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Published in Malaysia by PUSAT CITRA UNIVE UNIVERSITI KEBANGSA 43600 UKM B. ’versiti Kebangsaan Malaysia “ta10 B ‘TABLE OF CONTENTS Re-imagining the curriculum: English in the discipline Ken Hyland “Teaching and Learning Problems of Second Language in India and Its Solution HLA, Hungund & Umesh Kumar Singh txploring Language Learners’ Stereotypes about Germany: Implications for Languaee Pedagogy, Larisa Nikitina, Zuraidah Mohd Don & Loh Sau Cheong EST Secondary Reading Curriculum: The Preparation for Read ‘Lubna Ali Mohammed & Harison Mohamed Sidek at Tertiary Level ‘Successful English Language Learning Strategies ‘Moganashwart Kandasamy, Melor Md Yunus & Mohamed Amin Embi “The Practice of Active Learning among Arabic Teachers in Madrasah totidalyah in Aceh Province Indonesia Salma Hayati & Lailatussaadah ‘Developing Engagement and Agency through Project Work ‘Normazidah Che Musa, Hazita Azman & Koo Yew Lie Comparing the Process Approach with the Product Approach in Teaching Academic Waiting to First-year Undergraduates Zarihan Samsudin Phenomena of Realizing Nominalizations in Students’ Written Texts Fatonah, Learners® Attitudes, Perceptions and Efforts towards English at Mosque Course ‘Khairal Hisyam Bahoruddin, Mohammad Affi Kamarul Azlan & Wan Yusoff Wan Shahoruddin ‘A Correlation between Mastery of Sentence Structure and Diction With English Writing Skills in Class 1X SMP Islam Al Syukro South Tangerang, Ratna Sari Dewi “The Vatlation of Language Learning Strategies Used among Malaysian Gifted Students (Nur Ainil Sulaiman . 7 = Mobile Learning and Law of Readinés¥ among Malaysian Secondary School Students Rashidah Rahamat ‘Amalan Maklum Balas Guru: Kemahiran Komunikasi Interpersonal dalam Bilik Darjal Syofia Ulfah " am BK Darah20 2 2 23 24 25 26 27 Use of Hedges and Boosters in the Yemeni EFL Undergraduate Persuasive Essays and Job Application Letters: A Gender Linked Study AliSaleh Alward, Chua Choon Mooi & Siti Jamilah Bidin ESL Student Teachers’ Contextual Learning Experience in Facilitating English Fun Camp ‘Mazyani Mat, Raja Nor Safinas Raja Harun & Nadiah Yan Abdullah ‘The Evaluation of an English Proficiency Module(EP1) at its Onset Sasigaran Moneyam, Muhamad Lothfi Zamri, Mohd Zahren Zakaria, Mohd Ridhwan Ismail & Thilaga Ravinchar Pre-Service EFL Teachers” Perceptions towards English as an International Language ‘Masyhudi Lathif Massively Multiplayer Online Role-Playing Games (MMORPG) as Virtual Grounds for Second Language Learning: Players’ Perception Nadia Balgis Adris d& Hamidah Yamat Grammatical Errors Made by ESL Tertiary Learners in Writing Charanyit Kaur Swaran Singh, Amreet Kaur Jageer Singh & Nur Qistina Abdul Razak ‘A Study on Oral Competency Levels of Candidates Attending Oral Test for University Engli Program Intakes Sasigaran Moneyam, Thilaga Ravinthar, Mohd Ridhwan Ismail & Mohd Zahren Zakaria Diverse Construction of Identities in Contemporary Malaysian Literature: Challenges in Deconstructing and Teaching Literature Collin Jerame & Ting Su Hie Using the English Proficiency 2 (EP2) Module to Enhance Undergraduates’ Learning A Case Study ‘Nurhafza Mohamad Mustafa, Kamarul Ariffin Ahmad & Nur Qistina Abdul Razak Relationship between English as Second Language Learners? Learning Styles and their Reading and Writing Achievement Nur Afifah Abd. Halim & Nooreiny Maarof In-service trainings (INSETS) for English Lecturers: An Exploratory Study in Malaysian Polytechnics Salmiza Abdul Rahim, Subaily Abdullah & Muhammad Zaki Yahaya ‘An Investigation of the Frequency of HOT and LOT of Bloom Taxonomy in the Diploma: English Entrance Exam Kamarul Ariffin Ahmad, Mubiamad Lothfi Zamri & Nora LieaABbdul Kadir ESL Teachers’ Employment of Instructional Language Strategies: Toward Effective Language Learning Strategies Lye Guet Poh & Francisca Connie Gotoking28 29 30 31 32 33 34 35 36 7 38 39 40 “The Effective Use of Collaborative Task-Based and Leadership Acts’ Approaches in the ESL: Classroom ‘Maryam Mohamed Amin, Roselind R.J. & Shazleena Othman Monitoring Self-assessment for ESL Learners’ Academic Achievement in a Malaysian ESL Context: A Case Study Charanjit Kaur Swaran Singh Diversity of False Beginners in Japanese Universities: Technology Majors and Management Majors CChisuko Aiba & Junji Izumi ‘The Effectiveness of Communicative Activit Communication Apprehension in Polytechnic Nurul Ajleaa Abdul Rahman & Nooreiny Maarof 1s in Reducing Engineering Students" ‘Tertiary Level Students’ Perception on the Use of Short Stories in Developing ESL Listening Skills Zarita Zainuddin Investigating Novice English Language Teachers’ Competency: A Case Study ‘Nursyuhada Zakaria Perbandi Mandarin 4i Universiti Teknologi MARA (UiTM) Khaulah Riddewan & Chong Peng Hwa » Sikap Pelajar Diploma terhadap Pembelajaran Bahasa Arab dan Bahasa Decoding Mind Maps: Construction of Visual Meaning, Chairozila Mohd Shamsuddin ESL Students! Perceptions on The Use of Facebook as A Collaborative Writing Tool in Improving Writing Performance Siti Shuhaida Shukor & Habsah Hussin ‘The Teaching of Sound-Letter Association across Gender among Young English Language Learners ‘Muhaida Akmal Mohamad, Shameem Raftk-Galea & Ain Nadzimah Abdullah Instagram for Education (#edugram): A Study Among Unisel Shah Alam Students ‘Adlene Aris, Azlina Aris & Mokhtar Muhammad Letting it Goe Melting the Freeze: A Look at Language Use in ‘Frozen ‘Swagata Sinha Roy & Kavitha Subaramaniam Model ADDIE dalam Proses Reka Bentuk Modul Pengajaran: Bahasa Arab Tujuan Khas di Universiti Sains Islam Malaysia sebagai Contoh Ummu Nasibah Nasohah, Muhammad Izuan Abd Gani & Nazipah Mat Shaid @ Md Shaid41 Entertainment vs. Education: Students’ Perspectives on the Use of Apps Zuraina All, Nurul Nadia Mohammad, Hafizoah Kassim, Siti Norzaimalina Abd Majid Rosnani Ismail, Mohd Amir Izuddin Mohamad Ghazali, Supyan Hussin & Ahmad Fauci Ayob 42 Contextual Diversity Adopt ‘Tribal School Theviyarkum ‘Manoj Chandrasenan from Tribal Culture In ELT - An Experimental Study - Govt. 43 Constructive Alignment: Implications for Bridging the Gap/between Academia and Reality in Language Teaching Vu Van Thai Restructuring the English Proficientey Courses in Enhancing UPSI Students’ English Proficiency, Raja Nor Safinas Raja Ha 45 46 47Proceedings of the International Seminar on Language Teaching ISeLT 2015, 4-5 February, Bangi, Malaysia, A Correlation between Mastery of Sentence Structure and Diction With English Writing Skills in Class IX SMP Islam Al Syukro South Tangerang Ratna Sari Dewi State Islamic University Syarif Hidayatullah ABSTRACT This study aimed to obtain empirical data of determining the Correlation between mastery of sentence structure and diction, either individually or simultaneously with English writing skill in class IX Junior High Schoo! of Islam Al Syukro Ciputat, South Tangerang academic year 2013/2014. The method implemented in this research was descriptive method with a correlation technique. The population gathered in this study'was all third grade students of AI Syukro Islamic Junior High School, Cipuat, South Tangerang with the total number of studems were 67. The samples were taken by using a total sampling technique. The instrument applied for data collection by using multiple choice test for mastery of sentence structure (X1) and diction (X2), while the performance test was for English writing skill (). The results revealed thatthe contribution of mastery of sentence structure (X;) on writing skill (Y) of 18.5% and a significant cortélation for tcount> t table is 11.28 > 4.03 for a = 0.05 and Feount > Frable i6:11.28 > 7.17 for = 0.01. Them the contribution mastery of diction (X,) on writing skill (9 of 17.6% and a significant correlation for 1 count> 1 table is 10.82 > 4.03 for a = 0.05 and Fhitung > Fiable is 10.52 > 7.17 for a = 0.01 level While the contribution of X1 and X2 1 ¥ is 22.75% and the degree of correlation is quite significant because of F> F is $.91 > 3.178 for a = 0.05 and Fobtained >Ftable, or 5.91 > 5.07 for a = 0.01. The amount contribution of the mastery of sentence structure and diction with the writing skill is 22.7596, Mastery of diction contributed to the English writing skill of 17.6% and the remaining 82.4% ts determined by other variables. The result of study confirmed that (1) there is a positive correlation between the mastery of sentence siructure with writing skill. (2) there is @ positive correlation between the mastery of diction with writing skill, and (3) there is a correlation between the mastery of sentence structure and diction with writing skill. Keywords: Mastery of sentence structure; Mastery of diction, English writing skill INTRODUCTION Learning English is directed to improve the ability of learmers to communicate. Communication can be established if there has been an interaction, between the speaker and the listener through the message to be delivered Communicating can be implemented in written and spoken ways as a means to communicate both verbally and in writen form and as a mean of communication the need for the teacher's role as a medium in the delivery of the ‘message. The role of the teacher is able to practice language skills among students, namely (1) listening skills, (2) speaking skills, (3) reading skills, and (4) writing skills. These four aspects of language skills are intimately linked and mutually support each other. Therefore, in the teaching of language skills teachers should be able to integrate the four aspects, ‘As one language skills, writing 18 #"skill.that is difficult and'€émplex. Said to be difficult and complex as writing cannot be controtted in passing, the need foF'eontinuous training to become skilled in writing. Someone skilled in writing is not only he is able to express ideas, feelings, and his experience merely in writing, In addition, writing is also the language skill that is expressive and productive. Expressive can be said that the author can express ideas and feelings into written form, while the form of productive is the author can produce words, sentences, Paragraphs and discourses that have been through the process of thinking and pouring author's ideas. ‘At the level of Secondary Education, writing is very needed. This is used to provide information, to persuade readers to adop a particular action and sometime to entertain the readers. To start writing the writer should pay ISBN 978.983-9122-26-8Proceedings ofthe Imernational Seminar on Language Teaching ISeLT 2015, 45 February, Bangi, Malaysia. attention to things that are important, which sets the reader writing and seta goal of writing. Determination of readers is very important to establish patterns of the language to be used in writing, Based on pre observations of researchers in the ability of students to write, many students are still not able to express ideas, feelings and experiences. It is seen from the students’ difficulties in arranging words into cohesive and coherent sentences, the ability of the spelling (capital letters, punctuation, absorption elements and others), the ‘mastery of a wide range of vocabulary, knowledge of science which have been written. In addition to the above, factors that also affect students’ ability to write is mastery of sentence structure. This 2 be proved by the results of the students’ work with regard to the ability 10 write haven't got maximum results, ‘They often have difficulties when they want to pour ideas into an effeetive written form. Many of them when they are writing often use incorrect sentence structures. In other words it can be said that above sentence structure, the factor of word choice also influences students’ writing ability. Mastery of diction (word choice) in a sentence, there are still many who have not been right. They often use words or word choice that does not fit the contexts There are words that are the same or vocabulary words from the local language / Indonesia used inthe formation of a sentence, It causes the result in a less precise meaning of a sentence or phrase that does not become effective, Based on the background of the above problems, the formulation of the problem in this study were: (1) Is there a correlation between mastery of sentence structure and students" writing skill at grade IX students of SMP. Islam Al Syukro South Tangerang 2, 2) Is there a correlation between mastery of diction and students writing ability at grade IX students of SMP Islam Al Syukro South Tangerang 2, and (3) whether there is a correlation between mastery of sentence structure and diction with students writing skill at grade IX students of SMP Islam Al Syukro South Tangerang? LITERATURE REVIEW WRITING SKILL Cere (1985: 5) says writing is communication, He further outlined that(1) writings form of self-expression. It can be said a writing activity because of the desire in him to express ideas, ideas, and feelings into written language; (2) ‘writing is something that is commonly presented to the reader. This means that someone who did writing activity is an activity that has been performed continuously; (3) write the rules and behavior. It can be said a good writer will know and be able to apply the rules in writing; and (4) writing is « way of learning. This means that writing is used to determine a wide range of science and a variety of things that exit in this world. Furthermore, Mercer (1983: 466) says that writing is a communication tool that consists of graphically symbolizing skills and disclosure of self-expression, From this explanation can be described that writing is the delivery of new ideas and activities carried out by a person using the medium of written language that aims to convey the intent and Purpose to others. By communicating in writing someone trying to express feelings and ideas to be understood by others {In writing activity there some aspects to be considered, namely; the purpose ,the procedures, and the readers, According to Hart and Reinking (1986:3) the aims in writing is to provide information and convice the readers to adopt a particular action from the productiof writing. While the provedure how to write according to Ann Raimes (1998:10) reinforces the grammatical structure, idfom and vocabulary, then to be adventurous with the language and last become very involved with the new language, The product of informative writing hopefully to be read and has valuable input for the people who are reading it. MASTERY SENTENCE STRUCTURE Lado (1977: 142) defines the structure of sentence (grammatical structure) is a word in the sentence pattern drafting and preparation of word elements being said. The sentence is a combination of two or more words that produce a final understanding and intonation patterns. Each sentence has a constituent element of the sentence. A combination of Clements will form a sentence that implies. So the sentence is a unit of language that contains a "mind" or "mandate" ISBN 978-983-9122-26-8 97Proceedings ofthe International Seminar on Language Teaching ISeLT 2015, 4-5 February. Bangi, Malaysia, complete. Fries (1952:9) says that “a sentence is a group of words expressing a complete thougt” Furthermore he said that “a sentence is a word or group of words standing between an initial capital letter and @ mark of end punctuation ‘or between two marks of end punctuation. Mastery of sentence structure (grammar) by Richards (2003: 41 is @ phrase, clause, or sentence that is acceptable because it follows the rules of grammar while grammar (grammar) is a description of the structure of language and the way in which the linguistic units, such as words and phrases are combined to produce sentences in that language as well as considering the meaning ofthe language functions contained in these sentences as a whole. MASTERY OF DICTION Razak (1988: 64) says that: "The-choice ofthe right word can Open a taste “of readers, as well as food seasoning can ‘make people eat more revenous.” Keraf (2008:.24) states that: (I) Dietion includes understanding words used to convey an idea, how to classify the right words, and what is good style to use in a given situation; (2) Diction is the ability to accurately distinguish nuances of meaning from the idea to be conveyed, and the ability to find a suitable form (suitable) with the situation and/the value of a sense of community owned group of listeners; (3) Diction / appropriate word choice and fit only made possible by the mastery ofa large number of vocabulary or vocabulary of the language. It can be concluded diction as the choice of words to describe an idea and also used to express ideas or tell the events with attention to style language, expressions and so on. RESEARCH HYPOTHESIS. Based on the definition and explanation of the theory in the study of the above theory, the research hypothesis can be formulated as follows: 1. There isa positive correlation between sentence structure and students writing skill. 2. There isa postive correlation between mastery of diction and students writing skill, 3. There is a positive correlation between mastery of sentence structure and with students writing skill. METHODOLOGY ‘This study aims to determine whether there:is @ correlation mastery of sentence structure (Xi), mastery of dietion (X:) and students English writing skill (Y) and make predictions (by using multiple regression) based on the correlation between the independent variables (the mastery of sentence structure (X; ), mastery of dietion (X) and the dependent variable (English writing skill (¥), The method used in this research is descriptive correlational techniques. The population in this study were students of class IX SMP Al Syukro South Tangerang 2013/2014 schoo! year, amounting to 67 students. Samples of research done by the total sampling so that 67 students was selected as the study sample. Data analysis techniques using simple correlation and multiple correlation test. FINDINGS DESCRIPTION OF DATA. ‘he following are descriptions of data covering on the number of samples, mean, median, mode, standard deviation, variance, range, highest value (maximum), and the lowest value (minimum). Description ofthis data is presented in the form table below. ISBN 978.983-9122-26-8 98,Proceedings of the International Seminar on Language Teaching ISeLT 2015, 4-5 February, Bangi, Malaysia. ‘Number of sample 52 2 32 Mean 35,46 58.2 Ga Median 55,27 58,71 65,88 ‘Mode 543 58.88 64.36 Deviation Standard 13,8 13,889) 3.734 Varians 192,879 191.8 188.633 Range 37 38 ighest Sore e 86 92 Lower Score 26 29 34 fe 1: Calculation of Basie Statistics variables X,, X, and Y ‘TESTING REQUIREMENTS ANALYSIS ‘Testing requirements analysis is performed to predict whether homogeneous and 1 ibution of data. Testing homogeneity usin while normality with chikuadrat. From the calculation results of ‘ehitung value = 0.460. While ztabel value for significance level of 5% and degrees of freedom (df= 2), then the value y?tabel = 5.991 so feount Frab, ar 11,28 > Regresion (W/a)_[1 1927.01 |1897,01 4,03 dan 11,28 > 7,17 soit be Residu 30 8095.3 | 161,91 concluded variabel X; has significant correlation with variableY. Te. 19 265921 | 135,25 Error 33 5456,09 | 165.34 ‘Table 2: Summary of ANOVA Carlati variable X,and Variable ¥ Based on the table it was known that the value of F = 11.28, Ftable value = 4.03 at significance level a = 0.05 or 5% and the value of F table = 7.17 significance level a = 0.01 or 1%. If the value of F< F table then the correlation between the variables X1 and ¥ variable is not significant (Ho is rejected) and if the value of F > F table then the correlation berween the variable X1 and variable are significant (Ha accepted). It appeared Fcount > Flable is 11.28 > 4.03 for a = 0.05 and Feount > Ftable is 11.28 > 7.17 for a= 0.01, the correlation between the variable X1 and variabel Y is significant (Ha accepted ). ISBN 978.983.9122-26.8 99Proceedings of the International Seminar on Language Teaching ISeLT 2015, 4-5 February, Bangi. Malaysia, ‘Moreover, it can also be searched for a correlation between X, and Y using the product moment formula, The results of the calculation with the product moment formula obtained results robtained or rxly value of 0,430 categorized significantly. Then the coefficient of determination (strength of the relationship) between the variables X; to variable Y is KP = rx 100% so, KP (0.430) * x 10096, then KP = 18.5%, which means mastery of sentence structure contributes tothe students English writing skill of 18.5% and the remaining 81.5% is determined by other variables. MASTERY OF DICTION CORRELATION WITH WRITING SKILLS. Total 2 220362‘ 4,03, 77 Regresion(@) | V 2 tab, 10,52 > 4,03 Regresion bia) | 1 luded Resid corr TC a, Error 1 Based on 4.0; level a= = the correlation between the var is rejected) and if the valu table then the correlation between the ve ib significant (Ha accepted) It appea value of F > Ftable is 10.52 > 4.03 for a = 0.05 and Feount> Ftable is 10.52 > 7.17 for a = 0.01, the between the variables X; with Y variables are significant (Ha acce reover, it be looked mula of cal product moment. product m tt 9 categori ‘Then the yb P= (0.419) = 17.6% determin Regressi Test Mul Xa) at 100 f e he ability to writ of 17.68 remainin; St Diction wit Writing i t variables wn (X). nt 'Y) when t 1 vari ISBN 978-983-9122-26-8 ificance ble then fF2P that the relation ting the enough. x 100% 2.4% is itl ression les (Xi,Proceedings ofthe International Seminar on Language Teaching ISeLT 2015, 4-5 February, Bangi, Malaysia. 52, 2883 169635 9794.83 3048, 187902 9242.31 220362 992231 187652 248,85 7911 Based Caleutat Calculation ofthe coefficient of multp the degree of correlation betw: ‘more variables. The coefficient of determination is ted by the letter r which can be calculated the linear correlation coefficient (r xy) 2, As for the multiple determination coefficient denoted by the IKreg: 2 a OD 62 8 x 2.3 2 9922.3, x 9460.8, 424 Table 5: Summary oF efficient of Determination ‘The conclusion is that the degrees of freedom (Af) for the numerator df= 2 and for the denominator = 49 atthe level of a = 0.05 was obtained value of F table = 3.178 and a = 0.01 extent thatthe value of F table = 5,07. When F obiained < F table, then there is no strength of the correlation between the variables X; and X_ with Y but if F ‘obtained > F table, then there is the strength of the correlation between the variables X, and Xo with Y. tt appeares that Fobtained > Fiabe, or 5.91 > 3.178 for a= 0.05 and Fobtained >Fiable, or 5.91 > 5.07 for a= 0.01, meaning that the comrelation between mastery of diction, sentence structure with the writing skill is categorized sufficient ISBN 978-983.9122-26-8 worProceedings of the International Seminar on Language Teaching ISeLT 2015, 4-5 February, Bangi, Malaysia. significance that is equal to (0.441) ? x 100%, is 19.4% CONCLUSION Based on the description of the above data it can be concluded that: First, the results of testing the first hypothesis can be concluded that there is a positive correlation between ‘mastery of sentence structure and writing skill. The conclusion shows that the higher mastery of sentence structure the better the skill to write in English. This is reflected in the mastery of sentence structure contributes to the ability to write English of 18.5% and the remaining 81.5% is determined by other variables, Second, the results of testing the second hypothesis can be concluded that there is a positive correlation between mastery of diction with the English writing skill, The conclusion shows that the higher mastery of diction, the better the skill to write in English. Mastery of dictiow contributed to the English writing skill of 17.6% and the remaining 82.4% is determined by other variables. Third, the third hypothesis testing results can be conélidded.that there is @ positive correlation between ‘mastery of sentence structure and diction with the English writing skill. The conclusion shows that the higher mastery of diction, sentence structure, the better the skill to write in English. The correlation between mastery of sentence structure and mastery af diction with the English writing skill is categorized sufficient significance that is equal to (0.441)? x 100%, is 19.4%, SUGGESTION Based on the conclusions that have been described, it can be suggested as follows: Students are advised to follow the teaching of English, especially writing activities in earnest in order to have the sentence structure and diction as well mastered. ‘Teachers, it is advisable to more actively take part in trainings, seminars, and workshops in the field, especially regarding how to teach writing, mastery of sentence structure and mastery of diction. besides, teachers seek to be more creative and innovative in packaging and presenting learning material to students so that students feel happy and keen to learn, School, itis advisable to make improving infrastructure English language learning so that students and teachers are increasingly eager to learn so that spur students’ skills in-English language. REFERENCES Cecil D, Mercer.and Ann R. Mercer, 1983. Teaching Siudemt With Learning Problem, Ohio : Charles Merril. Publishing Co, 1983, CCere, Anne Rogeles, 1985, Writing and Learning, New York : MacMillan Publishing Company. Fries, Charles Carpenter, 1952. The Structure of English, New York: Harcourt, Brace and Company. Hart, Andrew W., and James A. Reinking, Writing for Career-Education Students, New York: St. Martins’S Press, Keraf, Gorys. (2008). Dik dan Gaya Bahasa. Jakarta: PT Gramedia Pustaka Utama, Lado, Lado, 1977. Language Testing, Hongkong; Longman. Raimes, Ann. 1988. Techniques in Teaching Writing. London: Longman Group. Razak, Abdul (1988). Kalimat Efeki/(Strultur, Gaya, dan Varias!) Jakarta; PT Gramedie Richard, Jack C. And Theodore:S;-Rogers. 2003. Approaches and Methods as. Language’ ‘Teaching. London: Cambridge University Press. Dr. Ratna Sari Dewi, M.Pd Jin, Bakti Ujung No, 25 Rt. 09/03 Kedaung Pamulang Tangsel Indonesia sail: [email protected] ISBN 978.983-9122.26-8 102