ASSESSING THE STUDENT MASTERY SIMPLE PRESENT TENSE OF DESCRIPTIVE PARAGRAPH OF THE TENTH GRADE STUDENT OF SMA N 5 DENPASAR IN ACADEMIC YEAR 2013/2014

THESIS ASSESSING THE STUDENT MASTERY SIMPLE PRESENT TENSE OF DESCRIPTIVE PARAGRAPH OF THE TENTH GRADE STUDENT OF SMA N 5 DENPASAR IN ACADEMIC YEAR 2013/2014 MADE YUDHI PRANATA ENGLISH EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION MAHASARASWATI DENPASAR UNIVERSITY DENPASAR 2013

THESIS ASSESSING THE STUDENT MASTERY SIMPLE PRESENT TENSE OF DESCRIPTIVE PARAGRAPH OF THE TENTH GRADE STUDENT OF SMA N 5 DENPASAR IN ACADEMIC YEAR 2013/2014 MADE YUDHI PRANATA NPM. 10.8.03.5.31.2.5.3711 ENGLISH EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION MAHASARASWATI DENPASAR UNIVERSITY DENPASAR 2013

ASSESSING THE STUDENT MASTERY SIMPLE PRESENT TENSE OF DESCRIPTIVE PARAGRAPH OF THE TENTH GRADE STUDENT OF SMA N 5 DENPASAR IN ACADEMIC YEAR 2013/2014 Thesis As Partial Fulfillment of the Requerments for the Sarjana Pendidikan Degree in Education Study Program Faculty of Teacher Training and Education Mahasaraswati Denpasar University MADE YUDHI PRANATA NPM. 10.8.03.5.31.2.5.3711 ENGLISH EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION MAHASARASWATI DENPASAR UNIVERSITY DENPASAR 2013

APPROVAL SHEET 1 This thesis entitled Assessing Simple Present Mastery in Descriptive Paragraph of the Tenth Grade Students of SMAN 5 Denpasar in Academic Year 2013/2014 has been approved and accepted as Partial Fulfillment for the Sarjana Pendidikan Degree in English Department Faculty of Teacher Training and Education, Mahasaraswati Denpasar University. Approved By Advisor I, Advisor II, Drs. I Made Wardhana, M.Hum NIP. 19541221 198403 1 001 I Ketut Wardana, S.Pd.,M.Hum NIP. 82 7110 342

APPROVAL SHEET 2 This thesis has been examined and assessed by the examiner committee of English Education Study Program, Faculty of Teacher Training and Education, Mahasaraswati Denpasar University in the oral examination on 13 th February 2014. Chief Examiner Dr. Drs. Made Sukamerta, M.pd NIP. 19550507 198203 1 003 Examiner I Examiner II Drs. I Made Wardhana, M.Hum NIP. 19541221 198403 1 001 I Ketut Wardana, S.Pd.,M.Hum NIP. 82 7110 342 Approved by Dean of the Faculty of Teacher Training and Education Head of the English Education Study Program Prof. Dr. Wayan Maba NIP. 19581231 198303 1 032 I Komang Budiarta, S.Pd.,M.Hum NPK. 82 820 8306

STATEMENT OF AUTHENTICITY I declare that this thesis is my own writing, and it is true and correct that there is no other s work or statement, except the work or statement that is referred in the references. All cited works were quoted in accordance with the ethical code of academic writing. Denpasar, 13 February 2014 The Researcher, Made Yudhi Pranata NPM. 10. 8.03.51.31.2.5.3711

ACKNOWLEDGEMENT Firstly, the researcher wishes to express his sincere prayer and gratitude to the Almighty, Ida Sang Hyang Widhi Wasa, for His eternal blessing grace and compassionate so that he could finally finish his thesis in due the course of time. Secondly, he wishes to express his deep gratitude to his forst and second advisor, Drs. I Made Wardhana, M.hum and I ketut Wardana, S.pd., M.Hum for their valuable guidance, correction, and suggestion in the course he was writing this thesis. Furthermore, the researcher also expresses his gratitude to the Dean of the Faculty of Teacher Training and Education, all of lecturers and staffs of the English Education Study Program Faculty of Teacher Training and Education of Mahasaraswati Denpasar University for their support and their priceless encouragement friendly help during his study. Next, he also wishes to express his thank to the headmaster, English Teacher and the tenth grade students of SMAN 5 Denpasar for their permission, goodness and help during the process of data collection. The last but not least, he wishes to kindly share out his sincerely heartfelt respect gratitude to his father, I Nyoman Suwenten, and mother, Ni Nengah Natri, who also work hard to support his study, his big brother, Agus Gede Partha Wiguna, his beloved girlfriend, Made Lystiari, for all the support and incredible love, and also for all of his friends for their valuable encouragement, spirit, patience and understanding during for the writing of this thesis. Denpasar, February 13, 2014 The Researcher, Made Yudhi Pranata

ABSTRACT Yudhi Pranata, Made. 2014. Assessing Simple Present Tense Mastery In Descriptive Paragraph of the Tenth Grade Students of SMAN 5 Denpasar in Academid Year 2013/2014. First advisor: Drs. I Made Wardhana, M.Hum, second advisor: I Ketut Wardana, S.pd., M.Pd. This study focused on assessing simple present tense mastery in descriptive paragraph of the tenth grade students of SMAN 5 Denpasar in academic year 2013/2014. The present study aimed at answering the following research question: to what extent is the student mastery on simple present tense mastery in descriptive paragraph of the tenth grade students of SMAN 5 Denpasar in academic year 2013/2014? This study made use of an ex post facto research design with descriptive analysis. The results of data analysis by means of norm reference measurement of five standard values showed: 1) there were 4 samples or 9% out of 45 samples under investigation showing excellent achievement of simple present tense mastery in descriptive paragraph, (2) there are 11 samples or 24% out of 45 samples under investigation showing good achievement of simple present tense mastery in descriptive paragraph, (3) 12 samples or 27% out of 45 samples under investigation showing sufficient achievement of simple present tense mastery in descriptive paragraph, (4) 17 samples or 38% out of 45 samples under investigation showing insufficient achievement of simple present tense mastery in descriptive paragraph and (5) there was 1 sample or 2% out of 45 samples under investigation showing poor achievement of simple present tense mastery in descriptive paragraph. If these research findings were used to assign grade to the tenth grade of SMAN 5 Denpasar in Academic year 2013/2014. Then 27 samples (60%) of the students could pass and 18 samples (40%) failed in learning simple present tense in English. The findings of the present investigation could therefore be remarked as sufficient. It means that the assessing simple present tense mastery in descriptive paragraph of the tenth grade students of SMAN 5 Denpasar in academic year 2013/2014 was sufficient. Key words: Assessing simple present tense, Descriptive Paragraph

TABLE OF CONTENTS COVER... i INSIDE COVER... ii PRE REQUISITE TILE... iii APPROVAL SHEET 1... iv APPROVAL SHEET 2... v STATEMENT OF AUTHENTICITY... vi ACKNOWLEDGMENT... vii ABSTRACT... vii TABLE OF CONTENTS... ix LIST OF TABLES... xi LIST OF APPENDICES... xii CHAPTER I INTRODUCTION... 1 1.1 Background of the Study... 1 1.2 Research Problem... 3 1.3 Objective of the Study... 3 1.4 Limitation of the Study... 4 1.5 Significance of the Study... 4 1.5 Definition of Key Terms... 5 CHAPTER II THEORETICAL AND EMPIRICAL REVIEW... 7 2.1. Theoretical Review... 8 2.1.1 Conception of Grammar... 8 2.1.2 Conception of Simple Present Tense... 8 2.1.3 Assessing Grammar... 10 2.1.4 Descriptive Paragraph... 12 2.2 Empirical Review... 14 2.3 Hypothesis... 15

CHAPTER III RESEARCH METHOD... 15 3.1 Research Design.... 15 3.2 Population and Sample.... 16 3.3 Research Instrument... 17 3.3.1 Validity... 18 3.3.2 Reliability... 20 3.4 Test Item Analysis... 23 3.5 Data Collection... 27 3.6 Data Analysis... 27 CHAPTER IV FINDING AND DISCUSSION... 29 4.1 Finding... 29 4.2 Discussion... 39 CHAPTER V CONCLUSION AND SUGGESTION... 38 5.1 Conclusions... 41 5.2 Suggestions... 42 REFERENCES... 44 APPENDICES

LIST OF TABLES Table 3.1 The Structure of Test Items Specification Showing Its Content Validity... 19 Table 3.2 The Computation of the Mean and Standard Deviation of the Structure Test Items Scores... 21 Table 3.3 The Summary of the Facility Values (FVs) and Discrimination Values (DVs) of Structure Test... 25 Table 4.1 Raw Scores Showing The Assessing Simple Present Tense Mastery In Descriptive paragraph of The tenth Grade Student Of SMAN 5 Denpasar in Academic Year 2013/2014... 30 Table 4.2 The Frequency (f) Distribution of The Assessing Simple Present Tense Mastery In Descriptive paragraph of The tenth Grade Student Of SMAN 5 Denpasar in Academic Year 2013/2014... 31 Table 4.3 The Computation of the Estimated of Squared Mean Deciation (D 2 ) of Raw Scores in The Assessing Simple Present Tense Mastery In Descriptive paragraph... 32 Table 4.4 Tabulation of the Sample Raw Scores in The Assessing Simple Present Tense Mastery In Descriptive paragraph and Their Corresponding Scores as Assessed Via Multiple-Choice Test... 37 Table 4.5 Summary of the Findings of the Sample Corresponding Scores of Raw Scores in The Assessing Simple Present Tense Mastery In Descriptive paragraph... 39

LIST OF APPENDICES Appendix 1 Trial out Test 1 46 Appendix 2 Answer Key 1..51 Appendix 3 Trial out Test 2 53 Appendix 4 Answer Key 2.. 54 Appendix 5 Answer Sheet... 55 Appendix 6 List of Subjects 56

CHAPTER I INTRODUCTION 1.1 Background of the Study Mastering language elements or linguistic competence is not enough to achieve success in communicative competence. Communicative competence is the ability to convey something to interact with someone else. Hymes in Brown (2000:246) states that communicative competence is the competence which enables us to convey and interpret messages and to negotiate the meanings interpersonally within specific context. Communicative competence includes grammatical competence, sociolinguistic competence, discourse competence, and strategic competence (Canale and Swain in Brown, 2000:247). In relation to language components, grammatical competence is one of the important language aspects in learning English as a foreign language. People cannot communicate their ideas as accurately as they would like to express because the of lack of grammar mastery. Therefore, the mastery of grammar will helpful to the students in learning language. Grammar is a description of the structure of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language (Richards and Schmidt, 2002:230). Grammar plays important role in languages. Ungrammatical sentences will be nonsense and illogical which can be useless to say. The common mistake of grammar can be seen in the use of simple tenses when the learners try to construct the sentence. Willis (2003: 28) states that the learners first learnt how to make grammatical

sentences and, as they did this, they learnt to insert the words they had learnt in order to make more and more sentences. Simple Present Tense is used for an action that happens regularly or is a permanent situation that we usually do. It can be a habit or fact. Eastwood (2002: 49) states that simple present tense is used for expressing the repeated actions, thought, feelings, states, permanent facts and routine. Verb conjugation and exact-translation habit are the main problem faced by students when they are trying to express the ideas through both spoken and written. In some cases, incorrect grammar is mostly caused and affected by their mother tongue. Mastering English grammar is important and a must in order to be able to speak accurately among the people throughout the world. For years and years of learning English, still have problem with their grammar. The result of grammar teaching especially simple present tenses in elementary school even in senior high school, particularly in Bali, is still remarked to be unsuccessful. Considering that grammar especially simple present tenses plays very important role in a language due to communicative purpose in the students daily life and future study, then the ability of students really need to get serious attention. Based on observation the researcher found a fact that the student still poor in understanding about simple present tense. So the writer interest to assess the students simple present tense mastery of descriptive paragraph. Related to the statements above, the researcher is trying to solve the problem and assess the students simple present mastery on descriptive paragraph. Descriptive paragraph is a kind of paragraph which is used to describe something that can make the reader feel or imagine the object that has been described.

Moreover, Folse et, al. (2010:99) state a paragraph explains what something is, give facts, details, and examples to make the definition clear to the reader. Therefore, in accordance with the above facts, the researcher is highly motivated to measure simple tenses mastery of the tenth grade students of SMAN 5 Denpasar in academic year 2013/2014. In this research, the researcher focuses his attention on simple present tenses. The establishment of the findings of the and the students. The researcher hopes the finding of study can be great usefulness both for the students and the English teachers. 1.2 Research Problem Based on the background of the research above, students still have problems in grammar mastery especially in simple present tense. The researcher intends to examine students simple present tense mastery in descriptive paragraph the language. Moreover, as previously stated on the background of the study, the research question can be formulated as follows: to what extent is the student mastery on simple present tense mastery in descriptive paragraph of the tenth grade students of SMAN 5 Denpasar in academic year 2013/2014? 1.3 Objective of the Study The undertaking of any scientific investigation is always intended to answer the researcher question that has been previously formulated. In line with this rationale, the present study intends to find out the degree of student in simple present tense mastery in descriptive paragraph of the tenth grade students of SMA N 5 Denpasar in academic year 2013/2014.

1.4 Limitation of the Study Learning grammar in this case simple present tense is very complex. Considering the broadness and the complexity of the simple present tenses, the researcher limits this investigation in assessing simple present tense mastery in descriptive paragraph by the tenth grade student for SMA N 5 Denpasar. In this present study the researcher only investigates the simple present tense mastery in using verb, to be, auxiliary, adverb of frequency or time, and negative sentences in descriptive paragraph which is assessed through multiple-choice test. 1.5 Significance of the Study One of the principle practical reflections which is taken into account in undertaking the present investigation is the significance of the expected research findings. The findings of the present study are expected to provide both theoretical and practical importance as follows: 1.5.1 Theoretically, the findings of the present study are expected to contribute further to support the existing research findings, which have revealed, that the assessing simple present tense mastery on descriptive paragraph has a very important role in communicative competence. Therefore, the findings of the present study should be planned on the basis of some relevant existing studies; in addition, the present study should be reinforced on some relevant theoretical framework. 1.5.2 Practically, assessing students mastery of simple present tense in descriptive paragraph can be examined the student grammar mastery. The findings of the present study are meant to provide education feedback to English

teachers and the tenth grade of student in SMA N 5 Denpasar. For the English teachers, the findings of this study can be used as a reflection concerning achievement of their teaching about the assessing simple present tense mastery on descriptive paragraph. They can use the established findings as bases to provide and plan better and more effective and efficient grammar teaching especially teaching in using simple present tense in descriptive paragraph. For the students, the findings of this study can motivate them to learn and build up their grammar mastery especially simple present tense more seriously in order to be able to be professional in English 1.6 Definition of Key Term There are some key terms that are used in this study. In order to avoid misunderstanding concerning the topic on the side of the readers, some operational and conceptual definition of term used in this study is clarified as follows: 1.6.1 Assessing simple present tense is defined as an action which has the purpose to make a judgment about something. In this case the action of the study is conducted to assess the students simple present tense mastery. Simple present tense is used for an action that happens regularly or is a permanent situation that we usually do. It can be a habit or fact. Eastwood (2002: 49) states that simple present tense is used for expressing the repeated actions, thought, feelings, states, permanent facts and routine. In line with this study assessing simple present tense is the act to make a judgment about simple present tense, and it is assessed through multiple-choice test.

1.6.2 Descriptive paragraph is a kind of paragraph that is usually used to describe, someone, place, and things in detail; moreover, Zemach and Rumisek (2005:25) state a descriptive paragraph explains how someone or something looks or feels. A process paragraph explains how something is done. In addition, Savage and Mayer (2005:32) state descriptive writing uses words to build images for the reader. These images may come from sight, sounds, smells, tastes, or even feelings. Good descriptive writing makes the reader feel as if he or she is present in the scene. It can be concluded that descriptive paragraph is a kind of paragraph which is used to describe something that can make the reader feel or imagine the object that has been described. In the line with this study descriptive paragraph is defined as a paragraph that usually describes something so that the reader will know what the paragraph is describing, the text will be given by the teacher. 1.6.3 SMA N 5 Denpasar is a state senior high school which is located in Pendidikan Street, Denpasar regency, Bali Province where the present research is conducted.

CHAPTER II THEORETICAL AND EMPERICAL REVIEW 2.1 Theoretical Review Theoretical review is giving the meaning of a word in terms of the theories of a specific discipline. This type of definition assumes both knowledge and acceptance of the theories that it depends on. Related to the function, it will be used to synthesize theme or commonalities that were found in similar research studies. In this chapter the researcher will describe some important related to the theoretical review which will support this study. Related to this study, the writer puts some theories as his theoretical concepts which contain about conception of grammar, conception of simple present tense, conception of descriptive paragraph and assessing of grammar. 2.1.1 Conception of Grammar Grammar is a description of the structure of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language. It usually takes into account the meanings and functions these sentences have in the overall system of the language. It may or may not include the description of the sounds of a language (Richards and Schmidt, 2002:230). Grammar is an important thing in learning English. Meanwhile, according to Harmer (2007:210), grammar is a set of rule that defines how words (part of word) are combined or changed to form acceptable units of meaning within a

language. Grammar does not only affect how units of language are combined in order to look right it also affects their meaning. On the other hand, Willis (2003: 29) states that grammar is employed to mean the way of words and phrases which are sequenced to make up larger units. In an English clause, for example, we typically find a noun as the subject followed by a verb, followed by another noun or object, so that the clause has the structure: subject verb object. By learning grammar, it can help people to learn a language more quickly and more efficiently. When people understand the grammar of a language, they can understand many things by themselves, without having to ask other people or look in a book. Therefore, the learners who know more about grammar can use the language in a better way than those who only little knowledge in it. On the other hand, Jackson (2005:13) states that the definitions of grammar in three meanings. The summary of the definitions of grammar stated by Jackson are as follows: (1) grammar is the means by which we structure the language that we speak and write, (2) grammar is the set of rules, conventions and principles, together with their exceptions, that we have stored in our heads as a consequence of acquiring or learning the language and (3) grammar is the set of descriptive statements, expressed in appropriate terminology, and within a consistent framework that we use to account for grammar in statements 1 and 2 above. Based on the statement above, grammar is an important language component that English learner should acquire because it will help them use the target language in communication either spoken or written forms. Therefore, based on the quotations above, the researcher adopt theory of grammar which is

according to Harmer, because it is suitable and referred to the objective of the study in this research. By acquiring grammar, the students will be able to express the idea that they want to transfer appropriately. Grammar also helps the students acquire correct sentences, because if they use wrong rules, they may face difficulties in expressing the idea or in mastering the four language skills. 2.1.2 Conception of Simple Present Tense Simple present tense is used for an action that happens regularly or is a permanent situation that we usually do. It can be a habit or fact. According to Murphy (2003: 4), he states that we use the present simple to talk about things in general. We use it to say that something happens all the time or repeatedly, or that something is true in general. For more explanation about simple present tense, Sargeant (2007: 58) states that we usually use the simple present tense if the action happens regularly, sometimes or never. The simple present tense is also used to state the facts, to tell the events of a story that is happening now, but simple present tense also used to talk about thing in the past and to talk about things that will happen in the future. In addition, Azar (2003: 4) states that simple present tense is used for events or situation that exists always, usually, or habitually in the past, present and future. And for explanation about how to construct a simple present tense, Eastwood (2002: 9) states that Simple Present Tense can be divided into three forms, such as positive, negative and interrogative form. In positive form, we usually use the verb without an ending, for example I read a book every night. But it is different in the third person singular (after he, she, it, name of person,

etc), the verb ends in s or es, for example It gets busy at weekend. We use a form of do in negatives and interrogatives. We use do and don't except in the third person singular, where we use does and doesn't, for example We don't go to school in Sunday. And in interrogative, he also divides it into two forms, such as Yes/No Question and WH Question. Based on the statement above, simple present tense is an important language component that the students should master because this tense also helps them use the target language in communication either spoken or written forms. By mastering simple present tense, the student will be able to express the idea that they want to transfer appropriately at the present time. 2.1.3 Assessing Grammar Assessing is defined as an action which has the purpose to make a judgment about something. Brown (2004: 4) states Assessment is an ongoing process that encompasses a much wider domain. Whenever a student responds to a question, offers a comment, or tries out a new word or structure, the teacher subconsciously makes an assessment of the student s performance. For this statement we can say the test itself will show the improvement of the students competence when they learn a sample given by the teachers. In addition, Miller et al., (2009:28) clearly state that assessment is a general term that includes the full range of procedures used to gain information about student learning (ratings of performance or project, paper-and-pencil test) and the formation of value judgments concerning learning progress.

In relation to this study, the researcher will focus on testing the students performance with grammar test where it consisted simple present tense in descriptive paragraph; moreover in this study, the researcher takes the multiple choice test. The multiple choice test is one of the assessment forms which is offering several alternative answers from which the correct one is to be chosen. Multiple-choice test is easy for the teacher to give the score quickly with a choice of four or five options (Brown, 2004:194). Miller et al. (2009:194) state that multiple choice test item consists of a problem and a list of suggested solution.. Purpura (2004:117) states that a multiple-choice grammar test might be designed to measure one feature of grammatical knowledge. Therefore, it contains one criterion for correctness. This item could be scored as either right or wrong according to an answer key. This right or wrong scoring method is clear and objective. In addition, multiple choice items are well suited for testing many discrete features of grammatical knowledge. With regards to score, the task is scored objectively due to there is a criterion for correction only. In the other hand from Osterlind (2002: 162) states that multiple choice format for test items is characterized by an item with a stem sentence or phrase that asks a question, followed by usually two to five alternative responses, one of which appropriate answers the stem. In summary, in grammar assessment, there are some aspects which have to be considered, first is about what we are going to measure or the purpose of the task, second is about what types of tasks are suitable to measure the grammar ability, third is about how to construct a grammar task in order to go in line with the purpose; in addition, the scoring and grading are heavily needed in any kind of

assessment including the assessment of grammar because they will provide a valuable information about how easy or difficult the tests are. Thus, it will give a clear judgment about whether the test correctly assessed the student s or not. In this study the researcher chooses multiple-choice test to measure the grammar ability of the student. Multiple choice tasks are about choosing the best answer from the choices given; therefore, to avoid confusion, special care should be given in order to make sure that there is only one correct answer. Therefore, the result of the test shows what is required. The researcher takes the multiple-choice from descriptive paragraph where there are some missing words in the paragraph and the multiple-choice test included. 2.1.4 Descriptive Paragraph Descriptive paragraph is a kind of paragraph that is usually used to describe, someone, place, and things in detail; moreover, Zemach and Rumisek (2005:25) define a descriptive paragraph explains how someone or something looks or feels. Process paragraph explains how something is done. In addition, Savage and Mayer (2005:32) state descriptive writing uses words to build images for reader. These images may come from sight, sounds, smells, tastes, or even feelings. Good descriptive writing makes the readers feel as if he or she were present in the scene. It can be concluded that descriptive paragraph is a kind of paragraph which is used to describe something that can make the reader feel or imagine the object that has been described. Similarly, Savage and Shaf (2007:30) state that in descriptive paragraph, the writer uses words that create an image and help the reader see, touch, feel, or taste the topic that he or she is describing.

2.1 Empirical Review Empirical review in research methodology is when the researcher reviews the information and theories currently available concerning the topic and the historical background of the topic. Empirical review has two functions. First, it is to demonstrate through understanding of the field in conducting research. Second, it is to show that the problem being studied has been done or not before in the way proposed by the researcher. In accordance to support this study, the researcher lists similar researches from other researchers, as follows: The similar research entitled improving simple present tense mastery by using imaginative description games to the seventh grade students of SMP 9 Denpasar in academic year 2012/2013 that has conducted by I Kadek Artha Darma. The result of his study that imaginative description games could improve simple present tense mastery of the seventh grade students of SMP 9 Denpasar in academic year 2012/2013. Besides, it showed positive attitudes and the students learning motivation improved positively. Moreover, other similar research entitled acquisition of simple tenses of the seventh grade students of SMP Sila Dharma Denpasar in academic year 2012/2013 that have conducted by I Dewa Bagus Kasumajaya. The result of his study showed there were 10 samples (33.33%) out of 30 samples who failed in learning simple tenses. Related to the statement above, based on many successes of simple present tense mastery research, the researcher believes this study will be as successful as the previous research.

2.4 Hypothesis Based on the background of the study and the research problem stated above, on attempting to give a tentative solution to the problem, the hypothesis is stated as the following: The assessing simple present tense mastery in descriptive paragraph of the tenth grade students of SMAN 5 Denpasar is still poor in simple present tense mastery.

CHAPTER III RESEARCH METHOD 3.1 Research Design The present study which dealt with the assessing of simple present tense of the tenth grade students used an ex post facto research design. Ex post facto research, then, is a method of teasing out possible antecedents of events that have happened and cannot; therefore, be engineered or manipulated by the investigator; in addition, the characteristic of ex post facto is the researcher takes the effort (or dependent variable) and examines the data retrospectively to establish causes, relationship or associations and their meanings (Cohen et al., 2005:205-206). The design ex post facto, from Latin for after the fact, indicates that ex post facto research is conducted after the variation in the variable of interest has already been determined in the natural course of events. The statement shows that the ex post facto research design guides us to analyze the dependent variable in the study that is caused by the independent variable. Independent variable in which an investigator can directly manipulate is an active independent variable. The dependent variable is known as the result of the independent variable. It shows that the researcher cannot manipulate the independent variable in ex post facto research design (Ary et al., 2010:332). In this study, the researchers want to examine the students mastery in simple present tense that assessed by used multiple-choices test, because as the researchers knew the samples of this research had some problems in mastery grammar especially simple present tense. For the first, the tests must be tried out

in the other place to prove the simple present tense test items have good validity and reliability. Regarding to the ex post facto conception above, the present study used the ex post facto research design because the simple present tense ability as the research variable had already taken place prior the undertaking of this study. Obviously, the tenth grade student of SMA N 5 Denpasar in academic year 2013/2014 had been assumed to learn about simple present tense. 3.2 Population and Sample Population is a generalization region consisting of the subject or object that has certain qualities and characteristics which are determined by the researcher for the study and the drawn conclusions. Richards and Schmidt (2002:406) state that population is any set of items, individuals, etc. The populations of this study were the tenth grade IPA students of SMA N 5 Denpasar in academic year 2013/2014; in addition, the total of the student was around 459 students. Which were divided into 9 classes. A Sample is a part of the number and characteristics of which is owned by the population. According to Richard and Schmidt (2002:465) sample is defined as any group of individuals that is selected to represent a population. The samples of the present ex post facto research were the tenth grade students of SMAN 5 Denpasar in academic year 2013/2014. The samples of the study were determined by means of quota random sampling technique with lottery system. The used of random sampling technique means that the investigated samples were determined nine classes and then they were randomly selected out of the whole population had the same chance on the probability to be chosen and include as the sample of

the present study. The samples were assumed to be representative enough. The samples of the study were X IPA grade where they were nine classes. In this study only 45 students were determined as the samples of the study, which consisted of 5 students from X IPA 1 until X IPA 9. 3.3 Research Instrument The preparation of valid and reliable research instrument greatly determines the validity and the reliability of the data which are required for the study. This is due to the fact of that only valid reliable research instrument can be used to gather valid and reliable data. The instrument of the present study was in the form of multiple-choice test which consisted of simple present tense items. As a research instrument, the simple present tense is in the form of descriptive paragraph test which should be made valid and reliable; therefore, it could be used to gather valid and reliable data. In addition, the simple tenses test items should have good validity index as well as discrimation index, and then the test must be first tried out. Therefore, these instruments were tried out at the seventh grade students of SMAN 2 Denpasar in academic year 2013/2014 on 10 th January 2014. The discussion about validity, reliability, and item analysis of the research instrument was presented in the subsequent sections. The tests were scored dichotomously that was (1) one score was given for every correct answer and (0) zero for every wrong one. Therefore, the highest possible score was sixty points (60); in addition, the lowest score was zero (0). In addition, validity, reliability and analysis of the test were discussed under the following subsequent sections.

3.3.1. Validity Valid means that the instrument can be used to measure what it should be measured. Ary et al. (2010:201) define that construct validity of the test is concerned with the extent to which a test measures a specific trait or construct. It is the type of validity that is essential for tests that are used to access individual on certain psychological traits and abilities. In this study, the researcher tried to establish the content of validity, the face of validity, and the construct validity of the of the complementation test. Test writer should describe it very clearly and precisely to explain what kinds of test that was used in terms of the particular language skills and area to be included in the test. Therefore, it is a must to check the content validity of the test constructed. The degree of the content validity of classroom test depends on the careful analysis of the language being tested and particular course objectives. We can say, if the items constructed have met the area being tested and its objective, it can be said that the test has already had content validity. The content validity could be seen from the table of structure test items specification as follows:

Table 3.1 The Structure of Test Items Specification Showing Its Content Validity Testing Objective The students are able to answer Aspect of Simple Test Item Present Tense 1. Verb 2, 6, 11, 16, 21, 27, 31, 36, 42, Total 12 grammar test 46, 51, 57 items correctly 2. To Be 3, 8, 12, 17, 22, 12 which are 28, Constructed in the form of multiple choice test items. 33, 37, 43, 48, 52, 58 3. Auxiliary 1, 7, 13, 18, 23, 26, 32, 38, 41, 47, 53, 56 4. Adverb 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60 12 12 5. Negative Pettern 4, 9, 14, 19, 24, 29, 34, 39, 44, 49, 54, 60 12 Total 60

3.3.2. Reliability Moreover, a test which is used as a research instrument should also be reliable. Brown (2004:20) states the reliability of a test as the extent to which the result can be considered consistent of the test or stable. In addition, the reliability of the test (Nunan, 2008:231) is a reliable test in which the score of the test can be definitely reliable, steady and the score can reach the same conclusions; in addition, a replication of one s study would yield similar result. A good research instrument should ideally have reliability coefficient ranging between 0.50 to 1.00. The reliability coefficient of grammar test was computed by using internal consistency (IC) formula. This method gave us the internal consistency of the test rather than its dependability as a measure in simple present tense mastery. The internal consistency formula could be stated as follows: IC = M(n- M) x (n -1) n x s.d s.d 2 2 Where: IC = internal consistency n = the number of test items s.d = standard deviation of the test scores M = the mean of the test scores

In order to calculate the reliability coefficient of structure test items by using internal consistency formula, the mean and standard deviation of the test scores should be first figured out as follows: Highest Score = 40 Lowest Score = 8 Range (40 8) (R) = 32 R 32 Minimum Interval = = = 4.57 7 7 R 32 Maximum Interval = = = 2.13 15 15 Interval is between (4.57 2.13) = 2.44 = 2 R 32 Class Interval = + 1 = + 1 = 17 + 1 = 18 I 2 And then, the researcher would to tabulate the computation of the mean and standard deviation of the structure test items score. And mean and standard deviation can be tabulated as follows: Table 3.2 The Computation of the Mean and Standard Deviation Of the Structure Test Items Scores X F X f.x d(x-m) d 2 f.d 2 39 40 1 39.5 39.50 15.75 248.06 248.06 37 38 3 37.5 112.50 13.75 189.06 567.19 35 36 2 35.5 71.00 11.75 138.06 276.13 33 34 3 33.5 100.50 9.75 95.06 285.19 31 32 1 31.5 31.50 7.75 60.06 60.06 29 30 0 29.5 0.00 5.75 33.06 0.00 27 28 7 27.5 192.50 3.75 14.06 98.44 25 26 4 25.5 102.00 1.75 3.06 12.25 23 24 2 23.5 47.00-0.25 0.06 0.13

X F X f.x d(x-m) d 2 f.d 2 21 22 0 21.5 0.00-2.25 5.06 0.00 19 20 6 19.5 117.00 19.50 380.25 2281.50 17-18 3 17.5 52.50-6.25 39.06 117.19 15-16 0 15.5 0.00-8.25 68.06 0.00 13-14 1 13.5 13.50-10.25 105.06 105.06 11-12 3 11.5 34.50-12.25 150.06 450.19 9-10 3 9.5 28.50-14.25 203.06 609.19 7 8 1 7.5 7.50-16.25 264.06 264.06 40 950.00 5374.63 M = = f.x N 950 40 M = 23.75 s.d 2 = = f.d 2 N 5374.63 40 s.d 2 = 134.37 Furthermore, from the calculation above, the researcher concluded that Mean (M) = 23.75; in addition, Standard Deviation (s.d 2 ) = 134.37 n = 60 M = 23.75 s.d 2 = 134.37 After the researcher found the Mean (M) and Standard Deviation (s.d 2 ), that used for computation the internal consistency (IC) to find the reliability coefficient figure. The computation of the internal consistency figured out as follows:

M(n- M) x (n -1) n x s.d IC = s.d 2 2 = 60 134.37 23.75(60 23.75) 134.37 (60 1) = = = 8062.20 23.75(36.25) 134.37 59 8062.20 860.94 7927.83 7201.26 7927.83 = 0.91 The computation of the reliability coefficient of structure test items by using internal consistency yielded the reliability coefficient figure of 0.91. A reliable research instrument should have a reliability coefficient ranging between 0.50 to 1.00. It meant that the result of the computed reliability coefficient clearly suggested that the research instrument of the present study was reliable. Moreover, the test item could be used to gather the required data for the study. 3.4 Item Analysis In order to be valid and reliable, the test items of the research instrument should also have good facility value (FV) and discrimination value (DV). FV shows how easy or difficult particular test items proved to be, whereas DV shows how well the test item can discriminate among the students or high achievers, middle achievers, and low achievers in grammar ability. The ideal of the discrimination value should range between 0.30-1.0. In this study the FVs and the

DVs of the multiple choice test items which totaled 60 items were computed using the following formula: Where: FV = DV = Correct U Correct L 2 n Correct U Correct L n FV DV = Facility value = Discrimination value Correct U = The number of correct answers of the upper half group Correct L = The number of correct answers of the lower half group n = The number of students in one group. Constructing procedure of computing discrimination value of the research instrument was very important. The procedure of computing discrimination value of the research instrument was as follows: First of all, the total scores obtained by the samples should be rank ordered, arranged from the highest score to the lowest score. Secondly, divide the number of students into two groups, that is half upper and lower half, and finally use the above formula in computing the DVs of the test items. The DVs and FVs of the research instrument could be finally tabulated as follows:

Table 3.3 The Summary of the Facility Values (FVs) and Discrimination Values (DVs) of Structure Test No U L U+L U-L FV DV Category 1 15 9 24 6 0.60 0.30 Acceptable 2 13 6 19 7 0.48 0.35 Acceptable 3 12 5 17 7 0.43 0.35 Acceptable 4 10 4 14 6 0.35 0.30 Acceptable 5 9 5 14 4 0.35 0.20 Unacceptable 6 15 6 21 9 0.53 0.45 Acceptable 7 9 5 14 4 0.35 0.20 Unacceptable 8 12 2 14 10 0.35 0.50 Acceptable 9 17 10 27 7 0.68 0.35 Acceptable 10 10 4 14 6 0.35 0.30 Acceptable 11 11 3 14 8 0.35 0.40 Acceptable 12 14 11 25 3 0.63 0.15 Unacceptable 13 10 3 13 7 0.33 0.35 Acceptable 14 9 3 12 6 0.30 0.30 Acceptable 15 11 6 17 5 0.43 0.25 Unacceptable 16 15 7 22 8 0.55 0.40 Acceptable 17 14 3 17 11 0.43 0.55 Acceptable 18 0 1 1-1 0.03-0.05 Unacceptable 19 10 4 14 6 0.35 0.30 Acceptable 20 9 4 13 5 0.33 0.25 Unacceptable 21 13 5 18 8 0.45 0.40 Acceptable 22 8 7 15 1 0.38 0.05 Unacceptable 23 14 7 21 7 0.53 0.35 Acceptable 24 14 6 20 8 0.50 0.40 Acceptable 25 13 6 19 7 0.48 0.35 Acceptable 26 11 13 24-2 0.60-0.10 Unacceptable 27 15 7 22 8 0.55 0.40 Acceptable 28 10 7 17 3 0.43 0.15 Unacceptable 29 11 4 15 7 0.38 0.35 Acceptable 30 15 6 21 9 0.53 0.45 Acceptable 31 6 3 9 3 0.23 0.15 Unacceptable 32 6 8 14-2 0.35-0.10 Unacceptable 33 9 4 13 5 0.33 0.25 Unacceptable 34 5 2 7 3 0.18 0.15 Unacceptable 35 3 0 3 3 0.08 0.15 Unacceptable

36 12 3 15 9 0.38 0.45 Acceptable No U L U+L U-L FV DV Category 37 11 5 16 6 0.40 0.30 Acceptable 38 11 2 13 9 0.33 0.45 Acceptable 39 14 7 21 7 0.53 0.35 Acceptable 40 15 8 23 7 0.58 0.35 Acceptable 41 4 2 6 2 0.15 0.10 Unacceptable 42 12 3 15 9 0.38 0.45 Acceptable 43 6 3 9 3 0.23 0.15 Unacceptable 44 10 2 12 8 0.30 0.40 Acceptable 45 5 9 14-4 0.35-0.20 Unacceptable 46 13 2 15 11 0.38 0.55 Acceptable 47 11 4 15 7 0.38 0.35 Acceptable 48 15 8 23 7 0.58 0.35 Acceptable 49 15 6 21 9 0.53 0.45 Acceptable 50 12 5 17 7 0.43 0.35 Acceptable 51 10 3 13 7 0.33 0.35 Acceptable 52 2 2 4 0 0.10 0.00 Unacceptable 53 1 0 1 1 0.03 0.05 Unacceptable 54 12 5 17 7 0.43 0.35 Acceptable 55 5 11 16-6 0.40-0.30 Unacceptable 56 4 2 6 2 0.15 0.10 Unacceptable 57 5 7 12-2 0.30-0.10 Unacceptable 58 14 11 25 3 0.63 0.15 Unacceptable 59 14 14 28 0 0.70 0.00 Unacceptable 60 13 14 27-1 0.68-0.05 Unacceptable Table 3.3 shows that test items number 1, 2, 3, 4, 6, 8, 9, 10, 11, 13, 14, 16, 17, 19, 21, 23, 24, 25, 27, 29, 30, 36, 37, 38, 39, 40, 42, 44, 46, 47, 48, 49, 50, 51 and 54 are acceptable items. Hence, there are 35 items out of 60 items can be used for the next trial testing. Let us look at the other items. Items number 26, 32, 45, 55, 57 and 60 are considered as unacceptable item; it is highly inadvisable to use it again or even to attempt to amend any items showing negative discrimination. This item is not able to differentiate between the upper and the lower group since the lower group is able to answer the test items more than the upper group. In addition, items number 52 and 59 cannot

differentiate between the upper and lower group. Items number 5, 7, 12, 18, 20, 22, 28, 31, 35, 41, 43, 53, 56 and 58 are considered as unacceptable items. They are categorized as at the right level of difficulty. 3.4 Data Collection The data of the present study were gathered by administering the research instruments to the samples under study that was the tenth grade students of SMAN 5 Denpasar in academic year 2013/2014. The administration is the multiple-choice test items which lasted 60 minutes was running smoothly and successfully because the subjects were doing the test very seriously and honestly. After the research instrument had been administrated, the subjects answers were scored. The researcher gave the score one point for every correct answer; in addition, the researcher would give zero point every incorrect answer. 3.5 Data Analysis The data of the research which were in the form of raw scores showed the degrees of the formulated simple present tense in descriptive paragraph of the sample under study that were obtained; in addition, analyzed by using normreferenced measure with standard five. The mean (M) was established by counting up all score divided by total number of samples where the SD was computed by counting up the squared mean deviation (D) and then divided by sample (N) as follows: M = N fx Where:

M = Mean of Score Test fx = Frequency Distribution N = Number of Samples SD = D 2 N There were the norm-referenced measures with standard five, as follows: M + 1.5 SD = A (Excellent) M + 0.5 SD M - 0.5 SD M - 1.5 SD = B (Good) = C (Sufficient) = D (Insufficient) < M - 1.5 SD = E (Poor) Where: M SD = Mean of score test = Standard deviation score

CHAPTER IV FINDING AND DISCUSSION 4.1 Finding The finding of the assessing simple present tense mastery in descriptive paragraph which is constructed in the form of multiple-choice and administered in this paper are succinctly summed up in this chapter. Finding is a description of obtained data or information which is obtained as a result of this present study. In this present study, the collected data was quantitative data. The quantitative data was gathered from the result of the multiple-choices test. The test conducted to know the students achievement of the students mastery of the grammar. The data for the present of study were collected in the forms of raw scores showing the achievement of simple present tense mastery of the samples under study. It was analyzed by using norm-reference measures of five standard values. The obtained data were divided into tabulation of raw scores, the frequency (f) distribution of the raw cores, the computation of the estimated of squared mean deviation (D 2 ) of raw scores, tabulation of the sample raw scores and their corresponding converted scores as assessed via multiplechoice test; furthermore, the tabulation of the scores was presented as follows:

Table 4.1 Raw Scores Showing The Assessing Simple Present Tense Mastery In Descriptive paragraph of The tenth Grade Student Of SMAN 5 Denpasar in Academic Year 2013/2014 Sample Raw Scores Sample Raw Scores Sample Raw Scores 1 28 16 22 31 18 2 28 17 22 32 18 3 28 18 20 33 18 4 28 19 20 34 17 5 26 20 20 35 17 6 26 21 20 36 17 7 26 22 19 37 16 8 26 23 19 38 15 9 25 24 19 39 15 10 25 25 19 40 15 11 25 26 19 41 15 12 24 27 19 42 14 13 24 28 18 43 14 14 23 29 18 44 14 15 23 30 18 45 12 As what had already been mentioned in Chapter III, the data for the present investigation which showed the assessing simple present tense mastery in descriptive paragraph of the tenth grade students of SMAN 5 Denpasar in academic year 2013/2014 were analyzed by using of norm-referenced measures of five standard values which could show excellent, good, sufficient and poor as follow: M + 1.5 SD = A (Excellent) M + 0.5 SD M 0.5 SD M 1.5 SD = B (Good) = C (Sufficient) = D (Insufficient) M 1.5 SD = E (Poor)

Before the raw scores obtained from the sample could be computed by using the formulas, the mean (M) and the standard deviation (SD) of the raw scores should first be figured out. The following computations were the ones which concerned about the computation of mean and standard deviation. In this computation, the row scores are multiplied by the frequency. Frequency is the rate at which something occurs or is repeated over a particular period of time. And it can be tabulated as follows: Table 4.2 The Frequency (f) Distribution of the Raw Scores Showing The Assessing Simple Present Tense Mastery in Descriptive paragraph of the Tenth Grade Students of SMAN 5 Denpasar in Academic Year 2013/2014 No Raw Score (x) Frequency (f) Fx 1 28 4 112 2 26 4 104 3 25 3 75 4 24 2 48 5 23 2 46 6 22 2 44 7 20 4 80 8 19 6 114 9 18 6 108 10 17 3 51 11 16 1 16 12 15 4 60 13 14 3 42 912 After getting the amount of the frequency distribution (fx), the next was to find out the mean. Mean was obtained by counting up all scores then divided by the sum of the individuals. Mean was symbolized by M and total of individual was symbolized by (N). The formula was as follows:

M = N fx = 912 45 = 20.26 The standard deviation (SD) was used to measure the degrees of the scores deviation from the mean. The standard deviation of the scores was estimated by counting up the gained scores divided by the number of the samples under study; in addition, the standard deviation of the obtained raw scores in the assessing simple present tense mastery in descriptive paragraph of the tenth Grade Student of SMAN 5 Denpasar in academic year 2013/2014 was computed using the following formula: 2 SD = D N where: SD = standard deviation D 2 N = squared deviation of each score from the mean = number of samples Table 4.3 The Computation of the Estimated of Squared Mean Deviation (D 2 ) of Raw Scores in the Assessing Simple Present Tense Mastery in Descriptive Paragraph Sample Raw Score Deviation (X-M) Squared Deviation 1 28 7.74 59.9076 2 28 7.74 59.9076 3 28 7.74 59.9076 4 28 7.74 59.9076 5 26 5.74 32.9476 6 26 5.74 32.9476

Sample Raw Score Deviation (X-M) Squared Deviation 7 26 5.74 32.9476 8 26 5.74 32.9476 9 25 4.74 22.4676 10 25 4.74 22.4676 11 25 4.74 22.4676 12 24 3.74 13.9876 13 24 3.74 13.9876 14 23 2.74 7.5076 15 23 2.74 7.5076 16 22 1.74 3.0276 17 22 1.74 3.0276 18 20-0.26 0.0676 19 20-0.26 0.0676 20 20-0.26 0.0676 21 20-0.26 0.0676 22 19-1.26 1.5876 23 19-1.26 1.5876 24 19-1.26 1.5876 25 19-1.26 1.5876 26 19-1.26 1.5876 27 19-1.26 1.5876 28 18-2.26 5.1076 29 18-2.26 5.1076 30 18-2.26 5.1076 31 18-2.26 5.1076 32 18-2.26 5.1076 33 18-2.26 5.1076 34 17-3.26 10.6276 35 17-3.26 10.6276 36 17-3.26 10.6276 37 16-4.26 18.1476 38 15-5.26 27.6676 39 15-5.26 27.6676 40 15-5.26 27.6676 41 15-5.26 27.6676 42 14-6.26 39.1876 43 14-6.26 39.1876 44 14-6.26 39.1876 45 12-8.26 68.2276 874.802 Furthermore, from the calculation above, the researcher concluded that Square Deviation of Raw Scores (D 2 ) = 874.802.

SD = D2 N = 874.802 45 = 19.44 = 4.40 After the M and the SD of the score obtained by the samples under study had been computed, then the converted standard scores using norm-referenced measure of five standard values could be respectively computed as follows: 1. A (Excellent achievement) = M + 1.5 SD = 20.26 + 1.5 (4.40) = 20.26 + 6.6 = 26.86 So the score of A or Excellent achievement was 26.86 2. B (Good Acquisition) = M + 0.5 SD = 20.26 + 0.5 (4.40) = 20.26 + 2.2 = 22.46 So the score of B or Good achievement was 22.46 26.86 3. C (Sufficient achievement) = M 0.5 SD = 20.26 0.5 (4.40) = 20.26 `2.2

= 18.06 So the score of C or Sufficient achievement was 18.06 22.46 4. D (Insufficient achievement) = M 1.5 SD = 20.26 1.5 (4.40) = 20.26 6.6 = 13.66 So the score of D or Insufficient achievement was 13.66 18.06 5. E (Poor achievement) = M 1.5 SD = 20.26 1.5 (4.40) = 20.26 6.6 = 13.66 So the score of E or Poor achievement was 13.66 The data which were analyzed by using norm-referenced measures of five standard values resulted the converted scores of 26.86, 22.46 26.86, 18.06 22.46, 13.66 18.06, <13.66 respectively showing excellent achievement of simple present mastery in descriptive paragraph (A), good achievement of simple present mastery in descriptive paragraph (B), sufficient achievement of simple present mastery in descriptive paragraph (C), insufficient achievement of simple present mastery in descriptive paragraph (D), poor achievement of simple present mastery in descriptive paragraph (E). After the converted scores had been figured out, then the degrees of raw scores in multiple choice test and their corresponding converted scores in assessing simple present

tense mastery in descriptive paragraph by the tenth grade student of SMAN 5 Denpasar in academic year 2013/2014 could be interpreted and tabulated as the following: Table 4.4 Tabulation of the Sample Raw Scores in Using simple present tense in descriptive paragraph and Their Corresponding Converted Scores as Assessed Via Multiple-Choice Test Sample Raw Score Converted Scores Level of Scoring 1 28 26.86 A/Excellent Achievement 2 28 26.86 A/Excellent Achievement 3 28 26.86 A/Excellent Achievement 4 28 26.86 A/Excellent Achievement 5 26 22.46 26.86 B/Good Achievement 6 26 22.46 26.86 B/Good Achievement 7 26 22.46 26.86 B/Good Achievement 8 26 22.46 26.86 B/Good Achievement 9 25 22.46 26.86 B/Good Achievement 10 25 22.46 26.86 B/Good Achievement 11 25 22.46 26.86 B/Good Achievement 12 24 22.46 26.86 B/Good Achievement 13 24 22.46 26.86 B/Good Achievement 14 23 22.46 26.86 B/Good Achievement 15 23 22.46 26.86 B/Good Achievement 16 22 18.06 22.46 C/ Sufficient Achievement 17 22 18.06 22.46 C/ Sufficient Achievement 18 20 18.06 22.46 C/ Sufficient Achievement 19 20 18.06 22.46 C/ Sufficient Achievement 20 20 18.06 22.46 C/ Sufficient Achievement 21 20 18.06 22.46 C/ Sufficient Achievement 22 19 18.06 22.46 C/ Sufficient Achievement 23 19 18.06 22.46 C/ Sufficient Achievement 24 19 18.06 22.46 C/ Sufficient Achievement 25 19 18.06 22.46 C/ Sufficient Achievement 26 19 18.06 22.46 C/ Sufficient Achievement 27 19 18.06 22.46 C/ Sufficient Achievement 28 18 13.66 18.06 D/Insufficient Achievement 29 18 13.66 18.06 D/Insufficient Achievement 30 18 13.66 18.06 D/Insufficient Achievement 31 18 13.66 18.06 D/Insufficient Achievement

Sample Raw Score Converted Scores Level of Scoring 32 18 13.66 18.06 D/Insufficient Achievement 33 18 13.66 18.06 D/Insufficient Achievement 34 17 13.66 18.06 D/Insufficient Achievement 35 17 13.66 18.06 D/Insufficient Achievement 36 17 13.66 18.06 D/Insufficient Achievement 37 16 13.66 18.06 D/Insufficient Achievement 38 15 13.66 18.06 D/Insufficient Achievement 39 15 13.66 18.06 D/Insufficient Achievement 40 15 13.66 18.06 D/Insufficient Achievement 41 15 13.66 18.06 D/Insufficient Achievement 42 14 13.66 18.06 D/Insufficient Achievement 43 14 13.66 18.06 D/Insufficient Achievement 44 14 13.66 18.06 D/Insufficient Achievement 45 12 13.66 E/Poor Achievement The result of the present investigation that was the degrees of the student achievement in simple present tense mastery in descriptive paragraph could be summarized as follows: Table 4.5 Summary of the Findings of the Sample Corresponding Scores of Raw Scores in The Assessing Simple Present Tense Mastery In Descriptive paragraph No Converted Score Total Percentage 1 26.86 (A/Excellent) 4 9% 2 22.46 26.86 (B/Good) 11 24% 3 18.06 22.46 (C/Sufficient) 12 27% 4 13.66 18.06 (D/Insufficient) 17 38% 5 13.66 (E/Poor) 1 2% 45 100% 4.2 Discussion The result of data analysis by using norm-referenced measure of the five standard values of the tenth grade students of SMAN 5 Denpasar, as tabulated above, clearly pointed out that: (1) there were 4 samples or 9% out of 45 samples under investigation showing excellent achievement of simple present tense

mastery in descriptive paragraph, (2) there are 11 samples or 24% out of 45 samples under investigation showing good achievement of simple present tense mastery in descriptive paragraph, (3) 12 samples or 27% out of 45 samples under investigation showing sufficient achievement of simple present tense mastery in descriptive paragraph, (4) 17 samples or 38% out of 45 samples under investigation showing insufficient achievement of simple present tense mastery in descriptive paragraph and (5) there was 1 sample or 2% out of 45 samples under investigation showing poor achievement of simple present tense mastery in descriptive paragraph. The results of the present study which was revealed by multiple choice test clearly pointed out that assessing simple present tense mastery in descriptive paragraph of the tenth grade student in SMAN 5 Denpasar in academic year 2013/2014 was sufficient. Based on the result of the study, the hypothesis of the present study was rejected due to the result of study showed that more than a half number of the samples under study 60% were successful in mastering simple present tense in descriptive paragraph; in addition, there were still 40% who failed in mastering simple present tense in descriptive paragraph.

CHAPTER V CONCLUSION AND SUGGESTION The discussion throughout the present study which dealt with Assessing Simple Present Tense Mastery in Descriptive Paragraph of the Tenth Grade Students of SMAN 5 Denpasar in academic year 2013/2014 finally can be concluded in this chapter. Some practical suggestions in reference to the significance of the established research findings are also recommended; therefore, the study can really provide some benefits for the English teachers and the Tenth Grade Students of SMAN 5 Denpasar 5.1 Conclusion The following statements are the ones concerning about conclusion of the present investigation. The conclusion of the present study can be seen as follows: The result of the data analysis using norm-referenced measure of five standard values clearly showed that 4 samples (9%) out of the whole samples understudy showed excellent ability in mastering simple present tense, 11 samples (24%) out of the whole samples understudy showed good ability in mastering simple present tense, 12 samples (27%) out of the whole samples understudy showed sufficient ability in mastering simple present tense, 17 samples (38%) out of the whole samples understudy showed insufficient ability in mastering simple present tense and 1 sample (2%) out of the whole samples understudy showed poor ability in mastering simple present tense. If the result of the study were used as the basis to assign level of the samples, then there were 18 samples (40%) out of 45 samples who failed in mastering simple present tense.

In the general these research findings of the achievement in simple present tense mastery in descriptive paragraph of the tenth grade students of SMAN 5 Denpasar in academic years 2013/2014 was considered as sufficient. The hypothesis formulated for the present study was finally rejected. The researcher fully realized that there were inherently some factors which affected the ability of the students in mastering grammar which were simply beyond the control of the present study, such as the students motivation in learning English, their linguistic environment, and their prior knowledge of English especially the knowledge of using simple present tense appropriately. 5.2 Suggestion In reference to the findings of the present study then the researcher would like to suggest the following practical things: The teacher of SMAN 5 Denpasar are suggested to make better preparation in planning and teaching grammar as well as all skills in English such as reading, listening, speaking, and writing. In this case the teachers should give more attention to the use of tenses. The teachers are also suggested to be much more creative, innovative, and active in teaching grammar in this case learning about simple present tense, which is very important in speaking or daily conversation and also in writing. The students of the tenth grade of SMAN 5 Denpasar should be more active to memorize and understand the usage of the tenses especially regular verb and irregular verb, do the homeworks which are given by the teachers. To the

tenth grade student of SMAN 5 Denpasar should take more attention on the learning process in the classroom. The institution of SMAN 5 Denpasar must increase their service, especially for the teacher who will teach in this institution, the teacher should have the creativity to teach by the several techniques. And then, the institution is suggested to give more supporting facilities for the students in learning English. For instance, by giving some exercise book; thus, the students can train themselves in writing. The readers, the researcher realizes that this is still away from the state of being perfect; I hope that the readers can give any kinds of suggestions and critics for the perfectness of this study. The researcher appreciates all of the critics and suggestions.

REFFERENCES Artha Darma, I Kadek. 2012. Improving Simple Present Tense Mastery by Using Imaginative Description Games to the Seventh Grade Students of SMP Negeri 9 Denpasar in Academic Year 2012 / 2013. Unpublished Thesis English Education Study Program Faculty of Teacher Training and Education Mahasaraswati University. Ary, D. Jacob, L.C. Sorensen, C. and Razavieh, A. 2010. Introduction to Research in Education. USA: Wardsworth. Azar, S.B. 2003. Fundamentals of English Grammar. New Jersey: Prentice Hall Regents. Bagus Kasumajaya, I Dewa. 2012. Acquisition of simple tenses of the seventh grade students of SMP Sila Dharma Denpasar in academic year 2012/2013. Unpublished Thesis English Education Study Program Faculty of Teacher Training and Education Mahasaraswati University. Brown, H.D. 2000. Principles of Language Learning and Teaching. San Fransisco: Longman. Brown, Douglas. 2004. Language Assessment: Principles and Classroom Practices. United States of America: Pearson Education, Inc Cohen, L., Manion, L. and Morrison, K. 2002. Research Methods in Education. New York: RoutledgeFalmer. Eastwood, John. 2002. Oxford Practice Grammar: with answer. New York: Oxford University Press. Folse, Keith S., et al. 2010. Great Writing 2: Great Paragraph. United States of America: Heinle Cengage Learning. Harmer, Jeremy. 2007. The Practice of English Language Teaching. New York: Longman. Jackson, H. 2005. Good Grammar for Students. London: SAGE Publications Miller, M.D. Linn, R.L. and Gronlund, N.E. 2009. Measurement and Assessment in Teaching. New Jersey: Pearson Education.

Murphy, Raymond. 2003. English Grammar in Use. Cambridge: Cambridge University Press Nunan, D. 2008. Research Method in Language Learning. USA. Cambridge University Press. Osterlind, Steven J.. 2002. Constructing Test Items: Multiple-Choice, Constructed-Response, Performance and Other Formats. Netherlands: Kluwer Academic Publishers Purpura, J. 2005. Assessing Grammar. New York: Cambridge University Press. Richards, J.C. and Schmidt, R. 2002. Longman Dictionary of Language Teaching and Applied Linguistics. London: Longman. Savage, Alice. Shaf, Masoud. 2007. Effective Acedemic Writing 1. New York: Oxford University Press Savage, Alice., Mayer, Patricia. 2005. Effective Academic Writing 2. New York: Oxford University Press Sargeant, Howard. 2007. Basic English Grammar: for English Language Learners. USA: Saddleback Education Publishing. Willis, Dave. 2003. Rules, Pattern and Words: Grammar and Lexis in English Language Teaching. New York: Cambrifge University Press. Zenach, Dorothy E., Rumisek, Lisa A. 2005. Academic Writing From Paragraph to Essay. Spain: Macmillan.

Appendix 1 TRIAL OUT TEST Subject : English Class : X Day/Date : Time : 60 minutes Choose the best answer by using crossing (X) A, B, C, or D to complete the sentences of the test below on answer sheet provides! Text 1 (for question 1-5) Her name is Andrea, this is her American name, her real name is RU- YING, and she is from Taiwan. She is twenty-two years old, and she (1) (A. have B. has C. had D. having) five people in her family. She can (2) (A. speak B. speaks C. speaking D. spoken) Chinese, because a Taiwanese person speaks Chinese. She (3) (A. are B. was C. were D. is) so clever. She looks like a young girl. Her favorite movie star is Brad Pitt; I think he is a very nice guy. She (4) (A. don t B. didn t C. doesn t D. did) have favorite singer. Her favorite sport is volleyball. She always play volleyball (5) (A. yesterday B. tomorrow C. every week D. 2 days ago) in the sport station. Text 2 (for question 6-10) My family has pets. It name is Brownie. Brownie is a Chinese breed. It is small, fluffy, and cute. It has got thick brown fur. When I cuddle it, the fur (6) (A. feel B. feeling C. felt D. feels) soft. Brownie does not like bones. Brownie (7) (A. have B. has C. had D. having) a place for sleep beside of my bed. Every day it eats soft food like steamed rice, fish or bread. Every

morning I give her milk and bread. When I (8) (A. am B. is C. are D. was) at school, Brownie plays with my cat. They get along well, and never fight maybe because Brownie (9) (A. don t B. didn t C. doesn t D. did) bark a lot. It treats the other animals in our house gently, and it never eats shoes. I take Brownie to pet shop (10) (A. yesterday B. tomorrow C. every week D. 2 days ago). Brownie is really a sweet and friendly animal. Text 3 (for question 11-15) Mexico City is growing very fast. In 1970 the city had about nine million people. All these people who mostly (11) (A. come B. comes C. came D. coming) from the country are causing problems for the city. There (12) (A. are B. was C. were D. is) not enough jobs. Also, there is not enough housing. Large families (13) (A. have B. has C. had D. having) to live together in, very small homes. Many homes (14) (A. don t B. isn t C. doesn t D. aren t) have water. They also do not have bathrooms or electricity. In addition, the air of Mexico City is dirty and unhealthy. The smoke from the factories and cars pollutes the air of the city (15) (A. long time ago B. every day C. next year D. before). All these-problems make the government work hard to make life better in the city. Text 4 (for question 16-20) Some people have it delivered to their homes, some (16) (A. buy B. bought C. buying D. buys) it at news stand and others just borrow it from their friends or neighbors. The first page (17) (A. are B. was C. were D. is) the most important news, international, national as well as local. It also contains interesting human interest stories. It (18) (A. has B. have C. had D. having) story about people in general which (19) (A. don t B. didn t C. doesn t D. did) usually important but which make interesting reading. The title of each story is known as the headline. If the story is very important, the headline may be go

across two or more columns sprinted in large letters. Many people read newspaper (20) (A. long time ago B. every day C. next year D. before). Text 5 (for question 21-25) I have a mango tree. It is in the garden at the back of my house. The tree (22) (A. growing B. grew C. grows D. grow) well. It gives a lot of mangoes every time. It has a big trunk. Its color (22) (A. are B. was C. were D. is) brown. The tree (23) (A. have B. has C. had D. having) a lot of leaves. They are green. Sometimes there are some worms on some of them. Because, I (24) (A. don t B. didn t C. doesn t D. did) take care of the tree carefully. I (25) (A. never B. always C. usually D. sometimes) cut the grass which grows around the tree. That is why my mango produces a lot of fruits. They taste very sweet. I often give some mangoes to my neighbors. Text 6 (for question 26-30) I (26) (A. have B. has C. had D. having) two little brothers. Their names are Budi and Judi. Budi likes to (27) (A. drinking B. drank C. drinks D. drink) a tea in the morning but Judi does not like it, he likes hot milk. But in many differences they (28) (A. are B. was C. were D. is) really smart. In the class both of them always get a ranking, although they in the different classes. But, Budi (29) (A. don t B. isn t C. doesn t D. aren t) understand Science so I always help him do his home works (30) (A. at night B. yesterday C. 2 day ago D. tomorrow) before them are going to sleep. Text 7 (for question 31-35) I have a friend whose name is Ronaldo Portillo Ortizo. He's from Mexico. Ronaldo is 18years old, and his birthday is in Oct, 22th. I don't exactly (31) (A.

known B. know C. knowing D. knew) tall he is, but he is taller than me. He (32) (A. has B. had C. have D. having) lack eyes, black hair, and brown face. I think he is very handsome. He is an ELC student just like me; he is one of my classmates. He lives in Deseret Towers. His hobby (33) (A. are B. was C. were D. is) playing soccer. His favorite color is blue, and he loves the movie called "Ghost". He (34) (A. don t B. didn t C. doesn t D. did) like to sing, but he likes to dance. Ronaldo has not been to any college yet, but he wants to major in mathematics in near future. He has a sense of humor, and it seems he is (35) (A. never B. always C. usually D. sometimes) happy. I think he is a very nice guy. Text 8 (for question 36-40) I have a super mother. My mother is in her late fifties now. My mother (36) (A. coming B. came C. come D. comes) from a family of traditional Cantonese middle class people. She (37) (A. are B. was C. were D. is) quite tall and medium built. She looks much younger than her age. My mother (38) (A. has B. had C. have D. having a restaurant near from our house. But she (39) (A. don t B. didn t C. doesn t D. did) like to shop. I and my mother always visit my mother restaurant (40) (A. yesterday B. tomorrow C. every week D. 2 day ago). Text 9 (for question 41-45) I (41) (A. am B. had C. has D. have) an uncle his name is Mr. Firmansyah is my mother s brother. He (42) (A. live B. lived C. lives D. living) in Medan, North Sumatra. He is married to Ms. Ratih. My uncle is a soldier, and his wife (43) (A. are B. is C. was D. were) a dentist. Ms. Ratih (44) (A. did B. don't C. doesn't D. didn t) in a hospital but she runs her own dental clinic at home. Her clinic is open (45) (A. every day B. last week C. tomorrow D. yesterday). Text 10 (for question 46-50)

Her name is Hye Jin Park. She is from Korea, and her birthday is on April 25th. There are four people in her family. She has a father, mother, and younger sister. Her mother (46) (A. cook B. cooked C. cooking D. cooks) very well. So her mother (47) (A. am B.had C.has D. have) a Korea Restaurant. This restaurant's name is Jeaboodo. I think Hye Jin also cooks very well. She likes Teockbocky. Teockbocky (48) (A. are B. was C. were D. is) a favorite food in Korea. She likes purple and green color, so she has a lot of purple and green things. She also likes painting. If she finishes E.L.C She will studying at B. Y. U. She has a lot of talents, and she also has patience. She (49) (A. don t B. did C. doesn t D. didn t) like dogs, except she likes HoDongYee. HoDongYee is her friend's pet. She takes HoDongYee to pet shop (50) (A. yesterday B. tomorrow C. every week D. 2 days ago). Text 11 (for question 51-55) My grandmother is a very gentle, loving and caring person. She never (51) (A. raise B. raising C. raised D. raises) her voice at anyone. She has lived with me for as long as I can remember. She takes care of me when my mom and dad go to work. My grandmother (52) (A. am B. are C. is D. were) a very neat and tidy person. She (53) (A. had B. has C. have D. having) very dry grey hair which is usually pulls up into a bun. She (54) (A. do B. don't C. does D. doesn't) like hanging down her hair. She has dark brown eyes that twinkle whenever she sees me. I hardly ever see them wet. Grandmother likes to tell me stories (55) (A. every night B. last week C. tomorrow D. yesterday) before I go bed. She usually tells me brief stories of her childhood and expresses them very well with her tired, old, wrinkled hands. Text 12(for question 56-60) I (56) (A. have B. has C. had D. having) twins cousins, there are Jenna and Janice. They (57) (A. go B. goes C. going D. gone) to the same school, but in different classes. Jenna is in X.A while Janice (58) (A. are B. is C. was D. were) in X.E class. Jenna and Janice (59)

(A. aren't B. did C. doesn't D. didn t) really alike, although they are twins. Jenna likes going window shopping with some friends (60) (A. every weekend B. yesterday C. tomorrow D.2 days ago) but Janice doesn t like doing the activities. Instead, she likes listening to music or browsing the internet. GOOD LUCK

Appendix 2 ANSWER KEY 1. B 2. A 3. D 4. C 5. C 6. D 7. B 8. A 9. C 10. C 11. A 12. A 13. A 14. A 15. B 16. A 17. D 18. A 19. A 20. B 21. C 22. D 23. B 24. A 25. B 26. A 27. D 28. A 29. C 30. A 31. B 32. A 33. D 34. C 35. B 36. D 37. D 38. A 39. C

40. C 41. D 42. C 43. B 44. C 45. A 46. D 47. C 48. D 49. C 50. C 51. D 52. C 53. B 54. D 55. A 56. A 57. A 58. B 59. C 60. A

Appendix 3 TRIAL OUT TEST Subject : English Class : X Day/Date : Time : 60 minutes Choose the best answer by using crossing (X) A, B, C, or D to complete the sentences of the test below on answer sheet provides! Text 1 (for question 1-4) Her name is Andrea, this is her American name, her real name is RU- YING, and she is from Taiwan. She is twenty-two years old, and she (1) (A. have B. has C. had D. having) five people in her family. She can (2) (A. speak B. speaks C. speaking D. spoken) Chinese, because a Taiwanese person speaks Chinese. She (3) (A. are B. was C. were D. is) so clever. She looks like a young girl. Her favorite movie star is Brad Pitt; I think he is a very nice guy. She (4) (A. don t B. didn t C. doesn t D. did) have favorite singer. Her favorite sport is volleyball. She always plays volleyball every week in the sport station. Text 2 (for question 5-8) My family has pets. It name is Brownie. Brownie is a Chinese breed. It is small, fluffy, and cute. It has got thick brown fur. When I cuddle it, the fur (5) (A. feel B. feeling C. felt D. feels) soft. Brownie does not like bones. Brownie has a place for sleep beside of my bed. Every day it eats soft food like steamed rice, fish or bread. Every morning I give her milk and bread. When I (6) (A. am B. is C. are D. was) at school, Brownie plays with my

cat. They get along well, and never fight maybe because Brownie (7) (A. don t B. didn t C. doesn t D. did) bark a lot. It treats the other animals in our house gently, and it never eats shoes. I take Brownie to pet shop (8) (A. yesterday B. tomorrow C. every week D. 2 days ago). Brownie is really a sweet and friendly animal. Text 3 (for question 9-11) Mexico City is growing very fast. In 1970 the city had about nine million people. All these people who mostly (9) (A. come B. comes C. came D. coming) from the country are causing problems for the city. There are not enough jobs. Also, there is not enough housing. Large families (10) (A. have B. has C. had D. having) to live together in, very small homes. Many homes (11) (A. don t B. isn t C. doesn t D. aren t) have water. They also do not have bathrooms or electricity. In addition, the air of Mexico City is dirty and unhealthy. The smoke from the factories and cars pollutes the air of the city every day. All these-problems make the government work hard to make life better in the city. Text 4 (for question 12-14) Some people have it delivered to their homes, some (12) (A. buy B. bought C. buying D. buys) it at news stand and others just borrow it from their friends or neighbors. The first page (13) (A. are B. was C. were D. is) the most important news, international, national as well as local. It also contains interesting human interest stories. It has story about people in general which (14) (A. don t B. didn t C. doesn t D. did) usually important but which make interesting reading. The title of each story is known as the headline. If the story is very important, the headline may be go across two or more columns sprinted in large letters. Many people read newspaper every day. Text 5 (for question 15-18)

I have a mango tree. It is in the garden at the back of my house. The tree (15) (A. growing B. grew C. grows D. grow) well. It gives a lot of mangoes every time. It has a big trunk. Its color is brown. The tree (16) (A. have B. has C. had D. having) a lot of leaves. They are green. Sometimes there are some worms on some of them. Because, I (17) (A. don t B. didn t C. doesn t D. did) take care of the tree carefully. I (18) (A. never B. always C. usually D. sometimes) cut the grass which grows around the tree. That is why my mango produces a lot of fruits. They taste very sweet. I often give some mangoes to my neighbors. Text 6 (for question 19-21) I have two little brothers. Their names are Budi and Judi. Budi likes to (19) (A. drinking B. drank C. drinks D. drink) a tea in the morning but Judi does not like it, he likes hot milk. But in many differences they are really smart. In the class both of them always get a ranking, although they in the different classes. But, Budi (20) (A. don t B. isn t C. doesn t D. aren t) understand Science so I always help him do his home works (21) (A. at night B. yesterday C. 2 day ago D. tomorrow) before them are going to sleep. Text 7 (for question 22-26) I have a super mother. My mother is in her late fifties now. My mother (22) (A. coming B. came C. come D. comes) from a family of traditional Cantonese middle class people. She (23) (A. are B. was C. were D. is) quite tall and medium built. She looks much younger than her age. My mother (24) (A. has B. had C. have D. having a restaurant near from our house. But she (25) (A. don t B. didn t C. doesn t D. did) like to shop. I and my mother always visit my mother restaurant (26) (A. yesterday B. tomorrow C. every week D. 2 day ago). Text 8 (for question 27-28)

I have an uncle his name is Mr. Firmansyah is my mother s brother. He (27) (A. live B. lived C. lives D. living) in Medan, North Sumatra. He is married to Ms. Ratih. My uncle is a soldier, and his wife is a dentist. Ms. Ratih (28) (A. did B. don't C. doesn't D. didn t) in a hospital but she runs her own dental clinic at home. Her clinic is open every day. Text 9 (for question 29-33) Her name is Hye Jin Park. She is from Korea, and her birthday is on April 25th. There are four people in her family. She has a father, mother, and younger sister. Her mother (29) (A. cook B. cooked C. cooking D. cooks) very well. So her mother (30) (A. has B. had C. have D. having a Korea Restaurant. This restaurant's name is Jeaboodo. I think Hye Jin also cooks very well. She likes Teockbocky. Teockbocky (31) (A. are B. was C. were D. is) a favorite food in Korea. She likes purple and green color, so she has a lot of purple and green things. She also likes painting. If she finishes E.L.C She will studying at B. Y. U. She has a lot of talents, and she also has patience. She (32) (A. don t B. did C. doesn t D. didn t) like dogs, except she likes HoDongYee. HoDongYee is her friend's pet. She takes HoDongYee to pet shop (33) (A. yesterday B. tomorrow C. every week D. 2 days ago). Text 10 (for question 34-35) My grandmother is a very gentle, loving and caring person. She never (34) (A. raise B. raising C. raised D. raises) her voice at anyone. She has lived with me for as long as I can remember. She takes care of me when my mom and dad go to work. My grandmother is a very neat and tidy person. She has very dry grey hair which is usually pulls up into a bun. She (35) (A. do B. don't C. does D. doesn't) like hanging down her hair. She has dark brown eyes that twinkle whenever she sees me. I hardly ever see them wet. Grandmother likes to tell me stories every night before I go bed. She usually tells me brief stories of her childhood and expresses them very well with her tired, old, wrinkled hands. GOOD LUCK

Appendix 5 ANSWER KEY 1. B 2. A 3. D 4. C 5. D 6. A 7. C 8. C 9. A 10. A 11. A 12. A 13. D 14. A 15. C 16. B 17. A 18. B 19. D 20. C 21. A 22. D 23. D 24. A 25. C 26. C 27. C 28. C 29. D 30. A 31. D 32. C 33. C 34. D 35. D

Appendix 6 ANSWER SHEET NAME: NO.ABSEN: NO A B C D 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 NO A B C D 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60

Appendix 5 LIST of SUBJECTS No Name 1 Krisnawati Putu Ayu 2 Agus Swanditiar 3 Ika Sawitri 4 Widiyani Ni Kadek 5 Dwimas Sintha M.S 6 Arya Wiguna 7 Devina Danayanti 8 Yolla Torina 9 Edwin Febio Hamadi 10 Feny Wulandari 11 Gayatri Putu Ayu 12 Cahyanita Putri Ni Komang 13 Sinta Pradnya Dewi 14 Subagiarta 15 Krisna Aditya 16 Ade Fitri Winardi 17 Elsa NidyaNi Putu 18 Muhammad Ramadan 19 Angga Mardana 20 Niken Nayo Mardi 21 Agustana Komang 22 Reyza Salam Asmara 23 Gede Wahya Dhiyatmika 24 Anisa Dea Novianti 25 Fazlur Rahman 26 Nico Wilson 27 Ryan 28 Dwipayana 29 Erdiantara Kadek 30 Dwi Payanti 31 Sandra Mustika Dewi Wijaya 32 Ivan Jordi Kadek 33 Syahruddin 34 Krisna Yudha 35 Mony Novinda 36 Arundhati Komang 37 Mahesa Adhi Pratama No Name 38 Wira Sandhi

39 Ayu Wikasari 40 Umi Ni Made 41 Eni H. Atururi 42 Mila Pratiwi 43 Bhaskara Galih Pratama 44 Irfani Fadlan 45 Dhea Fitrisia

AUTOBIOGRAPHY My Name is Made Yudhi Pranata, I was born in Denpasar on March 14 th 1992. I live on Jalan Raya Sesetan Cenigan Sari no 27 A, Denpasar, Bali. I am Balinese. My father s name is I NYoman Suwenten and my mother s name is NI Nengah Natri. I have one older Brother. My brother s name is Agus Gede Partha Wiguna. My education background started in Kindergarten School at TK Kumara ADi Denpasar in 1997 until 1998. Then, I spent six years in Elementary School at SDN 6 Sesetan Denpasar Selatan in 1998 until 2004. After the graduation, I continued my study at SMP Negeri 11 Denpasar until the graduation in 2007. Then, I continued the study at SMA Negeri 5 Denpasar in 2004 and finished the study in 2010. After that I decided to continue my study at Mahasaraswati Denpasar University and I Chose English Study Program as my subject.