The Relationship between Students Grammar and Reading Comprehension Achievement at SMA N 1 OKU

1. Background of the Study Grammar is central to the teaching and learning of languages. It is also one of the most difficulties aspects of language to teach well. Grammar is difficult aspect of language to teach because there are many rules or forms have to enable and all of the form apply in four skills, listening, speaking, writing and reading. When, we talk about grammar in our mind thinking about set of word forms and rules of usage. It is hard to apply so that we just know the word form and rules of usage but for the practice both of them we still confused what we want to speak or means and what we read means. Grammar is one of the important skills in learning any language and involves word order, form, and structure. Grammar is study or science, rules, and the combination of the words into sentences (syntax). It is basic knowledge for developing four skills. It is important to learn grammar because a student who

masters grammar mastery will able to understand utterance/sentences produced by other people. So that grammar skill should be mastery for the students to improve their four skills likes reading, speaking writing and then listening. To achieve languages skills such as reading, the students should learn the language components, such as phonology, it has to do with the sound system of a language. Vocabulary, it is a list or collection of words and phrases usually 1

alphabetically arranged and explained or defined their meaning. Grammar, this is refers to the ways words are structured and or used to form what are commonly called sentences. In English, for example, standards grammatical usage requires differences as exemplified. Reading comprehension is the ability which depends on the accuracy and speed of graphic perception, they are perception of writer symbol, control of language relationship and structure, knowledge of vocabulary items, and lexical combination, awareness of redundancy, the ability to use contextual clues and recognition of control allusion. In reading text, the student will become a reader. He must understand what the writer means to write. Without any knowledge grammar, the reader will have difficulty the meaning of sentences. Because of the explanation above the writer wants to know there is relationship between grammar and reading comprehension significances. As we know study about grammar is not easy because there are many forms, rules that should be mastery so that students confused to understand what does mean this grammar. Sometimes they know the form or rules but when this rules or form apply in exercise they dont understand what they will do, they just know the rules but for the application still confused. The writer will try to do research in one of the high school in Baturaja. The writer ever has free observation and found out that some of the students difficult to know meaning of the sentence that they read. When the writer asked them they answer that the word is not familiar or new word and grammatical items. So that they

difficult to comprehend meaning of the passage. So that they think reading a text is difficult because of above the reason. The writer chooses SMA N 1 OKU as place of research, because SMA N 1 OKU is one of the old and familiar senior high schools in Baturaja and the location of the place is strategies. There are many students from junior High school in Baturaja that continued their study there. So that the writer will do research at SMA N 1 OKU can be representing as sample. Based on the explanation above, the writer is interested to do research to find out whether there is a relationship between grammar and reading comprehension achievement at SMA N 1OKU.

2. Problem 2.1 Limitation of the problem The problem in this study is limited in grammatical items and reading comprehension. The grammatical items are as follow simple past tenses, past continuous tense, modals, pronouns, adverbs and conjunction. The writers limit reading comprehension in narratives texts. 2.2 Formulation of the problem The problems of this study will be formulated in the following question is there any relationship between students grammar and reading comprehension achievement?

3. Objective of the Study The objective of this study is to find out if there is a relationship or not between students grammar and reading comprehension achievement.

4. Significances of the Study The writer hopes that the result of study will give advantages to English teacher, for the students, for the writer and for the TEFL. a. To English Teacher The result of this study will give contribution for English teacher to be aware, if there is relationship between the student understand of grammar and their achievement on reading comprehension. b. To the students The result of this study can motivate students to develop their ability in grammar so they can improve their reading comprehension. c. To the writer The result in this study will improve her English ability be better and give some experiences that there is relationship between grammar and reading comprehension. d. To the TEFL The result in this study can give contribution to development of Teaching and Learning English as Foreign Language.

5. Hypothesis of the Study According to Wallen et.all (1991:44) state that hypothesis is a prediction of some sort regarding the possible outcomes of a study. In this study, the writer formulates the hypothesis listed bellow namely the null hypothesis (Ho) and alternative hypothesis (Ha), they are: Ho: There is no a relationship between students grammar and reading comprehension achievement. Ha: There is a relationship between students grammar and reading comprehension achievement.

6. Criteria for testing Hypothesis According to Sudijono (2006:136) stated that coefficient correlation (r) which a number between 0 (null) until + 1.00. If Coefficient correlation + 1.00 are highest or if coefficient correlation 0 (null) is lower. While If coefficient correlation more than + 1.00, it means there is an error in accounting. a) If r obtained equal to or more than r table, so the null hypothesis (ho) unacceptable. b) If r obtained less than r table, so the null hypothesis (ho) acceptable.

7. Literature Review 7.1 The concept of Grammar Grammar is basic of four major skills in English, that the ability of it is necessary to mastery. According to Nordquist stated that grammar is the structural foundation of our ability to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language. It can help foster precision, detect ambiguity, and exploit the richness of expression available in English. And it can help everyone--not only teachers of English, but a teacher of anything, for all teaching is ultimately a matter of getting to grips with meaning. Suryadi et.al (2006:1) states two definitions of grammar, first , study about the role to make and combination word become sentences or utterance. Second Brach of linguistic that study about syntax and morphology. Grammar is necessary for students or other people who want to mastery English because it guides us to produce word and correct sentences. According to Calvin stated that There are three aspects of grammar: morphology (word forms and endings), syntax (from the Greek "to arrange together" the ordering of words into clauses and sentences), and phonology (speech sounds and their arrangements). According to Mashuri (2008: 10) stated that there are two types of grammar:

a. Descriptive grammar: refers to the structure of a language as it is actually used by speakers and writers. b. Prescriptive grammar: refers to the structure of language as certain people think it should be used. A complete collection of rules is called the mental grammar of the language, or grammar for short. Grammar is the system of relationship between elements of the sentence that links the sound to the meaning. It is used to refer both to the knowledge of language in the speakers mind, and to the system as written down in rules, grammar books and other description.

7.2 The kinds of Grammar in this Study There are many kinds of grammar but for this study the writer takes some of them such as simple past tenses, past continuous tense, modals, pronouns, adverbs and conjunction. a. Simple Past Tense Simple past tense used to express an action started and finished at the specific time in the past. According to Azar (1998:27) stated that the simple past tense indicated an activity or situation began and ended at the particular in the past. According Rini (2008:48) stated that simple past consists of

second form verb (verb-2) such as regular verb-2: infinitive + ed, example: carried, worked and irregular verb-2, example to eat (ate), to leave (left). The functions of simple past tense are: 1) To determine an activity that finished at particular time in the past. 2) To determine a habitual action in the past. 3) If put in conditional tense type 2 to determine something that isnt real such as if, as though, if only, wish. According to Suryadi et all (2006:473) stated that there are two formulations in simple past tense such as in nominal and verbal. For the nominal formulation as follow:

S + verb-2 + Complement (Positive sentence) S + did + not (didnt) + Verb-1 + Complement ( Negative sentence) Did + S + verb-1 + Complement (Interrogative Sentence) Yes + S + did No + S + didnt Example: 1) She bought a book yesterday (positive sentence) 2) She did buy a book yesterday (negative sentence) 3) Did she buy a book yesterday (interrogative sentence) Yes, she did

No, she didnt

While for the nominal formulation as follow: S + was / were + non verb (Positive sentence) S + was / were + not + non Verb ( Negative sentence) Was / were + S + non verb (Interrogative Sentence) Yes + S + was / were No + S + was / were + not Example: 1) She was happy this morning 2) She wasnt happy this morning 3) Was she happy this morning Time signals 1) Yesterday 2) Yesterday Morning 3) Last night 4) An hour ago 5) A few minutes ago b. Past Continuous Tense 6) Two days ago 7) The day before yesterday 8) On Sunday morning 9) So 10) The other day

Past continuous tense used to an actions or activity that happening in the past. According Azar (1998:28) stated that there are two actions occurred at the same time, but one action began earlier and was in progress when the other action occurred. Some times the past continuous tense is used in both parts of sentences when two actions are progress simultaneously. According to Yuliani et al (2010:39) stated that the function of past continuous tense are; 1) To indicate an action this was occurring in the past and was interrupted by another action. 2) To indicate two action occurring at the same time in the past. 3) To indicate an action which occurring at some specific time in the past. According to Suryadi et all (2006:490) stated that formulations past continuous tense as follow: S + was / were + verb + ing + Complement (Positive sentence) S + was / were + not + Verb + ing + Complement ( Negative sentence) Was / were + S + verb + ing + Complement (Interrogative Sentence) Example: 1) He was studying when you telephoned (positive sentence) 2) He was not studying when you telephoned (negative sentence) 3) Was he studying when you telephoned? (interrogative sentence) Time signals

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1) When 2) As . 3) While .. 4) All day yesterday 5) The whole day yesterday c. Modals Modal or modal auxiliary used to helping verb. According to Brata (2005:36) stated that modal is part of auxiliary verb as helping verb and additional meaning for verb. Modal always follow verb-1 without to infinitive. While Azar (1998:151) stated that modal auxiliary generally express speakers attitudes. Each modal have more than one meaning or use. 1) Can used to express ability and permission a) She can speak three languages (ability) b) Can I borrow your dictionary? (permission) 2) Could used express ability in the past a) She could swim well when she was young 3) May used to express permission and possibility a) May I read this book? (permission) b) He may come late this morning (possibility) 4) Might used to express strong possibility a) she might be at home today (Strong possibility) 5) Must used to express necessity and conclusion 11

a) We must eat nutrious food b) He has been in England for years. He must speak English fluently 6) Should express obligation and desirability a) John should study everyday ( obligation) b) I should help them to finish the job (desirability) d. Pronouns Pronouns used to changing nouns. According to Azar (1998:132) stated that a pronoun is used in place of a noun. A singular pronoun is used to refer to a singular noun while a plural pronoun is used to refer to plural pronoun. According to Cyssco (2007:27) stated that in English, there are five part in pronouns such as subjective pronoun, possessive pronoun, possessive adjective, objective pronoun and reflexive pronoun that have different function in a sentence. Tabel 1 Subjective pronoun 1. I 2. You 3. He She It 1. We 2. You 3. They PERSONAL PRONOUN Possessive Possessive Object adjective My Your His her Its Our Your their pronoun Mine Yours His Hers its ours Yours Theirs pronoun me You Him Her it Us You them Reflexive pronoun Myself Yourself himself Herself Itself ourselves Yourselves Themselves

Singular

Plural

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Example: 1) I read a book. It was good. (the pronoun it refers to the antecedent noun book) 2) I read some books. They were good. (the pronoun they refer to the antecedent noun some books) 3) I like tea. Do you like tea too? (Sometimes the antecedent noun is understood, not explicit stated. I refers to the speaker and you refers to the person the speaker is talking to. 4) John has a car. He drives to work. (subject pronouns are used as subject of sentences as he) 5) (a) John works in my office. I know him well (b) I talk to him every day. Object pronouns are used as the objects of verbs, as in (a) or as the object of preposition, as in (b) 6) That book is hers Yours is over there Incorrect: that book is hers and Yourss is over there (Possessive pronouns are not followed immediately by a noun; they stand alone. Possessive pronouns do not take apostrophes.) 7) Her book is here Your book is over there.

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(Possessive adjectives are followed immediately by a noun; they do not stand alone) 8) (a) A bird uses its wings to fly. Incorrect: A bird uses its wings to fly. (b) Its cold today. (c) The harbor Inn is my favorite old hotel. Its been in business since 1993. (Its has an apostrophe when it is used as a contraction of it is, or it has when has is part of the present perfect tense.) e. Adverbs According to Cyssco (2007:151) stated that Adverbs are words that used to explain or modify adjective, verb or explain another adverb. Adverb are words which give information about when, how where or in what circumstances something happens. There are mainly kinds of adverbs: 1) Adverb of manner shows how the subject does the action. They are normally put after the direct object or after the main verb. Such as honestly, quickly, politely, diligently, friendly, lively, lovely, motherly, silly, cowardly, unfriendly. Sickly. Example: (a) He speaks honestly. (b) He served us politely. (c) She studies diligently. 14

(d) The nurse handled young children in a lovely way. (e) Mother looks after her baby in a motherly way. 2) Adverb of frequency show how often the action happens. They are normally put before the mainly verb. Such as always, often, usually, normally, sometimes, seldom, frequently, generally, never. Example: (a) He is always in time for meal. (b) I often write a letter to her (c) I never have seen again. (d) I usually drink milk. (e) They are sometimes very lazy. 3) Adverb of place show where the action happens. They are normally put after the direct object or the intransitive verb. Such as outside, there, everywhere, here, in the bank, wall, in his room, at the party, post office and etc. Example: (a) He went outside. (b) Ita went there last week. (c) I looked at it everywhere. (d) He kept himself quietly in his room. (e) She kept her money in the bank.

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4) Adverb of time show when the action happens. They normally put at the end of a clause or sentence. Such as yesterday, now, today, next week, just, at 7.00 a.m and etc. Example: (a) We wrote a good story yesterday. (b) Lets do it now (c) Everybody is happy today. (d) Next week. Ill visit my grandmother. (e) We come to the class at 7.00 a.m. f. Conjunction Conjunctions are used to join words, phrases or sentences together. According to Suryadi (2007:241) stated that words that used to connect or combine words or clause in the sentence. According to Cyssco (2007:191) stated that there are four types of conjunction; 1) Coordinating conjunctions show words that used to join two clauses that equivalent. Such as and, or, also, either or, or, for, but, nor, neither nor and etc. Example: (a) John and I are leaving early tomorrow morning. (b) He spoke impressively and won an appreciation. (c) I offered him a job but he refused the offer. (d) You must try harder for there is a hard completion. 16

2) Subordinating conjunction show words that used to join two clauses that not equivalent, like that main clause with dependent clause. Such as after, before, though, where, although, if , if, till, as, than, unless, because, that, when, while and etc. Example: (a) The man came after we had finished doing our job. (b) We believe that Linda is a clever student in her class. (c) He called me when I was doing my weekly report. (d) John was very sad because he lost his job. 3) Correlative conjunction or couple conjunction consist of two or more word. Such as either or, tough ...yet, such that, scarcely when, as as, whether nor, not only but also, both and, such as, so that, hardly when and etc. Example: (a) Brenda is either a typist or a secretary. (b) She can speak neither English nor France. (c) My brother not only wrote the song but also sang it well. 4) Compound conjunction, like that as though, as if, even if, as soon as, provided that, as much as, so that, as well as, on condition that, in other that. Example: (a) He saves his salary so that he can support his sister. 17

(b) As soon as I met her, I felt in love with her. (c) He always speaks as if he were a director. (d) The man appears as though he were a famous movie star.

7.3 The Concept of reading Reading is an important language skill that must be mastered by students leaning English as a second or foreign language. Unconsciously, we read something to get some information, writer message and pleasant. According to Harmer (1998:90) states that reading is an exercises dominated by the eyes and brain. The eyes receive message and the brain them has to work out the significance of these message. According to Djuharie (2008:11) states that reading means comprehends the information of the text that needed efficiently. To know the information or message, we should understand what the text means, it call reading comprehension. Reading comprehension is defined as the level of understanding of writing. There is some way that we used to read some text or other, Djuharie (2008:12) states there is four ways reading like; skimming is prediction of text quickly to get means of it. Scanning is a quickly survey of the text get particular information. Extensive reading is read long text, usually to get pleasant. Intensive reading is read short text to comprehend particular information. Although, there are some different way it is not read itself. In reading, the reader uses knowledge, skill and strategies to determine what those meanings there are include ; Linguistic

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competence is the ability to recognize the elements of the writing system; knowledge of vocabulary; knowledge of how words are structured into sentences, Discourse competence is knowledge of discourse markers and how they connect parts of the text to one other, sociolinguistic competence is knowledge about different types of texts and their usual structure and content, strategies competence is ability to use top-down strategies, as well as knowledge of the language. While Ruddell (2005:31) states that reading is the act of constructing meaning while transacting with text. The reader makes meaning through the combination of prior knowledge and previous experience; information available in text; the stance he or she takes in relationship to the text; and immediate, remembered, or anticipated social interaction and communication. According to Harmer (1998:210) states that To get benefit from their reading, students need to be involved in both extensive and intensive reading. Whereas with the former a teacher encourages students to choose for them selves what they read and to do so for pleasure and general language improvement, the letter is often (but not exclusively) teacher chosen and directed, and designed to be able students to develop specific receptive skills. According to Ruddell (2005:88) states that reading has three additional goals 1. Subject matter learning. Students read not only to understand text but to extend their knowledge in subject areas as well

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2. Increasing reading skill. At each grade level, students are expected to become better reader and to read increasingly difficult text 3. Knowledge application Throughout the middle and secondary grades, students are expected to apply knowledge constructed from their reading of subject text.

7.4 The Concept of Reading Comprehensions Reading related with comprehension because without it reading only reading. Reading comprehension is defined as the level of understanding of writing. It means that when student read passage they know and understand what the text mean and if the teacher ask them they able to answers. According to Hawes states that comprehension is invisible. Its definition, its process, and its product continue to be elusive. Students are analysis what the passage talks about. Herbers (1978) citied by Rudell (2005:118) states is there are three kinds of reading comprehension: a. Literal comprehension refers to meaning derived from reading the line in which the reader constructs meaning that accurately reflects the authors intended message. Literal comprehension is text explicit; that is, answers to literal questions require reader understanding of ideas stated directly in text. Comprehension skills included as literal are (a) understanding concrete word, phrases, clauses, sentences patterns; (b) identifying stated main ideas; (c) recalling details; (d) remembering stated sequences of events; (e) selecting stated cause events; (f) contrasting and comparing information; (g) identifying

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character traits and actions; (h) interpreting abbreviations, symbols and acronyms; (1) following written directions; and (j) classifying information. b. Interpretive comprehension refers to meaning derived by reading between the lines, in which the reader perceives author intent or understand relationship between text elements that are not stated directly. Interpretive comprehension is text implicit; answers to interpretive question require the reader to draw conclusion in response to unstated cause-effect relationship or comparison, perception of nuance, and/or symbolic use of language and ideas. c. Applied comprehension refers to meaning derived by reading beyond the lines in a which the reader understand relationship between information in text and information in his/her prior knowledge base. Applied comprehension is schema implicit (or experience based, if you prefer); answers to question at this level require integration of new information into the readers previous fund of knowledge, from which new relationship emerge. The three definitions above, at the lowest level, reader understand the authors intended meaning; at the second, the reader draws conclusion and sees implied relationship; at the highest, the reader perceives new relationship

7.5 The concept of Narratives text Narrative is text that amuse entertain and to deal with actual or vicarious experience in different ways. Narratives deal with problematic events which lead to a crisis or turning point of some kind, which in turning finds a resolution. 21

Narrative text often we find in many passages in each book. Narratives text means genre that amuse entertain and to deal with actual or vicarious experience in different ways. According to Mun, et.al (2006:vii) state that a narrative is a piece of writing that tells a story. The story can be imaginary or based on real incident. The examples of narrative texts are short story, folk tales, legend, fables and myths. The generic structure consists of; a. Orientation : This part presents the settings of the story and introduces the

characters involved. b. Complications : The story continues here. Usually, There is an event or a sequence of events that lead the characters into a complication (some form of conflict that disrupts the normal event). Tension starts to build up to a climax, and this draws anticipation in the readers. c. Resolution : The problem starts to get resolved. Sometimes the story ends

happily or vice versa, and at the other times the resolution (i.e. the ending of the story) is left for the readers to decide. Significant lexicogrammatical features; a. Focus on specific and usually individualized participant b. Use of material Process c. Use of relational processes and mental processes d. Use of temporal conjunction and temporal circumstances e. Use of past tense

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The example of narratives text; Donalds New Hat One day, Daisy decided to buy Donald a new hat. Your hat is so old-fashioned! she said. Come on, Ill buy you a new one. Donald knew that Daisy was right, so he agreed to go to a hat shop. As they went in, Daisy took off his old hat. Hey, whats going on? asked Donald. Im taking off your old hat because its so ugly. We dont want the assistant to see you wearing it, do we? said Daisy. Donald just said, Er .. no, I mean, youre right, we dont. In fact, Donald was very fond of this old hat, although he didnt mind getting a new one if Daisy paid for it. The trouble was this: There wasnt any hat in the shop that Donald liked. He tried many hats, but he felt that all hats looked silly on him. The shop assistant was getting tired of serving Donald, but they took another hat and showed it to him. What about this one, Sir? Im sure youll like it. I quite agree! said Donald happily. Do you know why? Because that hat looked exactly the same as his old one! Poor Daisy, she wasnt very happy, but she had to pay for that hat. She promised she would buy a new hat for Donald, didnt she? (Taken from:Suryana, 2007:14) 8. Other Previous Related Studies This is previous studies which related. The thesis is entitled The correlation between the grammar mastery and the writing skill of the seventh-grade students of SMP Negeri 26 PALEMBANG, written by Agustina in 2006. The result of study showed that there was a positive correlation between the grammar mastery and the writing. The similarities of this study same in correlation design in two variables to find out there is relationship between grammar and another languages skills. While the differentiates of this study are titles the writer which is try to make correlation between grammar and reading comprehension, place and time of research.

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9. Research Procedure 9.1 Method of the Research The writer will use quantitative descriptive method. According to Gay (1992:25) stated that quantitative method involves the collection and analysis of numerical data obtained from tests. While descriptive method involves collecting data in order to answer question about the current status of the subject or topic of study. So quantitative descriptive are collects and analysis numerical data to answer question about the current status of the subject of study.

10. Research Variables Variables is components in research, it means object or phenomena research. According to Wallen et.al (1991:31-36) stated that variable is any characteristic that is not always the same that is any characteristic that varies, there are two variables like independent variable and dependent variable. a. Independent variable presumed to have an effect on to influence some how another variable. It is grammar ability. b. Dependent variable is the variable that the independent variable is presumed to effect. It is reading comprehension achievement.

11. Operational Definition There are some words that used to avoid misunderstanding. The writer will give the explanation about grammar and reading comprehension achievement. 24

a. Grammar means the ability of the students to answer the questions of grammar test correctly based on grammar topics. b. Reading comprehension achievement means the ability of the students to answers reading comprehension questions correctly based on the reading passages. c. Correlation means relationship between grammar and reading comprehension achievement.

12. Population and Sample 12.1 Population According to Sudjana et.al (2009:84) state that population is all of elements or resources data that possible to give information for the research. Wallen et.al (1991:129) state that population always all of the individuals who possesses a certain characteristic (or set of characteristics). The population in this research is the tenth grades students of SMA N 1 OKU. The total population is 252 students. The classes do not graded based on intelligence level so that all of them have same possibility to be as the sample.

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Table 2 The population of the study No 1 2 3 4 5 6 Class Xa Xb Xc Xd Xe Xf Number of students 36 36 36 36 36 36

7 Xg 36 Total 252 Source : SMA N 1 OKU (Academic Year 2009-2010) 12. 2 Sample According to Sudjana et.al (2009:84) state that sample is part of population have same characteristic so that can be represented population. Means that to do research should be specific from population had. The writer takes sample of this research by using purposive sampling method. According to Gay (2000:138) state that purposive sampling, also referred to as judgment sampling, the research selects a sample based on his or her experience or knowledge of the group to be sampled. The writer will use purposive sampling because limitations of the time, all of the sample have the same ability and number of the classes. It is difficult for the writer to take all the population becomes sample because the population is large.

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Table.3 Table of sample No 1 2 Class Xa Number of students 36

Xg 36 Total 72 Source : SMA N 1 OKU (Academic Year 2009/2010)

13. Technique for collecting data In technique for collecting data there two instruments that used. According to Sudjana (2009:99) states that ones of the techniques for collecting data are test. For this research the writer will use the tests for the students to collect the data. Hadjar (1995:173) states that test is instrument to measure ability or skill. The writer will use achievement tests to measure result of study in learning process. In this study, the writer chooses multiple choices forms. The writer gives two tests for the students; first test is grammar test and second is reading comprehension test. The total numbers of items for grammar tests are 30 items while for reading comprehension tests are 20 items. 14. 1 Validity of the Test All good tests must have at least these qualities. Validity is an important key to effective research. If a piece of research is invalid then it is worthless. According to Cohen et.al (2005:105) state that validity is thus a requirement for both quantitative and qualitative/naturalistic research. Validity is based on the view that it was

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essentially a demonstration that a particular instrument in fact measures what it purports to measure, more recently validity has taken many forms. Validity should be seen as a matter of degree rather than as an absolute state. According to Wallen et al (1991:88) state that content validity related evidence refers to the nature of content included within the instrument, and specification the researcher used to formulate the content. To make test have a high degree of content validity, the writer make the table of test specification. In this study the writer makes two tables specifications first, table specification of the grammar test; it can be seen in table 4 and second, table specification of the reading comprehension test; it can be seen in table 5. They consist of objectives, materials, number of items, total and types of test. For the more explanation above can be seen in next pages.

Table 4 Table specification of the grammar test No Objectives 1 The students Material Simple past Number of Items 3,4,6,8,9,10,23 Total 30 Types of Test Multiple

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are able to answers some questions on grammatical items: -

tense Past continuous tense Modals Pronouns Conjunction Adverb

11,18,19,24,29,3 0

Choices

2, 17,26,27,28 5, 12,13,14 5,12,13,14 1,15,16,25 7,20,21,22

Table 5 Table specification of the reading comprehension test No 1 Objectives The students are able to Material Narratives Text Number of Items Total 20 Types of Test Multiple choices

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answers some question on comprehension question: kind of text

a. The Lion And The Mouse b. The Golden Eggs c. Hunter d. Snow White e. Cinderella 1,2,3,4,6,7,8,9,11, 14,16,17,18,19 5, 12 13

Test

- getting the main ideas - specific information - Understandi ng the text - Communicat ive purpose

15,20

10,

14. 2 Reliability of the Test Another characteristic of a good test is reliability. According to Cohan et.al (2005:117) state that reliability is essentially a synonym for consistency and replicability over time, over instruments and over groups of respondents. Reliability refers to the stability of the test score. A reliability test is a test that is consistent and dependable. According to Cohen (2005:118) to find out the reliability coefficient of the tests can use Spearman Brown Formula. The writer will use Spearman Brown

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Formula because base on the items of the tests that will do in once test. The formula, as follows,

Where: Instrument of reliability the actual correlation between the halves of the instrument

1 2 =

NXY - ( X )( Y )
2 2

( ) 2 ( )

15. Technique for analyzing data In analyzing the data this research will use Percentage scoring and Pearson product moment correlation. It uses to find or analysis students score while it is one of the techniques to find out correlation between two variables. This is developed by Karl Pearson. According to Sudijono (2006:196) state correlation product moment use to determine correlation two variables. The writer will use the correlation analysis to find out the correlation coefficient between variable X (the students grammar) and variable Y (reading comprehension achievement). The formulation of percentage scoring and correlation product moment, as follow;

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Where:

rxy

= the coefficient of correlation between the grammar test scores and the reading comprehension test scores.

xy

= the total of multiplication of the grammar test scores and the reading comprehension test scores

SDx SDy N

= the standard deviation of the grammar test scores = the standard deviation of the reading comprehension test scores = the number of students

16. Tentative Schedule of research The schedule of this research will be described in this table: Table 6 Shedule of research No 1. Step of activity Preparation 3 X 4 X 5 Months 6 7 8 9 10

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2. 3. 4.

Collecting The Data Analyzing the data Writing the thesis

X X X X X X X X

REFERENCES

Agustina. (2006). The correlation between the grammar mastery and the writing skill of the seventh-grade students of SMP Negeri 26 Palembang. Unpublished Undergraduate Thesis. Faculty of Teacher Training and Education, PGRI University, Palembang. Azar, B., S. (1998). Undrestanding and using english grammar. Longman:Pearson Education. Brata, P., D & Sudarso. (2005). Panduan belajar SMA kelas 3 bahasa inggris. Unpublished handout. PRIMAGAMA.

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