CHAPTER I

INTRODUCTION

1.1. The Background of Problem

Everyone needs language, because it is not only for communication but also for

getting science and technology. It means that language is very important in human

life. Human being uses language as a means in expressing ideas, feeling, and

expectation to the others in interaction among them. In Indonesia, English is a foreign

language and it has been taught to the students from junior high school (as a local

content) up to university as compulsory subject.

When student start to learn language especially English, vocabulary is the first or

beginning step or stage when student learn a language. Vocabulary is an important

aspect of language. Without vocabulary there is no language that happens in the word.

A vocabulary usually grows and evolves with age, and serves as a useful and

fundamental tool for communication and acquiring knowledge. That is why students

should master vocabulary. Mastering vocabulary is required to make the students

easier in comprehending the text or speaking in English. Vocabulary can help the

students to have good speaking, reading, and writing ability. The students who have

enough vocabulary will not get difficulty to understand the meaning of words so that

they are easier to understand the meaning of the texts.

1
Besides the students have to master the vocabulary, it is also important to master

grammar. By mastering grammar, the students can make the sentences correctly. Fact,

that some students still do not have a good grammar ability. They do not know how to

make good sentences based on the correct grammar. If the learners have not mastered

the grammar, they will find difficulties for conveying their ideas in written form.

Vocabulary and grammar mastery are very important in learning English because

they are set of rules that have to be mastered by the students in studying English both

oral and written. It is supported by Harmer (2002:13), Without grammar very little

can be conveyed and without vocabulary nothing can be conveyed.

Based on the preliminary research, the writer found some problems that faced by the

students at the first semester of tenth class at SMK N 1 Abung Surakarta. The writer

found that the students ability in writing procedure text need to be improved. They

find difficulties to express their idea in writing procedure text. In this case the writer

wants to know the correlation of vocabulary mastery, grammar mastery and the

ability in writing procedure text. Therefore the writer proposes a research entitled

The correlation between students vocabulary mastery and grammar mastery with

their ability in writing procedure text at the first semester of tenth class of SMK N 1

Abung Surakarta Lampung Utara in 2014/2015.

1.2. The Identification of Problem

2
Based on the preliminary research, the writer identifies the problem as follows:

1. Students get difficulty to express their ideas in writing procedure text.

2. Students get difficulty to master English vocabulary.
3. Students get difficulty to master English grammar well.

1.3. The Limitation of Problem

Based on the identification of the problem, the writer focuses the research on the

correlation between students vocabulary mastery and grammar mastery with their

ability in writing procedure text at the first semester of tenth class at SMK N 1 Abung

Surakarta Lampung Utara 2014/2015.

1.4. The Formulation of the Problem

Based on the identification and limitation of the problem above, the writer formulates

the problem as follows:

1. How is the correlation between students vocabulary mastery and their

ability in writing procedure text?

2. How is the correlation between students grammar mastery and their

ability in writing procedure text?

3. How is the correlation between students vocabulary mastery and

grammar mastery with their ability in writing procedure text?

1.5. The Objectives of Research

1. To know and describe the correlation between students vocabulary

mastery and their ability in writing procedure text.

2. To know and describe the correlation between students grammar

mastery and their ability in writing procedure text.

3
 3. To know and describe the correlation between students vocabulary

mastery and grammar mastery with their ability in writing procedure text.

1.6. The Uses of Research

1. To give information for teacher of English about the correlation

between students vocabulary mastery and grammar mastery with their ability

in writing procedure text.

2. To raise students motivation in learning English, especially their

interest of vocabulary, grammar, and writing.

3. To give information for further study with certain interests.

1.7. The Scope of Research

The scopes of this research are:

1.7.1. The Subjects of Research

The research subject is the students of first semester of tenth class at SMK N

1 Abung Surakarta Lampung Utara.

1.7.2. The Objects of Research

The objects of the research are students vocabulary mastery, grammar

mastery, and their ability in writing procedure text.

1.7.3. The Place of the Research

The research will be conducted at SMK N 1 Abung Surakarta. Its located at

Tatakarya street No.02 Abung Surakarta Lampung Utara.

1.7.4. The Time of the Research

The research will be conducted at the first semester of tenth class at SMK N 1

Abung Surakarta Lampung Utara 2014/2015.

4
 CHAPTER II

THE FRAME THEORY, THINKING AND HYPOTHESIS

2.1 The Frame of Theory

In this case the writer explain about, concept of vocabulary, concept of

grammar, concept of writing, concept of procedure text and correlation between

vocabulary, grammar, and writing procedure text.

2.1.1 The Concept of Vocabulary

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Vocabulary is one language of components and it is a basic element in language.

Without vocabulary there is no language that happens in the word. The existence of

vocabulary is really important, if in learning a language we do not master the

vocabulary it means we do not master the language its self. Vocabulary has an

important role in mastering a language, for example English, if we want to master

English we should master its vocabulary, because in English we should master those

four skills. Jack C. Richard and Willy A. Renandya (2002: 225) states about

definitions of vocabulary:

Vocabulary is a core component of language proficiency and and provides much

of the basic for how well learners speak, listen, read, and write. Without and
extensive vocabulary and strategy and strategy for acquiring new vocabulary,
learners often achieve less than their potential and maybe discouraged from
making use of language learning opportunities around them such as listening to
Faerch (1984:100) states that it is in fact, more accurate to view vocabulary

knowledge as a continuum between ability make sense of a word and ability to

activate the word automatically for productive purposes. From statements above the

writer assume that vocabulary is one of the important things in learning language,

especially learning English. Because vocabulary in the first stage to learn and to

know the language. Vocabulary has an important role in writing, because when the

student want to make a composition the students will write a sentence and to make a

sentence the student need vocabulary. It is also supported by David Beglar in Richard

and Renandya (2002: 259) Vocabulary learning is more than the study of individual

Word. It means, by mastering vocabulary the student will know a lot of words in

English. Faerch (1984:100) states that, to fully know a foreign language word thus

requires that learner:

6
 (1) Is able to recognize it in its spoken and written form
(2) Is able to reacall it at will
(3) Is able to relateit to appropriate objects or concepts (i.e., know the full

meaning potential of the word and not just one specific meaning
(4) Can use it the appropriate grammatical forms
(5) Liable to pronounce it in recoqnizable way
(6) Can spell it correctly
(7) Knows in what ways it can combine with other words (i,e., in its correct

collocations)
(8) Know the relations between the word and other words within a lexical set

(relations and hyponymy, antonyms)

(9) Is aware of its connotations and assosiation and,
(10) Can use it on the appropriate level of formality and in the appropriate level of

formality and in the appropriate situations

Base on the statment, student master the vocabulary must be good, because without

the vocbulary they will find it hard to make a sentence in writing text.

2.1.2 Concept of Grammar

Grammar is one of language components, in learning and teaching English, we need

grammar because by mastering grammar we can also master the four language skills.

Especially for writing the student can write correctly if they have mastered grammar.

Grammar has an important role in writing. Because when the student want to make a

composition the student will write sentence by sentence than to make a good sentence

the students must understand about grammar. If they have understood about grammar

they can make correct sentences easly, it is also supported by Richard and Renandya

(2002: 145) state that, The role of grammar is perhaps one of the most controversial

issuess in language teaching. A sentence with grammatical structure will have

meaning and can be understood. As Brown (2001:362) State, Grammar is the

7
system of rules governing the conventional arragement and relationship or words in a

sentence . From the statment above the writer assumes that grammar is an important

factor to be learn. Grammar can not be separated with language, because if students

do not have a good mastery in grammar students also can not master the language. It

is also supported by Thonburry (1999:1) Grammar is partly the study of what forms

(or structures) are possible in a language. It means grammar is the factor that

students need if we want to make a sentence in a good structure therefore the students

should have a good grammar mastery. By mastering Grammar students will be easy

to understand how to make sentence and composition in good order.

It is also supported by this statment Grammar teaching formed an essensial part of

language intruction, so much so that other aspect of language learning were either

ignored or down played. (Richard and Renandya 2002:145)

Especially for writing, the students should have good grammar mastery, with a good

grammar mastery they can express their thoughts, ideas, feelings, and opinion in good

structure. If students have a good grammar mastery and grammar comprehension

students will get so many advantages we will be easy to master those for skill.

It is also supported by Thornburry (1999:4) Grammar is a process of making a

speakers or writers meaning cleaning clear when contextual information is lacking

there is an opinion about how important grammar and usege. These tests measure

students ability to recognise appropriate grammatical and forms and manipulates

structures (Heaton JB.1995: 9).

8
 2.1.3 Concept of Writing

According to Harmer (2001:79) Writing is a form of communication to deliver

thought or to express feeling through written form. It mean that with write we can

deliver some information without meet directly. For example by message, with

message we can give some information to others.

Writing is clearly much more than the production of graphic symbol, just as speech

is more than production of sounds. It mean that writing process of sending message

by using letter, punctuation, word, or sentence as graphic system (Byrne 1988:1).

From the definitions above the writer concludes that Writing is a person's ability to

communicate information and ideas to someone, public, and government. Writing is

not only an activity of arranging words into form of sentences, but also when people

write, we should organize some interesting stuffs, which are experiences or ideas in

written form.

There are many elements that should be considered and noticed in producing in piece

of writing for example content, Grammar, Syntax, mechanic, Organization, word

choice and so fort ( Raimes 1987:6).

Writing is one of the ways to express our idea and feeling whether using composition

of various kinds of text the student will be able to write anything that they want, but

the student must be able to use the techniques of writing in making compotition. The

techniques are about how to put the right punctuation, capital letter, grammar and

9
vocabulary It is also supported by Brown To make a good writing the writer has to

master the component of language; they are spelling, vocabulary, and punctuation

marks (2001:321).

Based on the theory above, the writer assums up that is why writing is difficult

activity to do, because the students have to master the component of language.

Without that knowledge the writer cant write well. It is also supported by (Doon

Byrne, 1988:4) states that writing is difficult activity for most of people, both in

mother tongue and in a foreign language.

Brown (2001: 343) also states that there are some indicators for writing ability, those

are:

1. Produce graphemes and orthographic patterns of English

2. Produce writing at an efficient rate of speed to suit the purpose
3. Produce an acceptable core words and use appropriate word order patterns
4. Use acceptable grammatical system (e.g., tense, agreement, pluralization,

patterns, and rules).

5. Express a particular meaning in diferrerent grammatical forms.
6. Use cohesive devices in written discourse.
7. Use the rethorical forms and conventions of written discourse.
8. Appropriately accomplish the communicative functions of written texts

according to form and purpose.

9. Convey links an connections between events and communicate such relations

as main idea, supporting idea, new information, given information,

generalization, and exemplification.

10. Distinguish between literal and implied meanings when writting.
11.Correctly convey culturally specific references in the context of the written

text.
12. Develop and use a battery of writing strategies, such as accurately

assessing the audiences interpretation, using prewriting devices, writing with

10
 fluency in the first drafts, using parapharases and synonym, soliciting peer and

instructor feedback, and using feedback for revising and editing.

2.1.4. The Concept of Procedure Text

According to Th. M. Sudarwati (2007:88) states that procedure text is a kind of text

which has the purpose to help us do a task or make something. They can be a set of

instructions or directions.

Generic stucture: ( Sudarwati 2007: 88)

1. Goal (the final purpose of doing the instructions)

2. Materials (ingredients, utensils, equipments to do the instructions)
3. Steps (a set of instructions to achieve the final purpose)

Language features ( Sudarwati 2007: 88)

1. Use of imperatives
Imperatives is, something that has authorityories absolutely necessary.
e.g. (cut, dont mix)
2. Use of action verb
Action verb are, verbs that describe actions and things taking place rather

than state. e.g. (turn, put, mix)

3. Use of connectives
Connectives is, transitional words and pharases, connect and relate sentences

and paragraphs. e.g. (first, then, finally)

4. Use of adverbial phrases
Adverbial phrases is, simply two or more words that act as an adverb
e.g. (for five minutes, 2 centimeters from the top).

From this theories above, we can know that procedure text is a kind of text which is

written to given an instruction to the reader clearly, so the readers are able to do what

the writer want.

The example of procedure text:

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Goal How to make orange juice

Material needed 1. a piece of mango

2. a half glass of water

3. a glass of ice pack

4. a spoon of sugar

Steps First, peel the mango and clean it

Next, cut the mango into pieces and put them into the

juicer

Then, put the water, ice and sugar

After that turn on the juice and wait about 15 seconds

Finally, pour the mango juice into the glass and ready to

drink.

2. 5. The Correlation between Vocabulary, Grammar, and Writing Procedure

Text
Writing is one of aspect in learning and teaching English. If the students want to

write a good composition, they have to master vocabulary and grammar fist.

Furthermore, vacational high school students, they should be able to make procedure

12
text because it is one of part of learning English that I think it has been studied when

they were in junior high school. To make a good proceure text, they should

understand in using vocabulary and grammar. Wilkins said, Without grammar very

little can be conveyed, without vocabulary nothing can be able conveyed ( Wilkins

in Thornburry, 2002: 3).

Based on the explanation above, the writer concludes that vocabulary and grammar

are very important thing to improve of writing so the writer think that between

vocabulary mastery and grammar mastery with writing especially procedure text are

significant because without one of them, our writing is not good in organization of

word and grammar.

Writing is one of the ways to express our idea and feeling whether using a

composition of various kinds of text, make instruction, or using any kinds of letters.

The students can express their imagination in written form whether paragraphs

composition, writing instruction, and others.

The students will be able to write anything that they want to if they have many

vocabularies and good understanding of grammar. So, it can be said that vocabulary

and grammar are very important to the students in order to have good ability in

writing. The statement also supported by jessica williams (2005:19), writing may be

viewed as an opportunity for students to practice structures and vocabulary that have

been recently taught. Futhermore, Madsen (1993:11) states that, There are four

components of writing namely, mechanics, grammar, organization and vocabulary.

13
2.6. Frame of Thinking

Vocabulary is essential part of language that should be mastered by the students.

Without mastering a large amount of vocabularies, it is hard for the students to

understand and to use English orally and written.

Grammar has also important rules in studying English grammar, it is a set of rule that

world generate all the possible sentences of a language and none of the possible ones.

Without it, it is difficult for learners to speak or write English correctly.

To be able to have a good ability in writing procedure text, it is very important for the

students to have a good ability in vocabulary and grammar. Both can not be separated

with it. Therefore it can be predicted that the better students vocabulary and grammar

will be the better students ability in writing procedure text.

Students Vocabulary
Mastery (X1)

Students Writing
Procedure Text Ability (Y)

Students Grammar
Mastery (X2)

Indicator of Vocabulary:

1. The students know the meaning of English

words
2. The students are able to recognize the English

words in communicatuion whether in spoken or written form.

14
 3. The students use the words in the appropriate

grammatical forms.
4. The students use the words in the appropriate

situations.

Indicator of grammar:

1. The students know grammatical pattern is used

in making santences.
2. The students are able to make/write sentences

by using a correct grammatical pattern.

Indicator of writing:

1. Correctly convey culturally specific references in the context of the

written text.
2. Use acceptable grammatical system (e.g., tense, agreement,

pluralization, patterns, and rules).

2.7. Hypothesis

Based on the theories and assumtion above, the writer formulates the hypothesis as

follows:

1. There is a significant correlation between

students vocabulary mastery with their ability in writing procedure text.

2. There is a significant correlation between

students grammar mastery with their ability in writing procedure text.

3. There is significant correlation between

students vocabulary mastery and grammar mastery with their ability in

writing procedure text.

15
 CHAPTER III

METHODOLOGY OF RESEARCH

16
3.1. The Method of Research

In conducting the research, the writer would like to use descriptive method, because

in this research the writer will simply describe the relationships among the variables

of the research.

3.2. The Variable of the Research

In this research there are three variables that would be investigated, they are:

1. The first independent variable is the students vocabulary mastery (X1)

2. The second independent variable is the students grammar mastery

(X2)
3. The dependent variable is the students writing procedure text ability

(Y)

3.2.1. The Operational Definistions of Variables

The operational definistions of variables is to describe the variable that investigated

by the writer. The operational of variables are as follow:

1. The students vocabulary mastery

The students vocabulary mastery is the students knowledge of vocabulary,

that is knowing the meanings of English words and able to understand the use

of the words in sentences. It is indicated by the scores of the test.

2. The students grammar mastery

The students grammar mastery is the students knowledge of English

grammar, that is knowing the English grammar rules and able to understand

17
 the use of English grammar in sentences. It is indicated by the scores of the

test.
3. The students ability in writing procedure text
The students ability in writing

3.3. Population, Sample and Sampling Technique

3.3.1. The Population

In this research, the writer is going to take one class of the first semester of the tenth

class of SMK N 1 Abung Surakarta as the population. The total number of the

students is 56 students in two classes.

Table 1

Gender
No Class Total
Male Female
1 X otomotif 25 - 25
2 X pemasaran - 31 31
Total 25 31 56

Source : The data of SMK N 1 Abung Surakarta in 2014/2015

3.3.2 The Sample

from two classes, that was class Xpemasaran as the sample of this research, the

consisted of 31 students.

3.3.3. The Sampling Technique

In taking the sample, the writer used stratified proposinal random sampling technique

because the population is homogenous.

3.4. The Data Collecting Technique

18
3.4.1. The Main Techniqued

To get the data, the writer is going to use test with the details:

1. The students vocabulary mastery

The writer is going to use an objective test that is multiple choice tests. The total

of the test item is 50 items. The score of each item is 2. The lowest score is 0 and

the highest score is 100.

2. The students grammar mastery
The writer is going to use an objective test that is multiple choice tests. The total

of the test item is 40 items. The score of each item is 2,5. The lowest score is 0

and the highest score is 100.

3. The students ability in writing procedure text
To get the data of students writing procedure text ability, the writer will ask to the

students to make a procedure text.

To assist students writing ability the writer used the following procedures to get

good assessment as illustrated by Heaton (1996:147):

Content
30-27 Excellent to very good : Knowledgeable, substantive
26-22 Good to average : Some knowledge of subject adequate range
21-17 Fair to poor : Limited knowledge of subject little substance
16-13 Very poor : Does not show knowledge of subject non substantive

Organization
20-18 Excellent to very good : Fluent expression ideas clearly stated
17-14 Good to average : Somewhat choppy loosely organized but main ideas
stand out
13-10 Fair to poor : Not fluent ideas confused or disconnected
9-7 Very poor :Does not communicated no organization

Vocabulary

19
 20-18 Excellent to very good : Sophisticated range effective word/idiom
choice and usage
17-14 Good to average : Adequate range occasional errors of word/idiom
form, choice, usage of meaning not obscured
13-10 Fair to poor : Limited range frequent errors of word/idiom form, choice,
usage
9-7 Very poor : Essentially translation little knowledge of English grammar

Language use
25-22 Excellent to very good : Effective complex construction
21-18 Good to average : Effective but simple construction
17-11 Fair to poor : Major problem in simple/complex construction
10-5 Very poor : Virtually no mastery of sentence construction rules

Mechanics
5 Excellent to very good : Demonstrates mastery of conventions
4 Good to average : Occasional errors of spelling, punctuation
3 Fair to poor : Frequent errors of spelling, punctuation, capitalization
2 Very poor : No mastery of conventions dominated by errors of spelling,
punctuation, capitalization, paragraphing

3.4.2 The Supporting Technique

1. Documentation
The writer used this technique to get the information about students English

score and the total number of population from the school

2. Observation
The writer used this technique to get the information about the condition or

teaching learning process of the students by observing to the class

3.5. The Procedure of the Research

The research was conducted at the first semester of the tenth class at SMK N 1 Abung

Surakarta Lampung Utara in 2014/2015. In conducting the research the writer asked

20
permission to the headmaster of at SMK N 1 Abung Surakarta Lampung Utara and

also English teacher who teaches at the first semester of tenth class. Futhermore, the

writer conducted the reserach by doing following steps:

1. Determining the research subject that was the students at the first

semester of tenth class at SMK N 1 Abung Surakarta Lampung Utara in

2014/2015.
2. Determining the sample of the research by using stratified propotional

random sampling technique

3. Arranging the test item about vocabulary mastery, grammar mastery

and writing procedure text as the students material which had been learn by

the student base on the curiculum.

4. Giving the item test to 31 studentsout of the sample to know the

reliability of the test

5. Calculating the reliability of the test
6. Giving the test items at the end of the research to know the correlation

between students vocabulary mastery and grammar mastery with their

ability in writing procedure text.

7. Calculating the result of the test to know the level of the correlation

between students vocabulary mastery and grammar mastery with their

ability in writing procedure text.

8. Making conclusion and report of the research.

3.6 The Instrument of the Research

3.6.1 The Validity of the Test

To get the data, the writer is going to give the test to the students. To know the

validity of test the writer is going to use construct validity. It means that the test is

based on current curriculum of SMK.

3.6.2. The Reliability of Test

21
To know the reliability of the grammar and vocabulary test the writer is going to use

the split-half technique with the following steps:

1. Try the test to 31 students out of the sample of the research.
2. Divide the result of the test on two parts: odd and even number.
3. Analyze the result by calculating the odd and even number by using product

moment as follow:
n x y( x)( y)
rxy =

{ n x 2 ( x )2 } {n 2( y )2 }
Note :

r x : The coefficient correlation between X (odd items) and Y (even items)

x y : The total number of X and Y

x : The number of X (odd items)

y : The number of Y (even items)

n : The total number of sample

4. Find the whole reliability coefficient by using Spearmen Brown formula as

follows:

2 r xy
rg g =
1+r xy

Note :

r g g : The coefficient of reliability of the test

rxy : The coefficient of correlation between x and y

2&1 : The constant number

The result of computation by using Spearmen Brown formula is consulted with the

criteria of reliability of Suharsimi Arikunto criteria (1986 : 273).

0.800 -1.00 is very high reliability

22
 0.600 0.799 is high reliability

0.400 0.599 is fair reliability

0.200 0.399 is low reliability

0.00 0.199 is very low reliability

3.6.3 The Readibility of Writing Test

In administering a test, it is important to set and determine understandable instruction.

It is necessary since there have been some cases in which students failed to do the test

due to their inability to understand the given instruction. Hughes (1989:39-40)

mentions some factors to write a good instruction. First, the instruction should be

clear and explicit. Second, it should avoid the supposition that students all know what

is intended. Third, the test writer should not rely on the students power of telepathy

to elicit the desired behavior.

Readability of writing test contains of:

1. Whether the instructions are understandable or not.

2. Whether the kind of writing (essay) is clear or not.

3. Whether the organization (generic structure) of type of texts is understandable

or not.

4. Whether writing indicators to be evaluated are clear or not.

The instruction for writing test is:

Choose one of the following topic and make a procedure text!

23
 1. How to cook rice
2. How to make an instant noodle
3. How to operate printer

Reliability of test items:

a. Do you understand the

instruction of the test?

b. Is the kind of the essay to

be written in this test stated clearly?

c. Is the organization of the

essay demanded in this test understandable?

d. Are the writing indicators

to be evaluated in this test clear?

To know whether the test is readable or not, the writer gives try out to the students out

of the samples but the same level as the samples.

3.6. The Data Analysis

3.6.1. The Normality of Test

To know whether the data come from the population that has normal distribution, the

writer is going to use lilifors formula, as follows :

1. Search the average X and standard deviation (S), as follows :

x
( i)2
n x 2i
n(n1)
2
S =
2. Observe X1,X2,X3,... Xn changed become standard number Z1,Z2,Z3,...Zn

by using formula :
x x
= 1
s

24
 3. For each of standard number uses normal distribution table, than calculated

F(z)=0.5 value of table (for Z 0 ) and 0.5 + value of table (Z 0).

t h e ot al o f Z t h a t z i
4. Count S ( z ) =
n
5. S(z) = total Z Z, divided n.
6. Calculate the different of F (z) S(z) and determine the absolute value.
7. Take the highest value of the absolute score. The highest absolute value is

symbolized by L0
8. Compare the score of L0 with the score in L table, if L0 lower than L table (L0

L tab) it means that the data has normal distribution.

3.6.2. The Hypotheses of Test

To create understanding of the correlation between X1-X2, X1-Y, and X2-Y, the

writer will present the result of the research by using product moment, as follows :

n x 1 y ( x 1)( y)
r 1=r y x =
{n x ( x ) } {n y ( y ) }
2 2 2 2
1

n x 2 y ( x 2)( )
r 2= y x =
{n x 2
( x 2 ) } {, y ( y ) }
2 2 2
2

And the formula is Multiple Correlation :

Ry 1 x 2 =
r 2 y x +r 2 y x 2 r y x r y x r x x
1 1

1r 2x 1 x2
1 2 1 2

With

n x 1 x 2( x 1)( x 2 )
r 3=r x =
{ n x 2
( x 1 ) } {n x 2 ( x 2 ) }
2 2 2
1 2

25
 (Sugiyono, 2010:266)

Note :

r 1 (r y x ) = the correlation between students vocabulary mastery and students

1

writing

procedure text ability.

r 2 (r y x ) = the correlation between students grammar mastery and students writing

2

procedure text ability.

r3 (r x 1 x2 ) = the correlation between students vocabulary and grammar mastery.

Ry x 1 x2 = the correlation between students vocabulary and grammar mastery in their

writing procedure text ability.

In analyzing the data and to know the degree of the correlation, the writer uses the

criteria based on Sugiono (2010:264) that The writer can make the conclusion that :

if r count r tab = accepted Ho and refused Ha. But, if r count r tab =

accepted Ha It means that there is positive correlation between students vocabulary

and grammar mastery in their writing procedure text ability. r count r tab =

refused Ho accepted Ha. It means that there is negative correlation between students

vocabulary and grammar mastery in their writing procedure text ability.

The writer is going to use criteria of the data, as follows :

0.800 -1.00 : very high

0.600 0.799 : high

0.400 0.599 : sufficient

0.200 0.399 : low

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0.00 0.199 : very low

Sugiyono (2010:257)

To know the significant of the correlation, the researcher is going to use formula as

follows :

R2 /k
f count =
(1r 2)/( nk 1)

k
With the f t ab =
dk

Note :

R : the coefficient of multiple correlation

k : the total of independent variable

n : the total of sample

dk : n k 1

the certainty : if F count F tab, the correlation between variable x 1 ,and

variable x 2 , with variable y is significant.

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