SKRIPSI

THE EFFECT OF USING GRAMMAR TRANSLATION METHOD

IN ARRANGING COMPOUND SENTENCES AT
THE EIGHTH GRADE STUDENTS’ OF
SMP NEGERI 9 PAREPARE

BY

ARJUN
Reg.Num: 14.1300.054

ENGLISH PROGRAM
TARBIYAH AND ADAB DEPARTEMENT
STATE ISLAMIC INSTITUTE (IAIN)
PAREPARE
2018

i
THE EFFECT OF USING GRAMMAR TRANSLATION METHOD
IN ARRANGING COMPOUND SENTENCES AT
THE EIGHTH GRADE STUDENTS’ OF
SMP NEGERI 9 PAREPARE

BY

ARJUN
Reg.Num: 14.1300.054

Submitted to the English Program of Tarbiyah and Adab Faculty

of State Islamic Institute of Parepare in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan (S.Pd)

ENGLISH PROGRAM
TARBIYAH AND ADAB DEPARTEMENT
STATE ISLAMIC INSTITUTE (IAIN)
PAREPARE
2018

ii
THE EFFECT OF USING GRAMMAR TRANSLATION METHOD
IN ARRANGING COMPOUND SENTENCES AT
THE EIGHTH GRADE STUDENTS’ OF
SMP NEGERI 9 PAREPARE

Skripsi

As Partial Fulfillment of Requirements for the Degree of Sarjana

Pendidikan (S.Pd)

English Program

Submitted By

ARJUN
Reg.Num: 14.1300.054

To

ENGLISH PROGRAM
TARBIYAH AND ADAB DEPARTEMENT
STATE ISLAMIC INSTITUTE (IAIN)
PAREPARE
2018

iii
 ACKNOWLEDGEMENT

Alhamdulillahi Rabbil Alamin. There is no beautiful sentence to say except

praying and thanks to our God Allah SWT, for his blessing, mercies and enjoyment so

that the researcher could finish this Skripsi perfectly. May shalawat and salam always

be given to our prophet Muhammad SAW who guided us from the stupidity to

cleverness, from jahiliyah to Islamiyah namely Islam religion, The trust religion in this
world and hereafter.

The researcher would like to present acknowledgement of his deepest

appreciation and admiration from his heartstring specially for both of his Parents

Samai, mother and Ahmad, father and her family, who always given endless love,

immense care, sacrifice, advice, financial support and sincere prayers for his safety,

healthy and successful all times.

His deepest gratitude is due to the first consultant Drs. Abd Rauf Ibrahim, M.Si

and the second consultant Mujahidah M.Pd, who have spent their much times and

patiently assisted and encouraged his finishing this Skripsi by their suggestion,

motivation guidance correction, and overall support since the preliminary stage of

manuscript until completion of this Skripsi. The researcher also would like to express
his deepest and most thanks to:

1. Dr. Ahmad Sultra Rustan, M.Si, as the Rector of State Islamic Institute (IAIN)

Parepare.

2. Bahtiar, S. Ag.,M.A, as the chairman of Tarbiyah and Adab Departement.

3. Mujhaidah, M.Pd as the responsible of English Program for all his guidance for

students.

vii
 4. The head of library IAIN Parepare and all of staff who have provided services

to the author during the study in IAIN Parepare.

5. The lecturer in English Program who have spent their time in educating the

author during the study in IAIN Parepare.

6. The head of SMP Negeri 9 Parepare and all its staffs for willingness and

permission to conduct the researcher in the school.

7. Thanks so much to his beloved friends, they are Asran, Supriadi, Dede
Syuhendono, Emi Mastura, Parwansyah and all other friends whose named

could not be written who always fills his heart with spirit and motivate support

and expert him to be success. Thanks so much who helped him in writing this

“Skripsi”.

Finally, the researcher realized that this “Skripsi’ still has any weakness and

still far from perfect. Therefore, the researcher would higher appreciate all constructive

suggestion for the perfection of this “Skripsi”.

Parepare, September 10th, 2018
The writer

ARJUN
Reg Num. 14.1300.054

viii
 DECLARATION OF THE AUTHENTICY OF THE SKRIPSI

The writer who signed the declaration below:

Name : Arjun

Students Reg. Number : 14.1300.054

Place and Date of Birth : Buntu Lenta, February 2, 1996

Study Program : English Program

Faculty : Tarbiyah and Adab

The Title of Skripsi :The Effect of Using Grammar Translation Method in

Arranging Compound Sentences at The Eighth Grade

Students of SMP Negeri 9 Parepare.

Stated this skripsi is his own writing and if can be proved that it was copied,

duplicated or complied by any other people, this skripsi and the degree that has been

gotten would be postponed.

Parepare, September 10th, 2018

The writer

ARJUN
Reg Num. 14.1300.054

ix
 ABSTRACT
ARJUN. : The Effect of Using Grammar Translation Method in Arranging
Compound Sentences at the Eighth Grade Students’ of SMP Negeri 9 Parepare.
(Supervised by Abd. Rauf Ibrahim and Mujahidah).
Grammar is an elementary mainstay in mastering the four skills in English. To
improve students’ grammar ability, the teacher needs the suitable method to conduct in
the classroom. A grammar-translation is one of the most effective methods that focused
on reading and translating the sentences which demonstrates grammatical rules to
acquire English as second language. This study was aimed to see the effect of Grammar
Translation Method in Arranging Compound Sentences at the Eighth Grade Student of
SMP Negeri 9 Parepare.
The design of the research is a quantitative associative with correlation
quantitative design. The subject of this research is VIII 1 and VIII 2 class each class
consists of 30 students. Technique of sample used purposive sampling. Techniques of
data collection used are observation, questionnaire and test. Techniques of data analysis
used person’s product moment.
Based on data analysis, First, The result of this study indicated that the using of
grammar translation method in learning English at the eighth grade students’ of SMP
N 9 Parepare is 84 % , This proved that students’ respond to learning English is high
category. The second, students’ ability in arranging compound sentences by using
grammar translation method is 88,1 %. Its’ showed that students ability in arranging
compound sentences is high category. Third, there is significant effect of using
grammar translation method through students’ ability in arranging compound sentences
at the eighth grade students of SMP Negeri 9 Parepare, this is in accordance with the
results of the questionnaires and score of the test about compound sentences with
significance value 𝑟𝑥𝑦 = 0.980 ≥ 𝑟𝑡𝑎𝑏𝑒𝑙 = 0.250 at a significant level of 5%,, the result is
98 %. In the sense that 2% others are influenced by other variables not observed in this
study.
Keywords: Grammar Translation Method, Compound sentences.

x
 TABLE OF CONTENTS

PAGE OF TITTLE

SUBMITTED PAGE ................................................................................................ ii

ENDORSEMENT OF CONSULTANT COMMISSIONS ...................................... iii

ACKNOWLEDGEMENT ........................................................................................ iv

DECLARATION OF THE AUTHENTICITY OF THE SKRIPSI .......................... vi

ABSTRACT .............................................................................................................. vii

TABLE OF CONTENTS ..........................................................................................viii

LIST OF TABLES .................................................................................................... x

LIST OF FIGURES .................................................................................................. xi

CHAPTER I: INTRODUCTION

1.1 Background ................................................................................ 1

1.2 Problem statement ..................................................................... 3

1.3 Objectives of the Research ........................................................ 4

1.4 Signification of the Research ..................................................... 4

CHAPTER II: REVIEW OF RELATED LITERATURE

2.1 Some Pertinent Idea ................................................................. 5

2.1.1 The concept of Grammar Translation Method ................ 5

2.1.1.1 Definition of Grammar Translation Method ....... 6

2.1.1.2 Advantages and Disadvantages ........................... 8

2.1.1.3 The implementation of GT Method ..................... 9

xi
 2.1.2 The Concept of Compound Sentences............................ 10

2.2 The Previous Research Findings .............................................. 16

2.3 Conceptual Framework ............................................................. 18

2.4 Hypothesis ................................................................................ 19

2.5 Operational Definition of Variable .......................................... 19

CHAPTER III:METHOD OF THE RESEARCH

3.1 Research Design ....................................................................... 21

3.2 Location and Duration of the Research .................................... 21

3.3 Population and Sample ............................................................. 21

3.4 The Technique of Data Collection ........................................... 23

3.5 Technique of Data Analysis ..................................................... 25

CHAPTER IV: FINDING AND DISCUSSION

4.1 Description of Result Research ............................................... 26

4.2 Hypothesis testing.................................................................... 37

4.3 Discussion and Interpretation .................................................. 42

CHAPTER V: CONCLUSION AND SUGGESTION

5.1 Conclusion .............................................................................. 46

5.2 Suggestion .............................................................................. 47

BIBLIOGRAPHY ..................................................................................................... 49

APPENDICES ................................................................................................. ……51

xii
 LIST OF TABLES
Num. Title of Table Pages
3.1 Population data of class VIII SMPN 9 Parepare. 23
3.2 Sampling data of class VIII 1 & 2 SMP N 9 Parepare 24
4.1
4.2 The value of descriptive statistical variable X 29
4.3 The summary of descriptive statistics (Variable X) 30
4.4
Frequency distribution of variable (X) 30
4.5
4.6 Guidelines for interpreting the score of respondent 34
4.7 The value of descriptive statistical variable Y 35
4.8
The summary of descriptive statistics (Variable Y) 35
4.9
4.10 Frequency distribution of variable (Y) 36
4.11 Variable X and Y 39
4.12
Guidelines for interpretation of correlation coefficients 43
First output (ANOVA) 45
Second output (model summary) 45
Third output (cooficient) 47

xiii
 LIST OF FIGURES
Num. Title of Figures Pages
3.1 Schematic of Conceptual Framework 19
3.2 Bar Chart of X Variable (The use of Grammar 32
Translation Method)
4.1
Pie Chart of X Variable (The use of Grammar 32
4.2 Translation Method)
4.3 Histogram of Using Grammar Translation Method.
33
Bar Chart of Y Variable (Students’ Ability in Arranging
4.4 37
Compound Sentences)

4.5 Pie Chart of Y Variable (Students’ Ability in Arranging

Compound Sentences) 37
Histogram of Students’ Ability in Arranging Compound
Sentences
38

xiv
 LIST OF APPENDICES
Num. Title of Appendices Pages
1 Questionnaire Grids 52
2 Questionnaire 53
3
4 Observation Guidelines 56
5 Question items 58
6
Questionnaire Tabulation of X Variable 60

7 The results of Students’ Ability in Arranging Compound 62

8 Sentences (Y variable)
9 Observation Result 64
10
License of Research
11 66
12 License to do Research 67
The Certificate Has Conducted Research 68
Pictures of Research Implementation 69
Biography
70

xv
 CHAPTER 1

INTRODUCTION

1.1 Background

Language is one of the main aspects used in communication. Language

consists of four basic skills, namely listening, reading, speaking and writing.

Everybody needs language to interact with each other. In communicating, people use
language differently according to their background; the place of origin, education,

social group, generation and even occupation.1 There are so many languages that we

have known as international language such as Dutch, Arabic, German, Chinese and

English.

English is used and taught as a first foreign language in Indonesia. The role is

important in our daily life, especially in the formal education. For the reason, English

has been learned from elementary school until college level and it is include as

primary subject. In teaching English, student should master four skill, they are

listening, speaking, reading and writing. Listening and reading can be categorized as

receptive skill, while speaking and writing as productive skill. In this study the

researcher focused on writing.

Writing is one of the skills that must be learned in teaching English. To be a

good writer, one of the students must be an expert in grammar. According to Jeffry

Coghill “Grammar of the language is the set of rules that govern, its structure.”

Grammar determines how words are arranged to form meaningful units.2 To build

students' grammar ability, teachers have gone through many creative ways. There are

1
Kaharuddin Bahar, Interactional Speaking, (Yogyakarta: TrustMedia, 2014), P.1
2
Jeffrey Coghill and Stacy Magendanz, English Grammar, (New York:Wiley publishing. Inc,
2003), P.xvi. http://b-ok.cc/book/808837/ad263d. (accessd: 11june).

1
 2

so many approaches and even workable methods can be use. However, teachers need

to be aware of their own learning styles, as many methods do not seem to be

appropriate for Students; some of them can build students' grammar ability and some

do not.

Teacher should be smart to put out method which is really fixed and cover all

of their students’ need. Related to the method, the researcher finds out many students

of the eight grade student of SMP N 9 Parepare still have difficulty in arranging
compound sentences although they are supposed to master it after graduating in the

class. Inappropriate method is one of its reasons. Moreover, some English teachers

often fail to decide whether certain method is appropriate or not to the characteristics

of the students. Usually, they only used various methods based on the ability of them

in those methods. Therefore all the methods can be a brilliant method idea in the class

if it is suitable for the students’ learning style. In other words, all of brilliant and

modern method will be nothing if it is not suitable with the students.

Commemorating on method applied Richards and Rodgers state that the wide

variety of methods option currently available confused rather than comforts. It

appears to be based on very different view of what language is in how language is

learned. Furthermore, some methods recommend apparently strange and unfamiliar

classroom techniques and practices. In this study of research, the researcher focuses

on Grammar Translation Method (GTM). 3

Grammar translation method is known as a traditional technique of foreign-

language teaching. The Grammar Translation Method is a teaching method

commonly used to perform grammar with the main characteristics (translation) and

3
Jack C Richards & Theodore S Rodgers. Approaches and Methods in Language Teaching
(eleventh printing). (Cambridge: Cambridge University Press. 1995). P.vii.
 3

memorize verb forms, while teaching teachers usually explain the material by using
4
local language. This method is expected to develop students' ability in English in

accordance with good and correct language and students who are expected to

translate the mother tongue target language and vice versa will not only interpret it

and be able to understand and analyze the grammatical structure of the sentence. The

technique in teaching is the teacher gives more exercises in analyzing the grammar.

In applying the grammar translation method in the classroom, a teacher

introduces in advance the material (compound sentences) and the conjunction used.

Teachers also give more exercises about analyzing sentences. After the students have

been able to analyze the sentence, then the teacher told the students to arranging

compound sentences in accordance with the correct grammar.

Based on the explanation above, the researcher would like to find the effect

of using grammar translation method in arranging compound sentences at the eighth

grade students’ of SMP Negeri 9 Parepare.

1.2 Problem Statement

Based on the background above, the problem statement of this research is:

1.2.1 What is the students’ response in learning compound sentences through using
grammar translation method at the eighth grade of SMP Negeri 9 Parepare?

1.2.2 How is the students’ ability in arranging compound sentences through using

grammar translation method of the eighth grade students of SMP N 9

Parepare?

1.2.3 Is there any effect of using grammar translation method in arranging

compound sentences at the eighth grade student of SMP Negeri 9 Parepare?

4
A.Kaharuddin, S.IP, M. Hum, The Communicative Grammar Translation Method, (Cet.1
;Yogyakarta: TrustMedia, 2013) P. 6
 4

1.3 The Objective Study of Research

In relation the problem statement mention previously, the objectives of the

research are formulated as:

1.3.1 To find out the students’ responses in learning compound sentences through

using grammar translation method at the eighth grade of SMP Negeri 9

Parepare?

1.3.2 To find out the students’ ability in arranging compound sentences through
using grammar translation method of the eighth grade students of SMP Negeri

9 Parepare.

1.3.3 To find out whether or not there is any effects of using grammar translation

method in arranging compound sentences at the eighth grade students of SMP

Negeri 9 Parepare.

1.4 The Significance of The Research

From the research we can get many benefits, it has benefits to:

1.4.1 Theoretically

This research can help the teacher to find out the alternative way in teaching

compound sentences.
1.4.2 Practically

1.4.2.1 It can be used to improve the students’ grammar ability were expected to be

able to good progress in English.

1.4.2.2 To increase the researcher and the readers’ knowledge in English grammar

especially in learning compound sentence.

 CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 The Description of Theory

In this part, some patient ideas will be explain about the concept of variable

of research.

2.2.1 The Concept of Grammar Translation Method

2.2.1.1 Definition of Grammar

According to Chomsky:” a grammar is a model (=systematic description) to

those linguistics abilities of native speakers of a language which enable them to speak

and understand their language fluently”. These linguistics abilities, Chomsky terms

the competence of the native speaker. Thus, a grammar of a language is a model of

the linguistics competence of the fluent native speaker of the language.1

In Merriam-Webster dictionary, definition of grammar for English language

learners is the set of rules that explain how words are used in a language; speech or

writing judged by how well It follows the rules of grammar; a book that explains the

grammar rules of a language.2

Based on definitions above the researcher conducted that grammar is a set of

language rules that you use to create phrases and sentences that convey meaning.

2.2.1.2 Definition of Translation

Translation is essentially a translation of the meaning or message from the

source language to the target language. Thereby translating relating to three main

1
Andrew Radford. Transformational grammar. A first course. (new York: Cambridge
university press.1988) P. 12
2
“Merriem-webster since 1828 online”, http://www.merriem-
webster.com/dictionary/grammar?src=search-dict-hed accessed (27 October)

5
 6

elements, that is source language, meaning or message and target language.3

According to cattford, translation is replacement of textual material in one language

(SL) by equivalent textual material in another language (TL).4

Based on definitions above, translation is the process of translating word or

phrases or text from source language to target language.

2.2.1.3 Definition of method

Method is an overall plan for the orderly presentation of the language

material, no part of which contradicts and all of which is based upon the selected

approach is axiomatic a method is procedural within an approach there can be many

method.

According to Richard and Rogers: ” method was an umbrella term to capture

defined approaches, designs, and procedures”. Similarly, Prabu state that “thought of

method as both classroom activities and the theory that informs them”.5

Based on definitions above, the researcher conducted method is a set of ways

in which to achieve certain goals in the learning process.

2.2.1.4 Definition of Grammar Translation Method

Grammar translation method is a method of teaching foreign languages

derived from the classical (sometimes called tradition method) of teaching Greek and

Latin. In grammar translation classes, students learn grammatical rules and then apply

3
Drs. Fahrurrozi. Teknik praktir terjemah. Cara mudah dan praktis mempelajari teknik
terjemah (Yogyakarta.2003) P. 1
4
Cattford, J. C. A. Linguistics Theory of Translation (London: Oxford University
Press.1969), P. 35
5
Jack C Richard and Willy A. Renandya, Methodology in Language Teaching. An anthology
of current practice. (USA: Cambridge University Press. 2002). P.5
 7

those rules by translating sentences between the target language and the native

language. 6

Grammar translation method is a blend of grammar and translation methods.

Grammar method, students learn grammatical rules along with teachers with a list of

vocabulary groups. The words are then made into phrases and sentences based on

rules that have been learned. While the translation method contains activities to

translate sentences or texts in accordance with the correct grammar from the mother
tongue to the target language or vice versa.

According to Larsen-Freeman: “Grammar Translation Method is a language

teaching method built learners to be able to read literature written in the Target

Language, this purpose can be reached by learning about the grammar rules and

vocabulary of the Target Language”. It is also believed that studying foreign language

provides students with good mental exercise which helps develop the students’ mind.7

Broughton said that “the traditional view that the English language consisted

of a battery of grammatical rules and a vocabulary book produced a teaching method

which selected the major grammar rules with their exceptions and taught them in a

certain sequence”. 8
Based on some definitions above, the researcher concluded that Grammar

Translation Method is a foreign language teaching method through the analysis of

detailed language rules and is followed by applying the knowledge of these rules for

6
Jack C. Richards and Thedore Rodgers , Approaches and Method in Language Teaching.
(USA: Cambridge University Press.1993) P.3
7
Murcia Larsen-Freeman, Language Teaching Method, (USA:Washington D.C. 2000). P.11.
http://b-ok.cc/book/659572/fd8foe (accessed 11 june).
8
Geoffrey Broughton, et al, Teaching English as a Foreig Language, second edition, ( USA
and Canada: Simulatneously published by Routledge, 1978). P.39. http://b ok.cc/book/63320/c5333c
(accessed: july 26th)
 8

the purpose of translating and writing sentences. This method is a classical method of

learning foreign languages, but there are still some teachers who still apply this

method in teaching English, especially when teachers teach about grammar.

The use of this method is based on several objectives, including:

a) To enable students to read literature written in the target language (foreign

language taught)

b) To enable students to translate a mother tongue into a target language or vice

versa, for example Indonesian to English or English to Indonesian.

c) To develop writing skills.

2.2.1.5 Advantages and Disadvantages of Grammar Translation Method

Each method must have advantages and disadvantages; here are some

descriptions of the advantages & disadvantages of the GTM method.

2.2.1.5.1 Advantages

2.2.1.5.1.1 Develop the skills and abilities of students in reading, writing and

translating foreign language literature.

2.2.1.5.1.2 Enable students in learning a foreign language because it is allowed to use

the native language (native language) in the process of teaching the

language. Using this method, young children connect foreign words so

that a strong memory bond can form.

2.2.1.5.1.3 Grammar Translation Method is very easy to apply by teachers in the

language teaching process because everyone can easily use the method in

the process of teaching language without the need for special skills.

2.2.1.5.1.4 It can be improve students’ grammar skill.

 9

2.2.1.5.2 Disadvantages

2.2.1.5.2.1 This method focuses on reading and writing skills, ignoring listening and

speaking skills;

2.2.1.5.2.2 This method cannot realize its purpose in getting students to write

correctly;

2.2.1.5.2.3 This method is only suitable for students who are smart only

2.2.1.5.2.4 .This method requires students to think in the mother tongue, then the
thought is translated into the brain that is to the target language;

2.2.1.5.2.5 This method occurs unconsciously, it obstructs the speed of language

teaching.

2.2.1.6 Benefit of Using Grammar Translation Method

Benefits of using Grammar Translation Method are:

2.2.2.2.1.1 The translation process is one of the best ways to describe a word or

phrase from one language to another.

2.2.2.2.1.2 Focuses on grammar. Students who are taught by the GTM method

usually have the ability in translate and write sentences. This is because

they have an advantage in understanding tenses.

2.2.1.7 The Implementation of Grammar Translation Method in Teaching

Compound Sentences

Based on the principles of grammar translation method, the teacher applies the

method as follow:

2.2.1.7.1 Teacher

2.2.1.7.1.1 Start to introduce the material about grammar.

 10

2.2.1.7.1.2 Explaining to students about the conjunction used in compound sentences

and its examples.

2.2.1.7.1.3 Ask students to make compound sentences based on the materials.

2.2.1.7.2 Students

2.2.1.7.2.1 They just pay attention to the teacher’s explanation and ask to the teacher

when there is something they do not understand.

2.2.1.7.2.2 Students Pay attention and understand about the conjunction used in
compound sentences and its examples.

2.2.1.7.2.3 Students try to make compound sentences about their experienced.

2.2.2 The Concept of Compound Sentences

2.2.2.1 The Definition and Classification of Sentences

A sentence is a full predication containing a subject plus a predicate with a

finite verb. From Longman dictionary of contemporary English “sentence is a group

of words that usually contains a subject and a verb, and expresses a complete idea.

Sentences written in English begin with a capital letter and usually end with a full

stop or a question mark”.

In Oxford dictionary “A sentence is a set of words that is complete in itself,

typically containing a subject and predicate, conveying a statement, question,

exclamation, or command, and consisting of a main clause and sometimes one or

more subordinate clauses.9

From definition above we can concluded that sentences is Classification of

sentences by number of full predications, sentences define in:

2.2.2.1.1 Simple sentences

9
Marcella Frank. Modern English a practical reference guide. (New Jersey,1972), p.220
 11

Simple sentence is sentences have only one full predication in the form of

an independent clause.

Example: A huge breaker and the mate scrambled frantically toward the

wheel house. 10

2.2.2.1.2 Compound sentences

Compound sentence is a sentence has two or more full predications in the

form of independent clauses: The man stole the jewelry and he hid it in his

home.

2.2.2.1.3 Complex sentences

Complex sentence is a sentence also has two or more full predications.

One of these is an independent clause (main clause) and one or more of

these are dependent clauses (subordinate clause): The man who stole the

jewelry hid it in his home.

2.2.2.1.4 Compound-complex sentences

Compound-complex sentences contain two or more independent clauses

and one or more dependent clause: The man stole the jewelry and he hid it

in his home until he could safely get out of town.

2.2.2.2 Definition of Compound Sentences

A compound sentence is a sentence that has at least two independent clauses

joined by a comma, semicolon or conjunction. An independent clause is a clause that

has a subject and verb and forms a complete thought.

10
Atlanta Dallas. Geneva, Illionis Hopewell,. Grammar and Composition, (New Jersey Palo
Alto Torono )P.57
 12

Compound sentence is a sentence consisting of two clauses connected to a

connector. Compound sentences can also be interpreted as sentences consisting of

two or more subjects, or sentences that have 2 or more predicates connected using a

hyphen.11

Compound sentence is a sentence consisting of 2 main clauses connected with

a connector or conjunction. It is usually referred to as a compound connector.

Compound connector is divided into two:

2.2.2.2.1 Coordinative conjunction

Conjunction is the process of combining two constituents of the same type to

produce another; larger constituent of the same type. In traditional grammar, this has

been called compounding; for example, two sentences that are combined by means of

a comma plus a connecting word make compound sentences’; two subject that are

combined with the word and are called a “compound subject”. 12

According to Wren and Martin: coordinating conjunctions are joins together

clauses of equal ranks. The coordinate conjunctions join structural units that are equal

grammatically.13 The conjunction comes before the last unit and is grammatically

independent of this unit. 14

The common kind of coordinating conjunctions are For, And, Nor, But, Or,

Yet and So. We can memorize them with FANBOYS acronym. Coordinating

11
Irma Indriani. Grammar Itu Gampang Secara Otodidak Untuk Semua Orang. (Jakarta
Timur:Dunia Cerdas,2014). P.243
12
Marianne Celce-Murcia, Diane Larsen-Freeman. The Grammar Book, An ESL/EFL
Teacher’s course second edition. (United State of Amerika.1999). P. 461
13
P.C. Wren, H. Martin, High School English Grammar and Composition, new edition, (New
Delhi: S chan and ISO, 2000) P. 127
14
Marcella Frank, Modern English, a practical reference guide, (USA:prentice-
Hall,inc,1972). P.206
 13

conjunctions FANBOYS is an efficient way of joining parallel elements from two or

more sentence into a single sentence.

2.2.2.2.1.1 Conjunction “and”

The conjunction “and” is used to join two or more items that make sense with

each other. It uses to explain to add one thing to one thing to others.

My mother is cooking (simple sentences)

My father is watching (simple sentences)

 My mother is cooking and my father is watching TV.

2.2.2.2.1.2 Conjunction “nor”

While conjunction “and” is used to join two positive items together, the

conjunction “nor” is used to pair two negative items. It’s found either with the word

“not” or with the word “neither.” To show a choice, it used to present an alternative

negative to an already stated negative idea.

Monic is not teaching (simple sentences)

Zaber is not teaching (simple sentences)

 Monic is not teaching nor is Zaber is teaching.

2.2.2.2.1.3 Conjunction “or”

The conjunction “or” can be used to present two or more options. It’s often

paired with the word “either.” It presents an alternative or a choice (simple sentences)

Example: You go to School or Market.

Give me some money or I’ll hate you.

2.2.2.2.1.4 Conjunction “but”

 14

The conjunction “but” is used to join two items that contradict each other or

create a certain tension with each other.

Example: James is eating but we are not.

He was angry but he listened to me patiently.

I invite him to the party but he did not come. 15

2.2.2.2.1.5 Conjunction “yet”

The conjunction “yet” is very similar to “but.” It means something like

“nevertheless” or “but at the same time.” It uses to show a contrast.

Example: Richard is reach yet he doesn’t have cars.

Monica was ill yet she goes to campus.

Don’t get this conjunction mixed up with the other usage of the word “yet.” For

example: Did she call you back yet?

Is your roommate awake yet?

2.2.2.2.1.6 Conjunction “for”

It uses to explains for reason or purpose (for has same meaning with because).

Example: I go for William goes.

Using the word “for” like this, however, can sound a bit formal and unnatural
in spoken English. Instead, it’s better to use subordinating conjunctions like

“because” or “since,” which we’ll discuss later. Meanwhile, the word “for” can take

different usages as a preposition, not a conjunction.

For example: What are you doing for New Year’s?

Is this gift for me or someone else?

2.2.2.2.1.7 Conjunction “so”

15
Mudambadithaya, English Grammar & Composition, (new delhi: house PVT LTD. 2005).
P. 49
 15

It uses to show indicates effect, result or consequences, it shows cause and

effect.

Example: Brown broke Irma up so he cries.

I go to library, for I like to read.

2.2.2.2.2 Correlative Conjunction

Correlative conjunctions are pairs of joining words that we frequently use to

connect two ideas together in a clause or sentences. The correlative conjunction used
in compound sentences are: either ... or, neither … nor, both … and, not only … but

also. When correlative conjunction used in formal English, care must be taken that

first correlative is placed before the paper item.16 They always set in pairs from each

other that serve as a conjunction, connecting two words, phrases or sentence. It is

joining various sentence elements that should be treated as grammatically equal.

2.2.2.2.2.1 Conjunction “both…and”

both … and it is called correlative conjunction. Two subjects connected by

Both…and, takes a plural verb.

Example: Both cats and dogs make good pets.

Both my mother and my sister are here. 17

2.2.2.2.2.2 Conjunction “not only…but also:

When the subjects are connected by conjunction not only…but also,

either…or, neither…nor, the subject that is closer to the verb determines whether the

verb is singular or plural. 18

16
Marcella Frank, Modern English, a practical reference guide, P.214
17
Betty Schrampfer Azar. Understanding and Using English Grammar, Third Edition. (USA:
Pearson Education,1999). P.353
18
Betty Schrampfer Azar. Understanding and Using English Grammar, Second Edition.
(USA: Pearson Education,1989). P.291
 16

Example: David likes not only Tika but also Lela.

Agnes is famous not only in Indonesia but also in America.

Fathanah is not only corruptor but also playboy.

2.2.2.2.2.3 Conjunction “either…or”

Either…or is a positive correlative that reveals one of the two conditions. It

uses to show a choice, it used to present an alternative negative to an already stated

negative idea. Or also a part of coordinating conjunction, but when it appears in either
… or it is called correlative conjunction.

Example: John and Jane bought they intended to study either textbook Arabic or

dictionary English.

You are going either to the shop or to the market.

Either you or your brother will be tested tomorrow.19

2.2.2.2.2.4 Conjunction “neither…nor”

It uses to show a choice, it used to present an alternative negative to an

already stated negative idea. Nor also a part of coordinating conjunction, but when it

appears in neither … nor it is called correlative conjunction

Example: The bad boy is neither intelligent nor diligent.

I’II take neither chemistry or physics because one of them is interesting.

Mr. John buys neither a book nor a flower.20

2.2 Previous of Related Research Findings

In this graduating paper, the researcher takes the previous research was

written by Erdawati, masnah and Fitriyah.

19
Muhabbin Syah. Cara Mudah Menerepkan English Grammar. (Jakarta: PT. Raja Grafindo
Persada. 2006). P. 170
20
Betty Schrampfer Azar. Understanding and Using English Grammar, Third Edition. P.348
 17

First, Erdawati in her skripsi entitled” Using grammar translation method to

improve the second year students’ skills in writing descriptive text at SMPN 2

Lembang ”. She concluded that grammar translation method is effective in improving

the eight year students’ skill in writing descriptive text at SMPN 2 Lembang kab.

Pinrang. Where is the significance test showed that the t-test was greater than the t-

table (14.99>2.145). It’s mean that the H0 hypothesis is rejected and H1 hypothesis is

accepted. 21
The second, Masnah in her skripsi entitled” The effect of implementing

grammar translation method on the development of writing skill for the second year

students’ at SMAN 6 Pinrang”. She conducted the using of grammar translation

method in writing text for the second year students of SMAN 6 Pinrang has the

significant influence toward the writing ability of the students who were taught by

this activity than who were not. It is proved by the result of post-test value which is

greater than t-table. She concluded that the using of grammar translation method in

writing text at the second year students of SMAN 6 Pinrang was effective to develop

their writing skills. 22

The third, Fitriyah in her skripsi entitled “A descriptive Study on the mastery
of using compound sentences of the second grade students’ of SMP N 3 Tuntang in

academic year of 2012/2013 “. She conducted According to the students test, the

students’ mastery in compound sentences of the second year students of SMP N 3

Tuntang in the academic year of 2012/2013 can be divided into three aspects: First

21
Erdawaty,”using grammar translation method to improve the second year students’ skill in
writing descriptive text at SMP N 2 Lembang” (Skripsi , Jurusan English Language Education
Department: Pinrang , 2016).
22
Masnah,” the effect of implementing grammar translation method on development of
writing skill for the second year students’ at SMAN 6 Pinrang”, (skripsi, jurusan English Language
Department: Pinrang, 2014.
 18

aspect is translation skill; the mastery of this aspect is 91 %, Second aspect is

coordinating conjunction usage; the mastery of this aspect is 86%, Third aspect is

sentence arrangement; the mastery of this aspect is 63% where the most students’

mistake is double subject in sentence, According to the test, 59% students are

belonging to good to excellent students, 23 % belonging to average to good students

and 18 % belonging to poor students.23

Departing from the three result of research that have been done before, there
is no discussion especially about the effect of the grammar translation method, so that

the discussion worthy raised and researched. The research relationships conducted by

two previous researchers are equally discussed about the grammar translation method

and one discussed about compound sentences, but in this study there are differences

with the three previous researchers, where previous research focused on students’

writing skill but this study focused on students' grammar ability in arranging

compound sentences through using grammar translation method.

23
Fitriyah. A Descriptive Study on the Mastery of Using Compound sentences of the Second
Year Students of SMP N 3 Tuntang. (Malang: STAIN Salatiga, 2013).
 19

2.3 Conceptual Framework

The conceptual framework underlying this research is given in the

following diagram:

THE EIGHTH GRADE

STUDENTS’ OF SMPN
9 PAREPARE

EducatorG Grammar translation Students

method

Compound sentences material

use coordinative conjunction.

Students’ ability in
arranging compound
sentences

2.4 Hypothesis

The hypothesis is a conjecture or a temporary answer to be verified.

According to Sekaran, examples of hypotheses related to the form or more variables

are expressed in the form of testable statements. Hypothesis is a temporary answer to

the research question.24 The researcher used the comparative hypothesis in his

24
Dr. Juliansyah,S.E.,MM. Metodologi penelitian: Skripsi. Thesis,Disertasi dan Karya
Ilmiah. (Jakarta: Prenadamedia group. 2011). P.79
 20

research. The comparative hypothesis is a hypothesis formulated to provide answers

to the problems that are distinguish or compare between one with other data. Based

on the previous related literature, the researcher would like to propose the hypothesis

as follow:

Ha : There is significant effect of using grammar translation method through students’

ability in arranging compound sentences at the eighth grade students’ of SMP

Negeri 9 Parepare
Ho : There is no significant effect of using grammar translation method through

students’ ability in arranging compound sentences at the eighth grade students

of SMP Negeri 9 Parepare.

2.5 Definition of Operational Variable

2.5.1 Variable of research

There are two variables involve in this research. That is dependent and

independent variable:

2.5.1.1 Dependent variable is students’ ability in arranging compound sentences

2.5.1.2 Independent variable is Grammar translation method

2.5.2 Definition of variable

2.5.1 The grammar translation method

Grammar translation method is a method that can be used to improve English

language Students’ skill. The purposes of this method are the student can read

literature written in the target language and can improve students’ grammar

ability in arranging compound sentences and can also translate the source

language into the target language accordance with the correct grammar.

2.5.2 The students’ ability in arranging compound sentences

 21

The ability of students in arranging compound sentences is the ability of

students to absorb, master and be able to implement the material by making

compound sentences in accordance with the rules of grammar. It is because

compound sentence is one of material in English grammar that can make a

good written in English. Compound sentence is a sentence that consists of two

or more independent clauses that are joined by commas, semicolons or

conjunctions. There are two conjunctions used in compound sentences but the
researcher just focus on coordinative conjunction, they are for, and, nor, but,

or, yet so known as (FANBOYS). The students’ ability in arranging

compound sentences can be measured by giving a test in post test.

 CHAPTER III
METHODOLOGY OF THE RESEARCH
3.1 The Design of Research

In this research, the researcher conducted quantitative research by using

Grammar Translation method (GTM) in arranging compound sentences. Basically

this resesarch is kind of asosiatif quantitative research design with the level of

explanation of quantitaive corelational design. This was presented as follows:

X x Y y

Where:

X= The grammar translation method

Y= Student’s ability in arranging compound sentences

3.2 Location and Time of the Research

This research is done in the class of the eighth grade students of SMPN 9

Parepare in the academic year of 2018/2019. This school is located at Parepare, South

Sulawesi. The researcher is done research about one month.

3.3 Population and Sample

3.3.1 Population

Sugiono states that a population is a set or collection of all elements

possessing one more attributes of interest.1 The population of this research is the

eighth grade student of SMPN 9 Parepare in academic year of 2018/2019.

1
Sugiono. Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, R&D,
(Bandung:Alfaheria. 2010).P. 115

22
 23

Table 3.1The distribution of population of SMP Negeri 9 Parepare

Class Male Female Total

VIII / 1 15 16 30

VIII / 2 14 15 30

VIII / 3 16 14 30

VIII / 4 12 17 29

VIII / 5 10 17 27

VIII / 6 13 16 29

VIII / 7 14 14 28

VIII / 8 15 15 30

VIII / 9 14 13 27

JUML Total 123 137 260

Source: document of SMPN 9 Parepare

3.3.2. Sample

According to Sugiono, sample is a portion of the amount and characteristics

possessed by the sample or the number of elected members (taken) from a

population.2
Based on the populations’ distribution tables of SMP N 9 PAREPARE, there

are nine classes in class VIII with three different English subject teachers. Each

teacher teaches three different classes. Based on the information obtained after the

initial survey that there is only one teacher of English subjects who apply the method

of GTM in the learning process. Therefore, the researchers decided to take samples

of three classes that are considered capable of providing data needed by researchers.

2
Sugiono. Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, R&D, P. 116
 24

Therefore, the researcher used purposive sampling or a sampling technique which is

not based on strata, random or fixed strata, but based on the existence of objectives

with a consideration

Table 3.2 The distribution of sampling data of students’ SMP N 9 Parepare.

Class Male Female Total

VIII/ 1 12 18 30

VIII/2 13 17 30

TOTAL 25 35 60

Source: document of SMPN 9 Parepare

3.4 Techniques and Instruments of collecting data

3.4.1 Techniques of collecting data

3.4.1.1 Observation

Observation is an activity of observation and recording conducted by the

researcher to perfect the research in order to achieve maximum result. Observation

includes the activity of focusing attention to the object by using all the senses. Thus,

observing what is seen, heard, smelled, felt, and perceived is a direct observation.3

3.4.1.2 Questionnaire

Questionnaire is a data collection technique that is done by giving a set of

questions or written statement to the respondent to be answered. The questionnaire is

an efficient data collection technique when researchers know with certainty the

variables to be measured and know what can be expected from the respondents.4

3
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek, (cet. 11; Jakarta: PT
Rineka Cipta, 1998), P. 146.
4
Sugiono, Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R & D , p.
199.
 25

3.4.1.3 Test

Test is a number of questions that given to students to be given a response

or answered to measure the level of students' ability in the learning process. This test

is given after the learning process.

3.4.2 Instruments of collecting data

Instrument of collecting data is a tool used to collect data. The instrument

used in this research is based on the existing data collection techniques are:
3.4.2.1 Instrument for observation

This observation is done during in the learning process. This uses the

observation guideline in the form of check list. This observation is done to

obtain valid data and have high validity. This observation process used

observation guides and notes to make it easier for researcher to collect data.

3.4.2.2 Instrument for questionnaire

The questionnaire has been given to the students at beginning of the meeting.

The questionnaire used a closed questionnaire in the form of a checklist

distributed to the respondent to be asked to choose an answer that matches his

character by giving a checklist. The questionnaire has been given to students

is questionnaire with a Likert scale, which consists of 20 positive and negative

statement items about the use of the grammar translation method that is

appropriate to the character of students. Each statement item is followed by

five alternative answers, namely:

3.4.2.2.1 Strongly Agree (SA)

3.4.2.2.2 Agree (A)

3.4.2.2.3 Hesitant (H)

 26

3.4.2.2.4 Disagree (D)

3.4.2.2.5 Strongly Disagree (SD).

byscoring 5, 4, 3, 2, 1 for a positive statement and 1, 2, 3, 4, 5 for negative

statement.

3.4.2.3 The instrument of the test

The test used an essay question consisting of five question items that cover all
compound sentence materials that has been taught. The test has been given to

the student after learning process. The students were given sixty minutes to

answer the test.

3.5 Technique of Data analysis

To analysis the data collected, the researcher applied the test analyzed

quantitatively. This quantitative analysis employed statically calculation to test the

hypothesis. Some formulas were applied in this research to process the data follows:

3.5.1 Descriptive Statistic

Data analysis using descriptive statistics, which describes the existing data to

obtain facts from respondents, hence more easily to understand and by researcher or

others who are interested in the results of research conducted. The analysis used with
descriptive statistics is done by collecting, compiling, presenting, and analyzing all

data of all variables in terms of percentage, frequency distribution, histogram,

diagram, graph, mean, mode, median, and standard deviation.

3.5.2 Inferential Statistic

Inferential statistics are statistical data analysis techniques used to obtain a

logical conclusion of the data available in this study, it is necessary to test through

hypothesis testing. Inferential statistic analysis is used to know the correlation of

 27

grammar translation method to student’s ability in arranging compound sentences in

VIII SMP 9 Parepare, using product moment correlation analysis technique with the

following formula:

N ∑ 𝑥𝑦 − ∑ ∑ X)(∑ Y)
𝑟𝑥𝑦 =
√(X ∑ 𝑋 2 − (∑ 𝑋)2 ) (N(∑ 𝑌 2 − (∑ 𝑌)2

Where:

𝑟𝑥𝑦 = The correlation coefficient of variables X and Y

N= The sum of the object total

∑𝑥𝑦 = Total multiplication score X and Y

∑𝑥 2 = The sum of squares distribution scores X

∑𝑦 2 = The sum of squares distribution scores Y

In this criteria when 𝑟ℎ𝑖𝑡𝑢𝑛𝑔 is less than 𝑟𝑡𝑎𝑏𝑒𝑙 value, so that 𝐻𝑜 is accepted,

and 𝐻𝑎 is rejected, but vice versa when 𝑟ℎ𝑖𝑡𝑢𝑛𝑔 is bigger than 𝑟𝑡𝑎𝑏𝑒𝑙 value, so that 𝐻𝑎

is accepted and 𝐻𝑜 is reject.

 CHAPTER IV

FINDINGS AND DISCUSSION

4.1 Description of Research Result

Description of the data presented in this section includes variable data of

using grammar translation method (X) and students’ ability in arranging compound

sentences (Y). The values that will be presented after processing from raw data using
descriptive analysis techniques, namely the average value, median, modus, and

standard deviation. To obtain an overview of the result obtained through this study,

also presented the frequency distribution and histogram graphs.

Descriptive statistical calculation result of each variable are presented as

follows.

4.1.1 The Use of Grammar Translation Method on Learning English

In descriptive statistics we first look for the mean, median, mode, and

standard deviation as follow;

Table 4.1 The value of descriptive statistical variable X (the use of grammar

translation method)

Standard

Data Median Modus Mean Deviation

The Use of

Grammar 85,83 84 84,75 7,40

Translation

Method

28
 29

The results showed that the score of variable of using grammar translation

method on learning English is between 69 up to 98, the average score of 84,75,

median 85,83, modus 84, variance 54,86 and standard deviation 7,40. The summary

of descriptive statistics for X can be seen in the following table.

Table 4.2 The summary of Descriptive Statistics (Variable X)

Statistics
Using grammar translation method
Valid 60
N
Missing 0
Mean 84,75
Std. Error of Mean ,956
Median 85,83
Mode 84
Std. Deviation 7,40
Variance 54,86
Skewness -,345
Std. Error of Skewness ,309
Kurtosis -,731
Std. Error of Kurtosis ,608
Range 29,00
Minimum 69,00
Maximum 98,00
Sum 5085

The frequency distribution of the use of grammar translation method can be

seen in the following table.

 30

Table 4.3 frequency distribution of variable (X)

Using Grammar Translation Method

Frequency Percent Valid Percent Cumulative
Percent
69 1 1.7 1.7 1.7
70 1 1.7 1.7 3.3
72 3 5.0 5.0 8.3
73 1 1.7 1.7 10.0
74 1 1.7 1.7 11.7
75 1 1.7 1.7 13.3
76 4 6.7 6.7 20.0
77 1 1.7 1.7 21.7
79 2 3.3 3.3 25.0
80 2 3.3 3.3 28.3
81 1 1.7 1.7 30.0
82 3 5.0 5.0 35.0
84 6 10.0 10.0 45.0
85 1 1.7 1.7 46.7
86 5 8.3 8.3 55.0
87 4 6.7 6.7 61.7
88 4 6.7 6.7 68.3
89 1 1.7 1.7 70.0
Valid
90 5 8.3 8.3 78.3
91 1 1.7 1.7 80.0
92 2 3.3 3.3 83.3
90 1 1.7 1.7 85.0
94 3 5.0 5.0 90.0
95 4 6.7 6.7 96.7
96 1 1.7 1.7 98.3
98 1 1.7 1.7 100
Total 60 100.0 100.0
 31

The diagram of this variable can also be shown in figure 4.1 and 4.2 below.

Figure 4.1 Bar chart of X variable (the use of grammar translation method)

Figure 4.2 Pie chart of X variable (The Use of Grammar Translation Method)
 32

Based on the frequency distribution, for the total score obtained by each

respondent with a score of 69, 70, 73, 74, 75, 77, 81, 89, 91, 93, 96 and 98 each have

1 frequency (1,7 %), score 79, 80 and 92 each have 2 frequencies (3,3%), score 72,

82 and 94 each have 3 frequencies (5,0%), while the score of 76, 87, 88 and 95 have

4 frequencies (6,7 %), and the score of 86 and 90 have 5 frequencies (8,3%) and the

score of 84 have 6 frequencies. So the largest frequency is that the score 84 have 6

frequency (10 %) and the smallest frequency is at the score 69, 70, 73, 74, 75, 77, 81,
89, 91, 93, 96 and 98 have 1 frequency (1,7 %) this is illustrated clearly in the bar

chart and pie chart above. The histogram of this variable can be shown in the

following graph.
Figure 4.3 Histogram of using grammar translation method

Based on the data shown in the frequency distribution table above, when

compared with the mean score indicates that the score of using grammar translation

method in English learning is below the average group of 21 respondents (35%),

 33

which is in the average score is 6 people (10 %), and which are in groups above the

average score of 33 respondents (55%). Determining the category from score of the

use grammar translation method is done using the percentage form criteria as follows:

Table 4.4 Guidelines for interpreting the score of respondent.

NO. Percentage (%) Relationship level/effect

1 90% - 100% very high category

2 80% - 89% high category

3 70% - 79% medium category

4 60% - 69% low category

5 0% - 59% very low category.1

The total variable score for the use grammar translation method obtained from

the research results is 5085, The highest theoretical score of this variable for each

respondent is 20x 5= 100 because the number of respondents 60 people, then the

criterion score is 100 x 60 = 6000. Thus, the use of grammar translation method is

5085:6000 = 0.84 or 84 % of the criteria set. Thus, it can be concluded that the use of

grammar translation method is high category.

This is in accordance with the results of observations in the field that the use

of grammar translation method is applied maximally by English teachers, so that

student’s respond in learning English is high.

4.1.2 Student’s ability in arranging compound sentences

In descriptive statistics first look for the mean, median, modus and standard

deviation as follows;

1
Suharsimi Arikunto, Evaluasi Pendidikan (Jakarta: Bina Aksara, 1986),P.54
 34

Table 4.5 The value of variable descriptive statistics Y (students’ Ability in

Arranging Compound Sentences)

Standard

Data Median Modus Mean Deviation

Students’ Ability

in Arranging 85,83 84 84,75 7,40

Compound

Sentences

The results showed that variable score of the students’ learning achievement

was between 60 up to 100, average score of 88,16, median 90,00, modus 95, variance

97,29 and standard deviation 9,870. The summary of descriptive statistics for y

variable can be seen in the following table.

Table 4.6 Summary of descriptive statistics (variable Y)

Statistics
Students ability in arranging compound sentences
Valid 60
N
Missing 0
Mean 88,16
Std. Error of Mean 1,27
Median 90,00
Mode 95
Std. Deviation 9,870
Variance 97,29
Skewness -1,012
Std. Error of Skewness ,309
Kurtosis ,177
Std. Error of Kurtosis ,608
Range 40
Minimum 60
 35

Maximum 100
Sum 5290

Frequency distribution of variable scores of students’ ability in arranging

compound sentences can be seen in the following table.

Table 4.7 Frequency distribution of variable (Y)

students ability in arranging compound sentences

Frequency Percent Valid Percent Cumulative
Percent
60 1 1.7 1.7 1.7
65 1 1.7 1.7 3.3
70 4 6.7 6.7 10.0
75 5 8.3 8.3 18.3
80 4 6.7 6.7 25.0
Valid
85 6 10.0 10.0 35.0
90 11 18.3 18.3 53.3
95 22 36.7 36.7 90.0
100 6 10.0 10.0 100.0
Total 60 100.0 100.0

Variable diagrams can also be shown in figure 4.4 and variable diagrams can

also be shown in figure 4.4 and 4.5 as follows.

Figure 4.4 Variable bar diagram Y (Students ability in arranging compound sentences
 36

Figure 4.5 circle diagram of y variable (students’ ability in arranging compound

sentences)
 37

Based on the frequency distribution, for the total score obtained by each

respondent with a value of 60 and 65 each have 1 frequency (1,7%), a value of 70 and

80 each have 4 frequencies (6,7%), while a value of 75 have 5 frequencies (8,3%), a

value of 85 and 100 each have 6 frequencies (10 %), a value of 90 have value 11

frequencies (18,5 %) and the value of 95 have 22 frequencies (36,7%). So, the score

of respondent which has largest frequency is at the value of 95 which has 22

frequencies (36,7%( and the smallest frequency is at the value of 60 and 65 which has
1 frequency (1,7%). This illustrated clearly in the bar chart and pie chart above. This

variable histogram can be shown in the following graph.

Figure 4. Histogram of Students ability in arranging compound sentences

Based on the data shown in the frequency distribution table above, when

compared with the mean score indicates that the score of students’ ability in arranging

compound sentences is below the average group of 15 respondents (25,1%), which is

in the average score is 6 people (10 %), and which are in groups above the average
 38

score of 39 respondents (64,9%). Determining the category from score of students’

ability in arranging compound sentences is done using the percentage form criteria as

follows:

Table 4.8 Guidelines for interpreting the score of respondent.

NO. Percentage (%) Relationship level/ effects

1 90% - 100% very high category

2 80% - 89% high category

3 70% - 79% medium category

4 60% - 69% low category

5 0% - 59% very low category.2

The total variable score for students ability in arranging compound sentences

obtained from the research results is 5290, The theoretical score of this variable for

each respondent is 100 because the number of respondents 60 people, then the

criterion score is 100 x 60 = 6000. Thus, the students’ ability in arranging compound

sentences 5290: 6000 = 0,881or 88,1 % of the criteria set. Thus, it can be concluded

students’ ability in arranging compound sentences by using grammar translation

method is high category.

4.2 Hypothesis Testing

Hypothesis in this research is used person product moment correlation by

used questionnaire as a variable X and Test as variable Y. it can be seen in table 4.8

on the appendix page.

Based on the table calculation it can be seen that:

Mean(Ʃ) 𝑥̅ =5039:60=83,98

2
Suharsimi Arikunto, Evaluasi Pendidikan (Jakarta: Bina Aksara, 1986),P.54
 39

Mean(Ʃ) 𝑦̅ = 5290:60=88,16
∑𝑥 2=429221

∑𝑦 2=472150

∑𝑥𝑦 = 445335

Subsequently included in the following formula:

∑ 𝑥𝑦
𝑟𝑥𝑦 =
√(∑ 𝑥 2 )(∑ 𝑦 2 )

445335
𝑟𝑥𝑦 =
√(429221)(472150)

445335
𝑟𝑥𝑦 =
√28365669150

445335
𝑟𝑥𝑦 =
45174

𝑟𝑥𝑦 = 0.989

=0.990

If𝑟ℎ𝑖𝑡𝑢𝑛𝑔 is bigger than𝑟𝑡𝑎𝑏𝑒𝑙 , (rh≥rt) then𝐻𝑎 accepted, 𝐻𝑜 rejected. But

instead, if𝑟ℎ𝑖𝑡𝑢𝑛𝑔 is smaller than𝑟𝑡𝑎𝑏𝑒𝑙 accepted, then𝐻𝑜 accepted, and 𝐻𝑎 rejected.

Based on the above calculation, obtained If 𝑟𝑥𝑦 = 0.990 ≥ 𝑟𝑡𝑎𝑏𝑒𝑙 = 0.250 at a

significant level of 5%, so it is concluded that 𝐻𝑜 rejected, and 𝐻𝑎 accepted Thus, it

can be drawn a conclusion that, there is significant effect of using grammar

translation method through students’ ability in arranging compound sentences at the

eighth grade students of SMP Negeri 9 Parepare.
 40

The magnitude of the effect of using grammar translation method through

students’ ability in arranging compound sentences, can be known by squaring

correlation coefficient value. The coefficient correlation generated in this study is

0,990. Then squared, then the results obtained 0.980. The result of squaring is

obtained by using the determinant coefficient formula KD=𝑟𝑥𝑦 2x 100%.3Thus, it can

be concluded that the magnitude of the effect of using grammar translation method

through students’ ability in arranging compound sentences is 98%, in the sense that
the other 2% is influenced by other variables not observed in this study.

Table 4.9 Guidelines for interpretation of correlation coefficients4

Coefficient Interval Level relationship

0, 00 – 0, 199 Very low

0, 20 – 0, 399 Low

0, 40 – 0, 599 Medium

0, 60 – 0, 799 Strong

0, 80 – 1, 000 Very strong

Based on the table of interpretation guidelines, it can be concluded that the

use of grammar translation method has a relationship or a very strong effect on

students’ ability in arranging compound sentences at the eighth grade student of SMP

Negeri 9 Parepare.

3
https://alvinburhani.wordpress.com/2012/06/28/koefisien-korelasi-signifikansi-
determinasi/(Diakses pada tanggal 11 Juli 2018).
4
Sugiono, MetodePenelitianPendidikanPendekatanKuantitatif, Kualitatif, R & D, P. 257.
 41

Then, the magnitude of the effect of using grammar translation method

through students’ ability in arranging compound sentences can also be known by

using a simple linear regression test as below;

Table 4.10 First output

ANOVAa
Model Sum of Df Mean F Sig.
Squares Square
Regression 63.889 1 63.889 7.189 0,10b
1 Residual 5114,445 58 88,180
Total 5748,333 59
a. Dependent Variable: Students' Ability in Arranging Compound Sentences
b. Predictors: (Constant), Using Grammar Translation Method
Table 4.11 Second output
Model Summary
Model R R Square Adjusted R Square Std. Error of the Estimate
a
1 ,990 ,980 ,950 9,39042
a. Predictors: (Constant), Using Grammar Translation Method
The use of Grammar translation method there is a significant effect through

student’s ability in arranging compound sentences at the eighth grade students of

SMP 9 Negeri Parepare. Based on simple linear regression testing, the using of

grammar translation method through student's ability in arranging compound

sentences at the VIII grade of SMP N 9 Parepare obtained regression coefficient

R=0,990and value of F= 71.89 with sig=0.010. So that from the data the hypothesis is

accepted. This research has an effective contribution 𝑅 2 =0,980 which shows 98% the

variable using of grammar translation method has significant effect by the students’

ability in arranging compound sentences, in the sense that the other 2% is has

significant effect by other variables not observed in this study.

 42

Linear regression is done to determine the functional or causal relationship

between one dependent variable and one independent variable. Form of regression

equation in the form of:

Y = a + bX

which:

Y = Dependent variable that is predicted

a = Constants
b = Regression coefficient

X = Independent variable

Y = 7,333+0,843 X

The price of 7.333 is a constant value (a) which indicates that if there is no

increase in the use of grammar translation method, then the students’ ability in

arranging compound sentences will reach 7,333. The price of 0.843 is a regression

coefficient which shows that every time there is a 1 digit addition to the using of

grammar translation method, then there will be an increase in students’ ability in

arranging compound sentences of 0.843.

Table 4.12 Third output

Coefficientsa
Unstandardized Coefficients Standardized t Sig.
Model Coefficients
B Std. Error Beta
(Constant) 7,333 14.040 3.609 .001
Using .843 .165 .980 2.681 .001
1 Grammar
Translation
Method
a. Dependent Variable: Students' Ability in Arranging Compound Sentences
 43

Based on the results of inferential analysis using the linear regression score

technique, the use of grammar translation method rxy= 0.980 with a significance

level of 5%, this shows that the independent variable using grammar translation

method has an effects on students' ability in arranging compound sentences. Thus,

the hypothesis which states that there is significant effect between the use grammar

translation method has significant effect through students’ ability in arranging

compound sentences at the eighth grade student of SMP Negeri 9 Parepare received.
The effect of the use grammar translation method through students’ ability in

arranging compound sentences of 0.98 with a value of p= 0.001, which means

significant.

4.3 Discussion of Research Results

Before explaining the results of research, Firstly the researcher described that

grammar translation method is an important kind of teaching methodology that the

teacher should adapt it to teach English as a foreign Language. Grammar translation

method is known as a traditional technique of foreign-language teaching who

commonly used to perform grammar with the main characteristics (translation) and

memorize verb forms, while teacher usually explain the material by using local
language. The grammar translation method can be used to improve the learning

process of students, and can be tailored to the objectives to be achieved by learning

in various subjects.

A compound sentence is a sentence that has at least two or more independent

clauses joined by a comma, semicolon or conjunction. An independent clause is a

clause that has a subject and verb and forms a complete thought. The conjunctions

used in compound sentences are coordinate conjunction and correlative conjunction.

 44

The coordinate conjunctions join structural units that are equal grammatically like

conjunction For, And, Nor, But, Or, Yet and So (FANBOYS).

This research was conducted in class VIII SMP Negeri 9 Parepare with the

number of population of 270 students and the sample is 60 students. The sampling

technique in this study used the technique purposive sampling. Purposive sampling is

a sampling technique which is not based on strata, random or fixed strata, but based

on the existence of objectives with a consideration. Then the researchers only take
samples in class VIII 1 & 2 because the class is class where grammar translation used

by the teacher in learning English.

Techniques and instruments of collecting data in this study using observation,

questionnaire / questionnaire and test. The data analysis techniques used in this study

using descriptive and inferential statistical analysis techniques.

Based on testing data analysis, has obtained value on each variable. The

questionnaire results, the total score of the use of grammar translation method

obtained is 5085, The highest theoretical score of this variable for each respondent is

20 x 5 = 100, because the number of respondents 60 people, then the criterion score is

100 x 60 = 6000. Thus, the use of grammar translation method is 5085: 6000 = 0.847
or 84.70 % of the criteria set. Thus, it can be concluded that the use of grammar

translation method is high category.

Furthermore, the total score of variable of student’s ability in arranging

compound sentences obtained from the research results is 5290, theoretical score of

this variable each respondent is 100, because the number of respondents 60 people,

then the criterion score is 100 x 60 = 6000. Thus, the student’s ability in arranging

compound sentences by using grammar translation method is 5290 : 6000 = 0.881or

 45

88.10% of criteria set. Thus, it can be concluded that of student’s ability in arranging

compound sentences is high score.

The magnitude of the effect of using grammar translation method through

students’ ability in arranging compound Sentences can be known by using Pearson

product moment and a simple linear regression testing.

Based on the analysis Pearson product moment test, the coefficient

correlation generated in this study is 0,990. Then squared, then the results obtained
0.980. The result of squaring is obtained by using the determinant coefficient formula

KD=𝑟𝑥𝑦 2x 100%.5Thus, it can be concluded that the magnitude of the effect of using

grammar translation method through students’ ability in arranging compound

sentences is 98%, in the sense that the other 2% is influenced by other variables not

observed in this study.

Based on the results of inferential analysis using the linear regression score

technique, the use of grammar translation method rxy= 0.980 with a significance

level of 5%, this shows that the independent variable using grammar translation

method has an effects on students' ability in arranging compound sentences. Thus,

the hypothesis which states that there is significant effect between the use grammar
translation method has significant effect through students’ ability in arranging

compound sentences at the eighth grade student of SMP Negeri 9 Parepare received.

So, the use grammar translation method through students’ ability in arranging

compound sentences has significant effect.

5
https://alvinburhani.wordpress.com/2012/06/28/koefisien-korelasi-signifikansi-
determinasi/(Diakses pada tanggal 11 Juli 2018).
 46

From the improvement, we could see that using grammar translation method

in teaching grammar especially compound sentences was very effective. In grammar

translation method is taught deductively with focus on rote memorization of

grammatical structures and vocabulary (Larsen-freeman, 2000).6 According to

Damiani (2003) in his study on grammar translation method affirms that it is the best

method to teach grammar and vocabulary, teacher believes students like learning

grammar.7

6
Ishraq Aqel M. The Effect of Using Grammar Translation Method on Acquiring English as
a Foreign Language,(international jurnal of Asian Social Science,2013,3(12):2469-2476). P.2470.
journal homepage: https://www.aessweb.com/jurnal-detail.php?id=50007
7
Shawana Fazal, Muhammad Iqbal Majoka, Mustanir Ahmad. Integration of Grammar
Translation Method with Communicative Approach :A Research Synthesis.(2013) P. 123 published:
https://www.researchgate.net/publication/322083426
 CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion

Based on the result of data analysis and discussion of the result that has been

described in this research, which discusses the effect of using grammar translation

method through students’ ability in arranging compound sentences at the eighth grade

students of SMP Negeri 9 prepare, it can be drawn conclusion as follows:

5.1.1 The use of grammar translation method in learning English class VIII I&II

SMP Negeri 9 Parepare is in the high category. This is in accordance with the

result of the questionnaires data analysis given to 60 respondents. This result

proved that is 5085:6000= 0.84 or 84 % of the criteria set. This is belongs to

the high category. It is consistent with the observations of researcher in the

classroom during the English learning process by using grammar translation

Method; students are more active, like to ask questions. They are more

enthusiastic to follow learning process from beginning to end. So that

student’s respond in learning English by using grammar translation method is

high.
5.1.2 Students’ ability in arranging compound sentences by using grammar

translation method class VIII I & II SMP Negeri 9 Parepare is in the high

category. This is accordance with the result of the test data analysis given to

60 respondents. This result proved that is 5290: 6000 = 0,881or 88.1 % of the

criteria set. The suitable method is one reason why students’ ability in

arranging compound sentences is at the high category level. Grammar

translation method is one of the suitable method for developing students’

47
 48

grammar ability because the main characteristic of this method is focus on

grammar and its’ application in translating text from source language to the

target language or vice versa.

5.1.3 There is a significant effect on the use of grammar translation method through

students’ ability in arranging compound sentences at the eighth grade students

of SMP Negeri 9 Parepare. This is based on the test effects that have been

done in this research. So it is known that the magnitude of the effect of

grammar translation method through students’ ability in arranging compound

sentences at the eighth grade student of SMP Negeri 9 Parepare is 98%, in the

sense that the other 2% is influenced by other variables not observed in this

study. This is based on the observations of researcher in learning process that

the high response of students to use grammar translation method is directly

proportional to the high ability of students in arranging compound sentences

achieved from the test results.

5.2 Suggestion

In connection with the conclusion above, the researcher further proposed

some suggestions as follow:

5.2.1 For the English Teacher

5.2.1.1 The teacher generally should be able to apply some strategies in

teaching English which is suitable with students, condition and

materials used so that the students are not bored in the classroom

following the materials.

5.2.1.2 Based on the results of the study, the discussion, and the

conclusion that the use of grammar translation method in learning

 49

English class VIII SMP N 9 Parepare got high response from

students and can improve students grammar ability. So, the

researcher suggested that teachers in the school implemented

grammar translation method in teaching English to make learning

more effective.

5.2.2 For the students

Students doesn’t less motivation in learning grammar, always practice to

answer the tests given wherever and whenever.
 BIBLIOGRAPHY
Arikunto,Suharsimi.1986., Evaluasi Pendidikan :Jakarta: Bina Aksara.

Arikunto, Suharsimi. 1998. Prosedur Penelitian Suatu Pendekatan Praktek,. Jakarta: PT Rineka
Cipta. Cet.11.

Aqel, Ishraq M. 2013. The Effect of Using Grammar Translation Method on Acquiring English
as a Foreign Language,(international jurnal of Asian Social Science,,3(12):2469-2476).
journal homepage: https://www.aessweb.com/jurnal-detail.php?id=50007

Bahar, Kaharuddin. 2014. Interactional speaking. Yogyakarta: Trust Media.

Broughton, Geoffrey et al. 1978. Teaching English as a Foreig Language, second edition. USA
and Canada: Simulatneously published by Routledge. http://b-ok.cc/book/63320/c5333c
(accessed: july 26th)

Burhan, Bungin. 2005. Metode penelitian Kuantitatif. Edisi Pertama. Cetakan 3. Jakarta: Fajar
Interpratama Offset.

Celce-Muria, Marianne, Diane Larsen- Freeman. 1999. The Grammar Book, An ESL/EFL
Teacher’s Course Second Edition. USA: Heinle & Heinle publisher.

Coghill, Jefrey and Stacy Magendanz. 2003. English Grammar. New York:Wiley publishing. Inc.
http://b-ok.cc/book/808837/ad263d. (accessd:june 11th).

Dallas, Atlanta. Geneva Illionis. New Jersey Palo alto Torono. Grammar and Composition.

Juliansyah. 2011. Metodologi penelitian: Skripsi, Thesis, Disertasi dan Karya Ilmiah. Jakarta:
Prenadamedia group.

Erdawaty. 2016. “Using grammar translation method to improve the second year students’ skill
in writing descriptive text at SMP N 2 Lembang”. Skripsi: English language education.
Fahrurrozi. 213. Teknik praktir terjemah. Cara mudah dan praktis mempelajari teknik terjemah
Yogyakarta.

Fazal, Shawana. 2013 Muhammad Iqbal Majoka, Mustanir Ahmad. Integration of Grammar
Translation Method with Communicative Approach :A Research Synthesis. published:
https://www.researchgate.net/publication/322083426.

Frank, Marcella. 1972. Modern English a practical Reference Guide. New jersey.

Indriani, Irma. 2014. Grammar itu Gampang Secara Otodidak untuk Semua Orang. Jakarta
Timur: Dunia cerdas press.

Kaharuddin. 2013. The Communicative Grammar Translation Method, (Cet. 1 ;Yogyakarta:

TrustMedia,)

50
 51

Masnah.2014. “The effect of implementing Grammar Translation Method on development of

writing skill for the second year students’ at SMAN 6 Pinrang. Skripsi, English Language
Department: Pinrang.

Mudambadithaya. 2005. English Grammar & Composition. new delhi: house PVT LTD.

Radford, Andrew. 1988. Transformational Grammar, A first Course. New York: Cambridge
University Press.

Richard, Jack C. and Theodore S. Rodgers. 1995. Approaches and method in Languages
Teachings (eleventh printing). Cambridge: Cambridge university press.

1995. Approaches and method in Languages Teachings (eleventh printing). Cambridge:

Cambridge university press.
Richard, Jack C. and Willy A. Renandya.1993. Methodology in Language Teaching. An
Anthology of Current Practice. USA: Cambridge University press.

Schrampfer, Betty Azar. 1999. Understanding and Using English Grammar, Third Edition.
United State of Amerika: Pearson Education.

1989. Understanding and Using English Grammar, Second Edition. United State of
Amerika: Pearson Education.

Sekolah Tinggi Agama Islam Negeri (STAIN). 2013. Pedoman Penulisan Karya Ilmiah.
Parepare: Departemen Agama.

Sugiono. 2014. Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R & D
(Cet. 20; Bandung: Alfabeta

Syah, Muhabbin. 2006. Cara Mudah Menerapkan English Grammar. Jakarta: PT. Raja Grafindo
Persada.
APPENDICES
 51

Appendix 1
QUESTIONNAIRE GRIDS
THE EFFECT OF USING GRAMMAR TRANSLATION METHOD THROUGH
STUDENTS’ ABILITY IN ARRANGING COMPOUND SENTENCES
AT THE EIGHTH GRADE STUDENT OF
SMP NEGERI 9 PAREPARE
Research Variable Indicator Num. Instrument
Items
1, 2, 8, 11and 12
The students’ Responds by 1. Quality of use grammar
using Grammar Translation translation method

Method in Class VIII/1 and 2. Feelings of learners during 3 and 4

V111/2 SMP Negeri 9 use grammar translation

Parepare method

3. Interest of learners with the 3, 4 and 5

use of grammar translation

method

4. Motivation of learners with

5
use grammar translation

method

5. Attention of learner with use 6

grammar translation method

 52

Appendix 2

QUESTIONNAIRE

THE EFFECT OF USING GRAMMAR TRANSLATION METHOD THROUGH

STUDENTS’ ABILITY IN ARRANGING COMPOUND SENTNCES AT THE EIGHTH
GRADE STUDENTS OF SMP NEGERI 9 PAREPARE
I. Identify of Respondents

Respondent code :
Gender : Man / Woman
Class :

II. Instructions Charging Questionnaire

a. Read the following statement carefully

b. Choose an alternative answer that really pair with your situation.

c. Answer honestly because this questionnaire will not affect the value of report cards.

d. Put a check list (√) on the alternative answer that you think is most appropriate.

e. The answer to this questionnaire will be kept secret.

f. All statements should be answered and not allowed to answer one question item more than

one answer.

g. Alternative remark answers:

SA A DF DA SDA
(Strongly Agree) (Agree) (Doubtful) (Disagree) (Strongly Disagree)
h. Thank you for your participation.
 53

III. List of Statement

The Effect of Using Grammar Translation Method Through Students’ Ability in

Arranging Compound Sentences at The Eight Grade Students of SMP Negeri 9
Parepare.

Alternative Jawaban
No. PERNYATAAN
SA A DF DA SDA

You can easily remember material by using

1
grammar translation method.

The use of grammar translation method can help

2
develop students creatively.

You are happy to follow the learning of English

3
with the use of grammar translation method.

Grammar translation method in learning, I feel

4
eager to follow the English lesson.

The use of grammar translation method can

5
motivate learners to actively learn English.

I pay more attention to learning English with the

6
use of grammar translation method.

I am not interested in using grammar translation

7
method in English learning.

Grammar translation method can improve my

8
ability in understanding grammar.

The grammar translation method make me vacuum

9
in the process of learning English.

10 I feel disturbed by the use of grammar translation

 54

method in learning English.

The use of grammar translation method in learning

11
English can improve my thinking skills.

Grammar translation method used by educators,

12 facilitates the process of learning-teaching in

learning English.

13 The use of grammar translation method in learning

cannot improve my grammar skills.

14 My translation ability increased by applying

grammar translation method in learning.

15 The grammar translation method used by educators

cannot develop students' creativity.

16 Students are lazy to follow the learning by using

the grammar translation method.

17 The grammar translation method used by educators

makes students confused in the learning process.

18 The use of grammar translation method applied by

the teacher makes students slow in mastering the

lesson.

19 Learning English using the grammar translation

method makes me depressed in class.

20 Learning models using the grammar translation

method are less effective for learning English.

 55

Appendix 3
OBSERVATION GUIDELINES
THE EFFECT OF USING GRAMMAR TRANSLATION
METHOD THROUGH STUDENTS ABILITY IN ARRANGING COMPOUND
SENTENCES AT THE EIGHTH GRADE STUDENTS OF SMP NEGERI 9 PAREPARE

Field of Study : English Day/Date : Monday, August 27th 2018

Class : VIII (Eight Grade) Teacher Name: Hasdir Subroto, S.Pd
Material : Compound Sentences

Charging Instruction

a. Take an easy position for you to observe the learning process conducted by an English

teacher without disrupting the learning process.

b. Put a checklist on the provide column according to your observation.

Grammar Translation Method Yes No

Quality of implementation grammar translation method.

1. English teacher use grammar translation method on learning

English.

2. Using grammar translation method on learning English develop

creativity of learners.

3. Grammar translation method provides a more real experience in

learning English.

4. Grammar translation method facilitate the process of learning

English

Students’ feeling when using grammar translation method

 56

5. Students are happy to follow the process of learning English with

the use of grammar translation method

6. Learners are excited to follow the process of learning English with

the use of grammar translation method.

Interest of learners with grammar translation method

7. Enthusiastic of learners I the process of learning English with the

use of grammar translation method

8. Learners are more interested in learning by using grammar

translation method.

Motivation of learners with the use of grammar translation method

9. The use of grammar translation method , motivating learners to

actively learn English

Attention learners when using grammar translation method

10. Learners pay more attention to learning English with the use of

grammar translation method

 57

Appendix 4 Question items

Essay

General instructions
1) First write Name, Class and Subject.
2) Check and read the questions before you answer them.
3) Put first answer questions that you find easy.
4) check your work before submitting it to the supervisor.

Name : ………………………...

Class : ………………………..

1. Make each one of compound sentences by using the conjunctions below!

a. And c. nor

b. But d. or

Answer:

a) ………………………………………………………………………………………

b) ………………………………………………………………………………………

c) ………………………………………………………………………………………
d) ……………………………………………………………………………………...

2. Read and Fill in the following sentences using the correct conjunction!

Today is Sunday. I was awake late….……. I stayed up watching football last

night. My father was washing the car ………… my mother was cooking. I want to go

play with my friends …………... I have not washed my shoes yet. After I finished

washed my shoes, I went to my friend house ……he was not at home.

3. Circle the correct answers below!

A. Gillian did not like to read, (for/but) he was not very good at it.
B. I wanted to buy a new hand phone, (and/so) I started to save my money.
 58

C. My mother is cooking (and/so) my father is watching a TV.

D. You go to school (but/or) you go to a market.

4. Arrange the following words into a complete compound sentences!

A. WANT-DON’T-TO-I-WANT-DRINK-EAT-AND-DON’T-TO

B. CATS-LOVE-FOR-I-FUNNY-THEY-ARE

C. ALWAYS-GO-THEY-COME-FIRST-HOME-LATE-AND

D. MADE-JIHAN-THE CAKE-DECORATED-AND-SUSI-CAKE

Answer:

a. ……………………………………………………………………………………………

b. ……………………………………………………………………………………………

c. ……………………………………………………………………………………………

d. ……………………………………………………………………………………………

5. Complete the following sentence into a complete compound sentence.

A. I didn’t do my homework, and ………………………...................................................

B. Indra failed in the national exam, for……………………………………………..........

C. She is rich, yet………………………………………………………………………….

D. I couldn’t’ slept last night, so…………………………………………………………...

 59

Appendix 5
OBSERVATION RESULT
THE EFFECT OF USING GRAMMAR TRANSLATION
METHOD THROUGH STUDENTS ABILITY IN ARRANGING COMPOUND
SENTENCES AT THE EIGHTH GRADE STUDENTS OF SMP NEGERI 9 PAREPARE

Field of Study : English Day/Date : Monday, August 27th 2018

Class : VIII (Eight Grade) Teacher Name: Hasdir Subroto, S.Pd
Material : Compound Sentences

Charging Instruction

c. Take an easy position for you to observe the learning process conducted by an English

teacher without disrupting the learning process.

d. Put a checklist on the provide column according to your observation.

Grammar Translation Method Yes No

Quality of implementation grammar translation method.

1. English teacher use grammar translation method on learning 

English.

2. Using grammar translation method on learning English develop 

creativity of learners.

3. Grammar translation method provides a more real experience in 

learning English.

4. Grammar translation method facilitate the process of learning 

English

Students’ feeling when using grammar translation method

 60

5. Students are happy to follow the process of learning English with 

the use of grammar translation method

6. Learners are excited to follow the process of learning English with 

the use of grammar translation method.

Interest of learners with grammar translation method

7. Enthusiastic of learners I the process of learning English with the 

use of grammar translation method

8. Learners are more interested in learning by using grammar 

translation method.

Motivation of learners with the use of grammar translation method

9. The use of grammar translation method , motivating learners to 

actively learn English

Attention learners when using grammar translation method

10. Learners pay more attention to learning English with the use of 

grammar translation method

 61

Appendix 6
QUESTIONNAIRE TABULATION OF X VARIABLE
(Using Grammar Translation Method)
Item Statement
N. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Amount
1 5 4 3 4 4 5 4 4 4 2 3 4 5 5 4 4 5 5 4 4 82
2 5 4 3 4 4 4 4 5 2 5 4 4 5 5 5 5 5 5 5 5 88
3 5 4 5 5 4 5 5 4 4 5 5 4 4 4 4 5 4 4 4 4 88
4 4 3 5 4 5 5 2 3 3 2 5 4 3 5 3 4 4 4 2 3 73
5 4 4 4 5 5 4 5 4 5 4 4 4 5 4 4 5 4 4 4 4 86
6 4 4 4 5 5 4 5 4 5 4 4 4 5 4 4 5 4 4 4 4 84
7 4 4 4 4 4 4 5 3 4 2 3 3 5 3 5 4 4 4 4 4 82
8 5 4 5 5 3 4 5 5 5 4 3 5 2 3 2 3 2 3 1 3 72
9 5 5 5 4 5 4 5 5 5 5 5 5 4 5 5 5 5 5 3 2 92
10 4 4 4 4 4 4 5 5 4 5 4 4 5 5 5 5 5 5 5 5 91
11 4 3 5 5 4 3 4 5 4 2 5 4 4 4 4 3 4 4 4 4 80
12 4 4 4 4 4 4 4 5 4 5 4 4 5 5 5 5 5 5 5 5 90
13 4 5 5 4 4 5 5 4 5 5 4 4 5 5 5 5 5 5 5 5 94
14 4 4 4 4 4 4 4 5 4 5 4 4 5 5 5 5 5 5 5 5 90
15 4 4 5 4 4 4 4 4 4 4 4 4 4 4 5 5 4 5 5 5 87
16 4 4 5 3 4 5 3 3 3 5 4 5 5 5 3 2 1 3 2 1 69
17 4 4 5 5 4 4 4 4 5 5 4 4 5 4 2 5 4 4 4 4 84
18 4 3 4 4 3 3 4 3 4 4 3 5 4 4 4 4 3 3 4 4 74
19 4 5 4 4 4 3 4 5 4 5 5 4 4 54 5 5 5 5 5 5 89
20 4 3 5 5 3 3 4 3 4 4 3 5 4 3 4 5 4 3 4 2 76
21 4 4 4 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 81
22 4 4 4 4 4 4 4 4 4 4 4 4 4 2 4 4 4 4 4 2 74
23 4 4 4 4 4 5 4 5 4 5 4 4 4 5 5 5 5 5 5 5 90
24 4 4 4 4 5 4 5 5 4 5 4 4 5 4 5 5 4 4 4 4 91
25 4 4 5 4 5 4 5 4 4 5 4 5 4 5 4 4 4 4 4 5 87
26 4 4 5 4 5 4 5 4 4 4 4 4 4 4 4 4 4 4 4 5 84
27 4 4 4 4 4 4 4 4 4 5 4 4 5 5 5 5 5 5 5 5 89
28 4 3 4 4 4 5 5 4 4 4 4 5 4 5 4 5 4 4 5 4 85
29 4 4 4 5 5 4 5 4 4 4 4 5 4 4 4 5 4 5 4 4 86
30 5 4 4 4 4 4 4 5 4 5 5 4 4 4 4 4 4 4 4 4 88
31 5 4 5 4 4 4 4 5 4 4 5 5 4 3 4 5 4 3 4 4 84
32 4 5 5 5 5 5 5 4 3 4 4 5 5 4 4 4 4 4 4 4 87
33 5 5 5 5 5 5 4 5 3 5 5 5 4 5 4 5 5 5 5 5 95
34 5 5 5 4 4 4 5 5 4 5 5 5 5 4 5 5 5 5 5 5 95
35 5 5 5 5 5 5 5 5 4 5 5 5 5 3 5 4 5 5 4 5 95
36 5 5 5 5 5 5 5 5 4 5 5 5 5 4 5 5 5 5 5 5 98
37 4 4 5 4 5 4 4 5 4 4 5 5 5 4 4 4 4 5 4 4 87
38 4 4 4 5 4 5 5 5 2 2 4 5 2 4 1 2 3 3 3 5 70
 62

39 4 4 5 5 4 4 5 4 4 4 4 5 4 4 4 5 4 4 4 5 86
40 5 5 5 4 5 4 5 4 5 5 5 4 5 5 5 5 4 4 5 5 94
41 3 4 5 4 4 4 4 5 4 4 5 5 4 4 1 4 2 1 1 1 70
42 4 5 5 5 5 4 5 4 5 5 5 5 5 3 5 5 5 5 5 5 95
43 5 5 4 5 5 3 5 5 4 4 5 4 5 4 5 4 4 5 5 4 90
44 4 5 4 4 3 3 5 5 4 5 4 5 4 4 5 3 3 4 5 3 82
45 4 5 4 4 4 4 5 4 4 5 4 4 5 4 5 5 4 4 5 5 88
46 4 4 5 4 4 4 3 4 3 3 4 4 4 4 3 3 3 4 4 5 76
47 4 4 4 4 5 4 4 4 2 4 4 4 4 4 4 4 3 4 5 5 80
48 4 4 5 4 4 3 5 4 3 5 5 4 4 3 4 5 4 5 4 5 84
49 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 80
50 4 4 4 4 5 4 4 4 4 4 4 5 4 3 4 5 4 5 5 4 84
51 4 4 4 4 4 4 3 4 4 3 4 4 4 4 4 4 2 4 4 4 76
52 4 5 5 5 5 5 5 4 4 5 5 5 5 4 5 5 4 5 5 4 94
53 4 3 5 5 4 4 5 4 4 5 5 5 5 5 5 5 4 5 5 5 92
54 4 5 5 5 5 5 5 5 4 5 5 5 5 4 5 5 4 5 5 5 96
55 4 4 4 4 3 3 5 4 4 5 4 4 4 4 4 5 4 4 5 4 82
56 4 4 4 4 4 4 5 4 3 2 4 4 3 3 4 4 3 3 3 3 72
57 5 4 5 4 5 4 5 5 5 5 4 5 5 5 4 4 5 5 5 4 93
58 4 4 4 4 4 4 4 4 4 3 4 4 4 4 4 2 4 3 4 4 76
59 4 5 5 5 5 5 5 4 3 4 4 5 5 5 4 4 4 4 4 4 88
60 4 5 4 4 5 4 5 4 3 4 4 4 4 4 4 3 3 3 4 4 79
 63

Appendix 7
The Result of Students Ability in Arranging Compound Sentences
(Y Variable )
Num. NAME SCORE
1 Muhibbul haq 95
2 Rifka Andriani 85
3 Muhammad Ramzi Saputra 80
4 Sierra Sartika Adnan 85
5 Marissa Mirsan 95
6 Andi Aidin Zaki 100
7 Indah Lestari 90
8 Adinda 75
9 Ahmad Hidayatullah 95
10 Dimas Kurniawan Hendra 80
11 Azwan Dwi Putra 60
12 Adhe Ayu Lestari 100
13 Muhammad Akil 100
14 Aisyah Safri 100
15 Risda Ramadani Agus 95
16 Muhammad Awaluddin 65
17 Siti Hajar 70
18 Isdelia Yusnita 85
19 Novia 75
20 Muhammad febrian Syahhputra 80
21 Muhammad Alief Gazali Acmad 70
22 Nur Fadli 70
23 Melani Saputri 85
24 Sarifa Hikma 75
25 Leny Marlina 90
26 Agustina Ahmad 95
27 Aisyah Balqis 100
28 Rifka Andriani 95
29 Fitri Ramadani 95
30 Muhammad Raihan Azhar 100
31 Dhani Pratama 95
32 Selvia 95
33 Nurul Muhlisa 95
34 Nuraziza Aulia 90
35 Nurhikma Yanti 90
36 Andi Ratu Satria Putri 95
37 Putri Nabila 95
 64

38 Andi Nurhidaya Pratama 95

39 Yunita Pratiwi 95
40 Andi Mustika Ayu 90
41 Delon Nikolas 85
42 Afidah Melinda Hasrul 90
43 Putrid Revalina Rusli 95
44 Sharini Syarif 90
45 Alexandra Olivia 95
46 Alya Saputri 95
47 Arif 80
48 Muhammad Syukran Husain 75
49 Faturrahman 75
50 Ajie Mahdi 70
51 Muhammad Raihan Azhari 90
52 Angga 90
53 Reski Septiana 95
54 Trio nugraha 85
55 Herawati 95
56 Dian Risky Fauziah 95
57 Ummahaera 90
58 Yusnita Ramadani 90
59 Indi Lestari Kadir 95
60 Julia Ramadani Ahmad 95
 65

Appendix 8
Variable X and Y
Num. X Y X.Y X2 Y2
(1) (2) (3) (4) (5) (6)
1 82 95 7790 6724 9025
2 88 85 7480 7744 7225
3 88 80 7040 7744 6400
4 73 85 6205 5329 7225
5 86 95 8170 7396 9025
6 84 100 8400 7056 10000
7 82 90 7380 6724 8100
8 72 75 5400 5184 5625
9 92 95 8740 8464 9025
10 91 80 7280 8281 6400
11 80 60 4800 6400 3600
12 90 100 9000 8100 10000
13 94 100 9400 8836 10000
14 90 100 9000 8100 10000
15 87 95 8265 7569 9025
16 69 65 4485 4761 4225
17 84 70 5880 7056 4900
18 74 85 6290 5476 7225
19 90 75 6675 7921 5625
20 76 80 6080 5776 6400
21 81 70 5670 6561 4900
22 74 70 5180 5476 4900
23 90 85 7650 8100 7225
24 91 75 6825 8281 5625
25 87 90 7830 7569 8100
26 84 95 7980 7056 9025
27 89 100 8900 7921 10000
28 85 95 8075 7225 9025
29 86 95 8170 7396 9025
30 88 100 8800 7744 10000
31 84 95 7980 7056 9025
32 90 95 3040 1024 9025
33 95 95 9025 9025 9025
34 95 90 8550 9025 8100
35 95 90 8550 9025 8100
36 98 95 9310 9604 9025
37 87 95 8265 7569 9025
 66

38 70 95 6650 4900 9025

39 86 95 8170 7396 9025
40 94 90 8460 8836 8100
41 70 85 5950 4900 7225
42 95 90 8550 9025 8100
43 90 95 8550 8100 9025
44 82 90 7380 6724 8100
45 88 95 8360 7744 9025
46 76 95 7220 5776 9025
47 80 80 6400 6400 6400
48 84 75 6300 7056 5625
49 80 75 6000 6400 5625
50 84 70 5880 7056 4900
51 76 90 6840 5776 8100
52 94 90 8460 8836 8100
53 92 95 8740 8464 9025
54 96 85 8160 9216 7225
55 82 95 7790 6724 9025
56 72 95 6840 5184 9025
57 93 90 8370 8649 8100
58 76 90 6840 5776 8100
59 88 95 8360 7744 9025
60 79 95 7505 6241 9025
∑ 5039 5290 445335 429221 472150
Average 83.98 88.16
 67

Appendix 9
 68

Appendix 10
 69

Appendix 11
 70

Appendix 12
PICTURES OF RESEARCH IMPLEMENTATION
 BIOGRAPHY

Arjun, the writer was born in Buntu

Lenta on February 22nd 1996, Buntu batu sub

district of Enrekang regency. He is the last child

of three siblings by Ahmad (father) and Samai

(mother). His first older brother is Sabir and the

second older sister is Suwarni. The writer began

his education at elementary school at SDN 81

Kalaciri (2002-2008). Then, He continued his

study at junior high school at SMPN 2 Baraka

and finished in 2011. In the same year he

continued his studies at senior high school at SMAN 1 Pasui and finished in 2014.

Furthermore the writer decided to continue his education in Parepare and took

a Bachelor Degree Program (S1) Tarbiyah department, English Language Study

Program. He finished his study in 2018 by writing an academic paper entitled, “The

Effect of Using Grammar Translation Method Through Students’ Ability in

Arranging Compound Sentences at the Eighth Grade Students of SMP Negeri 9

Parepare”.