BACHELOR THESIS

THE CORRELATION BETWEEN GRAMMAR

MASTERY AND WRITING ABILITY OF THE
EIGHTH GRADE STUDENTS OF SMPN 3 UBUD IN
ACADEMIC YEAR 2022/2023

NI KOMANG TRISNA WAHYUNI

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS MAHASARASWATI DENPASAR
DENPASAR
2023
 BACHELOR THESIS

THE CORRELATION BETWEEN GRAMMAR

MASTERY AND WRITING ABILITY OF THE
EIGHTH GRADE STUDENTS OF SMPN 3 UBUD IN
ACADEMIC YEAR 2022/2023

NI KOMANG TRISNA WAHYUNI

NPM: 19.01.88.20.3.0084

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS MAHASARASWATI DENPASAR
DENPASAR
2023

ii
 PRE-REQUISITE TITLE

THE CORRELATION BETWEEN GRAMMAR

MASTERY AND WRITING ABILITY OF THE
EIGHTH GRADE STUDENTS OF SMPN 3
UBUD IN ACADEMIC YEAR 2022/2023

BACHELOR THESIS
As Partial Fulfilment of the Requirement for the
Sarjana Pendidikan Degree in English Language Education Study Program
Faculty of Teacher Training and Education
Universitas Mahasaraswati Denpasar

NI KOMANG TRISNA WAHYUNI

NPM: 19.01.88.20.3.0084

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS MAHASARASWATI DENPASAR
DENPASAR
2023

iii
 MOTTO

“Stop dreaming and start doing”

iv
 APPROVAL SHEET
1

This thesis entitled “The Correlation between Grammar Mastery and

Writing Ability of the Eighth Grade students of SMPN 3 Ubud in Academic Year
2022/2023” has been approved and accepted as partial fulfillment for Sarjana
Pendidikan Degree in English Language Education Study Program, Faculty of
Teacher Training and Education, Mahasaraswati Denpasar University.

Approved by

Advisor I Advisor II

Dr. IB. Nyoman Mantra.SH,.S.Pd.,M.Pd A.A. Istri Yudhi Pramawati, S.S., M.Hum.
NPK. 826320347 NPK. 828610335

v
 APPROVAL SHEET
2
This Bachelor Thesis has been examined and assessed by the examiner
committee of English Language Education Study Program, Faculty of Teacher
Training and Education, Mahasaraswati Denpasar University in the oral
examination on Wednesday, 1st February 2023.
Chief Examiner

Ni Luh Dian Sawitri, S.Pd., M.Pd.

NPK. 82 8813 396

Examiner I Examiner II

Dr. IB. Nyoman Mantra.SH,.S.Pd.,M.Pd A.A. Istri Yudhi Pramawati, S.S., M.Hum.
NPK. 826320347 NPK. 828610335

Approved by

Dean of the Faculty of Teacher Training and Head of the English Language Education
Education Study Program

Dr. Drs. I Nyoman Suparsa, M.S Ni Made Wersi Murtini, S.Pd., M.Pd.
NIP. 19601218 198602 1 001 NPK. 82 8810 336

vi
 STATEMENT OF AUTHENTICITY

The researcher hereby declares that this Bachelor Thesis is her own writing,
and it is true and correct that there is no other’s work or statement, except the
work or statement that is referred to in the references. All cited works have
already been quoted in accordance with the ethical code of academic writing.

Denpasar, 1st February 2023

Materai
10000

Ni Komang Trisna Wahyuni

NPM. 19.01.88.20.3.0084

vii
 ACKNOWLEDGEMENT

First of all, the researcher would like to express her great-sincere attitude
to the Almighty God, Ida Sang Hyang Widhi Wasa, for his everlasting blessing
and mercies so that this Bachelor Thesis could be completed on the date.
In addition, the researcher is also grateful to his first and second advisors,
Dr. IB. Nyoman Mantra, SH., S.Pd., M.Pd and A.A. Istri Yudhi Pramawati, S.S.,
M.Hum. for their valuable guidance, encouragement, suggestion and motivation
which were helpful and useful in finishing this Bachelor Thesis. They are also
gratitude to the Dean of the Faculty of Teacher Training and Education, the staffs,
and also the Head of English Language Education Study Program with the
secretary for their help and encouragement during the researcher completed the
Bachelor Thesis.
Besides, the researcher also wishes his gratitude to the Headmaster of
SMPN 3 Ubud for her permission and to the English teacher for her assistance in
doing research, to the eighth-grade students for their good cooperation, support
and hard work during the process of the data collection. Without their help, this
study could not be well accomplished on time.
Furthermore, she also expresses her thank to her beloved parents, her
beloved best friends, her boyfriend, all classmates in semester VII C and all
friends in English Language Education Study Program that have given their love,
motivation, and solidarity therefore he is able to complete her study successfully.
Then for those whose names could be mentioned here one by one, she would like
to thank their support so that this Bachelor Thesis could be finally accomplished.
Finally, the researcher realized that this Bachelor Thesis is certainly far
from perfect. Therefore, the researcher hopes that the reader can give suggestions,
advice and criticism for the improvement of this Bachelor Thesis in the future.
Moreover, the researcher hopes that this Bachelor Thesis can be used as a
reference by other researchers who are interested in Grammar Mastery and
Writing Ability.

Denpasar, 1st February 2023

Researcher,

viii Ni Komang Trisna Wahyuni

 ABSTRACT

Wahyuni, N. K. T. (2022) The Correlation between Grammar Mastery and

Writing Ability of the Eighth Grade students of SMPN 3 Ubud in
Academic Year 2022/2023. The First Advisor: Dr. IB. Nyoman
Mantra, SH., S.Pd., M.Pd and the Second Advisor: A.A. Istri
Yudhi Pramawati, S.S., M.Hum.

Grammar as one of English components is considered important for

writing skill. The study aims at investigating the correlation between grammar
mastery and writing ability of the eighth grade students. This research was
quantitative research. It used a correlational research design. The researcher then
selected 73 students from two classes—37 from VIII B and 36 from VIII C—as
samples using a cluster sampling method with a lottery system. In the cluster
sampling method with a lottery system, the researcher took the samples randomly.
In this research, the researcher used tests as the instrument—grammar mastery
and writing tests. The type of test used here was achievement test. The finding of
the study indicates that the students’ grammar mastery and writing ability are
considered to be good as its average score was 75.67 and 78.49, which fall within
the interval of 66 – 79. This suggests that the eighth grade students at SMPN 3
Ubud demonstrated good grammar mastery and writing ability. The result of the
statistical analysis through the Pearson Product Moment Correlation test also
shows a significant correlation between the two variables. The Pearson
Correlation Coefficient, which represented the obtained r-value, was 0.824,
indicating an extremely high correlation. Moreover, the probability, which is
represented by the Sig. (2-tailed), is also lower than 0.05, as it scores 0.000. In
conclusion, there is a significant correlation between the students’ grammar
mastery and writing ability.

Keywords: Correlation, Grammar mastery, Writing skills

ix
 TABLE OF CONTENTS

COVER........................................................................................................iiii
PRE-REQUISITE TITLE.............................................................................iii
MOTTO........................................................................................................iii
APPROVAL SHEET 1..................................................................................v
APPROVAL SHEET 2.................................................................................vi
STATEMENT OF AUTHENTICITY.........................................................vii
ACKNOWLEDGEMENT..........................................................................viii
ABSTRACT..................................................................................................ix
TABLE OF CONTENTS...............................................................................x
LIST OF TABLES.......................................................................................xii
LIST OF APPENDICES.............................................................................xiii

CHAPTER I INTRODUCTION....................................................................1
1.1 Background of the Study.................................................................1
1.2 Research Problem............................................................................5
1.3 Objective of the Study.....................................................................5
1.4 Limitation of the Study....................................................................5
1.5 Significance of the Study.................................................................6
1.6 Definition of Key Term...................................................................7

CHAPTER II THEORETICAL AND EMPIRICAL REVIEW.....................8

2.1 Theoretical Review..........................................................................8
2.1.1 Grammar Mastery............................................................................8
2.1.2 Writing Ability..............................................................................10
2.1.3 Descriptive Text............................................................................11
2.2 Empirical Review..........................................................................12
2.3 Hypothesis.....................................................................................14

CHAPTER III RESEARCH METHOD.......................................................16

3.1 Research Design............................................................................16
3.2 Population and Sample..................................................................17

x
3.3 Research Instrument......................................................................18
3.3.1 Validity..........................................................................................21
3.3.2 Reliability......................................................................................23
3.4 Data Collection..............................................................................25
3.5 Data Analysis.................................................................................26
3.5.1 Pre-Requisite Testing....................................................................26
3.5.2 Hypothesis Testing........................................................................28

CHAPTER IV FINDING AND DISCUSSION...........................................30

4.1 Finding...................................................................................................30
4.1.1 The Result of the Grammar Mastery Test.......................................30
4.1.2 The Results of the Writing Test......................................................32
4.1.3 Normality and Homogeneity Test...................................................34
4.1.4 The Correlation between Students’ Grammar Mastery and Writing
Ability......................................................................................................36
4.2 Discussion..............................................................................................39

CHAPTER CONLUSSION AND SUGGESSTIONS.................................43

5.1 Conclusion.....................................................................................43
5.2 Suggestions....................................................................................44

REFERENCES.............................................................................................46
APPENDICES..............................................................................................51

xi
 LIST OF TABLES

Table 3.1 The Scoring Rubric of Descriptive Text................................................19

Table 3.2 Indexes of Correlation............................................................................29

Table 4.1 Distribution of the Students’ Grammar Mastery Scores 31

Table 4.2 Descriptive Statistics of the Students’ Grammar Mastery.....................32

Table 4.3 Distribution of the Students’ Writing Ability Scores............................33

Table 4.4 Descriptive Statistics of the Students’ Grammar Mastery.....................34

Table 4.5 Normality Test Result............................................................................35

Table 4.6 Homogeneity Test Result.......................................................................36

Table 4.7 Pearson Product Moment Correlation Test Result.................................37

Table 4.8 Paired Samples T-Test Result................................................................38

xii
 LIST OF APPENDICES

Appendix 1 List of the Sample..............................................................................52

Appendix 2 Research Instrument Grammar Mastery Test.....................................54
Appendix 3 Writing Test........................................................................................62
Appendix 4 Data Tabulation..................................................................................63
Appendix 5 Descriptive Statistics of the Students’ Grammar Mastery.................65
Appendix 6 Descriptive Statistics of the Students’ Writing Ability......................66
Appendix 7 Normality Test Result........................................................................67
Appendix 8 Homogeneity Test Result...................................................................68
Appendix 9 Pearson Product Moment Correlation Test Result.............................69
Appendix 10 Paired Samples T-Test Result..........................................................70

xiii
 1

CHAPTER I

INTRODUCTION

1.1 Background of the Study

There are four basic skills that students need to be master in English,

including listening, reading, speaking, and writing (Harmer, 2007: 265). Listening

and reading are receptive skills, meaning that students need to have the ability to

receive information by hearing or reading. On the other hand, speaking and

writing are productive skills, meaning that students need to produce words,

sentences, or paragraphs orally or in written form. Writing skill has become one

of the most important English language skills. As a productive skill, writing skill

requires students to produce a piece of written text (Harmer,1998: 44). However,

the process of producing the written text does not happen instantly. It is because

there are several steps that students need to go through in order to write a well-

structured writing piece.

According to Brown (2001:335), writing skill is an ability to write

naturally, coherently, grammatically, fluently, authentically and purposively. In

this definition, it indicates that writing skill is the ability of a writer to write with

fluent, as natural as possible with the accuracy of grammar, the coherent and

authentic ideas and has a clear purpose of writing and reader in mind. Writing is

not a simple activity because there are a lot of aspects that must be mastered. This

preparation can make it possible for words that have been used receptively to

come into productive use.

1
 2

Writing involves transferring messages from our thoughts to a flat surface

(written form) using language. Brown (2001:336) defines writing as the process

of putting ideas down on paper to transform thoughts into words, to sharpen your

main ideas and to give them structure and coherent organization. However, out of

four basic skills in English, writing is considered to be the most complex skill to

master. Richards and Renandya (2002:303) state that writing is the most difficult

skill to master because the learners should be able to organize the ideas and turn it

into a readable text. The product of writing that the writer creates eventually will

be read by other people. Therefore, the writer needs to be able to organize it into a

readable text that will be understandable to the audience. Heaton (1988:135)

states that the product of writing also needs to be interesting in order to attract the

interest of the audience to read the product.in use. Writing skills are complex and

sometimes difficult to teach, requiring mastery not only of grammatical and

rhetorical devices but also of conceptual and judgmental elements.

The need for grammar mastery in writing is particularly emphasized.

Studies by Putri (2018) and Cahyaningrum (2021) indicated that there was a

significant correlation between students’ grammar mastery and their writing

skills. This result further suggested the importance of mastering English grammar

in order to perform well in writing. Grammar has become an important role in

writing. According to Collins (2009) grammar is important in learning English as

foreign language and grammar guides the students in constructing English

sentences to communicate with other people correctly. Without the correct usage

of grammar, the written text will not be understood by the reader because in

writing form the students do not have direct interaction with the reader like the
 3

students usually do in speaking. Therefore, mastering English grammar was

very important in writing text, especially in writing descriptive text. Jackson

(2005:4) also adds that grammar is an essential component of both spoken and

written language. It means that mastering grammar is very important in

learning English since it is the essential component of English language.

It clears that grammar gives students knowledge about how to put words in

different order and convey the intended meaning. Grammar mastery can help

writers create a good descriptive text. The relationship between both writing and

grammar is very important. Grammar helps students in writing a good descriptive

text. As we know, descriptive text usually uses present tense formulas. The simple

present tense refers to action or situation that does not change frequently. It is

used to describe habits or routines, to express opinions, or to make general

statements of fact, the simple present can also be used to refer to the future.

Means that simple present tense is one kind of sentence that is used to express

daily activities and general statements. This sentence is used in descriptive text.

Some people may be good at writing descriptive text with lots of good ideas to

express but if they lack of grammar knowledge, they will have such a trouble in

communicating those ideas to other people. As a result, some students may get

bad marks in school, or for some writers they may not get anything published.

After that people begin learning grammar, they start speaking and learning tenses,

gerund and so on. The rules of grammar help to determine the mechanics of

writing descriptive text, which what makes the connection between grammar and

writing is important. A good comprehension of grammar makes students write

any kind of texts effectively.

 4

Simple present tense is one of the tenses in English grammar that is used to

tell about general truth or fact and habitual actions. Descriptive text usually

focuses on only one object, this type of text is written using the simple present

tense. Several studies have been conducted to investigate the correlation between

students’ grammar mastery and their writing skill. As mentioned previously,

study by Putri (2018) found that there was a correlation between grammar

mastery and writing descriptive ability. Cahyaningrum (2021) also showed that

there was a positive correlation between grammar mastery and their competence

in writing descriptive text. In addition, studies by Putri (2018) and Cahyaningrum

(2021) both indicated that there was a correlation between students’ grammar

mastery and their ability in writing descriptive text.

It can be seen that most of the previous studies investigated grammar as a

whole, general knowledge covering the 16 tenses. Only few studies investigated

the correlation between students’ grammar mastery of certain tenses with certain

writing text. Therefore, considering the importance of mastering English and the

urge of having a good writing skill, this study aims at investigating the correlation

between students’ grammar mastery and writing skill in descriptive text.

Grammar mastery is chosen as the variable as it expresses truth or fact and

habitual actions, something that students will use a lot in their daily life. Further,

simple present tense is also the first tense that students learn in English. On the

other hand, descriptive text is chosen since it uses simple present tense in the

structure. This study will be conducted by taking the eighth grade students at SMP

Negeri 3 Ubud as the samples. It brings novelty in the terms of discussion as the

grammar tense is specified and also in the terms of setting.

 5

In accordance with the background above the researcher is highly

interested in conducting a study entitled “The Correlation between Grammar

Mastery and Writing Ability of the Eighth Grade students of SMPN 3 Ubud in

Academic Year 2022/2023.”

1.2 Research Problem

A scientific investigation begins with a problem. Moreover formulating a

research problem in doing investigation is important and useful for the researcher

before doing the research. Based on the background of the study, the researcher

was interested to know about the correlation between students’ grammar mastery

in simple present tense in writing descriptive text. There is one research question

that can be formulated for this study. The research question is as follows: Is there

any significant correlation between grammar mastery and writing ability of the

eighth grade students of SMPN 3 Ubud in academic year 2022/2023?

1.3 Objective of the Study

The research problem portrays the formulation of the objective of the

study as it indicates what this study tries to investigate. Therefore, based on the

research problem, the objective of the study can be formulated as follows: To

investigate the correlation between grammar mastery and writing ability of the

eighth grade students of SMPN 3 Ubud in academic year 2022/2023.

1.4 Limitation of the Study

To keep the discussion of this study focus, the study is limited to the
 6

discussion about the correlation between grammar mastery and writing ability in

descriptive text. The researcher focuses on students’ descriptive text writing ability

that uses simple present tense on its structure as it is used to describe the topics

about best friend, tourism place, idol, and pet. The participants or students that

are being studied are also limited to the sample size which consists of the eighth

grade students at SMPN 3 Ubud.

1.5 Significance of the Study

Through this study, there are several positive contributions that are

expected to be given to several parties, both theoretically and practically.

Theoretically, this study is expected to add into the literature related to the

correlational study, specifically the one related to students’ simple present tense

mastery and writing ability in writing descriptive text.

Practically, the results of this study are expected to give positive

contribution to the English teachers and other researchers. For the English

teachers. Through this study, the English teachers, especially the ones at SMP

Negeri 3 Ubud, are expected to have more insights about the aspects that

contribute to students’ achievement in writing descriptive text so that the best

teaching strategies can be designed. Other researchers who are interested in

investigating studies related to the topic of the correlation between students’

simple present tense and achievement in writing descriptive text are expected to

have more literature to refer to.

7
 8

1.6 Definition of Key Term

Since broad definition of terms can cause confusion, the key terms used

in this study are defined in advance. The definition of this study key terms is

presented below.

1. Grammar Mastery

Grammar mastery is defined as the ability of the eighth grade students of SMP

Negeri 3 Ubud to use grammar correctly. Grammar mastery is the mastery of

formal rules concerning word forms and application of words in a sentence to

create correct and meaningful sentences. In the present study, the researcher

highlighted the grammar mastery of simple present tense. Simple present tense is

one of the tenses in English grammar that is used to tell about general truth or

fact and habitual actions.

2. Writing Ability

Writing ability is the successful effort and courage that the students do in

constructing a piece of writing based on given criteria. Writing Ability is

operationally defined as the ability of the eighth grade students of SMP Negeri 3

Ubud in constructing general information, specific information, and textual

meaning to make a descriptive text.

 CHAPTER II

THEORETICAL AND EMPIRICAL REVIEW

2.1 Theoretical Review

Theoretical review is a set of concepts and terms from experts used and

needed in this research. Therefore, the theoretical study used for scientific studies

is based on the theoretical background and empirical evidence. It would need

some foundations and related references that could lead this scientific study.

Some of the important theories from the experts which mentioned below would

be related to the theoretical background. The foundation of thought deriving from

the theories needed as a demand to solve problems in research to the theoretical.

As a result, this study discusses the theories which are relevant to this research. It

is discussed as follows: 1) grammar mastery, 2) writing ability, 3) descriptive

text.

2.1.1 Grammar Mastery

Grammar mastery is the mastery of formal rules concerning word forms and

application of words in a sentence to create correct and meaningful sentences.

Grammar mastery is the understanding of sentence structure, sentence element,

and also includes the understanding of simple clause and complex clause. In this

research, the researcher discusses grammar as the system of rules of forming

words and combining them into sentences.

Harmer (2001: 12) defines the term grammar as the description of the ways

9
in which words can change their forms and can be combined into sentences in that

10
 11

language. Grammar is the study of how words are combined to form sentences. It

provides us with the terminology we need to talk about language in an informed

way, it also enables us to describe our own use of language, as well as that of

other people. According to Nelson (2002:1) in writing, a mastery of grammar

enables us to evaluate the choices that are available to use during the composition.

On the other hand, Richards and Schmidt (2002:251) states grammar is a

description of the structure of a language and how language units like words and

phrases are formed into sentences.

One of the important things in writing grammar is tenses. In sixteen forms

of tenses which indicate the certain time of action in English, there is simple

present tense. According to Murphy (2004: 4) the simple present tense is used to

talk about something that is true in general and it happens all the time or

repeatedly. Sargeant.H, (2007:58) defines that simple present tense is used to tell

the facts and events of a story that is happening now or in the future. Simple

present tense is using the pure form of a verb or by adding -s or -es to the end of a

verb depending on the subject. If the subject is either I, You, They or We, the

verb that is used in simple present tense is the pure or original form. On the other

hand, if the subject is either She, He or It, the verb that are used simple present

tense is followed with s or-es at the end

According to Hewings (2001: 2) we use the present simple to describe

things that are always true, or situations that exist now and, as far as we know,

will go on indefinitely. We use the present simple to talk about habits or things

that happen on a regular basis. We often use the present simple with verbs that
 12

perform the action they describe. Considering this usage, simple present tense is

essential to be mastered by students, especially by the students in Indonesia who

learn English as a foreign language. The students should aware about these rules

that they learn as a target language, however, these enable them to communicate

with each other without creating misunderstanding and misinterpretation. They

should not learn it deeply because when they communicate to other people,

especially in spoken English they just need to know how people understand what

they say. Considering those definitions and explanations, the writer shows that

grammar is a set of rules derived from a language that enable people to

understand what they read or what they construct in sentences or expressions

when they communicate. Grammar is the way of the spoken and written language

to be organized. It is concerned with the order of word groups, clauses and

sentences and morphemes in words. It is closely related to generic structure and

cohesion.

2.1.2 Writing Ability

Writing ability is the students’ ability in expressing their ideas, thoughts,

and feelings in writing that is measured by a writing test. Writing is considered to

be one of the important language skills in learning English. However, many

students still experience difficulties in writing simple paragraphs. The difficulties

are about the linguistic and rhetorical problems entailed in writing. According to

Jones in R. Cooper and Odell (1977: 33) writing was synonymous with discourse,

and discourse was discussed in terms of its aims, it related to the function of

language, and in terms of its features, which are the separate elements, devices,
 13

and mechanism of language. Therefore, writing ability is the students’ mastery in

writing or performance by students in learning writing. The writing ability

defined as the students’ ability in achieving English writing ability through a

certain learning process. The result of this achievement presented in a list of

students’ writing scores in one of instructional objective of writing skill from

syllabus senior high school to write a simple paragraph

Harmer (2004: 3) mentions that writing is a skill, unlike speaking which

may be acquired naturally by children through exposing the language to them,

which requires some learning. Then, Torrannce et al. (2007: 2) define writing as a

higher mental process involved in creating a permanent and extended text, which

is adapted to an absent reader’ needs and which satisfies the writer’s

communicative goals. While according to Mora-Flores (2009: 12), writing is a

process by which we transfer our thinking, our ideas, and our experiences into

written form. It is not only the combination of letter, which relate to the sounds

when people speak, but writing is more than the production of these graphic

symbols. In writing the students are expected to acquire, requiring the mastery of

a variety of linguistic, cognitive, and sociocultural competencies (Barkaoui, 2007:

35).

2.1.3 Descriptive Text

Descriptive text is the activity of transferring feeling or experience into the

writing. According to Keraf (2000) the writer transfers the images, the feeling that

writer experienced to the reader. The writer tries to convey the image, feeling and

experiences to the readers so that they can imagine. In line with Keraf, Kane
 14

(2000: 352) adds that descriptive text is description about sensory experience,

how something looks, sounds, tastes. Mostly it is about visual experience, but

description also deals with other kinds of perception. The purpose of descriptive

text is to describe and reveal a particular person, place or thing in detail or

specific to make the reader be able to visualize the description.

Descriptive text is a part of factual genres. Its social function is to describe

a particular person, place or thing (Wardiman, 2008: 122). Description in

writing is the process of creating visual images and sensory impression through

words. More often, description is a part of another piece of writing and is used to

inform an audience about how something or someone looked or to persuade an

audience to see something from the writer’s point of view. As it gives

visualization to the readers, it usually uses descriptive writing elements that

appeal to the senses, describing how the thing looks, smells, feels, sounds, or

tastes (Oshima & Hogue, 1998). In the structure, descriptive text is usually

written in simple present tense

By understanding the opinions about definition and the purpose of

descriptive text, it can be concluded that descriptive text is a text which says what

a person or thing is like. In addition, the writer can use the feeling to transfer the

images from experience. Furthermore, the description should be so unique that

the description of one thing should be different from a description of another

thing.

2.2 Empirical Review

Several studies have been conducted previously which were investigating

 15

similar topic with the one discussed in this present study. The first study was

conducted by Putri (2018) aimed to find out the correlation between students’

grammar mastery and their writing ability on descriptive paragraphs of the tenth-

grade students of SMAN 2 Tapung in 2017/2018 academic year. The research

design was correlational research consisting of five classes; the number of the

population was 122 students. The sample of this research was 50 students taken

from 5 classes using random sampling. The data were collected using test to

collect data. The results indicated that there is a correlation between grammar

mastery and writing descriptive ability. Based on the data analysis, the researcher

concluded that there is a correlation between grammar mastery and writing

descriptive ability at the tenth grade students of SMAN 2 Tapung.

Cahyaningrum (2021) conducted the second study that aims to find the

correlation between students’ grammar mastery and their competence in writing

descriptive text at the tenth grade at SMKN 1 Bandung in academic year

2020/2021. The research design was correlation research. The population

consisted of 35 students. The instrument of this research used a test for grammar

and writing. The data were collected using test to collect data. The researcher

concluded that there was a positive correlation between grammar mastery and

their competence in writing descriptive text. The result showed that here was any

significant correlation between students’ grammar mastery and their

competence in writing descriptive text.

There were many similarities both of previous studies and this research.

These studies collected the data using grammar and writing test. The difference

between those previous and this research was the sample and population. Those
 16

previous studies was conducted in senior high school student as the sample and

this research took junior high school student as the sample. The population of the

first studies was consisted of 50 students and the second study was 35 students.

This research consisted of 76 students.

Considering the result data, those two studies were already good in

presenting the data and finding the correlation between grammar mastery and

writing ability in descriptive text. The sources of the material that the researchers

used was good. However, in writing test, the first studies did not give clear

instruction about how many sentences which should be written by the students. In

order to make the instruction clearer in this study, the researcher limited the

sentences in a paragraph for the writing test. The researcher asked the student to

write 6-12 sentences in a paragraph to describe about place or person.

Additionally, descriptive text may be defined as a group of sentences that

are closely related in thought and which serve one comment purpose often used to

describe what a person looks like and acts like, what a place looks like, and what

an object looks like. Furthermore, Pardiyono (2007:34) states that descriptive text

was a type of written text, in which has the specific function to describe an object

(living or non-living things) and it has the aim of giving description of the object

to the reader clearly.

2.3 Hypothesis

A Hypothesis in the research is a basic assumption of how the result of the

research will be. It is a prediction of a phenomenon. Moreover, in formulating

hypothesis, the researcher has to ensure that the hypothesis is real or based on
 17

fact. Based on the theories and related studies presented on the theoretical and

empirical reviews, two hypothesis were drawn for this study. The hypothesis were

alternative hypothesis and null hypothesis. They are as follows:

- Ha: There is a significant correlation between grammar mastery and

writing ability of the eighth grade students of SMP Negeri 3 Ubud in

academic year 2022/2023.

- Ho: There is no significant correlation between grammar mastery and

writing ability of the eighth grade students of SMP Negeri 3 Ubud in

academic year 2022/2023.

18
 CHAPTER III

RESEARCH METHOD

3.1 Research Design

This research is quantitative research. It uses a correlational research

design. Considering the objective of this study which aims to investigate the

correlation between grammar mastery and writing ability of the eighth grade

students’ of SMPN 3 Ubud in academic year 2022/2023, correlational study is

considered the best design for this study. Correlational research, according to

Fraenkel and Wallen (2009: 328), is a study that investigates the possibility of a

relationship between two or more variables. Correlational research was proper in

the circumstances, considering the present study determined to find out the

correlation between students' simple present tense mastery and their writing skill

in descriptive text. Cohen et al. (2007: 256) states that a correlational study is

concerned with identifying the antecedents of a present condition. As its name

suggests, correlational study involves the collection of two sets of data, one of

which will be retrospective, with a view to determine the relationship between

them. Therefore, considering this definition, correlational study design is

considered suitable for this study.

According to Ary et al. (2010: 351). Correlational research produces

indexes called correlation coefficients that show both the direction and the

strength of relationships among variables. Correlation coefficient provides

information on how variables are related. Correlation coefficient has two signs

16
which are positive and negative.

16
 21

The researcher uses this design to predict scores and explain the relationship

among variables. In brief, there are two variables in this research, the independent

variable, and dependent variable. The independent variable is grammar mastery

symbolized by “X” and the dependent variable is writing ability symbolized by

“Y”.

Another strength of correlational research is that it is often higher in

external validity than experimental research. Recall there is typically a trade-off

between internal validity and external validity. As greater controls are added to

experiments, internal validity is increased but often at the expense of

external validity. In contrast, correlational studies typically have low internal

validity because nothing is manipulated or control but they often have high

external validity. Since nothing is manipulated or controlled by the experimenter

the results are more likely to reflect relationships that exist in the real world.

3.2 Population and Sample

The population of this study were 295 eighth grade students at SMP Negeri

3 Ubud that were divided into 8 classes. Moreover, it was a big population for the

researcher to do research. The researcher then used 73 students that took from 2

classes that consisted of 37 students in VIII B class and 36 students in VIII C class

as the samples who were chosen by using a cluster sampling method with lottery

system. In the cluster sampling method with lottery system, the researcher took

the samples randomly. Therefore, the use of cluster sampling method with lottery

system suggests that all populations have the same opportunity to be selected and

included as the sample of the present study. The sampling was done in the
 22

following steps: Defining the population that were the eighth grade students of

SMP Negeri 3 Ubud in the academic year 2022/2023;

a. Preparing the paper rolls based on the total number of each

class of eighth grade students and writes down the name of

each class and put it in the glass;

b. The researcher invited one of the English teachers of Eighth

grade students to take 2 rolls of paper from the glass

randomly;

c. Using the class names that had been chosen from the rolls of

paper as the sample.

3.3 Research Instrument

According to Arikunto (2002: 136), research instrument was a device used

by the researcher while collecting data to make his work become easier and get a

better result, complete and systematic in order to make the data easy to be

processed. In this research, the researcher used a test method as the instrument.

Test was a set of questions or other practices or devices used to measure the skill,

intelligence, ability and talent of an individual or a group. The type of test used

here was achievement test. There were two instruments that would be used to

collect the data in this study.

The first was a grammar mastery test. The researcher used grammar test to

determine the level of students’ grammar mastery. This test consisted of 30

questions that was divided into 20 numbers of multiple-choice questions, 5

numbers of true false questions, and 5 of rearrange words into good sentences.
 23

The test can be seen on Appendix 1.

The second instrument was a writing test used to gather the second data

related to the students’ achievement in writing descriptive text. The students

would be asked to write a descriptive text consisting of at least one paragraph

about related topics that would be given by the researcher. Moreover, it should be

consisted of 6-12 sentences. There were four topics that were provided: best

friend, tourism place, idol, and pet. The writing test can be seen on Appendix 3.

Furthermore, scoring rubric is used to score the students’ work. The scoring

rubric that was used in the present study was adopted from the scoring rubric of

Brown (2007: 34). The scoring rubric used by the researcher is presented in

Table 3.1 as follows.

Table 3.1 The Scoring Rubric of Descriptive Text

Aspect Score Performance Description Weighting

Content 4 The topic is complete and
(C) clear and the details are
30% relating to the topic 3x
- Topic 3 The topic is complete and
- Details clear but the details are
almost relating to the
topic.
2 The topic is complete and
clear but the details are not
relating to the topic.
1 The topic is not clear and
the details are not relating
to the topic.
Organization 4 Identification is complete
(O) and descriptions are
20% arranged with proper 2x
- Identification connectives
- Description 3 Identification is almost
complete and descriptions
are arranged with almost
proper connectives
2 Identification is not
complete and descriptions
are arranged with few
 24

misuse of connectives
1 Identification is not
complete and descriptions
are arranged with misuse
of connectives
Grammar 4 Very few grammatical or
(G) agreement inaccuracies
20% 3 Few grammatical or 2x
- Use Present agreement inaccuracies but
Tense not affect on meaning
- Agreement 2 Numerous grammatical or
agreement inaccuracies
1 Frequent grammatical or
agreement inaccuracies
Vocabulary (V) 4 Effective choice of words
15% and word forms
3 Few misuse of 1.5 x
vocabularies, word forms,
but not change the
meaning
2 Limited range confusing
words and word form
1 Very poor knowledge of
words, word forms, and
not understandable
Mechanics (M) 4 It uses correct spelling,
15% punctuation, and
- Spelling capitalization 1.5 x
- Punctuation 3 It has occasional errors of
- Capitalization spelling, punctuation, and
capitalization
2 It has frequent errors of
spelling, punctuation, and
capitalization
1 It is dominated by errors of
spelling, punctuation, and
capitalization
Adapted from Brown
(2007: 34)

Score = 3C + 20 + 2G + 1.5V + 1.5M ×10

4

Based on Table 3.1, there were five indicators that were used to assess the

students’ writing skill. They were content, organization, grammar, vocabulary,

and mechanics. Each of the indicators had different weighting, in which content
 25

weighted 30%, organization and grammar weighted 20%, and vocabulary and

mechanics weighted 15%, making an accumulation of 100%. Following the

formula used to calculate the students’ score, the highest score for the students’

writing test would be 100 and the lowest score was 25.

The research instrument that was used to collect data should fulfill the

necessary characteristics of a good instrument especially ex post facto. In

addition, there are two important characteristics that every measuring instrument

should possess: validity and reliability (Brown, 2004: 21). The research

instruments can be used to gather valid and reliable data. Validity and reliability

are necessary characteristics of a good research instrument in conducting

research. Therefore, both the validity and reliability of the research instrument

need to be focused by the researcher to get valid and reliable data. Regarding the

importance of the good characteristic test, the discussion of validity and reliability

of the research instrument is presented in the following selection:

3.3.1 Validity

Validity is an important criterion of a good research instrument that refers

to the extent to which the research instrument measures what it was intended to

measure. In addition, Brown (2004: 22) writes that the validity of the test refers to

the extent to which inferences made from assessment results are appropriate,

meaningful and useful in terms of the purpose of the assessment. In addition,

Cohen et al. (2007: 113) state that validity is an important key to effective

research. If a piece of research is invalid, then it is worthless. This means that the

question of a research instrument’s validity is always specific to the particular

 26

situation and the particular purpose for which it is being used. Therefore, there

were several ways to determine test validity: face, construct and content validity.

The first is face validity. Brown (2004: 26) emphasizes that face validity

refers to the degree to which a test looks right and appears to measure the

knowledge or ability which would be measured, based on the subjective judgment

of the examinees who take it. Face validity is usually based on the opinion of a

subject expert who has been asked to evaluate an instrument. Therefore, a test that

can be said having face validity is the test shows the appearance of the test, clear

instruction and uncomplicated, without error spelling, clear and tidy format. This

type of validity is important in constructing a valid research instrument.

The second validity is construct validity. Construct validity is the

capability of the test to measure certain specific characteristic in accordance with

a theory of language behaviors and learning. It refers to related theories and

principal which have been adopted as bases to construct the research instrument.

Ary et al. (2010: 231) state that construct-related evidence of validity focuses on

test scores as a measure of a psychological construct. A test can be said to have

construct validity when the researcher concerns with the type of behavior

involved in the test performance. This is also a tool that allows the researcher to

perform systematic analysis. Construct validity is used to ensure the extent of the

assessment whether a test measures the intended construct in the instrument.

The third is content validity, which is defined as any attempts to show that

the content of the test is a representative sample from the domain that is to be

tested (Fulcher and Davidson, 2007: 6). It means that a test can be said to have

content validity if the contents or materials of the test represent the materials,
 27

which have been taught to the students. The teacher must test the students

according to what has been taught and what students have learned in the class.

Teachers cannot be tested beyond what they have been taught. This means that

the researcher must test the sample based on the material that has been taught by

the teacher in class. If the test is not based on the learning material that has been

given, then the results are not in accordance with what is being taught.

In the present investigation, the researcher constructed her own research

instruments in the form of grammar test and writing test construction test

which were used to measure the achievement of grammar mastery and descriptive

text writing ability. In addition, in order to have valid test, the research

instruments were considered to have a good face, construct and content validity to

be applied. The face validity of the present research instruments could be seen

from the clear instructions and the format of the test that has a standardized typing

format. Moreover, in terms of construct validity, the tests have already followed

the principles of the test constructions. Besides, the descriptive test has been

taught to the students: thus, the test has fulfilled the criteria of content validity.

3.3.2 Reliability

Reliability of the test shows stability, equivalence and accuracy.

Furthermore Luoma (2004: 174) states that reliability is important because it

means that the scores are dependable: therefore, it can rely on decision- making.

Thus, the decision-making can be done if the reliability score is good. On the

other hand, Khotari (2004: 24) states that a test is reliable if it provides

consistent results and is dependable. It means that when the researcher conducts
 28

the sane test to students in different places and time, it shows the same results.

Therefore, in other words, every test should be reliable as the research instrument

which are needed in the present study to get good result and according to

standards used. Reliability is important consideration in constructing a research

instrument.

Brown (2004: 20) states that reliable tests are dependable and consistent.

It suggests that if the teacher gives the same test to the matched students on two

difference chances, the test should result similarly. In other words, tests are used

in different places and times and used to measure different students, and then the

measure capacity of the test is the same. Moreover, a good test that was used as a

research instrument should reliable to obtain more appropriate and accurate data.

The reliability is affected by some factors the administration procedures and

conditions, the clarity of the rubrics concerning the various skills are expected to

perform by testers, and the scoring method.

Cohen et al. (2007: 117) state reliability is essentially a synonym for

consistency and explicability over time, over instruments and over groups of

respondents. It is concerned with precision and accuracy: some features, such as

height, can be measured precisely, whilst others, like musical ability, cannot.

Thus, the test used as a research instrument should be reliable because reliability

is a necessary characteristic of a good test. Reliability is the extent to which a

measuring device is stable and consistent in measuring whatever it measures. It

means that the measuring device is not reliable when it gives different results.

Alderson and Bachman (2002: 108) add that the writing scoring method is

considered as an important factor affecting reliability. The test which is used as a

 29

research instrument should be reliable because reliability is the requirement of a

good test. The way of giving scores by the researcher in each criterion must be

consistent to make the test reliable. In addition, according to Ary et al. (2010:

212), reliability is concerned with the extent to which the measure would yield

consistent results each time it is used. The first step in ensuring reliability is to

make sure the scale is long enough that it includes enough items to provide a

representative sampling of a whole domain of opinions about the object.

A good test that is used as a research instrument should be reliable because

reliability is another essential requirement or characteristic of any good test. In

other words, to make the test reliable, the researcher should consider how to make

a good test. Moreover, Brown mentions the clarity of the rubrics concerning the

various skills are expected to be performed by testers, and the scoring method. In

conclusion the reliability of the research instrument in this study had been in line

with the expert (Brown, 2004). Therefore, it could be used by the researcher to

collect the data. Furthermore, the test items had been judged or reviewed by both

of the thesis advisors. In addition, the research instruments were assumed to be

reliable enough to collect the required data. Thus, in the present study, the

instruments could be used and applied by the researcher to collect the data.

3.4 Data Collection

Data collection is the process of collecting data by administering the

research instrument. Based on the design of the study and the instruments used in

this study, the method of data collection that will be used is test. Test method is

considered appropriate for the data collection because it is used to measure the
 30

students’ achievement in writing descriptive text and their aptitude in grammar. It

is as stated by Megel and Heermann (1994) that test method is used to measure

data that are related to aptitude, performance, and achievement.

In this research, the researcher had 3 steps to carry out the test to measure,

as follows: the first step was grammar mastery test in terms of simple present

tense. The test of mastery on simple present tense was intended to collect the data

about students’ grammar mastery in terms of simple present tense. This test

consisted of 30 questions that were divided into 20 numbers of multiple-choice

questions. There were four answer options; a, b, c, or d in each question, 5

numbers of true false questions, and 5 of rearrange words into good sentences in

40 minutes. The second step was writing achievement test in term of descriptive

text. The test of writing achievement in term of descriptive text was intended to

collect data about students’ achievement in writing descriptive text. The researcher

asked students to write a descriptive text consisting of at least one paragraph

about related topics that will be given by the researcher. Moreover, it should

consist of 6-12 sentences in 40 minutes. There were four topics that were

provided: best friend, tourism place, idol, and pet. Finally, the researcher gave

the samples scores.

3.5 Data Analysis

In order to answer the research question in the present study, the data should

be analyzed. In analyzing the data of this study, there were some data that should

be prepared to make a good analysis. Those are: Normality testing, Homogeneity

testing, Pearson product moment and T-testing.

 31

3.5.1 Pre-Requisite Testing

In order to answer the research question in the present study, the data

should be analyzed. The data were analyzed by the following formula.

3.5.1.1 Normality Testing

According to Bachman (2004: 22) normal distribution is a hypothetical

distribution that is defined by a mathematical formula and that has known

properties. Normal here means if the data have a normal distribution the main

reason for conducting normality testing is that it is necessary for the researcher to

know whether the population or data involved in the research is in normal

distribution. The normality test method with SPSS can be done with the Shapiro

Wilk or Lilliefors test and Kolmogorov Smimov, Furthermore, to test the

normality the researcher used one sample Shapiro Wilk test with the provision

that when Aiymp. Sig. > 0.05. According to Pallant (2007: 62) when the result of

data is more than 0.05 indicates normality, meaning the data is assumed to be

normal. In this research, the researcher used statistical computation by using

Statistical Package for Social Science (SPSS) 27.

3.5.1.1 Homogeneity Testing

Homogeneity testing is intended to make sure that the collected data in

analysis is truly taken from a population which is too different from each other.

Homogeneity helps researchers to reduce sampling error (Tayie, 2005: 38). After

the normality test, the researcher determined the homogeneity of the test. This

test is intended to test whether the data obtained from the sample is homogeneous
 32

or not. As the test criteria, when the value of sig. > 0.05, the variances are

assumed to be homogeneous. In this research, the researcher used statistical

computation by using Statistical Package for Social Science (SPSS) 27 for

homogeneity of the test.

3.5.2 Hypothesis Testing

3.5.2.1 Pearson Product Moment

Bachman (2004: 85) states that in calculating the Pearson product moment

correlation coefficient, the two variables are calculated with respect to each other

and with respect to how much each one varies individually. Pearson product

moment correlation was used to analyze the data in the present study. Pearson's

product moment correlation coefficient or Pearson's r is used to measure the linear

relationship between two interval or ratio variables and it can have a value

between -1 and 1. In other words, using Pearson's r is a simple way to access the

association between two variables. All in all, an alternative to calculate the

Pearson product moment correlation coefficient is to calculate it directly using

SPSS 27 program. To interpret the result of the correlation of two paired

variables, based on the first and the second study that state on empirical review

the researcher used the crude criterion to evaluate the magnitude of coefficient.

The data were analyzed through the following steps:

1. Determining and calculating the scores of r using product

moment correlation formula;

2. Interpreting the scores of r using the indexes of correlation on

Table 3.2;
 33

Table 3.2 Indexes of Correlation

The r Score Scale Interpretation of r Correlation

0.800-1.00 Very High
0.600-0.800 High
0.400-0.600 Moderate
0.200-0.0400 Low
0.000-0.200 Very Low

Adopted from Arikunto

(2010: 319)

3. Concluding based on the interpretation of r.

4. Checking the significant with the r-table.

3.5.2.2 T-test

The T-test is used to test mean differences between two groups (Marczyk et

al. 2005: 220). A "significant difference" means that the results that are seen are

most likely not due to chance or sampling error. In any experiment or observation

that involves sampling from a population, there is always the possibility that an

observed effect would have occurred due to sampling error alone. But if the result

is "significant", then the investigator may conclude that the observed effect

actually reflects the characteristics of the population rather than just sampling

error or chance. Moreover, a value of 0.000 of Significance proves the level of

significance of 1-tail.

According to Pallant (2007: 239) when the value is less than 0.05, the result

of T-test is significant accepted. Furthermore, the degree of freedom is also

 34

affecting the result of T-testing. In this study, the researcher used SPSS 27

program with Paired Sample Test in computer program to compare the means of

two independent groups in order to determine whether there is statistical evidence

that the associated population means are significantly different.

 CHAPTER IV

FINDING AND DISCUSSION

4.1 Finding

The data in this study were collected through grammar mastery test and

writing test in order to investigate the correlation between grammar mastery and

writing ability of the eighth grade students at SMPN 3 Ubud. The details of the

finding are presented as follows.

4.1.1 The Result of the Grammar Mastery Test

The grammar mastery test was used to investigate the students’ grammar

mastery level. The test consisted of 30 questions that were divided into three

sections, including 20 items of multiple-choice questions, 5 items of true or false

questions, and 5 items of jumbled sentences questions. The test was distributed

to a total of 73 eighth grade students at SMPN 3 Ubud. As suggested by Harmer

(2001: 12), grammar is a set of rules that direct the ways words are formed and

used in sentences to create correct and meaningful sentences. Therefore, it

involves the understanding of sentence structure, sentence element, and also

simple and complex clauses. Following this definition, the questions developed

in this grammar mastery test included topics related to the correct use of active

verbs in present tense, preposition, adverbs, pronouns and sentence structure.

The highest total point that the students could get in the test was 100 and

the lowest was 0. The scores of the students’ grammar mastery test were divided

into 5 categories, following the one suggested by Septiani et al. (2018: 110),

which

35
 36

included very good, good, sufficient, poor, and very poor. The result of the

students’ grammar mastery score is presented in Table 4.1.

Table 4.1 Distribution of the Students’ Grammar Mastery Scores

Number of Students
Score Interval Grammar Mastery Level
N %
80 – 100 Very Good 24 33%
66 – 79 Good 44 60%
56 – 65 Sufficient 5 7%
46 – 55 Poor 0 0%
0 – 45 Very Poor 0 0%

Table 4.1 shows that students who got score within the interval of 80 –

100 were considered to have very good grammar mastery level. Students who

got the score within 66 – 79 were considered to have good grammar mastery.

Then, students who scored 56 – 65 were considered to have sufficient capability.

Students who scored from 46 – 55 were considered to have poor grammar

mastery and finally those who got below 45 were considered to have very poor

grammar mastery.

The result of Table 4.1 also indicated that none of the students fell within

the poor nor very poor categories (0%). Then, there were only 5 students (7%)

who were categorized in sufficient categories. The majority of the students were

considered to have either good or very good grammar mastery. It was because 44

students (60%) were included in the good category and 24 students (33%) fell

within the very good category. This indicated that the majority of the eighth

grade students at SMPN 3 Ubud had good grammar mastery, as their scores fell

within the interval of 66 – 79.

After the result of the students’ grammar mastery scores were calculated,

the scores were then analyzed by using descriptive statistics analysis on SPSS
 37

Program version 27. This analysis was conducted in order to find the mean as

well as the minimum and maximum scores of the students. The result of the

analysis is presented on Table 4.2.

Table 4.2 Descriptive Statistics of the Students’ Grammar Mastery

Descriptive Statistics
Std.
N Minimum Maximum Mean Deviation
Students' Grammar Mastery 73 63 93 75.67 7.403
Valid N (listwise) 73

Based on Table 4.2, it can be seen that the lowest score for the students’

grammar mastery test was 63, while the highest score was 93. The mean score

for the test was 75.67 with the standard deviation of 7.403. Following the

classification of the scores in Table 4.1, the mean score of the students’ grammar

mastery could be categorized as good since it fell within the interval of 66 – 79.

Therefore, it could be concluded that the students’ grammar mastery was

categorized as good.

4.1.2 The Results of the Writing Test

After the grammar mastery test was conducted, the students were then

asked to do a writing test. This test was conducted in order to gather the second

data related to the students’ writing ability. The students were asked to write a

descriptive text consisting of at least a paragraph about one of the topics

provided, which included best friend, tourism place, idol, and pet. The students’

writing scores were assessed following a writing assessment rubric suggested by

Brown (2007: 34). There were five indicators that were used to assess the

students’ writing skill, which included content, organization, grammar,

 38

vocabulary, and mechanics.

Each indicator had different weight in the scoring process, whereas the

content indicator weighted 30%, organization and grammar weighted 20%, and

vocabulary and mechanics weighted 15%. Therefore, the highest total score that

the students could get in their writing ability test was 100 and the lowest score

was 25. The scores of the students’ writing ability test were also divided into 5

categories, following the one suggested by Septiani et al. (2018: 110), which

included very good, good, sufficient, poor, and very poor. The result of the

students’ writing ability score is presented in Table 4.3.

Table 4.3 Distribution of the Students’ Writing Ability Scores

Number of Students
Score Interval Students’ Writing Ability
N %
80 – 100 Very Good 29 40%
66 – 79 Good 41 56%
56 – 65 Sufficient 3 4%
46 – 55 Poor 0 0%
0 – 45 Very Poor 0 0%

Table 4.3 shows similar results to the grammar mastery test presented in

Table 4.1, as none of the students fell within the poor nor very poor categories

(0%). In the sufficient category, there were only 3 students (4%) who got the

scores within the 56 – 65 interval. The majority of the students had either good

or very good writing ability, as 41 students (56%) were included in the good

category and 29 students (40%) were included in the very good category. This

indicated that the majority of the eighth grade students at SMPN 3 Ubud had

good writing ability, as their scores fell within the interval of 66 – 79.

After the result of the students’ grammar mastery scores were calculated,
 39

the scores were then analyzed by using descriptive statistics analysis on SPSS

Program version 27. This analysis was also conducted to find the mean as well as

the minimum and maximum scores of the students. The result of the analysis is

presented on Table 4.4.

Table 4.4 Descriptive Statistics of the Students’ Grammar Mastery

Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Students' Writing Ability 73 65 95 78.49 8.054
Valid N (listwise) 73

Table 4.4 shows that the minimum score that the student got in their

writing test was 65 and the maximum one was 95. This resulted in the mean

score of 78.49 with the standard deviation of 8.054. As the mean score of the

students’ writing ability fell within the interval of 66 – 79, it could be concluded

that the students’ writing ability was also categorized as good.

4.1.3 Normality and Homogeneity Test

The type of correlational test that was carried out in this study was

Pearson Product Moment Correlation Test and Paired Samples T-Test. However,

in order to carry out the test, the data needed to be normal and homogeneous.

Therefore, normality test and homogeneity test were conducted beforehand as a

set of prerequisite tests before proceeding to investigate the correlation between

the two variables. The tests were conducted through SPSS Program version 27.

Normality test was carried out in order to ensure that the data were

normally distributed. This study used Kolmogorov-Smirnov to analyze the

normality of the data, as it is usually used to test data with sample size that is
 40

larger than 50. The data were considered to be normally distributed if the p-value

that was indicated by the Sig. (2-tailed) was higher than 0.05 (Sig. > 0.05). The

result of the normality test is presented in Table 4.5.

Table 4.5 Normality Test Result

One-Sample Kolmogorov-Smirnov Test

Unstandardized
Residual
N 73
Normal Parametersa,b Mean .0000000
Std. Deviation 4.56744072
Most Extreme Differences Absolute .076
Positive .058
Negative -.076
Test Statistic .076
c
Asymp. Sig. (2-tailed) .200d
Monte Carlo Sig. (2-tailed)e Sig. .365
99% Confidence Interval Lower Bound .352
Upper Bound .377
a. Test distribution is Normal.
b. Calculated from data.

Based on Table 4.5, it can be seen that the value of the Sig. (2-tailed) was

0.200, which was more than 0.05 (Sig. > 0.05). Following the requirement of the

test, the data of the study could be considered normally distributed, meaning that

the majority of the data points were relatively similar as they occurred within a

small range of values, creating a symmetric graph shape.

After the normality test was conducted, the homogeneity test was carried

out as another prerequisite test. Homogeneity test was carried out in order to

ensure that the data were homogeneous. The requirement for the test is the same

as the one in the normality test, in which the data were considered homogeneous

if the p-value that is represented by the Sig. (2-tailed) is more than 0.05 (Sig. >
 41

0.05). In this study, Levene test was used to investigate the homogeneity of the

students’ grammar mastery and writing ability data. The details of the

homogeneity test result are presented in Table 4.6.

Table 4.6 Homogeneity Test Result

Tests of Homogeneity of Variances

Levene Statistic df1 df2 Sig.
Homogeneity Test Based on Mean 1.688 8 63 .119
Result Based on Median .977 8 63 .462
Based on Median and with .977 8 47.612 .465
adjusted df
Based on trimmed mean 1.638 8 63 .132

Based on Table 4.6, it can be seen that the value of the Sig. (2-tailed) was

0.119, which was more than 0.05 (Sig. > 0.05). Therefore, the data of the study

were also homogeneous. As the data of the study had been confirmed to be

normal and homogeneous, as the data were symmetric and had the same

variance, the correlational test was able to be conducted.

4.1.4 The Correlation between Students’ Grammar Mastery and Writing Ability

In this study, Pearson Product Moment Correlation Test was used to

investigate whether or not there was a correlation between the students’ grammar

mastery and their writing ability. This was also used to decide the hypothesis

accepted in this study. The test also indicated the strength of the correlation as

well as the direction of the correlation. The correlation was stronger if the

correlation coefficient value was closer to 1 or -1. Then, the correlation was

considered to be positive or negative depending on the (+) or (-) signs in front of

the correlation coefficient value. The same as the rest of the statistical analysis in
 42

this study, the Pearson Product Moment Correlation Test was also conducted

through the use of SPSS Program version 27. The result of the Pearson Product

Moment Correlation Test can be seen in Table 4.7.

Table 4.7 Pearson Product Moment Correlation Test Result

Correlations
Students' Grammar Students' Writing
Mastery Ability
Students' Grammar Mastery Pearson Correlation 1 .824**
Sig. (2-tailed) .000
N 73 73
**
Students' Writing Ability Pearson Correlation .824 1
Sig. (2-tailed) .000
N 73 73
**. Correlation is significant at the 0.01 level (2-tailed).

In order to conclude whether the independent variable had a correlation

with the dependent variable, the value of r-obtained is closer to 1 or -1.

Moreover, the probability value should also be lower than 0.05. If the

requirement is not met, then Ho is accepted, meaning that there is no correlation

between the variables. On the other hand, if the requirement is met, then Ha is

accepted and thus there is a correlation between the variables.

As shown in Table 4.7, the result showed that the Pearson Correlation

coefficient, which represented the r-obtained was 0.824. As the score was closer

to 1, it indicated that the correlation between the two variables was strong.

Moreover, the probability, which was represented by the Sig. (2-tailed) was also

lower than 0.05, as it scored 0.000. Therefore, H a was accepted, meaning that

there was a significant correlation between the students’ grammar mastery and

their writing ability, meaning that the students’ understanding of the grammar

could affect their writing ability.

 43

The degree of the correlation is divided into 5 categories, which has been

explained in Table 3.2 in Chapter III. The categories included very high, high,

moderate, low, and very low. The result in this study showed that the value of r-

obtained was 0.824. Based on the criteria in Table 3.2, it could be concluded that

the correlation between the students’ grammar mastery and their writing ability

was categorized as a very high correlation. In addition, the correlation coefficient

showed a positive correlation, meaning that an increase in the students’ grammar

mastery would be followed by an improvement in their writing ability. In other

words, the students' grammar mastery was directly proportional to their writing

ability.

Furthermore, in order to ensure the significance of the correlation

between the two variables, a Paired Samples T-Test was conducted. It was used

to ensure and determine the hypothesis testing in the study. The result of the test

can be seen in Table 4.8.

Table 4.8 Paired Samples T-Test Result

Paired Samples Test
Paired Differences
Std.
Std. Sig. (2-
Mean Error t df
Deviation tailed)
Mean
Pair 1 Students' Grammar -2.822 4.632 .542 -5.205 72 .000
Mastery - Students'
Writing Ability

The same as the result of the Pearson Product Moment Correlation Test,

the Paired Samples T-Test also showed that the probability, which was

represented by the Sig. (2-tailed) was also lower than 0.05, as it scored 0.000.
 44

Therefore, following the requirement in determining the hypothesis, the

alternative hypothesis (Ha) was accepted, which suggested that there was a

significant correlation between the students’ grammar mastery and their

writing ability.

4.2 Discussion

The finding of the study indicated that the students’ grammar mastery

was considered to be good as its average score was 75.67, which fell within the

interval of 66 – 79. The students’ writing ability was also considered to be good

as its average score was 78.49, which also fell within the interval of 66 – 79.

This suggested that the eighth grade students at SMPN 3 Ubud demonstrated a

good grammar mastery and writing ability.

Furthermore, the result of the statistical analysis through the Pearson

Product Moment Correlation test also showed a significant correlation between

the two variables. The Pearson Correlation coefficient, which represented the r-

obtained was 0.824, which indicated a very high correlation. Moreover, the

probability, which was represented by the Sig. (2-tailed) was also lower than

0.05, as it scored 0.000. This was also confirmed in the Paired Samples T-Test,

as the same result was found. Therefore, it could be concluded that there was a

significant correlation between the students’ grammar mastery and writing

ability. This was in line with the findings of the studies conducted by Putri

(2018: 46) and Cahyaningrum (2021: 51) which also found that there was a

correlation between the students’ grammar mastery and writing ability.

 45

The result of this study was also supported by the findings of the studies

carried out by Etfita (2019: 67), Puspitaloka (2019: 27), and Sari et al. (2020:

220). All of the studies found that the correlation between grammar mastery and

writing ability was significant and inevitable. It was because students’ writing

ability could be affected by their grammar mastery, which helps them in

organizing their ideas into good, meaningful sentences. This is related to the fact

that grammar is one of the important aspects in writing, which plays an important

role in the writing process. It helps students to express their ideas and form

words and sentences appropriately.

The result of the Pearson Product Moment Correlation Test also showed

positive correlation between the variables. This suggested that the better the

students’ understanding of the grammar, the better their writing ability would be.

It is supported by Nadeak et al. (2021: 181) who suggest that having an

understanding of grammar helps students to have a good writing ability since

they know how to arrange sentences into good, meaningful texts. Similarly,

Daniel (2017: 168) also states that writing involves the process of arranging

ideas into good sentences or paragraphs by using the correct grammatical rules.

Therefore, when the students have good grammar mastery, their writing ability is

also expected to improve.

According to Helmiati et al. (2019: 4), grammar leads students to write

clearly and correctly, as it deals with words, phrases, clauses, and sentences. It

provides students with the rules of combining words or pieces of words to form a

longer unit of meaning that is understandable and meaningful (Widya &

Wahyuni, 2018: 76). Phoocharoensil (2012: 508) further suggests that the
 46

inability to have good grammar mastery of a language will only cause

disadvantages for the students since they will find writing skill difficult,

especially when it is related to sentence structure as they are not familiar with the

grammatical structure.

By having a good understanding of grammar, students can express

meanings better in the form of phrases, clauses, and sentences (Setyowati &

Hardiastikna, 2019: 32). Students who have good grammar mastery can manage

words better to become fully understood sentences. Cubillo and Hernandez.

(2015: 108) also add that a better understanding of how the language works in a

variety of contexts will support the learning in literacy, which includes writing.

Furthermore, even though the grammar study by itself does not necessary make

the student a better writer since there are also other aspects like content,

organization, vocabulary, and mechanics that need to be taken into account,

having a good understanding of how the language works, students can have a

better control in their writing, which improves their writing ability (Lestari,

2018: 54).

Moreover, writing is a skill that is used for indirect communication to

convey a message or information to the readers (Fariyanti & Faliyanti, 2013: 11).

Putri et al. (2016: 219) also suggest that communication is formed in written

piece through the meaningful sentences written by the writer, which are

understood well by the readers. In addition, Etfita (2019: 60) also suggests that

writing is much more than just getting words down and putting mechanics on

them, as it involves creative, complex processes of organizing ideas, using

correct grammar, puncuations, and vocabulary. Without clear and meaningful

 47

sentences that are formed through correct use of grammar, the writing piece will

not be successful. Therefore, in order for the information to be meaningful and

delivered well, the ideas, thoughts, and information need to be arranged in

words, sentences, and paragraphs with a good language that is grammatically

correct (Etfita, 2019: 67; Puspitaloka, 2019: 27).

Additionally, the positive correlation between students’ grammar mastery

and their writing ability can also be demonstrated using the stages in writing. As

mentioned previously, writing is a complex, creative process (Etfita, 2019: 60)

which cannot be done at once. Writing involves four stages, including pre-

writing, drafting, revising, and editing, which together work as a continuous

process in which the students check their writing and ensure the best result of it

(Setyowati & Hardiastikna, 2019: 32). Having a good understanding of grammar

will help students to revise their writing over the process in order to get a good

writing.

Therefore, it can be seen that students’ grammar mastery and writing

ability are highly correlated due to the fact that students require good grammar

mastery in order to express meaning in correct words and sentences. The

correlation that is formed is a positive one, as an increase in grammar mastery

will result in an improvement in the writing ability. This is reflected in the result

of the study, in which the eighth grade students of SMPN 3 Ubud demonstrated a

good grammar mastery and writing ability.

 CHAPTER V

CONCLUSSION AND SUGGESTIONS

In this chapter, the researcher presents the conclusions from all the

discussions in the previous chapters. It provides general information about student

achievement in this study entitled The Correlation Between Grammar Mastery

and Writing Ability of The Eighth Students of SMPN 3 Ubud in Academic Year

2022/2023. In addition to the conclusions, the researcher also wants to provide

suggestions related to this study regarding the findings of this study. As a result,

the conclusions and suggestions are described as follows:

5.1 Conclusion

As mentioned in the previous chapter, this study was conducted to

determine the significant relationship between grammar mastery and writing

ability in descriptive texts for students of class VIII of SMPN 3 Ubud in the

academic year 2022/2023. In conducting this research, two test items were used,

namely: Grammar Mastery Test and Writing Ability Test. The test was carried

out well by 73 samples selected to collect the required data. Data was collected

from 2 classes that of consist 37 students in VIII B class and 36 students in VIII C

class as the samples who were chosen by using a cluster sampling method with

lottery system. The collected data was then analyzed using Pearson's Product

Moment Correlation. Furthermore, The result in this study showed that the value

of r-obtained was 0.824 which means the correlation of the two variables was

categorized as a very high correlation.

48
 49

Based on the data described previously, this study reached the conclusion

that there is a significant correlation between grammar mastery and writing ability

in descriptive text of the eighth grade students of SMPN 3 Ubud in the academic

year 2022/2023. The Pearson Correlation coefficient, which represented the r-

obtained was 0.824, which indicated a very high correlation. Moreover, the

probability, which was represented by the Sig. (2-tailed) was also lower than 0.05,

as it scored 0.000. This was also confirmed in the Paired Samples T-Test, as the

same result was found. Therefore, it could be concluded that there was a

significant correlation between the students’ grammar mastery and writing ability.

It answered the research question formulated in Chapter I that grammar mastery

and writing ability of the eighth grade students of SMPN 3 Ubud in the academic

year 2022/2023 have a significant correlation.

5.2 Suggestions

Based on the result that has been mentioned above, the researcher would

like to give some suggestion for the English teacher, students and the other

researcher.

First for the Teacher of SMPN 3 UBUD more attention to their grammar

mastery and their writing ability not only in descriptive text. It is essential that the

teachers know that one of the factors affect the students writing skill in descriptive

text is mastery of grammar especially simple present tense. Teacher should be to

explain more about grammar mastery and replay again about simple present tense

before the students’ make a paragraph especially in descriptive text in order to get

better result of the writing.

 50

Second for the eighth grade students' of SMPN 3 Ubud. They are need to

realize how very important grammar in writing ability. Not only in descriptive

text, but in all of paragraph, sentences, and other knowing about grammar rules is

very helpful for then in constructing a good writing product. Grammar mastery is

very needed in almost all their subject at school and they will get more difficult

kind of writing when the grade increase. By using correctly grammar, the students

can be easier to deliver the massage, or to avoid misunderstanding of what they

tried to tell us.

Third, for the other researcher who are interested in the further study of the

correlation between grammar mastery and writing ability this present research

study could serve as a useful reference. The other research are also suggested to

make a better instrument the total of the question to get the appropriate score

made the data analysis is going to well without to find the result data of the

correlation between grammar mastery and students' writing ability.

 51

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 56

APPENDICES
 57

APPENDIX 1
LIST OF THE SAMPLE

No Name of Sample Class

1 Cokorda Gede Dharma Yasa VIII B
2 Dewa Ayu Made Linda Putri VIII B
3 Dhea Nararia Paramitha VIII B
4 I Dewa Ayu Sri Dani VIII B
5 I Kadek Mulya Aldiyasa VIII B
6 I Kadek Wiana Putra VIII B
7 I Komang Aditya Putra VIII B
8 I Komang Arjun Apria Saputra VIII B
9 I Komang Gede Rizky Trisna Diputra VIII B
10 I Komang Mogi Raharja VIII B
11 I Komang Utama Arta Negara VIII B
12 I Komang Yodi Cahaya Raditya VIII B
Patyatara
13 I Putu Andhika Martya Putra VIII B
14 I Putu Perdi Hana VIII B
15 I Wayan Angga Januara VIII B
16 I Wayan Rio Swandi VIII B
17 Ida Bagus Ananda Yoga Adiputra VIII B
18 Ida Bagus Putu Segara Rupa VIII B
19 Ida Bagus Putu Tresna Suryawan VIII B
20 Ni Kadek Tari Kharisma Dewi VIII B
21 Ni Kadek Widiyantini VIII B
22 Ni Komang Kesiawati VIII B
23 Ni Komang Meltina Elvira VIII B
24 Ni Komang Pramenita Dewi VIII B
25 Ni Komang Sari VIII B
26 Ni Komang Supiani VIII B
27 Ni Luh Komang Cahaya Devi VIII B
28 Ni Luh Putu Wini Kriani Dewi VIII B
29 Ni Putu Ari Sintya Dewi VIII B
30 Ni Putu Gek Cinta Oktaviana Putri VIII B
31 Ni Putu Karen Denia Widiastuti VIII B
32 Ni Putu Nia Arisuyanti Dewi VIII B
33 Ni Putu Rara Putri VIII B
34 Ni Putu Widiyantari VIII B
35 Ni Wayan Winny Anggawati VIII B
36 Pande Putu Dera Aditya Chandranata VIII B
37 Wayan Punarbawa Adi Jaya VIII B
38 Anak Agung Listya Dewi VIII C
39 Desak Made Putri Damayanti VIII C
40 Dewa Gede Diandra Daiva Pradana VIII C
41 Gusti Ayu Candra Kirana VIII C
42 I Gede Damar Palguna VIII C
 58

43 I Kadek Agus Aditia Putra VIII C

44 I Kadek Darma Guna VIII C
45 I Kadek Satrya Diana Putra VIII C
46 I Kadek Yotananda Aditya Patyatara VIII C
47 I Komang Ardita VIII C
48 I Komang Juniarta VIII C
49 I Made Ardana Mardika VIII C
50 I Made Krisna Ardiana VIII C
51 I Made Rian Cahyana Dwistra VIII C
52 I Nyoman Setiawan Wika Putra VIII C
53 I Putu Angga Julia Pratama VIII C
54 I Wayan Ari Suyadi Yasa VIII C
55 Kadek Silfa Wedha Aishwaryananta VIII C
56 Luh Ayu Murniati VIII C
57 Ni Kadek Ari Indra Santi VIII C
58 Ni Kadek Dwi Saskaraningsih VIII C
59 Ni Kadek Dwik Cahyani VIII C
60 Ni Kadek Kartika Dewi VIII C
61 Ni Kadek Krisnayanti VIII C
62 Ni Kadek Novirianti VIII C
63 Ni Kadek Ochi Aulia Putri VIII C
64 Ni Ketut Suarjani VIII C
65 Ni Komang Diantari VIII C
66 Ni Luh Laksmi Asti VIII C
67 Ni Putu Ayu Novita Dewi VIII C
68 Ni Putu Bulan Arsita Putri VIII C
69 Ni Putu Novi Antari VIII C
70 Ni Putu Octavianti VIII C
71 Ni Wayan Carisa VIII C
72 Ni Wayan Indayani Regina Putri VIII C
73 Putu Arya Putra Dharmayasa VIII C
 59

APPENDIX 2
RESEARCH INSTRUMENT GRAMMAR MASTERY TEST

English Grammar Mastery Test

Name : _____________________________________________

Class : _____________________________________________

Time Allotment : 40 minutes

I. Choose the correct answer by crossing (X) a, b, c, or d in front of the

correct answer!

The following text is for questions number 1-5.

My bedroom is my favorite place. It is (1) . . . with light cream paint,

making it looks simple and minimalist. I also do not put many things

inside. There is a medium-sized bed on the left side where I (2) . . . every

day and a desk on the (3) . . . side. I put some indoor plants in my room

for aesthetic and healing purpose. (4) . . . green color always helps me

feel better. I also have a full-length mirror next to my drawer. My room is

not big but it is the coziest place for me (5) . . . my house.

1. a. paint
b. paints
c. painted
d. painting

2. a. slept
b. sleep
c. sleeps
d. sleeping
 60

3. a. other
b. others
c. another
d. some other

4. a. They
b. Their
c. Theirs
d. Them

5. a. at
b. by
c. in
d. on

6. Ratna and Narra always love to spend their weekend by . . . in the park.

a. bike
b. bikes
c. biked
d. biking

7. I am often late to school because of the traffic, which makes the vehicles
in front of us move very . . . .

a. low
b. lowly
c. slow
d. slowly

8. My mother does not . . . dinner every day since we enjoy eating outside a
lot.

a. cook
b. cooks
c. cooked
 61

d. cooking

9. My father has three siblings and all of . . . are my uncles.

a. they
b. their
c. theirs
d. them

10. The doctor is . . . in his field.

a. a expert
b. an expert
c. a expertise
d. an expertise

11. Susi and Mia often spend . . . time in the library during the lunch time.

a. they
b. their
c. theirs
d. them

12. She rides a bike to school . . . .

a. yesterday
b. tomorrow
c. next week
d. every day

13. Annisa’s newborn niece is very cute. . . . name is Lala.

a. him
b. his
c. her
d. hers

14. I am so sorry for . . . you all this trouble.

 62

a. causing
b. caused
c. causes
d. cause

The following text is for questions number 15-19.

(15) . . . my grandma’s house always feels like a refreshing holiday to me

and my family. It is because grandma lives (16) . . . a small village that is

away from the hustle and bustle of the city. Her house always seems to

have something about it that (17) . . . it apart from all the rest. It has a

long, slender stairway that (18) . . . us as soon as we arrive there, leading

us to the main hallway of the house. It always fills with joy and laughter

as everyone enjoys every moment (19) . . . have there.

15. a. Go to
b. Goes to
c. Going to
d. Went to

16. a. at
b. by
c. in
d. on

17. a. set
b. sets
c. sat
d. sits

18. a. welcoming
b. welcomed
 63

c. welcomes
d. welcome

19. a. they

b. their
c. theirs
d. them

20. It is always a . . . to have a kind, understanding friend who will be there

whenever we need them.

a. blessing
b. blessed
c. blesses
d. bless

II. Read the sentence and choose the correct answer based on the
grammatical structure by giving a check mark (✓)!

21. A way to reduce the pollution is to take public transportation.

True

False

22. Spiders is not categorized as insects.

True

False

23. Taylor Swift is a popular pop singer that started her career by singing
country music.

True

False
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24. Indonesia is divided into three time zones, which are Indonesia Western
Standard Time (WIB), Indonesia Central Standard Time (WITA), and
Indonesia Eastern Standard Time (WIT).

True

False

25. Thailand have many wonderful tourism destinations with lots of

interesting attractions.

True

False

III. Rearrange these jumbled sentences into grammatically correct ones!

26. room – the – is – My – floor – second – on

_______________________________________________________

27. need – to – Plants – sunlight - photosynthesize

_______________________________________________________

28. Toyota – manufactures – Japanese – is – company – a – cars – that

_______________________________________________________

29. can – their – Singers – own – write – lyrics

_______________________________________________________

30. Trunyan – village – Balinese – is – in – a – located – Bangli

_______________________________________________________
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Answer Key

I. Multiple-Choice Test

1. C

2. B

3. A

4. B

5. C

6. D

7. D

8. A

9. D

10. B

11. B

12. D

13. C

14. A

15. C

16. C

17. B

18. C

19. A

20. A

II. True or False Questions

21. True
 67

22. False

23. True

24. True

25. False

III. Jumbled Sentences

26. My room is on the second floor.

27. Plants need sunlight to photosynthesize.

28. Toyota is a Japanese company that manufactures cars.

29. Singer can write their own lyrics.

30. Trunyan is a Balinese village located in Bangli.

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APPENDIX 3
WRITING TEST

English Writing Test

Name : _____________________________________________

Class : _____________________________________________

Time Allotment : 40 minutes

Direction:
Please write a descriptive paragraph consisting of 6-12 sentences of your own
words by choosing one of the topics bellow.
1. Best friend
2. Tourism place
3. Idol
4. Pet

______________________________

_____________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________
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__________________________________________________________________

APPENDIX 4
DATA TABULATION
The Tabulation of Data Show Samples’ Scores

Samples Grammar Mastery Score (X) Writing Skill Score (Y)

1 66 70
2 76 78
3 66 71
4 76 70
5 73 70
6 70 67
7 76 70
8 73 75
9 63 65
10 83 82
11 73 80
12 70 72
13 70 78
14 73 75
15 80 90
16 66 70
17 70 70
18 93 90
19 86 95
20 73 70
21 73 75
22 76 70
23 73 75
24 76 75
25 70 79
26 73 78
27 73 82
28 70 90
29 76 82
30 80 78
31 93 95
32 70 75
33 76 79
34 76 70
35 73 79
36 76 70
37 83 90
38 76 75
39 83 87
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40 73 78
41 83 90
42 73 70
43 66 70
44 70 78
45 80 82
46 83 90
47 73 78
48 76 79
49 83 82
50 90 95
51 83 80
52 80 85
53 80 82
54 86 82
55 86 90
56 86 92
57 66 70
58 66 72
59 63 75
60 66 67
61 76 78
62 83 88
63 63 70
64 76 78
65 63 65
66 86 86
67 83 90
68 76 80
69 86 88
70 76 80
71 63 65
72 86 88
73 73 75
∑ 75.67123288 78.49315
 71

APPENDIX 5

DESCRIPTIVE STATISTICS OF THE STUDENTS’ GRAMMAR

MASTERY

Descriptive Statistics of the Students’ Grammar Mastery

Descriptive Statistics
Std.
N Minimum Maximum Mean Deviation
Students' Grammar Mastery 73 63 93 75.67 7.403
Valid N (listwise) 73
 72

APPENDIX 6

DESCRIPTIVE STATISTICS OF THE STUDENTS’ WRITING ABILITY

Descriptive Statistics of the Students’ Writing Ability

Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Students' Writing Ability 73 65 95 78.49 8.054
Valid N (listwise) 73
 73

APPENDIX 7
NORMALITY TEST RESULT

One-Sample Kolmogorov-Smirnov Test

Unstandardized
Residual
N 73
a,b
Normal Parameters Mean .0000000
Std. Deviation 4.56744072
Most Extreme Differences Absolute .076
Positive .058
Negative -.076
Test Statistic .076
Asymp. Sig. (2-tailed)c .200d
Monte Carlo Sig. (2-tailed)e Sig. .365
99% Confidence Interval Lower Bound .352
Upper Bound .377
a. Test distribution is Normal.
b. Calculated from data.
 74

APPENDIX 8

HOMOGENEITY TEST RESULT

Homogeneity Test Result

Tests of Homogeneity of Variances

Levene Statistic df1 df2 Sig.
Homogeneity Test Based on Mean 1.688 8 63 .119
Result Based on Median .977 8 63 .462
Based on Median and with .977 8 47.612 .465
adjusted df
Based on trimmed mean 1.638 8 63 .132
 75

APPENDIX 9

PEARSON PRODUCT MOMENT CORRELATION TEST RESULT

Pearson Product Moment Correlation Test Result

Correlations
Students' Grammar Students' Writing
Mastery Ability
Students' Grammar Mastery Pearson Correlation 1 .824**
Sig. (2-tailed) .000
N 73 73
Students' Writing Ability Pearson Correlation .824** 1
Sig. (2-tailed) .000
N 73 73
**. Correlation is significant at the 0.01 level (2-tailed).
 76

APPENDIX 10

PAIRED SAMPLES T-TEST RESULT

Paired Samples T-Test Result

Paired Samples Test

Paired Differences
Std.
Std. Sig. (2-
Mean Error t df
Deviation tailed)
Mean
Pair 1 Students' Grammar -2.822 4.632 .542 -5.205 72 .000
Mastery - Students'
Writing Ability
 77

SURAT IJIN PENELITIAN

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SURAT HASIL PENELITIAN

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 BIOGRAPHY

Ni Komang Trisna Wahyuni is Balinese who was born

in Gianyar, 4th June 2001. She lives in Kemenuh village

with her parents. Her family consists of her father,

mother, and two older brother. She lives in a simple

family with full of love, spirit, responsibility, and care.

Her parents always protect and take care of her very

well and always motivate her to reach her dreams. She really loves her family and

wants to make them proud of her. She started her education in kindergarten at TK

Amurwa Widya in 2005 then she continued her elementary school at SDN 1

Kemenuh in 2006-2012. In 2012, she studied at SMP Blahbatuh and she started

her senior high school at SMAN 1 Blahbatuh. She started her college in 2019 in

Mahasaraswati University to improve her knowledge especially in teaching

English. She took English language education study program Faculty of Teacher

Training and Education. She was doing teaching practice at SMPN 3 Ubud in

seventh semester. Every moments in this university was unforgettable for her. In

addition, there was many enormous things that she has got when she learnt in

Mahasaraswati Denpasar University. She got a lot of great friends and great

lectures. She was really grateful and proud because she could be part of

Mahasaraswati University.