A CORRELATION BETWEEN STUDENTS’ SIMPLE PAST TENSE MASTERY AND THEIR LEARNING MOTIVATION TOWARD THEIR ABILITY TO WRITE NARRATIVE ESSAY AT THE THIRD YEAR STUDENTS OF ENGLISH DEPARTMENT OF BUNG HATTA UNIVERSITY

RENI, PUTRI and Adzanil, Prima Septy and Lailatul, Husna (2017) A CORRELATION BETWEEN STUDENTS’ SIMPLE PAST TENSE MASTERY AND THEIR LEARNING MOTIVATION TOWARD THEIR ABILITY TO WRITE NARRATIVE ESSAY AT THE THIRD YEAR STUDENTS OF ENGLISH DEPARTMENT OF BUNG HATTA UNIVERSITY. Diploma thesis, Universitas Bung Hatta.

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Abstract

This research was aimed to find out the correlation between students’ simple past tense mastery and their learning motivation toward their ability to write narrative essay at the third year students of English Department of Bung Hatta University. The hypothesis of this research was that if there was a significant correlation between students’ simple past tense mastery and their learning motivation toward their ability to write narrative essay at the third year students of English Department of Bung Hatta University. The number of population was 46 students. They were distributed into two classes. The researcher took two classes as sample by using total random sampling technique. The classes selected as sample were classes A and B. The researcher gathered the data by using simple past tense test to measure students’simple past tense mastery, questionnaire to measure students’ learning motivation and writing test to measure students’ ability to write narrative essay. After analyzing the data, the researcher found that the students’ simple past tense mastery was bad (45.16%), their learning motivation was very good (58.06%), and their ability to write narrative essay was bad (41.93%). The researcher found the coeffficientcorrelation between students’ simple past tense mastery and their ability to write narrative essay was .45 and value of r table was .355. It means that the r counted was bigger than r table ( .45 > .355) and the correlation was significant. Next, the researcher found the coefficient correlation between students’ lerning motivation and their ability to write narrative essay was .18 and value of r table was .355. It means that the r counted was smaller than r table ( .18 > .355) and the correlation was not significant. Then, the researcher found the coefficient correlation between students’ simple past tense mastery and their learning motivation was .41 and value of r table was .355. It means that the r counted was bigger than r table ( .41 > .355) and the correlation was significant. Finaly, the researcher found the value of coefficient of three variables was .44 and f- counted was 0.36 value of f- table was 3.34 in (α 0.05) (df) n-k-1 (28) (see Appendix 23). It means that f- counted (0.36) was bigger that f- table (0.34). It means that the alternative hypothesis stating “there is a significant correlation between students’ simple past tense mastery and their learning motivation toward their ability to write narrative essay was accepted Learning from the result, there was a significant correlation between students’ simple past tense mastery and their learning motivation toward their ability to write narrative essay at the third year students of English Depatment of UNIVERSITAS BUNG HATTA5 Bung Hatta University. The researcher suggested to the lecturer to give more grammar exercise especially in simple past tense to improve their simple past tense mastery, improve their learning motivation by using variety of interested method and activity during teaching learning strategy, and give more writing exercises in order to improve the students’ ability to write narrative essay. Key words: simple past tense,learning motivation,narrative essay

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