A CORRELATION BETWEEN STUDENTS’ SIMPLE PRESENT TENSE MASTERY AND THEIR LEARNING MOTIVATION TOWARD THEIR ABILITY TO COMPREHEND DESCRIPTIVE TEXT OF VIII GRADE STUDENTS AT SMP KARTIKA 1-6 PADANG Irmandi1,Adzanil Prima Septy1, Lely Refnita1 English Department, the Faculty of Teacher Training and Education, Bung Hatta University E-mail:
[email protected]
ABSTRACT This research was aimed to find out the correlation between students’ simple present tense mastery and their learning motivation toward their ability to comprehend descriptive text ofVIII grade students at SMP Kartika 1-6 Padang. The number of population was 112 students.The researcher took two classes as sample by using convenience technique. The classes selected as sample were classes VIII 3 and VIII 4. The researcher gathered the data by using simple present tense, questionnaire and reading test. To analyze the data the researcher used the Person Product Moment Formula and Multiple Correlation Formula. After analyzing the data, the researcher found that the students’ simple present tense mastery was moderate (67.86%), their learning motivation was moderate (71.43%), and their ability to comprehend descriptive text was moderate (85.71%). The researcher found the coefficient correlation between students’ simple present tense mastery and their ability to comprehenddescriptive text was 0.74 and value of r table was 0.388 (α .05 and df = 26). Next, the researcher found the coefficient correlation between students’ learning motivation and their ability to comprehend descriptive text was 0.52 and value of r table was 0.388(α .05 and df = 26). Then, the researcher found the coefficient correlation between students’ simple present tense mastery and their learning motivation was 0.42 and value of r table was 0.388(α .05 and df = 26). Finally, the researcher found the value of coefficient correlation of three variables was 0.77 and f- counted was 32.22, while the value of f- table was 3.39 (α .05) (df) n-k-1 (25). Key words: Correlation, Simple Present Tense, Learning Motivation, Comprehension Ability
including in Indonesia. In December, 15th
A. Introduction English has become important thing
1997, the ASEANs’ nations including
in whole aspects like economic, social,
Indonesia agreed to create the ASEAN
culture, education and being a more crucial
vision2020. The purpose of ASEAN vision
in these global and modern eras. English has
2020s’ is as a concert as Southeast Asian
become a crucial language in the world
nation, outward looking, living in peace, 1
stability and prosperity, bounded together
tense, simple future tense, future continuous
in a partnership in dynamic development,
tense, future perfect tense, future perfect
and
in a community of caring societies
continuous tense, past future tense, past
(Budiman in Winantyo 2008:1). One of
future continuous tense, past future perfect
ASEAN visions’ programs is AEC (ASEAN
tense, and past future perfect continuous
Economic Community).
tense.
In order to face AEC, Indonesian
Simple present tense is the tense
people should be able to use English.
used to express an action or activity that
Siragih
add
takes place or happen at the current time,
thatinlearning English, the students should
activity or work performed repeatedly, daily
master
They are listening,
habits, events or actions that have nothing to
speaking, reading, and writing. The four
do with time, and to express general truths
skills are very important because they are
(Lado 2008:8). According to Davidson
basic in English learning. It is important for
(2013:12), the present tense indicates that an
the students to master spoken and written
action is present, now, relative to the speaker
English in order to be able to communicate
or writer. Generally, it is used to describe
and socialize with
the community. In
actions that are factual or habitual things that
addition, according to Lynch (2012:2), the
occur in present but that are not necessarily
students should know three systems of
happening right now.
and
four
Silalahi
skills.
(2014:1)
language, such as grammar, vocabulary and
Among four language skills, reading
pronunciation. Grammar is one of the
is regarded as an important language skill.
language components that are regarded as an
According to Wong (2014), there are eight
important thing to learn. Swan (2005:116)
reasons why reading is so important. The
defines grammar as the rules that show
first one is that we can expose our self to
how words are combined, arranged, or
new
changed to show certain kinds of meaning.
things,
the
second
one
is
selfimprovement, the third is to improve
There are 16 grammars in English, they
our understanding, the fourth is that through
are: present continuous tense, present perfect
reading we can do a preparation to action,
tense, present perfect continuous tense,
the fifth is to gain many of experiences
simple past tense, past continuous tense,
from other people, the sixth is as tool of
past perfect tense, past perfect continuous 2
communicating, the seventh is that reading
Mukarto (2007:140)descriptive text is a kind
can connect your brain and the last one is
of text to describe something, someone or
boost
place, for examples: white house, animals,
imagination
and
creativity.In
definition, Vaughn and LinanTompson in
fruits, etc.
Luckner and Handley (2008:6) reading has
In order to learn those things, it will
been defined as the active process of
be impossible if the learners in Indonesia,
constructing meaning from the text; it involves
accessing
understanding
especially in Padang city as the place
previous knowledge,
vocabulary
where the researcher will conduct his
and concepts,
research have no motivation to learn.
making inferences, and linking key ideas.
Motivation is a key factor in successful
So, reading isa process to understand and
language learning, but even the most
comprehend the text.
motivated students can lose interest and
Reading comprehension is the ability
energy
during
their
English
language
to read text, process it and understand its’
studies. According to Lai (2011) motivation
meaning.
to
refers to reasons that underlie behavior
comprehend text is influenced by their traits
that is characterized by willingness and
and skills, one of which is the ability to
volition. So if there is no motivation to
make inferences. Reading activity has a
learn, students in Indonesia especially in
close relationship with functional text. There
Padangcity will not be able to ready to face
are many kinds of English functional text,
this era.
An
individuals’
ability
for examples: recount text, narrative text,
The purposes of this research were
descriptive text, and so on. The second year students
of
junior
high school
identified:
in
Indonesia learn some kinds of texts. The
1. To identify the VIII grade students’
texts are narrative, recount, and descriptive.
simple present tense mastery at SMP
Descriptive text is a text that describes a
Kartika 1-6 Padang.
specific person, place, thing or any subject.
2. To identify the VIII grade students’
According to Mark and Anderson (2007:
learning motivation at SMP Kartika
12) descriptive text is a text that states a
1-6 Padang.
factual description specifically to describe a particular place or thing. According to 3
3. To identify the VIII grade students’
tense mastery, their leaning motivation, their
reading comprehension ability in
reading
comprehension
ability
and
descriptive text at SMP Kartika1-6
correlation among them. Such empirical
Padang.
information can be an input for the English teachers in teaching the students about
4. To find out the correlation between
simple present tense, motivating them in
VIII gradestudents’ simple present
learning English and reading comprehension
tense mastery and their ability to
in descriptive text. For students, this
comprehend descriptive text atSMP
research can increase their motivationin
Kartika 1-6 Padang.
developing
5. To find out the correlation between
their
simple
present
tense
mastery and their reading comprehension
VIII grade students’ simple present
ability in a descriptive text.
tense mastery and their learning motivation at SMP Kartika 1-6
B. Research Method
Padang.
This
grade
motivation
students’ and
their
correlational
correlational research involves the search for
learning ability
used
design. According to Creswell (2012:338),
6. To find out the correlation between VIII
research
relationships between variables through the
to
use of various measures of statistical
comprehend descriptive text at SMP
association.
Kartika 1-6 Padang.
The
researcher
used
this
design because he wanted to find out the 7. To find out the correlation between
degree of relationship between students’
VIII grade students’ simple present
simple present tense mastery and their
tense mastery and their learning
learning motivation toward their ability to
motivation toward their ability to
comprehend descriptive text of VIII grade
comprehend descriptive text at SMP
students at SMP Kartika1-6 Padang.
Kartika 1-6 Padang. There were three kinds variable in The researcher hopes that the finding of
this research.
The first
variable
was
this study will be useful for researcher,
students’ simple present tense mastery, and
English teachers, and students. For English
it was considered as the first independent
teachers, they know students’ simple present
variable (variable x1 ). The second variable 4
was their learning motivation, and it was
In order to see the validity of the test,
considered
the researcher
as
the
second
independent
used
content
validity.
variable(variable x2 ). The third variable
Arikunto (2012:82) states that one of the
was
comprehend
validity of the test is content validity. It
descriptive text, and it was considered as
means that the test is valid if it fixes with
dependent
y).The
materials that have been given to the
population of this research was the VIII
students and it is appropriate with the
grade students at SMP Kartika 1-6 Padang
curriculum
because they have learned about simple
reliability of the test, the researcher used
present tense, and reading comprehension in
split half method. According to Creswell
descriptive text. The number of population
(2012:160), split half reliability is a method
members of this study was 112 and they
which separates the test into two parts; odd
were distributed into four classes; VIII 1,
items and even items. The scores of the
VIII 2, VIII 3 and VIII 4. The researcher
two sets were correlated by using Pearson
chose convenience sampling technique.Class
Product Moment Formula. After analyzing
VIII 4was as the sample of this test. The
the data, the researcher found the index
number of sample was 28 students,There
reliability of the grammar test was 0.90. It
were three kinds of instrument in this
means the test was reliable and can be used
research.
grammar test,
as instrument to collectthe data of students’
questionnaire, and reading comprehension
simple present tense mastery. After counted
test.
the reliability, the researcher counted the
students’
ability
variable
to
(variable
They were;
and syllabus.
To
see
the
item discrimination and item difficulty with
The grammar test was used to collect
the range P = .15 - .85 and D= .21 - 1.00.
the data onstudents’ simple present tense
After the researcher calculated the item
mastery. The kind of grammar test used by
difficulty and item discrimination, he revised
the researcher was multiple choice tests. The
3 items (1, 16 and 19).
researcher chose the multiple choice test
To know about
students’ learning motivation the researcher
form in purpose to make the students
used
easier to comprehend and do the test. The
questionnaire.
To
know
the
reliabilityof the questionnaire, the researcher
test consisted of 30 items because it was
used Alpha Formula. Before finding the
matched with the normal test amount in
reliability (rii), the researcher found the
English test at SMP Kartika 1-6 Padang. 5
variant (firstly. After analyzing the data, the
can be used as instrument to collect the
researcher found the index reliability of the
data of students’ ability to comprehend
questionnaire was 0.82, and it was very high
descriptive text. After counted the reliability,
correlation. (Arikunto: 2012:89).
the
researcher
counted
the
item
discrimination and item difficulty with the
To know about students reading
range P = .15 -.85 and D= .21 - 1.00. After
comprehension ability, the researcher used
the researcher calculated the item difficulty
reading comprehension test. The researcher
and item discrimination, he revised 6 items
used multiple choice tests. The researcher
(4, 9, 11, 14, 16 and 19).
chose the multiple choice test form in purpose to make the students easier to
To collect the data on students’
comprehend and do the test. The test
simple past present mastery, the researcher
consisted of 20 multiple choices test.
In
used multiple choice tests. The researcher
order to see the validity of the test, the
analyzed each answer sheet and gave
researcher used content validity. Arikunto
scores by the following steps: (1) the
(2012:82) states that one of the validity of
researcher
the test is content validity. It means that the
students, (2) the researcher collected the
test is valid if it fixes with materials
students’ answer sheet, (3) the researcher
that have been given to the students and
gave score based on the criteria; 1 for
it is appropriate with the curriculum and
correct answer and 0 for incorrect answer,
syllabus. To see the reliability of the test, the
and (4) the researcher counted the total
researcher used split half method. Due to
score of each student
Creswell (2012:160), split half reliability is
distributed
the
test
to
the
To collect the data of students’
a method which separates the test into two
learning motivation, the researcher used the
parts; odd items and even items. The
questionnaire. The researcher analyzed each
scores of the two sets are correlated by
answer and gave scores by the following
using Pearson Product Moment Formula.
steps: (1) the researcher distributed the
According to Gay (2009:141), the reliability
questionnaire
index of a good test is at least 0.70. After
researcher
analyzing the data, the researcher found
to
the students, (2) the
explained
how
to
fill
the
questionnaire to the students, (3) the
the index reliability of the reading test
researcher
was 0.82. It means the test was reliable and 6
collected
the
students’
questionnaire sheets, (4) the researcher
low
gave score based on the following criteria,
(Arikunto, 2012:299)
(5) the researcher counted the total score of
text, the researcher used multiple choice
between students’ simple present tense
researcher
mastery and their ability to comprehend
distributed the test to the students, (2) the
descriptive
researcher collected the students’ answer sheets,
(3)the
researcher
checked
criteria;
1
score
based
on
learning motivation and their
on
ability
to
comprehend descriptive text, the researcher counted the correlation between students’
counted the total score of each student. data
students’
students’ simple present tense mastery,
the
for correct answer and 0 for
analyze
between
comprehend descriptive text, and between
incorrect answer, and (5) the researcher
To
text,
learning motivation and their ability to
the
students’ answer sheet one by one, (4) the researcher gave
formula
To find out the coefficient correlation
tests. To did it, the researcher followed some the
following
>M – SD = low
reading comprehension ability in descriptive
(1)
the
(M – SD) – (M + SD) = moderate
To collect the data of students’
were:
using
> M + SD = high
each students.
steps. They
by
simple present tense mastery and their ability to comprehend descriptive text,
students’
simple present tense mastery, learning
between
motivation and their ability to comprehend
motivation and their ability to comprehend
descriptive text, the researcher counted
descriptive
the Mean and Standard Deviation of each
presenttense mastery and
aspects (grammar test score, questionnaires’
motivation and by using person product
score,and
test
moment formula. The researcher correlated
the
the simple present tense mastery’s score,
students’ ability of each aspect (students’
and their ability to comprehend descriptive
simple presenttense mastery, their learning
texts’ score and the learning motivation
motivation, and their ability to comprehend
questionnaires’ score and their ability to
descriptive text) into high, moderate, and
comprehend descriptive texts’ score by using
score). The
reading
comprehension
researcher
classified
students’
text,
and
students’
students’
learning
simple
their learning
multiple correlation suggested by Sugiyono 7
(2011:191). As stated before, the hypothesis
is a significant correlation between learning
of this research was there was a significant
motivation
correlation between simple present tense
descriptive text”, and “(Ha3) there is a
mastery and
significant correlation
toward
their
their
learning
ability
to
motivation comprehend
and
present tense
ability
to
comprehend
between simple
mastery
and
learning
descriptive text of VIII grade students at
motivation” is accepted if the value of r
SMP Kartka 1-6 Padang.
calculated is the same or lower than r table. In comparing the value of with the
To test hypotheses, whether there is a
researcher will use the level of significant
correlation or not between simple present
.05 and the degree of freedom (df) = n-
tense mastery and ability to comprehend descriptive motivation
text, and
between
ability
to
2.Sugiyono (2011:191) states if there are
learning
more than two variables in correlational
comprehend
research, the researcher should use multiple
descriptive text, and between simple present
correlations to calculate the coefficient of
tense mastery and learning motivation, a
correlation in this study. Then to find out
statistical analysis has used. The statistical
whether
or null hypotheses (Ho) stating that; “(Ho1)
learning
correlation
motivation
comparing the value of f calculated with f
to
table, he used the level of significant .05
comprehend descriptive text”, and “(Ho3)
and the degree of freedom (df) = n-k-1
there is no significant correlation between
(Sugiyono, 2011:192).
simple present tense mastery and learning
significant.
calculated is the same or lower than r table. Otherwise, the alternative hypotheses stating that, “(Ha1)
significant present
correlation
tense
mastery
there
between and
is
C. Findings and Discussions
a
The researcher presents the finding about
simple
ability
If f calculated is
higher than f table, the correlation is
motivation” is accepted if the value of r
(Ha)
significant
compared f calculated with f table. In
between
andability
is
comprehend descriptive text, the researcher
comprehend descriptive text”, “(Ho2) there significant
there
and learning motivation toward ability to
simple present tense mastery and ability to
no
not
correlation between simple present mastery
there is no significant correlation between
is
or
the correlation between students’ simple
to
present tense mastery and their learning
comprehend descriptive text”, “(Ha2) there 8
motivation
toward
their
ability
to
Based on the result of data
comprehend descriptive text. Based on the
analysis it was found that VIII grade
data gathered, the researcher drew the
students’
findings as follows:
text at SMP Kartika 1-6 Padang was moderate.
1. Students’ Simple Present Tense
that
students
VIII
The
low
researcher
simple
(21.43%)
had
and
6
low
ability
analysis of students’ simple present tense mastery and the ability
researcher found that the
students’ learning motivation at SMP Kartika 1-6 Padang was moderate.
coefficient
correlation
students’
simple
mastery
students
and
value between
present tense
their
ability
to
comprehend descriptive text was
(10.71%) had high motivation in
0.74.
learning, 20 students (71.43%) had in
to
comprehend descriptive text, the
analysis it was found that VIII grade
moderate motivation
Students’
Based on the result of data
in
Based on the result of data
3
between
Descriptive Text
students
2. Students’ Learning Motivation
found
comprehend
and Their Ability to Comprehend
simple present tense mastery.
Theresearcher
to
Simple Present Tense Mastery
moderate ability in simple present mastery,
ability
4. Correlation
present tense
mastery, 19 students (67.86%) had
tense
had moderate
descriptive text.
found 3 students (10.71%) had high ability in
(85.71%)
text, 24
text, and 4 students (14.29%) had
mastery at SMP Kartika 1-6 Padang moderate.
descriptive
ability to comprehend descriptive
grade students’ simple present tense
was
The researcher found 0
comprehend
Based on the result of data found
descriptive
students (0%) had high ability to
Mastery
analysis it was
comprehend
Itwas
classified
as
high
correlation. It means there was
learning,
positive
and 5 students (17.86%) had low
students’
motivation in learning.
mastery
3. Students’ Ability to Comprehend
correlation simple and
between
present
their
ability
tense to
comprehend descriptive text ofVIII
Descriptive Text 9
grade students at SMP Kartika 1-6
simple
Padang.
their learning motivation was 0.42.
5. Correlation
between
It
Students’
present tense mastery and
was
classified
Learning Motivation and Their
correlation.
Ability
positive
to
Comprehend
Descriptive Text Based on the result of data analysis
of
motivation
students’ and
learning
the ability
It
as
moderate
means there
correlation
students’
simple
mastery
and
was
between
present their
tense learning
motivation of VIII grade students at
to
SMP Kartika 1-6 Padang.
comprehend descriptive text, the
7. Correlation
between
Students’
researcher found that the value of
Simple Present Tense Mastery
the coefficient correlation between
and Their Learning Motivation
students’ learning motivation and
toward
their
Comprehend Descriptive Text
ability
to
comprehend
Their
Ability
to
descriptive text was 0.52. It was
Based on the result of data
classified as moderate correlation. It
analysis of students’ simple present
means there was positive correlation
tense mastery and their learning
Between
motivation toward their ability to
students’
motivation and
learning to
comprehend descriptive text, the
comprehend descriptive text ofVIII
researcher found that the value of
grade students at SMP Kartika 1-6
the coefficient
Padang.
between
6. Correlation
their ability
between
students’
presenttense
Students’
correlation
index simple
mastery
and their
Simple Present Tense Mastery
learning motivation toward their
and Their Learning Motivation
ability to comprehend descriptive
Based on the result of data
text was 0.77. It was classified as
analysis of students’ simple present
high correlation and then f calculated
tense mastery and their learning
was 32.22.
motivation,
positive
correlation
that the value of the coefficient
students’
simple
correlation
mastery and learning motivation
the
researcher found
between
students’ 10
It means
there was between
present tense
toward
ability to
descriptive students
text at
of
comprehend
correlation
VIII
motivation and their ability to comprehend
grade
SMP Kartika 1-6
the
significant level
ability to comprehend descriptive textwas
means that
significant or not, it was compared with
between students’ simple present tense mastery and their learning motivation.
(0.74>0.388)
The
therefore, it can be stated that there is
correlation
see
between
that f
than f
0.52. To see the whether such correlation is
fact, f
significant or not, it was compared with
off
0.05 and
bigger than
whether
such
correlation
is
withf
. If f
is bigger
, the correlation is significant. In was 32.22 while the value with the level of significance 0.05
and degree of freedom (df=n-k-1) (25) was
df = n-2 (26). As matter of fact the value was 0.388. It means that
the
significant or not, the researcher compared
ability to comprehend descriptive textwas
at significant level
the
comprehend descriptive text was 0.77. To
students’ learning motivation and their
value of
was
learning motivation toward their ability to
The second finding of this study was of
finding
simple present tense mastery and their
their ability to comprehend descriptive text.
coefficient
fourth
coefficient of correlation between students’
between
students’ simple present tense mastery and
the
was bigger than
there is significant positive correlation
was 0.388.It means that
correlation
was 0.388, it
(0.42 >0.388) therefore, it can be stated that
0.05 and
df = n-2 (26). As matter of fact the value
positive
at
0.05 and df = n-2 (26). As
matter of fact the value
0.74. To see the whether such correlation is
significant
between
not, it was compared with value of
simple present tense mastery and their
than
correlation
the whether such correlation is significant or
coefficient of correlation between students’
bigger
of
their learning motivationwas 0.42. To see
first finding of this study was that the
at significant level
coefficient
students’ simple present tense mastery and
As already discussed previously, the
was
learning
The third finding of this study was
D. Testing Hypotheses
of
students’
descriptive text.
Padang.
value of
between
3.39 (n= total number of sample, k= total of
was
independent variable).It means that f
(0.52 >0.388) therefore, it
can be stated that there is significant positive
11
was bigger than f
(32.22> 3.39). In
other words, there is significant positive
their ability to comprehend descriptive text.
correlation between students’ simple present
It was found that the value of correlation
tense mastery and their learning motivation
among them was 0.77. The result found
toward
that f counted
their
ability
to
comprehend
was bigger
than f table
descriptive text on VIII grade students at
with the level of significance 0.05 and
SMP Kartika 1-6 Padang.
degree of freedom (df=n-k-1) (32.22 > 3.39). It means that there is a significant positive
Discussions This
research
present
found that in
Appendix
comprehend descriptive text was significant.
correlation
variables
learning
(simple
motivation,
comprehend
and
descriptive
text,
text)
order
the
and
to
to
Kruidenier
comprehend from
student should
understand
of
about
and
descriptive master
and
the usage of simple
present tense because descriptive text used
present tense, ability
Curtis
constructing meaning
by
the correlation
34).
is read. In
multiple
formula
Sugiyono(2011:192), three
on
ability
process of constructing meaning from what
the
students’ reading comprehension ability in descriptive text. Based
their
(2005:9) state reading comprehension is the
It means that simple present tense mastery influence
toward
and learning
students at SMP Kartika 1-6 Padang (see
learning motivation toward their ability to
motivation
mastery
simple
comprehend descriptive text ofVIII grade
simple present tense mastery and their
learning
tense
motivation
generalthe correlation between students’
and
correlation between
simple present tense as the primary tense.
to the
In line with the definition above,
researcher calculated and found there is a
without learning motivation, student will
significant correlation
between students’
difficult to master simple present tense even
simple present tense mastery and their
to comprehend descriptive text. According
learning motivation toward their ability to
to
comprehend descriptive text. Based on the
motivation is probably the single most
result of the data analysis and testing
important element of learning. It can
hypothesis, there is significant
conclude, without master simple present
positive
Ambrose
et
al
correlation between simple present tense
tense, the
mastery and learning motivation
comprehend descriptive
toward 12
student
(2010:1)
will text
students’
difficult and
to vice
versa without learning motivation student
grade students at SMP Kartika 1-6
will difficult or not be able to comprehend
Padang.
descriptive text. Specifically, this research found the VIII grade students’
4. There was a significantcorrelation
simple
between students’ simple present
present tense mastery at SMP Kartika 1-6
tense mastery and their learning
Padang was moderate, VIII grade students’
motivation on VIII grade students at
learning motivation at SMP Kartika 1-6
SMP Kartika 1-6 Padang.
Padang
was moderate, and VIII grade
5. There was a significant correlation
students’ ability to comprehend descriptive
between
text at SMP Kartika 1-6 Padang was
presenttense mastery and learning
moderate.
motivation toward their ability to
simple
comprehend descriptive text on VIII
Conclusion Based
students’
grade students at SMP Kartika 1-6 on
finding
as
already
Padang.
discussed in the previous chapter, it can be concluded that:
Suggestion
1. The researcher found that students’ simple
present
tense
Having known that students simple
mastery,
present tense, and their learning motivation
learning motivation and ability to
correlate with their ability to comprehend
comprehend descriptive text at SMP
descriptive text of VIII grade students at
Kartika 1-6 Padang was moderate.
SMP Kartika 1-6 Padang, so it is suggested
2. There was a significant correlation
to the teacher should give more exercises to
between students’ simple present
read and ask the students to improve their
tense mastery and their ability to
ability in grammar and learning motivation.
comprehend descriptive text on VIII
For the students, they should study
grade students at SMP Kartika 1-6
more about
Padang.
motivation
students’ and
their
motivation and they should read more to
learning ability
specially simple
present tense and improve their learning
3. There was a significant correlation between
grammar
increase
to
their
descriptive text.
comprehend descriptive text on VIII 13
ability
to
comprehend
Further researchers are suggested to
http://grammarteacher.com/englishgr
conduct a study related to the problems of
ammarsecrets.pdf
students dealing with other aspect of
Cresswell,
grammar and factors making students have
W.
C.
2012.
Research.Fourth
low motivation to read.
Educational
Edition.Boston.
University of Nebraska Lincoln. Curtis,
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