Marina (2012) THE CONTRIBUTION OF THE FIRST YEAR STUDENTS’ PRESENTTENSES MASTERY TOWARD THEIR ABILITY IN WRITINGPROCEDURAL TEXT AT SENIOR HIGH SCHOOL 1TAMBANG KAMPAR REGENCY. Skripsi thesis, Universitas Islam Negeri Sultan Syarif Kasim Riau.

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Abstract

There are two variables which are used in this research. The first is variable X (Students’ present tenses mastery) and the second is variable Y (Students’ ability in writing procedural text). The subject of this research was the first year students’at Senior High School 1 Tambang Kampar Regency, and the object wasthe contribution of students’ Presenttenses mastery toward their ability in writingproceduraltext. The instrument used was a test. In present tenses, the writer gave 30 questions. They were multiple choices, rearranging the jumble word, true-false, and matching present tenses. In writing, the test was making procedural text, and the titles were three categories. The limitation of the problems present tenses referred to simple present tense, present continuous tense, present perfect tense, and present perfect continuous tense, and writing referred to procedural text. The writer took 52 samples from 206 students, it was 25 %. The technique of the data analysis of this research was statistical product moment correlation. It was used because the data contained interval and interval scale, formula is as follows:                                          2 2 2 2 ' ' ' ' ' ' ' ' N fy fy N fx fx N fx fy x y rxy After computing the gathered data by using of SPSS 16 and calculator FX 3600 pv, it is found that the correlation between students’ present tenses mastery and their writing ability is 0.293 which is in between 0.20 – 0.399.The contribution of present tensesmastery toward their ability in writing procedural text is 0.086 %.Thus, it is concluded that students’ present tenses mastery does not significantly effect the students’ writing procedural text.Meaning that, there would be no significant contribution the students’ present tenses mastery toward their ability in writing procedural text. In short, Ha is rejected and Ho is accepted.

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