery of Diction correlation with Writing Skills.
Table 3. Summary of ANOVA Correlation X2dengan variable Y
Degree
Source of
of
Varians Freedom
(db)
Total
52
Regresion 1
(a)
Regresion 1
(b/a)
Residu
50
TC
Error
33
19
JK
220362
RJK
-
Ftab
α= α=
Fcount 0,05 0,01
or
or
5% 1%
10,52
4,03 7,17
210439,69 210439,69 Conclusion:
Because of Fcount
≥ Ftab, 10,52 ˃
4,03 atau 10,52 ˃
1724,86
1724,86
4,03 so it be
concluded
8197,45
163,95
variabel X2 has
significant
3169,03
186,41
correlation with
5028,42
152,38
variable Y
Based on the table it can be said that the value of F = 10.52. While the value of
the F table = 4.03 significance level α = 0.05 or 5% and the value of F table = 7.17
significance level α = 0.01 or 1%. If the value of F ≤ F table then the correlation
between the variables X2 with Y variable is not significant (Ho is rejected) and if the
value of F ≥ F table then the correlation between the variables X2 with Y variables are
significant (Ha accepted). It appeared that the value of F ˃ Ftable is 10.52 ˃ 4.03 for α =
0.05 and Fcount˃ Ftable is 10.52 ˃ 7.17 for α = 0.01, the correlation between the
variables X2 with Y variables are significant (Ha accepted).
Moreover, it can also be looked for a correlation between X2 and Y using the
formula of calculating the product moment. The result ofproduct moment formula
obtained rhitung or rx2y value = 0.419 categorized enough. Then the coefficient of
determination (strength of the correlation) between X2 to variable Y for KP = (0.419) ² x
100% = 17.6% means mastery of diction contributed to the ability to write narrative of
17.6% and the remaining 82.4% is determined by other variables.
The existence of correlation between Mastery Sentence Structure and Diction
with English Writing Skill
Regression is used to predict the dependent variable (Y) when the independent variables
are unknown (X). Regression Test Multiple regression is used to predict (predict) the
dependent variable (Y) when the independent variables (X1, X2, ....) at least two or more
known.
Table 4. Summary of Multiple Regression Statistics X1, X2 with Y
STATISTIC SYMBOLS
N
∑X1
∑X²1
∑x²1
∑X2
∑X2²
∑x²2
∑Y
∑Y²
∑y²
∑X1Y
∑x1y
∑X2Y
∑x2y
∑X1X2
∑x1x2
a
b1
b2
STATISTIC SKOR
52
2883
169635
9794,83
3048
187902
9242,31
3308
220362
9922,31
187652
4248,85
197911
4011,31
178449
9460,85
44,12
1,294
-0,891
Based on the statistical data obtained for the multiple regression equation is Y = a + b1
+ b2 X1 X2
= 44.12 + 1,294X1 - 0,891X2
Calculation of Coefficient of Determination Doubles
Calculation of the coefficient of multiple determination is used to measure the degree of
correlation between three or more variables. The coefficient of determination is simple
denoted by the letter r which can be calculated by squaring the linear correlation
coefficient (r xy) ². As for the multiple determination coefficient denoted by the letter R
² = JKreg: Σy².
Table 5. Summary of Statistics Multiple Coefficient of Determination
STATISTIC SYMBOLS
N
mean X1
mean X2
mean Y
x1²
x2²
y²
∑x1y
∑x2y
∑x1x2
STATISTIC SKOR
52
55.44
58.62
63.62
9794.8
9242.3
9922.3
9460.8
4248.8
4011.3
The conclusion is that the degrees of freedom (df) for the numerator df = 2 and for the
denominator = 49 at the level of α = 0.05 was obtained value of F table = 3.178 and α =
0.01 extent that the value of F table = 5.07. When F obtained ≤ F table, then there is no
strength of the correlation between the variables X1 and X2 with Y but if F obtained ≥ F
table, then there is the strength of the correlation between the variables X1 and X2 with
Y. It appeares that Fobtained ˃ Ftable, or 5.91 ˃ 3.178 for α = 0.05 and Fobtained
>Ftable, or 5.91 ˃ 5.07 for α = 0.01, meaning that the correlation between mastery of
diction, sentence structure with the writing skill is categorized sufficient significance
that is equal to (0.441) ² x 100%, is 19.4%
CONCLUSION
Conclusion
Based on the description of the above data it can be concluded that:
First, the results of testing the first hypothesis can be concluded that there is a
positive correlation between mastery of sentence structure and writing skill. The
conclusion shows that the higher mastery of sentence structure, the better the skill to
write in English. This is reflected in the mastery of sentence structure contributes to the
ability to write English of 18.5% and the remaining 81.5% is determined by other
variables.
Second, the results of testing the second hypothesis can be concluded that there
is a positive correlation between mastery of diction with the English writing skill. The
conclusion shows that the higher mastery of diction, the better the skill to write in
English. Mastery of diction contributed to the English writing skill of 17.6% and the
remaining 82.4% is determined by other variables.
Third, the third hypothesis testing results can be concluded that there is a
positive correlation between mastery of sentence structure and diction with the English
writing skill. The conclusion shows that the higher mastery of diction, sentence
structure, the better the skill to write in English. The correlation between mastery of
sentence structure and mastery of diction with the English writing skill is categorized
sufficient significance that is equal to (0.441) ² x 100%, is 19.4%.
Suggestion
Based on the conclusions that have been described, it can be suggested as
follows:
students are advised to follow the teaching of English, especially writing activities in
earnest in order to have the sentence structure and diction as well mastered.
Teachers, it is advisable to more actively take part in trainings, seminars, and workshops
in the field, especially regarding how to teach writing, mastery of sentence structure and
mastery of diction. besides, teachers seek to be more creative and innovative in
packaging and presenting learning material to students so that students feel happy and
keen to learn. School, it is advisable to make improving infrastructure English language
learning so that students and teachers are increasingly eager to learn so that spur
students' skills in English language.
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