6

CHAPTER II
REVIEW OF THE RELATED THEORIES

A. Theoretical Review
1. Concept of Mastery
Etymologically, the word mastery in Oxford Learners Pocket
Dictionary is great skill or knowledge.1 Mastery means that a complete
knowledge or great skill that can achieve mastery of several languages,
such as English past tense mastery is expert skill or knowledge of
grammar.
According to Alwi, mastery deals with a comprehension of
capability in using knowledge or skill that is possessed. 2 It means that
mastery is someones comprehends or someones capability by using his /
her knowledge or skill that he or she has.
Based on the quotation above the researcher concludes that mastery
means that export skill or knowledge about something more detail. Past
tense mastery is important to understand the narrative text, because they
have relation each other.
a. Concept of Tenses Mastery
The word tenses etymologically in Oxford Learners
Dictionary is any of the form of a verb that may be used to show the
time of the action or state expressed by the verb: the past/ present /
1
2

Hornby, Oxford Advance Learners Dictionary, Oxford University Press, 1995, p, 256
Alwi Hasan, Bahasa Language, Jakarta, PT Gramedia Pustaka, 2001, p,48

future.3 A tense is one of the inflected forms of verb in the

conjunction of the time, past, present, future and continuance of
action, manner, and state (imperfect continuing, or perfect). 4 Tenses
become important to the learners to understand when the action
happened, also makes the sentences correct and able to get the
meaning.
Tenses are divided into 3 groups (present, past, and future).
Each group has different function, and then each group divided into 4
types. They are indefinite, continuous, perfect, perfect continuous.
And in this research, the researcher focused on the simple past tense.
Tenses mastery is the skill or knowledge of someone to
understand the grammar well, the time of the action of English.
While they know when the actions happened, it may that they had
mastered the tenses well.
b. Concept of Past Tense
Past tense is used for a completed action that happened and
one specific time in the past. There are four kinds of past tense; they
are simple past tense, past continuous tense, and past perfect
continuous tense. All the variations of past tense above have different
function although connected with the expression in meaning or
message in the past.5
3

Oxford advance, opcit, p, 427

Binsar Sihombing and Barbara Burton, English Grammar Comprehension, Gramedia
Widasarana Indonesia, Jakarta, 2007, p 115
5
Pardiyono, Communicative Grammar For Easy Conversation , 2002, Andi, Yogyakarta,
P, 15
4

Based on the explanation above, the researcher concludes that

past tense is a kind of tenses which has characteristics that is
different with other tenses. It also has function to explain the time of
action happened.
1) Simple Past Tense
Simple past tense is used to talk about activities or situation
that began and ended in the past.6 Simple past tells us only about
the past.7 It uses adverb of time such yesterday, last night, two
days ago, in 1990, in other day, ago, etc.

Verb 2

Yesterday
Last night
Two days ago
Last month
Two years ago
When I was a child
When I was an elementary school
On my last weekend
At the end of January last year

Figure 1
The Form of Simple Past Tense

Examples:
The first sentence is eating breakfast now, this sentence is present
continuous tense, and it uses in after verb and the adverb of time

Betty Schampfer Azar, Fundamental of English Grammar, Englewood Cliffs, New

Jersey, 1941, P 18
Raymond Murphy, English Grammar in Use, Cambridge University Press, New York ,
1994, p. 26

such now, right now. The second sentence is eat breakfast, it uses
the verb 1 add s or es when the subject is third person singular.
Now compare with the third sentences, ate breakfast yesterday
morning. This sentence is called past tense because it has different
form from V1 becomes V2, like eat becomes ate.
a). Verb Change
In English tenses there are two verbs categories, they
are:
(1). Regular Verb, it has static form in past tense. They only
add ed and in a last of word such as play becomes
played, study becomes studied, and visit becomes
visited. Then d is added when the simple form end in e
or ee,such smile becomes smiled and hope becomes
hoped. Example: She smiled with someone yesterday.
If the first syllable of two syllables verb is
stressed, do not double the consonant, such as visit
becomes visited and offer becomes offered. Then if the
second syllable of two syllables verb is stressed, double
the consonant, such as prefer becomes preferred and
admit become admitted.8
(2). Irregular Verb is a verb that has variation form from V1
to V2 or V3, such as eat becomes ate, eaten or see

Betty, loc. cit

10

becomes saw, seen. Example: I eat a bowl of porridge,

become I ate a bowl of porridge.
From the example above we know that irregular
verb has different type, and sound from the first verb,
but they have not different meaning.
b). Past Tense Verbal
Past tense verbal is the form with verb as a predicate in
sentences after subject. The verbs are used by all the subjects
in English such as I, you, we, they, he, she, and it, John.
Example: Mary walked downtown yesterday. I slept for eight
hours last night.
The negative or regular and irregular verbs are formed
by did not (didnt) and the infinitive. It used by all the
subjects. Example: I did not / didnt work
Then the interrogative of regular verbs is formed by
did, Subject, infinitive and it used by all the subjects.
Example: Did I work?

c). Past Tense Nominal

Past tense nominal is a sentences that used tobe
(was/were) as a predicate then followed by noun or adjective.
The positive sentence such I was a lawyer. Negative
sentences in past tense just add not after was and were, and

11

may make contraction of them. The formula is subject,

were/was, not and complement. Example: I was not a lawyer.
Interrogative sentence in the past time is placed
auxiliary was and were in front of sentences then followed
subject and complement. The formula is was/were subject
and complement. Examples: Was I a lawyer? Were you a
soldier last year?
The complement of the sentences may come from
adverb, noun and adjective and the negative sentences use
not after tube. The negative contraction in simple past tense
nominal is after was and not, becomes wasnt. And were not
becomes werent. 9 The example of past tense contraction in
sentences is they were not at home last night.
Based on the explanation above the researcher
concludes that simple past only used to express an event that
start and finish in the past, also uses the adverb of time
different with others tenses. All subjects use the same verb
when they are in sentences. All subjects uses V2 to explain
that the sentences in past tense.
2). Past Continuous Tense
Past continuous tense is chiefly used for past action which
continued for sometime but whose exact limits are not known and
9

Betty Schampfer azar, Basic English Grammar, Prentince Hall Regents, New Jersey,
1996,p. 177

12

are not important10. The past progressive express an activity that

was in progress (was occurring, was happening) or at the time of
another action happen.11 The adverb of time in past continuous are
when, while or as and each other can placed in the middle or in
front of sentences by adding comma. The form of past continuous
tense is, subject, was/were, and Verb in, if they are in positive
sentences. Examples my mother was cooking when it began to rain,
we were studying English while the bell rang.
When they are in negative sentences just uses not after
was/were. The formula is subject, was/were, not, verb in. It means
that the action is not doing when speak. Examples my mother was
not cooking when it began to rain.
Then when they are in interrogative sentences use the
auxiliary was and were in the front of sentences before subject,
then verb in. Examples, was my mother cooking yesterday?
Based on the explanation above the researcher concludes that
this tense is used to explain about an event that in progress in the
past when the others event happens and this tenses can used
without using the adverb of time, and shows a slowly grown.
3). Past Perfect Tense
10

A.J.Thomson / A.V.Martined, A Practical English Grammar, Oxford University Press, p.

11

Fuad Masud, Essential of English Grammar, BPFE Jogjakarta, 1987, p.43

163

13

Past perfect tense is used to talk about activities that finish

done when another event happens in the past and to talk about an
event that happens before a certain time in the past, usually followed
by other events.12 The formula of past perfect tense is subject then
auxiliary had and Verb III or past participle and it used by all
subjects. The adverbs of time are after, as soon as, until/till, before
and when. Examples,
When I reached the station, the rain had left.
We went on holiday after we had taken the exam.
From the example above the researcher concludes that this
tense explain an event that had finished, but the time is past.
4). Past Perfect Continuous Tense
This is used to talk about the event that happen in the past
and the event is still doing when another event happens 13. The
function of this tense is to express how long an event happens in
the past before another event happens. The adverb of time in this
tenses are almost similar with past perfect such as by that time, by
then, until, when and before. The formula of past perfect
continuous tense is subject, had been, Verb in. Examples: They had
been playing tennis since 6 oclock when she came there this
morning. While I had been studying English for an hour, he came
12

13

Ibid, p.37

Ibid, p, 38

14

to see me yesterday. Mary had been sleeping for two hours when I
visited her last night.
Based on the explanation above the researcher concludes that
past perfect continuous tense is used to explain an event that still
doing and express how long an event happens before others event
happens.
2. Concept of Reading
Talk about Narrative text is connected with reading, because by
reading we can comprehend the meaning, information, and messages from
it. The word Reading in Oxford Advance Learners Dictionary is derived
from the word Read is look and understanding the meaning of written or
printed words or symbol, discover or find out about some body

or

something by reading.14 Reading is the skill of the reader or a group of

reader to interpret information transferred by a writer.15
Albert Josiah Harris said that reading is a result of interaction between
the perception of graphic symbols that represent language and the readers
language skill, and knowledge of the word.16
Based on the statement above the researcher concludes that reading is
important skill of English. Reading ability is the activity that requires the
reader to read carefully and understand the meaning of reading selection.

14

Oxford, op.cit, P.967

Sanngam Siahaan, The English Paragraph, Graha Ilmu, Yogyakarta, 2008, p.3
16
Albert Josiah, How to Increase Reading Ability, United States of America, The Alpine
15

Press 1984 ,p 12

15

The student should know the grammar and vocabulary to get the meaning
and messages from narrative text especially.
a. Concept of Reading Comprehension
According to Hornby comprehension can be defined as follows :
1) The power of understanding
2) An exercise aimed at improving or testing one understands
of a language (written or spoken).17
According to Jean Wallace and Charles Temple, comprehension
understands of new information in light of what we already know.18 It
means that to understand the text or information well and detail. Paul
Davies and Eric Pearse explain that reading comprehension in foreign
language is not translation. Through translation may occasionally be
useful it is not reading aloud.19
Based on the quotation above the researcher concludes that
comprehension is an act or capacity for grasping with the intellect. The
term is most often used in connection with tests of reading skills and
language abilities, though other abilities. Reading comprehension
means understanding and knowing about the information from the text,
and also know the grammatical patters of narrative, it is past tense.
b. Strategies of Reading

17
18

19

Hornby, Oxford Advance Learners Dictionary, Oxford University Press. 1995.p.1331

Wallace Gilled, Jean and Charles temple, Understanding Reading Problem, Harper
Collins Collage Publisher, United States, 1994, p 32
Paul Davies, Success in English Teaching, Oxford University Press, New York, 2002. p.9

16

There are five ways that can used to help the main idea of
information from the text are 1) Scanning is read fastly which
suggested looking the information that is connected with the text. 2)
Skimming is a skill of read fastly to get the general information as a
main thought. 3) Reference is getting the information from the text by
reference sentences before.4) Inference, is skill of reading by guessing
or getting a conclusion specifically in text. 20

5) Activating prior

knowledge, Thomas S.C farrels explain that in these cases teacher can
play a vital role in seeing that the readers know about new topic is built
up so they can successfully comprehend new text.21

There are ways to comprehend the main idea and information

from the text by reading. The ways of reading above is obtained to
help the reader to looking for the information, message and moral
value from the text. Especially in narrative text the reader should read
all the text start from the orientation, complication and resolution to
get the moral message, information from the text that they read.
3. Concept of Narrative Text
Text is a whole of language both oral and written that include the
meaning contextually. Narrative or Narration is the form of writing used to

20

21

Titi N Rinawati, Ana Maulia, Seri Pendalaman Materi Bahasa Inggris, PT Gelora
Aksara Pratama, Jakarta, 2008, p 365
Thomas S.C Farels, Planing lesson For a Reading Class, Seameo Regional,
Singapura, 2002, p. 40

17

relate the story of acts or events.22 Narrative places occurrences in time

and tells what happened according to natural time sequences.
While Keraf Gorys said that narrative is a text that attempt to tell
about event so the readers seems fell see or pass self that event. 23 Narrative
includes short story, fable, legend, novels. Narrative text tells the action or
event in the past, therefore the tense that used by this text is past tense
form.
Based on the statement above narrative text is a kind of reading
text which has some characteristics that differ with another text. Its
purpose to entertain and hope the reader can look for the message and
moral value from the text. It uses past tense with specific participant and
often individual.
a. Types of Narrative Text
There are some types of narrative text such as:
1). Short stories
It usually presents a single significant episode or scene
involving a limited number of characters. The form encourages
economy of setting and concise narration; character is disclosed in
action and dramatic encounter but seldom fully developed 24. A
short story may concentrate on the creation of mood rather than the
telling of a story. The short story is a concise form of narrative
22

George E wishon, Julia m.Burks, Lets Write English, Canada, Nostrad Reinhold Ltd, p.

378
23
24

Keraf Gorys, Argumentasi dan Narasi, Gramedia, Jakarta, 2001, p. 135

http://www.answers.com/topic/short-story

18

prose that is usually simpler and direct compared to longer works

of fiction such as novels.
2). Novels
A novel is a long narrative in literary prose. The genre has
historical roots both in the fields of the medieval and early modern
romance and in the tradition of the novella. The latter supplied the
present generic term in the late 18th century.25 Novel usually read
by teenager, adult because novel include romance story, love story
that make them interest.
3). Legend
Legend in Oxford is old story, especial that one that may not
be true.26 A story handed down for generations among a people and
popularly believed to have a historical basis, although not
verifiable, all such stories belonging to a particular group of people
famous in Irish legend. Legend may come from folktales in some
place or village such Tankuban Perahu, Malin Kundang, and
others.
4). Fable
A fable is a brief, succinct story, in prose or verse, that
features animals, plants, inanimate objects, or forces of nature
which are anthropomorphized (given human qualities), and that
25
26

http://en.wikipedia.org/wiki/Novel
Oxford,op.cit,P.238

19

illustrates a moral lesson (a "moral"), which may at the end be

expressed explicitly in a pithy maxim.27 Fable is usually read by
children because of the character, sometimes they are funny and
the dominant character is animal.
b. Structure of the Narrative Text
Narrative text is almost similar with structure of recount text, but if
narrative come from imagine then recount based on the fact of the writer.
The structure of narrative as follows:
1). Orientation is introduction of the actor, actress, place and
time. Orientation is always in the first paragraph.

2). Sequence of events / complication.

The main story is in this part. The sequence of events
appears and brings a problem to the actor. The problem then
culminates and become climax of the story.
3). Resolution
The problem is finished in this part which ends the story by
happy ending, sad ending or based on the readers opinion. 28
The resolution has two tendency happy ending or sad ending,
but another narrative text let the readers to guess ending story.
c. Grammatical Patterns
27
28

(http://en.wikipedia.org/wiki/Fable. 4 april 2010

Titi N Rinawati Ana Maulia, op.cit, P, 27

20

Grammatical pattern of narrative text is about the written text,

because narrative text uses past tense. These are the grammatical of
narrative text.
1). the tense that used for narrative text is past tense and more action
verbs (material processes), also mental processes.
2). the goal of the text is entertain the readers and often put a dialogue
in the text.
3). It has a moral message from the text. More uses linking Words that
relate the time, specific participant and often individual.

Table 2
The Table of the Narrative Text
Text Elements

Example
A Wolf and A Lamb
Orientation
One day the wolf was shaking his thirst at a stream
when he chanced to see a lamb, also drinking, at some
distance down the stream. Outraged, he growled
Sequences of events / You are muddying my drinking water, now I shall eat
complication
you The lamb protested, But, Sir, how can I be
muddying your drinking water? I am farther down
stream than you are. The water is flowing from your
part of the stream to where I am.
Resolution
Upstream or downstream, your drinking is muddying
my water, and I shall eat you. After saying, the wolf
leaped upon the lamb and devoured him.
From the table we can see the orientation that there are a lamb
and a wolf and the place that explained. The sequence or complication

21

comes when the wolf feels that the lamb had muddied its drinking
water. And in the resolution is the wolf devoured a lamb. From the
ending of story we conclude that the resolution is bad ending.
4. English Syllabus of Narrative Text
Materials of teaching aids are always necessary to be used in every
teaching process. The suitable materials are needed by the teacher in
speaking, listening, reading and writing class. Here is the reading syllabus at
the ninth grade students of Muhammadiyah Islamic Junior High School
(MTs M) Metro:

22

23

The teacher can use the materials from other relevant text book.
The material has to be ordered well to the students in order to reach
objective. The researcher should guide the students in past tense mastery
and narrative comprehension. The teacher gives more explanation to the
students about the material that is given. Especially the materials of past
tense mastery and reading that are concerned in narrative text.
In conclusion, materials or teaching aids are always needed in
teaching learning process, including in teaching past tense and narrative
text. The teacher should select the materials based on the topic that will be
discussed in the classroom and it should be related to the syllabus.
However, the objective of instruction will be reached.

24

5. Correlation between the Past Tense Mastery and Narrative Text

Comprehension
Tense is a part of English that should be mastered in order to know
the expression of time. In narrative text the tense that used is past tense.
After we read the text, we know the grammar especially past tense, and we
can find the information from the text easily. Pardiyono explains that the
certain function of past tense is narration.29
Based on the explanation above, the students should have mastery
past tense in reading application, especially narrative text. So they are easy
to find the meaning of each word which different from first verb to second
verb, then regular and irregular verb of past tense and easy to comprehend
the narrative text and also find the information and message from them.
B. Theoretical Framework and Paradigm
1. Theoretical Framework
There are two variables in this research. They are Independent
variable (X) and Dependent variable (Y).The independent variable is
grammar past tense mastery, and the dependent variable is the student
comprehension in narrative text.
Reading is a complex skill.30 Reading becomes important part of
English, because by reading the reader can improve the knowledge,
experience and get the messages from the text that they read. In narrative
29

Pardiyono, op.cit, p, 260

30

Finociaroo Mary, English as Second Language, Regent Publishing Company, America,

1974, p. 79

25

text especially, although this text is fiction, but it has moral message and
information to the readers. If the grade of grammar past tense mastery is
high, the grade of comprehension of Narrative text is high, too. On the
contrary, if the grade of the grammar past tense is low and the grade of
narrative text comprehension text is low, too.
2. Paradigm
Base on the theoretical framework above, the researcher describes
the paradigm as follow:

English Subject
(1)

Grammar
(2)

Structure
(3)

Past Tense
(5)

Vocabulary
(4)

Narrative Text
(6)

Hypothesis
(7)

The more mastery of past

tense is good, the more high
the narrative text
comprehension
Figure 2

26

The Paradigm of Past Tense and Narrative Text

Based on the paradigm above it can be seen that there is an English
subject at the Muhammadiyah Islamic Junior High School (MTs M) Metro
(1) which is examined at National Examination. In English subject there
are important parts of English (2, 3, and 4). In this research the problem
only focused on grammar, especially past tense (5). Because past tense is
guessed has correlation toward narrative comprehension (6). So, it make a
hypothesis (7) that the more of past tense mastery is good, the more high
the narrative text comprehension.

C. Hypothesis Formulation
The researcher formulates the hypothesis is There is a positive and
significant correlation between the past tense mastery and the narrative text
comprehension at the ninth grade of Muhammadiyah Islamic Junior High
School (MTs M) Metro. This hypothesis is suitable with Sutrisno Hadis
opinion is while assumption until proved the truth by the data which
collected31 Based on the both opinions above, the writer can conclude that
hypothesis is an answer that has a characteristic of while, it is rejected if the
fact is negative, and it is received if the fact is support.

31

63

Sutrisno Hadi, Metodologi Reseach Jilid 1, Fakultas psikologi UGM, Yogyakarta 1986. P

27