THE INFLUENCE OF STUDENTS’ IMAGINATION TOWARD

THEIR WRITING SKILL OF DESCRIPTIVE TEXT

THESIS

Submitted in Partial Fulfillment of the Requirement

for Gaining The Degree of Bachelor
in English Language Education

By :
NAELIL IZZATI
133411055

EDUCATION AND TEACHER TRAINING FACULTY

WALISONGO STATE ISLAMIC UNIVERSITY
2018
 THESIS PROJECT STATEMENT

I am the student with the following identity

Name : Naelil Izzati

Student Number : 133411055
Department : English Language Education
certify that the thesis is definitely my own work. I am completely responsible for the
content of this thesis. Other writer opinions or findings included in the thesis are quoted or
cited in accordance with ethical standards.

Semarang,
The Researcher

Naelil Izzati
Student Number: 133411055

ii
 KEMENTERIAN AGAMA
UNIVERSITAS ISLAM NEGERI WALISONGO
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Alamat : Jl. Prof. Dr. Hamka Km.02 Ngaliyan. Telp. 024-7601295
Semarang 50185

RATIFICATION
Thesis with the following identity
Title : The Influence Students’ Imagination toward Their Writing skill of
Descriptive Text
Name of Student : Naelil Izzati
Student Number : 133411055
Department : English Language Education
had been tested in Munaqasyah session by the team of thesis examiner of Education and
Teacher Training Faculty Walisongo State Islamic University and had been accepted as a
partial requirement for the degree of Bachelor of Education in English Language Education
Department.
Semarang,
THE BOARD OF EXAMINERS
Chairperson, Secretary,
......................................... ...........................................
NIP: ................................ NIP: ...................................

Examiner I, Examiner II,

........................................ ............................................
NIP: ............................... NIP: ....................................

Advisor I,

Siti Tarwiyah, SS., M. Hum

NIP :19721108 199903 001

iii
ADVISOR NOTE
Semarang, December 2017

To;
The Dean of Education and Teacher Training Faculty
Walisongo State Islamic University
Semarang

Assalamu’alaikum wr.wb.
I inform that I have given guidance, briefing, and correction to whatever extent necessary
of the following thesis:
Tittle : The Influence Students’ Imagination toward Their Writing
Skill of Descriptive Text
Name : Naelil Izzati
Student Number : 133411055
Department : English Language Education
Study Program : S1
I state that the thesis is ready to be submitted to Education and Teacher Training Faculty
Walisongo State Islamic University to be examined at munaqosyah session.
Wassalamu’alaikum wr.wb.

Advisor,

Siti Tarwiyah, SS., M. Hum

NIP :19721108 199903 001

iv
 ABSTRACT

Title : The Influence of Students’ Imagination toward Their Writing Skill of

Descriptive Text
Writer : Naelil Izzati
Student Number : 133411055

The objective of this study was to find out the relationship between students’ imagination
toward their writing skill of descriptive text. The population of this study encompassed all
students of MTs NU 01 Tarub especially the eighth grade students in the academic year of
2017/2018. The writer took 15% from all population. The researcher took VIII B in the
academic year of 2017/2018 as the sample of research. The data were analysed by using
one predicator regression. The finding arrived at conclusion that statistically there was a
significant relationship between students’ imagination toward their writing skill of
descriptive text at value r = 0,5199511838 it means significant and hypothesis is accepted,
because rxy= 0,5199511838 >rtable(0,329) at level of significance 5% and rtable (0,424) at
level of significance 1%. This data result indicated that students’ imagination has
moderate correlation toward their writing skill of descriptive text with Fcount (regression) =
12,643 while Ftable for df 1 : 34 (quantifier = 1; denominator = 34) at level of significance
5% = 4,13, it means that Fcount>Ftable, so that there was functional relation that was
significant between variable of students’ imagination and writing skill of descriptive text.

Keywords: imagination, regression, descriptive text

v
 MOTTO

“Work with heart because we are human rather than a cow”

(Zona Nyaman – Fourtwnty)

vi
 DEDICATION

I dedicate this thesis for:

1. My beloved father and mother (Mr. Machfudz Choliq and Mrs.Saidah) who always
understand and support me. The first person who always give me best smile and
hear my complaints patiently.
2. My wonderful family (Rifatul Umroh, M. Iqbal Nata Atmaja, Bayu Nabilatul
Azami) who always inspire and support me.
3. My great roommates (Dina MilatiAzka, Lutfiatu Dzikriyah, Khilyatus Sa’adah,
Nurfitriatun Khasanah, Nurmita Fitriani) who always give best words and
motivation

vii
 ACKNOWLEDGEMENT

‫بسم هللا الر حمن الر حيم‬

First and foremost I do thank to Allah who has given me insight and strength to
finish this research completely untitled “THE INFLUENCE OF STUDENTS’
IMAGINATION TOWARD THEIR WRITING SKILL OF DESCRIPTVE TEXT”.
Sholawat and Salam always are given to the Prophet Muhammad who brings us from the
darkness to the brightness.
The researcher realized that there are many people who helped her in arranging
and writing this thesis directly or indirectly. In this chance, the writer would like to express
gratitude for all them.
1. Dr. H. Raharjo, M.Ed the dean of Education and Teacher Training Faculty of UIN
Walisongo Semarang.
2. Dr. H. Ikhrom, M.Ag. as the chief of English Language Education Department UIN
Walisongo Semarang
3. Siti Tarwiyah, SS., M. Hum. as my advisor for the hospitality and giving great
motivation, helpful corrections and suggestion to improve this thesis during the
consultation.
4. All lecturers in Education and Teacher Training Faculty who has given the knowledge
patiently.
5. H. Tajudin, S.IP.M.Pd.I.as the head master of MTs NU 01 Trub who has given
permission for doing the research.
6. UmiHanifah, SPd. as the teacher of MTs NU 01 Tarub who guided and helped during
research in the school.
7. The deepest gratitude for my beloved mother and father (Mr. MachfudzKholiq and
Mrs. Saidah) who always support me and give me motivation.
8. My beloved family, my older sister (Rif’atul Umroh), my older brother (M. Iqbal Nata
Atmaja) and my little brother (Bayu Nabilatul Azami) who always support me and
give me inspiration
9. My dearest friends for the colorful days of laugh, jokes, tears, and togetherness,”
Moly, Ubay, Ella, Lina, Ulfa,Mawar,Hima, Risma, Mala and Afwah” who always
support and understand me.
10. All of my amazing friends at the English Department 2013 (especially, Rofi, Apri and
Vivi) who always support me.
11. My second family “PPRT Tercinta (Pondok Pesantren Roudhotut Tholibin)” who has
taught me the meaning of life.
12. Last but not least, those who cannot be mentioned one by one who have supported,
given motivation to the researcher to finish this thesis.

viii
 Finally, the researcher realized that this thesis is far from being perfect; therefore,
the writer will happily accept constructive criticism in order to make it better.

Semarang,
The Researcher

Naelil Izzati
NIM. 133411055

ix
 LIST OF CONTENT

COVER ...................................................................................................................... i
THESIS PROJECT STATEMENT ........................................................................... ii
RATIFICATION. ...................................................................................................... iii
NOTA DINAS ........................................................................................................... iv
ABSTRACT .............................................................................................................. v
MOTTO ..................................................................................................................... vi
DEDICATION........................................................................................................... vii
ACKNOWLEDGEMENT ......................................................................................... viii
LIST OF CONTENT ................................................................................................. x
LIST OF TABLES..................................................................................................... xii
LIST OF FIGURES ................................................................................................... xiii
LIST OF APPENDICES ........................................................................................... xiv

CHAPTER I INTRODUCTION
A. Background of the Study .......................................................... 1
B. Research Problem ..................................................................... 3
C. Objective of the Research ......................................................... 3
D. Reason for Choosing the Topic ................................................ 4
E. Pedagogical Significance.......................................................... 4

CHAPTER II REVIEW OF RELATED LITERATURE

A. Previous Research. ................................................................... 5
B. Literature Review .................................................................... 8
1. Students’ Imagination .......................................................... 8
a. Definition of Imagination................................................ 8
b. The Ability to Imagine .................................................... 9
c. Students’ Imagination ..................................................... 9
2. Writing Skill of Descriptive Text ........................................ 10
a. Definition of Writing ....................................................... 10
b. The Purpose of Writing……… ....................................... 10
c. Writing Skill .................................................................... 11
d. Descriptive Text .............................................................. 12

x
 e. Grammatical Features of Descriptive Text ..................... 14
3. Assessing the Writing Skill.................................................. 14
C. Hypothesis ................................................................................ 15
CHAPTER III RESEARCH METHOD
A. Research Design................................................................................. 16
B. Research Setting. ............................................................................... 16
C. Population and Sample....... ............................................................... 16
D. Variable and Indicator....... ................................................................ 17
E. Data Collection Technique................................................................. 18
F. Research Instrument........................................................................... 20
G. Technique of Data Analysis ............................................................... 22

CHAPTER IV RESEARCH FINDING AND ANALYSIS

A. The Profile of School ......................................................................... 27
B. Final Analysis .................................................................................... 28
C. Hypothesis Testing............................................................................. 30

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ......................................................................................... 38
B. Suggestions. ....................................................................................... 38

BIBLIOGRAPHY
APPENDICES
RESEARCH LETTERS
CURRICULUM VITAE

xi
 LIST OF TABLE

Table 3.1 Indicator of research, 18

Table 3.2 The lattice of imagination questionnaire, 18
Table 3.3 Rating scale for imagination scale, 20
Table 3.4 The lattice of descriptive text test, 20
Table 3.5 Rubric for assessing descriptive text, 21
Table 4.5 The Score of Students’ Imagination (X) and Their Writing Skill of Descriptive
Text (Y), 29
Table 4.6 ANAVA table for simple linier regression, 33
Table 4.7 ANAVA table for X and Y, 35

xii
 List of Figures

Figure Formula of Product Moment Correlation

Figure Formula of Spearman Brown
Figure Formula of Regression Analysis
Figure Formula of Sum of Total Squares
Figure Formula of Sum of Squares (a)
Figure Formula of Sum of Squares (b|a)
Figure Formula of Sum of Residue Squares
Figure Formula of Error Squares
Figure Formula of Linearity Deviation
Figure Formula of Correlation Coefficient

xiii
 List of appendices

Appendix 1 List of respondent name

Appendix 2 Validity and Reliability Test
Appendix 3 The calculate of simple regression equation between X and Y
Appendix 4 The calculate of meaningful and linearity test of X toward Y
Appendix 5 Meaningful test of coefficient correlation X and Y
Appendix 6 The score of descriptive text
Appendix 7 SPSS Computation
Appendix 8 Documentation
Appendix 9 Sample of students’ questionnaire
Appendix 10 Sample of students’ descriptive text
Appendix 11 Research permission
Appendix 12 Research certification
Appendix 13 Curriculum vitae

xiv
 CHAPTER 1
INTRODUCTION

A. Background of Study
Language skill is one of important point that students need to master. Language
skills is integrative, it means that fourth of language skills are interconnected. Those
skills they are listening, speaking, reading and writing. One of skills that must be
controlled in language aspect is writing.1 English Language is the system of
communication accessing interpersonal communication, exchanging information
and enjoying aesthetic culture. As we know English subject has been studied since
in elementary level. It is because English language is one of official international
language and to be primary language that is used in the international affair.
One part which is studied in English is writing. People who want to
communicate perfectly should master writing skill. Writing is used to inform ideas
and concept to others in written form. Writing skill could make people able to gather
or obtain information, see connections between ideas, organize ideas into an
explainable concept, absorb and process information and activate learning
particularly in written form. Nowadays, writing skill becomes very important for the
global particular community in education both in second- and foreign- language
learning. With writing, we are demanded to develop ideas to show our composition.
When we develop ideas, we need creative ideas to make our essay more qualified.
According to Yoris Sebastian, creative different with Intelligence Quotient (IQ), it is
because IQ has been being since we born and can not be changed when we become
an adult, while creative is a skill that can still be sharpened and developed. Yoris
declares that creative idea like a little point. It has a revolution, growing to be great
something because doing a long process, and we can try our self to be a creative
person.2

1
Yossi Idris, et al, “Peningkatan Ketrampilan Menulis Karangan Deskripsi Melalui Metode
Discovery dengan Menggunakan Media Gambar Mahasiswa Prodi Pendidikan dan Sastra Indonesia TA
2011/2012 Universitas Ekasakti Padang”, Jurnal Bahasa, Sastra dan Pembelajaran, (Vol.2, No.3,
October/2014), p.15
2
Yoris Sebastian. 2013. Oh My Goodness! Buku Pintar Seorang Creative Junkies. Jakarta: PT
Gramedia Pustaka Utama

1
 Creativity is a blend of intellectual element, imagination and motoric in person.
This skill builds unique creativity that is manifested in various forms. Start from art
and literature, technology, language, culture, science, logical thinking, and motoric
intelligence.3 Creativity is someone special ability that is dominated by the power of
imagination and motion to create. While talent is potential or special ability that
“exist” and “owned” by human since he was born. Skill is the potential and special
ability that innate naturally while creativity is not. Creativity is not the special
potential that is inherited through genetic cross-breeding but it is the potential that
grows through experience process: learning, imagination, and human thought. The
creativity consists of elements, they are: art, beauty, combining pattern, combining
form, composition of color and the uniqueness of imagination in real form. The
elements that creativity possess are unattached by a pattern or should follow a
systematic procedure of scientific knowledge, but they blend between imagination
(theory) and reality (practice). Creativity has “free” character, because sometimes
this character has abnormal and unique character but interest.4Taken as part of the
human potential, imagination exists as the individual's innate resource,
impenetrable, secret and unquestionable and for these reasons, must be tamed.5
Creative writing is writing activity to express thought and feeling in
imagination, spontaneity and real. A composition is called creative if the
composition has original, spontaneous, and imaginative characteristics.6 According
to Adele Ramet, creative writing is having the power to create an imagination,
original literary production or composition and can be applied to every broad
spectrum of writing genres.7 Learnt due to imagination and cognitive effort, is a
privileged means to express dreams, fantasies and mental representations.

3
Jasa Ungguh Muliawan, Mengembangkan Imajinasi dan Kreatifitas Anak, (Yogyakarta: Penerbit
Gava Media)p.xiii
4
Jasa Ungguh Muliawan, Mengembangkan Imajinasi dan Kreatifitas Anak, (Yogyakarta: Penerbit
Gava Media) p. 3-4
5
Colello, Silvia M. Gasparian. "Imagination in children’s writing: How high can fiction fly."
Notandum (Vol.10, No.14, 2007), p.5.
6
Rahmat Aziz. "Karakteristik Pribadi Kreatif dan Kemampuan Menulis Kreatif." Jurnal Anima:
Indonesian Psychogical Journal (Vol.24, No. 2, 2009), p.116.
7
Adele Ramet, Creative Writing How to Unlock Your Imagination, Develop Your Writing Skills-
and Get Published. (Oxford: How to Content A Division of How To Books Ltd, 2007) p. xi

2
 In terms of English learning process, imagination is important and has several
effects, this term gives influence how they learn to write and make good writing.
According Kate Granvile writing requires some imagination and creativity, it means
writing is cognitive activity that requiring imagination. The beautiful writing can be
dull without dialogue, action or interaction to liven them up. When writing, we do
imagination process then it is necessarily an activity that is other-oriented, one
interested in forging or extending relations between the writing self and other or
otherness.8 As we know that descriptive text has purpose for reader as if seeing
thing which is told. Descriptive text uses subjective pattern but the writer also
improve opinion or impression in an object that was being explained. Based on
explanation about the purpose of descriptive text, it shows that imagination working
on the text description.
As we know that in national education curriculum, descriptive text has been
thought since in junior high school level. It makes descriptive text becomes one of
skill in writing that should be mastered by students. Based on this case and problem
above the writer feel interested to investigate there is significant influence between
students’ imagination toward their writing skill of descriptive text. This researcher
was entitled “The Influence of Students’ Imagination toward Their Writing
Skill of Descriptive Text”.

B. Research Problem
In this research, the writer tries to find the influence students imagination
toward their writing descriptive text. So the research problem is formulated as
follows:
Is there significant influence of students’ imagination toward their writing skill
of descriptive text?

C. Objective of the Research

Based on formulation above, the objective of the research is to find the
influence of Students’ Imagination toward Their Writing Skill of Descriptive Text

8
Anne Surma, Public and professional writing: Ethics, Imagination and rhetoric, (New York:
Palgrave Mac Millian, 2005) p..30

3
D. Reason for choosing the topic
1. Writing is the most important thing in English skill that every people ought to
have.
2. The writer want to know one of the factors that influence in writing descriptive
text
3. The result of this study can support the teachers and students in teaching learning
process
E. Pedagogical Significance
The researcher hopes this research has many benefits in the field of knowledge
and who to be a part of education institution. Besides, this research has contributions
for all participants:
1. For Teacher
To discover factor that influences in student writing especially in writing
descriptive text.
2. For student
Student develops more about their imagination to write descriptive text better.
The Researcher hopes students would be interested to write.
3. For Researcher
The researcher gets much knowledge that can not be obtained in the lecture and new
experience outside of lecture

4
 CHAPTER II
REVIEW OF RELATED LITERATURE

A. Previous Study
1. Gokli Sinaga (Kode, Jurnal Bahasa, vol,1, no. 2) conducted a research by title
“Pengaruh Penerapan Strategi Imajinasi terhadap Kemampuan Menulis Puisi oleh
Siswa kelas VII SMP Negeri 2 Tarutung Tahun Pembelajaran 2012/2013”
The research aim is to discover the influence of applying strategy of
imagination toward writing skill of poetry. In this research, the population of the
research is all students at VII grade of SMPN 2 Turutung, the sample is conducted
by random sample method.
This study shows pre-test normality experiment getting L0 = 0,125. It
appears L0< Lt 0,26 < 0,161. It shows that the data of the result of learning writing
poem with using imagination strategy have normal distribution. Post-test gets L0 =
0,141. It appears L0< Lt there 0,141 < 0,161 and it proves that the data of learning
result of writing poem with using imagination strategy have normal distribution.
The result above proves that the variance population is homogeneous. The Result
of calculation “t” test gets t0 larger than ttable, 6,38 > 2,04. The calculation of nil
hypotheses test (H0) is rejected and alternative hypothesis is accepted.
Based on this research, strategy of imagination is one of the active learning
method. Active learning is the eway teacher for activate student in learning process
in class. Everyone has the ability to imagine and the point that distinguishes it is
the sharpness of person in seeing and interpreting the reality of life in surrounding.
With the power of imagination, the writer is able to explore various experience of
human mind. The writer is also able to show various reality and an imaginative life
experience although the writer has no direct experience about what he wrote. In
this journal the writer less to discuss about the benefit of using imagination
strategy in writing Poem, the writer just discuss more about the purpose of using
imagination strategy.
Students’ ability will be better after getting imagination strategy treatment
than before getting imagination strategy treatment. This strategy has significant
influence in student ability writing poem. There is similarity and difference
between this previous study and my current study. The similarity between this

5
 previous study and this study is that previous study same tries to find out the
influence students’ imagination toward writing skill and the differences between
this previous study and this study is that previous study tries to find out the
influence imagination toward writing poetry but in this study finds the influence
imagination toward writing descriptive text.
2. The final project was conducted by Ugik Yulianti with title “Pengaruh Kecakapan
Imajinasi dan Lisan terhadap Hasil Belajar Bahasa Indonesia Siswa Kelas III”
The research aim is to discover the influence of imagination skill and oral
proficiency in Indonesian learning. In this research, population of the research is
all students at 3rd grade of SD Muhammadiyah 16 Karangasem. The ability of
imagination is an ability that is owned by an individual to respons or give reaction.
This research uses quantitative methods. The correlation coefficient value that is
obtained by this research for X1 (efficiency of imagination) has 1,240, for X2
(efficiency of oral) has 0,270, and for the constant has 2,956, it means that X1 and
X2 have positive influence that proportional to improve student learning outcomes.
while in research design using experiment research.
Based on this research imagination skill is ability that is had by individual
to give respons or give reaction to aware or unaware something. Imagination skill
needs oral skill to deliver what is known by student and to communicate. The skill
of oral is ability to relate directly. The indicator of oral skill, They are choosing
exact topic, mastering material, understanding the material, understanding
situation and formulating exact purpose. In this research, the purpose and the aim
of research are not described clearly by the writer, the writer does not explain well.
Researcher also finds explanation that is not described clearly in this research.
Imagination skill makes students able to give response or give reaction
toward something either consciously or unconsciously. Indonesian lesson needs
oral skill to deliver that want to know by students and to communicate. This
previous study and this study are same to discover the influence of mastering
imagination in study language. The differences between this previous study and
this study, they are: (1) this previous study is not only discovering the influence of
mastering imagination toward study in language but also researching the influence
of mastering oral toward study in language. (2) this previous study uses
experiment research but in this research uses simple regression research (3) this

6
 previous research discovers the influence imagination in indonesia language study
but this research discover the influence imagination in writing descriptive text.
3. The final project was conducted by Sri Handayani with title “The Influence of
Roundtable Technique and Students’s Intelligence on Students’s Writing Skill”
(An Experimental Research on Descriptive to The Tenth Grade Students of SMA
Negeri 1 Ngaglik Sleman Yogyakarta in The Academic Year of 2011/2012)
The research aims tries to discover whether roundtable technique is more
effective than direct instruction in teaching writing and to discover interaction between
teaching techniques and students’s intelligence to teach writing. This research uses
quantitative methods, while in research design uses experiment research. The
researcher analyzes the data or the variance using ANOVA. The conclusion of this
study student who is taught using Roundtable Technique has better writing skill than
those who are taught using direct instruction. Second, student who has high intelligence
has better writing skill than those who has low intelligence. Third, there is no
interaction between teaching techniques and students’s intelligence level in teaching
writing.
In this study is explained that Roundtable technique is used to brainstorm or to
stimulate ideas by taking turns and writing the ideas/solutions before passing The paper
to the others. Roundtable technique in cooperative Teaching writing needs theme/title,
a piece of paper and writing tools, and a dictionary (Electronic/book)
Roundtable Technique is more effective than Direct instruction for teaching
students’ writing skill at the tenth grade students of SMAN 1 Ngaglik Sleman. The
similiarity between this previous study and my current study is both this previous study
and my study discuss about the influence factor in writing descriptive text. The
differences between this previous study and my study, they are: (1) in this previous
study discusses 2 factors that influence in writing descriptive text but in my study just
discuss one factor (2) this previous study uses experiment research but in this study use
simple regression.

7
B. Literature review
The theoretical framework presents three points. The first topic discusses
students’ imagination containing definition of imagination and the ability to imagine.
The second topic is considered about writing descriptive text containing definition of
writing, writing skill and descriptive text.
1. Students’ imagination
a. Definition of imagination
Imagination is more important than knowledge. Knowledge is limited to
all we know and understand, while imagination embraces the entire world and all
there ever will be to know and understand. Most of people give means creativity
with special intelligence that not only trade on in the ability brain work but also
combining between motoric and imagination. According to Jeanne Ac
imagination is a mechanism of communication among changing in perception,
emotion, and body.1
Imagination is a cognitive process that is the complex of mental activity
when the elements in the mental activity are lost from the sensory sensation.
Imagination involves synthetic that combining aspects from remembrance,
memories or experience to be a mental construction that different from past event
or to be new reality in right now.2 children who develop imagination skill and
play with full imagination tend to be happier and more stable in learning.
Imagination is the way to think that need introspection. Imagination involves the
senses like the lens eyes focused on the image.3 Imagination can be classified
into two kind, they are conscious imagination and unconscious imagination.
Conscious imagination is deliberate imagination and any effort from the subject
to entry in imaginary world. This imagination can be classified again into 2 kind,
they are active and passive imagination. Active imagination is handled by
thought and desires while passive imagination is not handled. Furthermore two
kind of this imagination, both active and passive can be abstract, determine or

1
Lane Longino Waas, Imagine That! (Ayo, Berkhayallah): Cara Baru nan Jitu Mengembangkan
Beragam Kecerdasan Lewat Kemampuan Berimajinasi, (Bandung: Penerbit MLC, 2005), p. 62
2
Faisal Afiff, “Berfikir Imajinatif”, http://sbm.binus.ac.id/ files/ 2013/05/ ARTIKEL-BERFIKIR-
IMAJINATIF.pdf, accessed in 21 Agustus 2017.
3
Lane Longino Wass, Imagine That! (Ayo, Berkhayallah): Cara Baru nan Jitu Mengembangkan
Beragam Kecerdasan Lewat Kemampuan Berimajinasi. p.69

8
 combine. The imagination is abstract when in imagination any parts that are
omitted. Imagination is determine when imagining the certain scheme already
exist, and then filled with other illustration. Imagination is combined when
combining parts of one response with other response.4
b. The ability to imagine
The ability to imagine has first place as the basic element in creativity
formation. The ability to imagine in formal term, splits into two, they are rational
imagination and fictitious imagination. Rational imagination is the imagination
that has scientific characteristics. The imagination based on the justification and
the truth of common sense logic. Scientific imagination can be justified for the
righteousness through the series experiment in field.5 Imagination of fictitious is
the imagination that has no scientific characteristics and can not be justified for
the righteousness empirically. The Imagination of fictitious is pure in area the
power of imagination and human imagination, abstract and never shown to or can
be evidenced its existence as a reality fact in the real world.
c. Students’ Imagination
Imagination develops with human ability in speech and language
together. Imagination world is so close with student world. Students’ imagination
is media to explore and learn the understanding of reality their self. Parents and
teacher can develop students’ imagination with stimulating the growth and the
development of potential and student’s imagination ability to be expressed
effectively.
The ability of student’s imagination is the part of brain activity in right
area that has benefit for the intelligence. Imagining is able to make student
develop creative ideas. Students’ imagination arises from the result of imitate,
imitating comes from impressions that is watched or the influence of fairy tale
that is heard. The imagination could appear naturally and originally from the
deep of heart as result of process and utilize the surplus and the ability of the
brain that is bestowed by God. Potential and ability of students’ imagination are
the first process of the growth and the development of creativity. The ability of

4
Sumadi Suryabarata, Psikologi Pendidikan, (Jakarta: PT Rajagrafindo Persada, 2015), p.
5
Jasa Ungguh Muliawan, Mengembangkan Imajinasi dan Kreatifitas Anak, (Yogyakarta: Penerbit
Gava Media, 2016), p.21

9
 students’ imagination will produce interesting and utilizing creation for the
development of personality and the brain.6
2. Writing Skill of Descriptive Text
a. Definition of writing
One part that should be mastered by student in language is writing ability.
Writing is decided to be two kinds, simple writing and creative writing. Simple
writing consist of writing factually, functionally and expository. While creative
writing is an activity that creates writing contains imagination and utilizing
intelligence in its creation.
Definition of writing is a process in which its activities are not produced
immediately. The writer should think first about the topic, tries to know the topic
and finds some information about the topic. Raimes declares that writing is a skill
in which we express the ideas, feeling, and thoughts arranged in words, sentences
and paragraphs using eyes, brain, and hand.7According to oxford dictionary
writing is an activity of writing; written or printed words. According to Nicholas
Highman, writing is not simply a task to be done once research or other
preparation is completed - it can be an integral part of the work progress.8
In writing, students have learned and internalized many vocabulary and
structure through writing. For many students, especially that are grouped in
introvert and cognitive students, writing may be suitable learning method. For
teacher who has eclectic character, writing gives physical and activity changes
and throw the boredom from intensif oral activity. Harmer declares that some
technique in writing teaching, they are: relaying instruction, writing report and
advertisement, co-operative writing, exchanging letters, and writing journal9
b. The purpose of writing
Purpose is the reason or reason why a person composes a particular piece
of writing. The purposes of writing are listed below:

6
Andri Wicaksono, Menulis Kreatif Sastra: dan Beberapa Model Pembelajarannya, (Yogyakarta:
Penerbit Garudhawaca, ), p.1-3
7
Imelda Wardani, et al, “Improving the Ability in Writing Descriptive Text Through Guided-
Questions Technique”, e-journal of English language teaching society, (Vol. 2, No.1, 2014
8
Adrian Wallwork, English for Writing Research Papers, (New York: Springer Science+Business
Media, 2011) P.4
9
M. Akmansyah "Teknik Pengajaran Keterampilan Berbahasa." Jurnal Al-Bayan: Jurnal Jurusan
Pendidikan Bahasa Arab, (Vol.2, No.1, 2011).

10
 1) Express. In expressive writing, the writer’s purpose or goal is to put thoughts
and feelings on the page. Expressive writing is personal writing. We are often
just writing for ourselves or for close friends, usually, expressive writing is
informal, not intended for other readers.
2) Describe. Descriptive writing portrays, people, places, things, moments and
theories with enough vivid detail to help the reader create a mental picture of
what is being written about.
3) Explore/learn. In exploratory writing, the writer’s purpose is to ask key
question and reflect on topics that defy simple answers. In those topics where
intuition and reflection are more important than rational analysis or
argumentation, writers focus more on their journey of discovery than on any
definite answer.
4) Entertain. As a purpose or goal of writing, entertaining is often used with
some other purpose; to explain, argue, or inform in a humorous way.
Entertaining may take the form of a brief joke, but its goal is to relax our
audience and share some story of human foibles or surprising actions.
5) Inform. The purpose of informational or reportorial writing is to convey
information as accurately and objectively as possible.
6) Explain. Explaining the whos, whats, hows, whys, and wherefores requires
that the writer analyses the subject and show the relationship of those parts.10
c. Writing skill
Weigle declares that Writing skill has become crucial due to both
educational and non-educational reasons, therefore writing instruction has gained
major significance in second and foreign language education. Writing skill is
very challenging for both native and non-native speakers, and what is undeniable
is the influence of rich vocabulary knowledge as one of the characteristics of
written language, on the skill of writing.11 Writing is a productive skill, i.e., it is
not received but produced. Writing in mental processes is quite closely to the
other productive skill, speaking. In both cases, students are required to encode

10
https://unmtaosenglish.files.wordpress.com/2012/11/writing-context. pdf
11
Zahra Kheradmand Saadi, “Effect of Glossary on Iranian Efl Learners’ English Writing Skill”,
Modern Journal of Language Teaching Methods, (Vol.5, No.3, September/2015), p.265

11
 messages which carry their thoughts for true communication.12 Language skill is
divided into productive skill and receptive skill. KTSP(2008), the curriculum of
junior high school , explains that receptive skills cover listening skill and reading
skill while productive skill covers speaking and writing skill. In writing, many
learners might express their ideas, feelings, thoughts, desires and experiences
written to the readers, but there are also the leaners who cannot express them in
written form. This is caused by the leaners who still get difficult to develop all of
them.13
d. Descriptive text
Among the language skills, writing seems to be the most difficult one in
the sense that needs a long process starting from brainstorming up to final
product. In addition, long process involves some writing elements such as
content, grammatical function, vocabulary, and the mechanics like punctuation,
capitalization, and spelling.
Description comes from the word of Latin language describer that has
means describing or telling something. In mean word, description is a paragraph
form that describes things according to the actual situation so that the readers can
imagine (seeing, hearing, smelling, and feeling). Descriptive text is a kind of text
that describes an object (place, things or person) the readers seems looking,
listening, touching, feeling or seeing everything which is being described.14
Descriptive writing appeals to the senses, so it tells how something looks, feels,
smells, tastes, and/or sounds. A good description is like a “word picture”; the
reader can imagine the object, place, or person in his or her mind.15
The generic structures of descriptive text consist of identification and
description. Identification is about introducing subject or thing that will be
described, whereas, description is brief details about who, or what the subject is.
In other hand description of an object consisting of several parts usually mentions

12
Mojdeh Shirvani and Massoud Tajadini, “Using Illustrative Devices and EFL Learners’ Writing
Skill”, Modern Journal of Language Teaching Methods, (Vol.4, No.3, September/2014), p. 234
13
Nurfiryalianti, et al, Improving Writing Skill by Using Free Writing Technique, e-journal of English
language teaching society, (Vol.2, No.3, 2014), p.1
14
Idris, et al, “Peningkatan Ketrampilan Menulis Karangan Deskripsi Melalui Metode Discovery
dengan Menggunakan Media Gambar Mahasiswa Prodi Pendidikan dan Sastra Indonesia TA 2011/2012
Universitas Ekasakti Padang”, p.17.
15
Alice Oshima, Introduction to Academic Writing, (New York: Edison Wisley Longman) p. 50

12
 the part and its properties in a single piece of text. The basic properties we are
looking for shape, color, size, are all described by words with a direct physical
relation or with a simple mental association.16 The generic structure of
descriptive text above can be described in the following example:
Title Spring Garden Apartment
Identification The spring garden apartment complex, offers you and your
family country living at its best.
Description surrounded by beautiful woods and hill, Spring Garden is
located ten miles outside the city but is only minutes from
downtown on the freeway.
Unfurnished two-bedroom apartments are available. Each
apartment has a dishwasher, central heating, air conditioning,
and a laundry room. Children and pets are welcome
In addition, there are tennis and basketball courts, two
swimming pools, and a playground. There are two parking
spaces for each apartment.
According to Semi descriptive text has many characteristics, they are: (1)
showing the detail or subsection about the object more. It means to produce good
description text, the writer must be able to show an object in detail and more
subsection. (2) has sensitive character and creates reader imagination. It means
reader feels about the object that describes and reader feel that object that
describes like can be felt with imagination. (3) Descriptive text is showed by
interest style and election inspires word. It means diction in the descriptive text
can inspire the feeling of the reader after reading descriptive text, the imagination
of reader will be provoked. (4) The most of the content descriptive text showing
about something that can be listened, seen and felt. The basic objects of
descriptive text are things, nature, color, and human. (5) Organization of
delivering use more spatial order. It means composition that describe about a
place, ya space, etc. 17

16
James R. Cowie, "Automatic analysis of descriptive texts." Proceedings of the first conference on
Applied natural language processing. Association for Computational Linguistics, 1983.
17
Yossi Idris, et al, “Peningkatan Ketrampilan Menulis Karangan Deskripsi Melalui Metode
Discovery dengan Menggunakan Media Gambar Mahasiswa Prodi Pendidikan dan Sastra Indonesia TA

13
 e. Grammatical features of descriptive text
Knapp and Watkins declare that descriptive text has grammatical feature
as follow:
1) The present tense in predominately used when describing things from
technical or factual point of view. Although present tense may be used in
literary descriptions, it is past tense that tends to dominate, i.e. had, was,
enjoyed, seemed, sparkled
2) Relational verb are used when classifying and describing appearance/ qualities
and parts/ function of phenomena (is, are, has, have)
3) Action verbs are used when describing behaviors or uses, i.e. the queen ant
lays the eggs. Ants live in colonies.
4) In literary in commonsense description, action verbs are used metaphorically
to create effect, i.e. Declan smashed the record.
5) Mental verbs are used when describing feeling in literary descriptions, i.e. she
felt unhappy.
6) Adjectives are used to add extra information to nouns and may be technical,
everyday or literary, depending on the text, i.e. possums are nocturnal.
Adjectives can be used on their own, as above, or as a part of a noun group,
i.e. turtles are covered with a hard, box-like shell.
7) Adverbs are used to add extra information to verbs to provide more detailed
description, i.e. turtles swim slowly
8) Adverbial phrases are used in descriptions to add more information about the
manner, place or time, i.e. walruses have hair on their lips.
9) Sentences and paragraphs are thematically linked to the topic of description,
i.e. it is grey and brown.
10) Technical descriptions generally deal with classes of things, rather than
individual things, i.e. snails, turtles, volcanoes.18
3. Assessing the Writing Skill
Three types of rating scales generally used in scoring writing are holistic,
primary trait and analytic scoring.

2011/2012 Universitas Ekasakti Padang”, Jurnal Bahasa, Sastra dan Pembelajaran, (Vol.2, No.3,
October/2014), p.17-19.
18
Peter Knapp and Morgan Watkins, Genre, Text, Grammar: Technologies for Teaching and
Assessing Writing. (Sydney: University of South Wales Press Ltd, 2005) p. 98-100

14
 The first is holistic Scoring. Holistic scoring uses a variety of criteria to
produce a single score. The specific criteria selected depend on local instructional
programs and language arts objectives. The rationale for using a holistic scoring
system is that the total quality of written text is more than the sum of its
components. Holistic scoring rubric for example contains with idea
development/organization, fluency/structure, word choice and mechanics.
The second is primary trait. This type of scoring focuses on whether or not
each paper shows evidence of the particular trait or feature you want students to
demonstrate in writing. The trait could be a language-based feature emphasizing any
one or more of criteria for holistic scoring indicated above, such as idea
development/organization or sentence fluency/structure.
The third is analytic scoring. Analytic scales separate the features of a
composition into components that are scored separately. The separate components
are sometimes given different weights to reflect their importance in instruction. Two
limitations of analytic scoring are that teachers sometimes do not agree with the
weights given to the separate components and that they may have to spend more
time completing the scoring. The components of scoring for example composing,
style, sentence formation, usage and mechanics. Scoring for each component is
based on the degree of control the student’s paper exhibits for that components.19

C. Hypothesis
A hypothesis is a tentative statement about the relationship between two or
more variables. A hypothesis is a specific, testable prediction about what you expect to
happen in your study.
Based on the statement of problems above, the hypothesis that will be tested in
this study can be formulated as follow: There is significant influence of students’
imagination toward their writing of descriptive text

19
J. Michael O’malley and Lorraine Valdez Pierce, Authentic Assessment for English Language
Learners, (United States of America: Longman, 1996) p. 142

15
 CHAPTER III
METHOD OF THE RESEARCH

A. Research Design
Research is a process of steps posing a question, collecting data to answer the
question and presenting an answer to the question that is used to collect and to analyze
information in increasing our understanding of a topic or issue.1 There are two
approaches of research included qualitative and quantitative research. The quantitative
study is a process to discover knowledge by using numerical data as instrument to
analyse information about what we want to know.2 Scientific way is used to obtain data
by considering the aim and certain purpose. Qualitative study is research method which
is based on the philosophy of post-positivism which can be used to natural object. The
result of qualitative research is describing on students’ imagination and their writing
descriptive text. This is quantitative research where statistical analysis is used to
calculate the numeral data and to analyze them by using regression analysis.

B. Research Setting
The writer conducted research at MTs NU 01 Tarub Kab. Tegal. The writer
choses this setting because the geographical location was near from the writer to reach.
It was about 2 KM from her home stay. The students came from different region,
characteristic and social background. Some of them were santri at Islamic boarding
school which one foundation with school. The researcher took 2 week to do
experiment, where first week was used to collect the questionnaire and in last week to
collect the data of descriptive text test.

C. Population and Sample

1. Population
Moh. Kasiram said that Population is all of the target that must be researched
and in this population, the result of research is obtained.3 The population of this

1
Creswell, John W. , Educational Research Planning, Conducting and Evaluating Quantitative and
Qualitative research, (Boston: Pearson Education, Inc,) p.3
2
Kasiram, Metodologi Penelitian Kualitatif-Kuantitatif, (Malang: UIN Press) p.149
3
Moh. Kasiram Metodologi Penelitian Kualitatif-Kuantitatif, (Malang: UIN-Malang Press) 2008,
p.222

16
 study was students of MTs NU 01 Tarub Kabupaten Tegal with total of students
was about 839 especially the 8th grade of students in the academic year of
2017/2018. In this school there were six classes and each class had at least 36 - 38
students.
2. Sample
Sample is smaller group or subset of the total population in such a way that the
knowledge gained4. The writer used simple random sampling, in simple random
sampling each member of the population under study has an equal chance of being
selected and the probability of a member of the population being selected is
unaffected by the selection of other members of the population.5 The writer took
15% from all population and VIII B in the academic year of 2017/2018 as the
sample of research. The total of sample that the writer took was 36 students.

D. Variable and Indicator

1. Variable of research h
Kerlinger declares that variable is constructs or character that will be learned6
a. Independent variable is an input variable that which causes in part or in total, a
particular outcome; it is a stimulus that influences a response an antecedent or a
factor which may be modified to affect an outcome.7 Independent variable in this
research was students’ imagination
b. Dependent variable is variable which is influenced or caused by independent
variable.8 Dependent variable in this research was writing skill of descriptive
text

4
Kasiram, Moh, Metodologi Penelitian Kualitatif-Kuantitatif, (Malang: UIN-Malang Press) p.223
5
Louise Cohen, Lawrence Manion, and Keith Morrison, Research Methods in Education, (New York:
Routledge) p.110
6
Sugiono, Metode Penelitian Kuantitatif Kualitatif dan R&D, (Bandung: Penerbit Alfabeta) p.38
7
Louise Cohen, Lawrence Manion, and Keith Morrison, Research Methods in Education, p.504
8
Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R&D, (Bandung: Alfabeta) p.39

17
 2. Indicator of research
Table 3.1
Indicator of Variable
No Variable Sub Variable Indicator
1. Student 1. Visual 1.1 Ability to
Imagination imagination imagine things
(X) in the
surrounding
environment
2. Audio 1.2 Ability to
imagination listen sound in
the
surrounding
environment
2. Writing Skill 1. The result of 2.1 Ability to
of descriptive test descriptive describe
text (Y) text something
based on the
instruction by
paying
attention to
grammar,
diction, and
generic
structure.

E. Data Collection Technique

1. Questionnaire
According to Sugiyono Questionnaire is data collection technique that is
carried out by giving a set of questions or statements to respondent to answer.9
Questionnaire is data collection technique that is efficient if the researcher knows
variable that was measured and knew what could be expected from respondent.
Questionnaire in this research was developed from the book written by Yoris
Sebastian with title Oh My Goodness Buku Pintar Seorang Creative Junkies and
Memory Skills in Business which was written by Madelyn Burney and Allen .The
questionnaire measured the extent of your imagination ability. Researcher chose
instrument which dimension of the variable based on discussion about
characteristics of visual memorizers and auditory memorizers according to a

9
Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan R & D, (Bandung:Alfabeta, 2011) p. 142

18
 psychologist F.C. Bartlett. Psychologists agree that most individual are either better
at visual or auditory memorization.10
Table 3.2
Lattice of Students’ Imagination Instrument
Number
Measuring
Research definitio Sub of
Indicator instrumen Score
variable n variable question
t
item
Student Media to 1.Visual 1.1 The 1, 3, 5, 8, Extremely 4
Imaginati explore imagi ability 9, 11, 13, clear 3
on (X) and learn nation to 15, 17 Clear 2
the imagin Fairly clear 1
understan e Unclear 0
ding of things Very
reality in the unclear
their self surrou
nding
enviro
nment
2. Audio 1.2 The 2, 4, 6, 7, Extremely 4
imagi ability 10, 12, clear 3
nation to 14, 16, 18 Clear 2
listen Fairly clear 1
sound Unclear 0
in the Very
surrou unclear
nding
enviro
nment

All questions in questionnaire discuss about how powerful the power of students’
imagination and each question consist of 5 answers that were scored as follows:
Score:
Extremely clear :4
Clear :3
Fairly clear :2
Unclear :1
Very unclear :0

10
Madelyn Burley and Allen, Memory Skills in Business, (California: Crisp Publication, Inc, 1988)
p.23

19
 Table 3.3
Rating scale of imagination:
Scale Description
60 or you have a very well-developed power of
more imagery
31 to 51 imagery techniques is useful to you
30 or less imagery technique won’t be highly useful
without special imaginary training

F. Research Instrument
The research instrument that was used in this research was test. The explanation
about the test was discussed in detail as follows.
1. Test of students’ imagination
The writer used questionnaire that refers to mental image questionnaire that was
created by psychologist Arnold Lazarus in book of memory skills in business. The
questionnaire was divided into 2 parts: visual and audio imagination.
2. Test of writing descriptive text skill
The test of writing descriptive text skill had purpose to find out the ability
students in writing descriptive text. The writer gave topic “my class” for arranging
descriptive text. The compositions should have at least 10 sentences. The
participants were given 40 minutes to write, edit and revise their compositions.
Table 3.4
Lattice of Descriptive Text
Variable Indicator Question
Develop the topic of
descriptive text well
The text is coherence Please make
and the coherence are a text of
correct descriptive
Use correct and structure text with
Writing
grammar of descriptive theme “my
descriptive
text class”, the
text skill
The descriptive text length of
words are use effectively writing at
The compositions uses least 10
correct punctuation, sentences
spelling and
capitalization

20
3. Assessing descriptive text
The result of arranging descriptive text was scored through an adapted
holistic scoring and the range scale was started from 1 to 5. Each indicator had
5 scales to assessing descriptive text; the scales were explained detail as follow:

Table 3.5
Rubric for assessing descriptive text
Developing ideas
Poin Description
t
5 The descriptive text gives paragraph unity
(topic, state good topic sentence, supporting
sentence, concluding sentence) and coherence
(relationship among ideas, understandable). It
fulfill all criteria well
4 The descriptive text give paragraph unity (topic,
state good topic sentence) but one of the criteria
is weak.
3 The descriptive text give paragraph unity (topic,
state topic sentence, conclusion of topic
sentence) but some criteria above are weak
2 The descriptive text give paragraph unity (topic,
state topic sentence) but most criteria above are
weak
1 The descriptive text still give topic but all
criteria are weak
Organizing ideas
The descriptive text is coherence and the coherences are
correct. The text is using chronological order. The
descriptive text repeats key words.
The descriptive text is coherence and the coherences are
correct. The text using chronological order
The descriptive text is coherence and some criteria are
appropriate enough
The descriptive text is coherence but the coherences
among sentences are weak
The descriptive text is not coherence
Grammar
Use present tense correctly, use relational verb and
adjective words correctly
Use present tense, use relational verb but do not use
adjective words correctly
Make errors of tenses, use relational words and use
adjective words
Make errors of tenses, do not use relational verbs
correctly, and use adjective words
Make errors of tenses, relational verbs and adjective

21
 words
Vocabulary
All or almost all of the descriptive text words are used
effectively
Use many descriptive words effectively
Use some descriptive words
There are some mistakes in using descriptive words
Do not use the descriptive words correctly
Mechanics
The descriptive text uses correct punctuation, spelling
and capitalization. It f ulfill all criteria
The descriptive text uses correct punctuation, spelling
but fairly capitalization but one of the criteria is weak
The descriptive text punctuation uses fairly punctuation
but loosely correct spelling and capitalization. Some
criteria are weak
2 The descriptive text uses fairly punctuation but
inadequate correct spelling and capitalization.
Most criteria are weak
1 The descriptive texts do not use correct
punctuation, spelling and capitalization.

G. Technique of Data Analysis

Kerlinger declares that analysis means the categorizing, ordering, manipulating and
summarizing of data to obtain answer to research question. In quantitative analysis the
main aim of data analysis is to sum up data ineasy form, to understand and to interpret.11
1. Introductory analysis
The first analysis was obtained from the result of questionnaire for each variable
in research. The researcher used questionnaire and documentation to obtain data then
process the data through statistical analysis. Researcher gave questionnaire about
imagination for student based on daily events and common place. The score of
questionnaire was set based on whether student can imagine what was commanded
with real and clearly.
2. Hypothesis analysis
The researcher used one predicator regression analysis, while the steps were
following:
a. The test of instrument validity
Valid instrument is a measure that is used to get valid data (survey). Valid
means the data can be used to measuree what can be measured. The validity of

11
Kasiram, Moh, Metodologi Penelitian Kualitatif – Kuntitatif, (Malang: UIN-Malang Press) p.301

22
 questionnaire that was used in this research was concurrent validity. Concurrent
validity is the validity that has relation with other measurer that is viewed as
criterion and reference in determining the high and low validity. The criterion is
in the same times with measurer that is being tested for the validity.12 The
researcher chose basic instrument to measure mental image of person. The
instrument was developed by Arnold Lazarus that has same purpose in measure.
The next validity testing was done by correlating score. This validity has purpose
to determine the reliability test level. Product moment correlation is used to
determine the level of validity items by correlating the score that is obtained by
students on an item with the total score.13
∑ ∑ ∑
√ ∑ ∑ ∑ ∑
rxy = index number of correlation “r” Product Moment
N = Number of Cases
X = Result of use imagination instrument
Y = Result of use mental image exercise

b. The test of reliability

Reliability is a measure that states the degree of consistency of a test
question. Researcher used internal reliability and used Spearman Brown formula.
For this utility, so the items of instruments were divided to two groups, they were
odd numbers group and even numbers group.
The score of items were summed to produce total score. Furthermore the
total score between odd and even groups was searched for the correlation. The
coefficient of correlation was obtained after calculating the correlation 0,661645.
At the next step the coefficient of correlation was included in Spearman Brown
formula.

12
Anas Sudijono, Pengantar Evaluasi Pendidikan, (Jakarta: Raja Grafindo, 2012), p.177-178
13
Asep Jihad dan Abdul Haris, Evaluasi Pembelajaran, (Yogyakarta: Multi Presindo, 2013), p.179-
180

23
 Where:
r1 = reliability of instrument
rb = correlation of product moment between first and second split

Based on the calculation above, the reliability of students’ imagination

instrument = 0,7964
c. Final analysis
1. Simple regression analysis
In this research the writer used simple regression analysis technique.
In this case, students’ imagination was as (X) variable and the ability
writing skill of descriptive text was as (Y) variable. The equality for
simple regression was searched by using
̂= a + bX
Where:
̂ = subject in dependent variable that was predicated
a = the value of Y when the value X = 0 (constant)
b = regression coefficient that indicate number of increasing or decreasing
dependent variable based on the change independent variable
X = subject in independent variabel that has certain value
From the similarity above need to discover coefficients of regression a and
b with formula:
∑ ∑ ∑
∑ ∑
∑ ∑ ∑ 14
∑ ∑

There are steps to answer simple regression:

1) Making Ha and Ho in sentence form
2) Making Ha and Ho in statistics
3) Making table help to calculate numeral statistics
4) Adding statistics numbers from table aid with formulas:

14
Susetyo, Budi, Statistika untuk Analisis Data Penelitian, p.132

24
 ∑ ∑ ∑ ∑ ∑ ∑
∑ ∑ ∑ ∑

5) Looking for the sum of regression quadrate JKReg[a] with formula:

∑
[ ]

6) Looking for the sum of regression quadrate JKReg[b/a] with formula:

∑ ∑
{∑ }
[ ]

7) Looking for the sum of regression quadrate (JKRes) with formula:

∑ [ ]
[ ]

8) Looking for the average number of quadrate of regression (RJKReg[a])

with formula:
[ ] [ ]

9) Looking for the average number of quadrate of regression (RJKReg[b/a])

with formula:
[ ] [ ]

10) Looking for the average number of quadrate of residue (RJKRes) with
formula:

11) Testing the significance with formula:

[ ]

The rule of significance testing:

If Fcalculate ≥ Ftable it means significance
If Fcalculate ≤ Ftable it means not significance
12) Making conclusion of the calculations that had been done
a. Significance test analysis
This analysis is used to make further interpretations with checking
the significance from FRegwith comparing FReg in Ftable at significance level
5% or 1%.
If FReg is higher than Ftable the hypothesis is significant. It means
there is positive influence of students’ imagination toward their writing skill
of descriptive text
25
 But if FReg is lower than Ftable the hypothesis is not significant. It
means there is not positive influence of students’ imagination toward their
writing skill of descriptive text.

26
 CHAPTER IV
RESEARCH FINDING AND DISCUSSION

A. The Profile of School

MTs NU 01 Tarub was built in 1986 with name MTs Hasyim Asy’ari Tarub
and was changed the identity become MTs NU 01 Tarub in 2003. MTs NU 01 Tarub
had location in Karangjati street no.25 Tarub Tegal. MTs NU 01 Tarub has A for
accreditation. MTs NU 01 Tarub had total students 839 and 22 class room. For teacher
MTs NU 01 Tarub had 44 teachers and 10 administration staff.
During its establishment until now MTs NU 01 Tarub has five head master,
they are:
1. Drs. H. Sofwan Badrun
2. Drs. H. Farikhi MN.
3. Drs. H. Abdul Azis
4. Drs. H. Moh. Sholeh
5. H. Tajudin, S.IP.M.Pd.I.
Vision of MTs NU 01 Tarub
1. Excellent in score of National Examination
2. Excellent in discipline
3. Excellent in competence for continuing next level education
4. Excellent in religious and social concern activity
Mission of MTs NU 01 Tarub
1. implementing learning and guidance effectively, so that every student can develop
optimally
2. Making full and total comprehension toward Islamic education teaching and nation
culture so that to be wisdom source in act
3. Increasing discipline to all citizen by obeying school rules that are spelled out in
potential points
4. Growing spirit of excellence intensively toward all residents of the school.
5. Creating relation of harmonious working system that harmonious and professional
based on the spirit of relationship

27
B. Final Analysis
Based on data that was obtained from research, this chapter was discussed about
description of data, processing of data and decisions of research result test. Data
collection in this research used questionnaire and the result of arranging descriptive
text
1. Validity test
Data of validity test was given for student MTs NU 01 Tarub, validity test
was used to know the items of questionnaire was valid or not. The result of analysis
of item validity calculation was consulted with r product moment, at significant
level 5% and 1% with N= 36. If r calculate > r table it means the items of
questionnaire is valid. And if r calculate < r table, it means the items of
questionnaire was not valid. Researcher used concurrent validity to validate the
questionnaire. Based on the result of validity of questionnaire was obtained the data
as follow:
∑ (∑ )(∑ )

√( ∑ (∑ ) ( ∑ (∑ ) ))

( ) ( )( )
√( ( ) ( ) )( ( ) ( ) )

√( )( )

From the result of correlation measure, it could be seen that correlation

between both of score was 0,84. Where N = 36 and α = 5% and got r table 0,329. It
showed that the questionnaire was valid. All of the question items that researcher
tested were valid and took 18 of 36 questions. (Appendix 2)

2. Reliability Analysis
After doing validity analysis the next step was doing reliability analysis on
instrument. Reliability analysis is used to know the consistency level of the
questionnaire.
Value r11 that was obtained then consulted with r table of product moment
with level significant 5%. The questionnaire was called reliable if r11 > rtable. Based
on calculating, the coefficient of correlation was obtained 0,667. At the next step the
coefficient of correlation was included in Spearman Brown formula.

28
 Where:
r1 = reliability of instrument
rb = correlation of product moment between first and second split (Appendix 2)

( )

Based on the measuring above, the reliability of students’s imagination

instrument = 0,7964, and rtable of product moment with level significant 5% with
N=36 was obtained rtable= 0,329. The instrument of students’ imagination is reliable
because rcalculate > rtable.. (Appendix 2)
3. Data of research result
This research data was obtained from questionnaire that given for students of
MTs NU 01 Tarub especially for grade VIII B and the result of arranging descriptive
text with theme “my class”.
The Score of Students’ Imagination (X) and Their Writing Skill of Descriptive
Text (Y)
No X Y XY X2 Y2
1 57 70 3990 3249 4900
2 55 88 4840 3025 7744
3 55 68 3740 3025 4624
4 54 64 3456 2916 4096
5 64 70 4480 4096 4900
6 53 68 3604 2809 4624
7 51 70 3570 2601 4900
8 61 64 3904 3721 4096
9 45 56 2520 2025 3136
10 63 64 4032 3969 4096
11 56 68 3808 3136 4624
12 53 52 2756 2809 2704
13 55 72 3960 3025 5184
14 35 56 1960 1225 3136
15 38 50 1900 1444 2500
16 65 64 4160 4225 4096
17 45 52 2340 2025 2704
18 42 52 2184 1764 2704
19 38 52 1976 1444 2704
20 34 64 2176 1156 4096
21 36 50 1800 1296 2500

29
 22 55 60 3300 3025 3600
23 41 60 2460 1681 3600
24 58 56 3248 3364 3136
25 53 56 2968 2809 3136
26 44 56 2464 1936 3136
27 63 56 3528 3969 3136
28 59 70 4130 3481 4900
29 51 60 3060 2601 3600
30 42 52 2184 1764 2704
31 40 52 2080 1600 2704
32 44 56 2464 1936 3136
33 61 60 3660 3721 3600
34 60 60 3600 3600 3600
35 48 56 2688 2304 3136
36 52 60 3120 2704 3600
∑ 1826 2184 112110 95480 134792

Explanation:
∑X 1826
∑Y 2184
∑XY 112110
∑X2 95480
∑Y2 134792

C. Hypothesis testing
This analysis was used to prove the hypothesis is accepted or not. The hypothesis that
was proposed by researcher as follow:
“There was influence of students’ imagination toward their writing of descriptive text”
Researcher used regression one predicator with score deviation that was obtained
from the data above to prove the hypothesis. They are basic steps in regression one
predicator with this deviation score:
1. Looking for relation between predicator (X) and criterion (Y)
The correlation between predicator X and criterion Y was searched with
technique:
Product moment correlation, with formula:
(∑ )
√(∑ )(∑ )

30
 Need steps to solve this formula, they are:
(∑ )(∑ )
a. ∑ ∑
( )( )
∑

∑
∑
(∑ )
b. ∑ ∑

( )
∑

∑
∑
(∑ )
c. ∑ ∑

( )
∑

∑
∑
Based on the calculation above, furthermore was included into correlation of
product moment formula:
(∑ )
√(∑ )(∑ )

√( )( )

Based on correlation above was obtained index of correlation rxy= 0

,5199511838
2. Testing the significant of relationship
After doing correlation test with product moment correlation the result that
was obtained consulted with rtable at level significant 5% and 1% with assumption:

31
 a. If rxy > rtable it means significant and hypothesis is accepted
b. If rxy < rtable it means not significant and hypothesis is rejected
From the result of product moment correlation test was known that rxy =
0,5199511838 it means significant and hypothesis was accepted, because rxy =
0,5199511838 > rtable (0,329) at level significant 5% and rtable (0,424) at level
significant 1%.
The criterion of interpretation toward correlation coefficient value rxy :
0,80 < rxy ≤ 1,00 = Very strong
0,60 < rxy ≤ 0,80 = Strong
0,40 < rxy ≤ 0,60 = Moderate
0,20 < rxy ≤ 0,40 = Weak
rxy ≤ 0,20 = Very Weak
Based on calculation above, the researcher conclude that the correlation between
variable X and variable Y with score 0,5199511838 was categorized moderate
correlation
If the result of calculating rxy was formulated into percent (%):

= (0,519)2. 100%
= 0,270 . 100%
= 27,034 or 27%
In this case was explained that there was influence of students’ imagination
toward their writing skill of descriptive text about 27% and its residue of 73%
was likely to be influenced by something else.

3. Looking for regression equation

To find this regression equation was used formula:
̂ with the following steps:
∑( ) ∑ ∑
1. (∑ )
∑

( ) ( )( )
( ) ( )

32
 (∑ )(∑ ) (∑ )(∑ )
2. (∑ )
∑

( )( ) ( )( )
( ) ( )

After getting a and b and then including into formula of regression

equation:
̂
̂
4. Analysis of variance of regression line
This analysis was used to search relation between criterion with predicator
that was used formula of regression one predictor deviation score.
̂
Table 4.6
ANAVA table of simple linear regression
Sumber
dk JK KT F
Variasi
Total N -
Coefficient (a) 1 JK (a) JK (a)
Regression 1 JK (b a)
( )
(b a)
Residue n-2 JK (S) ( )

Linearity JK (TC) ( )
deviation k-2
Error n-k JK (G) ( )

Hypothesis:
1) Meaningful test
H0: the coefficient of regression direction is not meaningful [b = 0]
H1: the coefficient of regression direction is meaningful [b ≠ ]

33
 2) Linearity test
H0 : regression of linearity
H1 : regression of non- linear
With regression equation ̂
JK(T) = ∑Y2 = 134792
(∑ ) ( )
JK(a) =
(∑ )(∑ )
JK(b|a) = {∑ }
( )( )
= * +

= 622,355
JK(S) = ( ) ( ) ( )
=
= 1673,645
(∑ )
JK(G) = ∑ {∑ }

= 476
JK(TC) = JK (S) – JK (G)
= 1673,645 – 476
= 1197,645
Calculate the degree of freedom
dk(a) = 1
dk(b|a) = 1 (sum of predictor)
( )
( )

( )

( )

34
 Table 4.7
ANAVA table of X and Y
Source of
df SS MS F
variance
Total 36 134792
Coefficient 1
(a)
Regression 1 622,355 12,643067547
(b|a)
Residue 34 1673,645
Linearity 22 1197,645 54,4384090909
deviation 1,3712445615
Error 12 476 39,7

5. Prediction
The rules to take decision: if Fcount (regression) > Ftable at level significant 5%
(α = 0,05), so that Fcount (regression) is significant, it means that coefficient of
regression is meaningful. In this case, Fcount (regression) = 12,643 while Ftable for df
1 : 34 (quantifier = 1; denominator = 34) at significance level 5% = 4,13. It means
Fcount > Ftable, so that any functional relation that significant between variable of
students’ imagination and writing skill of descriptive text.
If Fcount (linearity deviation) < Ftable, so that F calculate (linearity deviation)
is not significant, it means that nil hypothesis is accepted and alternative hypothesis
is rejected, and regression of Y for X is linear. In this case, Fcount (linearity
deviation) = 1,371, when Ftable for significance level 5% = 2,54 ( F linearity
deviation < F table), it means , H0 was accepted and F linearity deviation was not
significant. Therefore the relation between variable of students’ imagination and
writing skill of descriptive text is linear.
6. Discussion the result of research
This research was conducted based on problem that there was any students
do not pay attention their imagination when writing descriptive text.
Imagination is a cognitive process that is the complex of mental activity
when the elements in the mental activity are lost from the sensory sensation.
Imagination involves synthetic that combining aspects from remembrance,

35
 memories or experience to be a mental construction that different from past event or
to be new reality in right now.1
Descriptive text is a kind of text that describes an object (place, things or
person) the readers seems looking, listening, touching, feeling or seeing everything
which is being described.2 Descriptive writing appeals to the senses, so it tells how
something looks, feels, smells, tastes, and/or sounds. A good description is like a
“word picture”; the reader can imagine the object, place, or person in his or her
mind.3
According to hypothesis above, it could be proved that the influence of
students’ imagination toward their writing skill of descriptive text at significance
level 5% showed significant result. The hypothesis that researcher submitted “there
was influence of students’ imagination toward their writing skill of descriptive text”
is accepted. This case was proved by the value of Rcount that was higher than Rtable
(N=36).
It could be seen that level of students’ imagination persuades their writing
skill of descriptive text. It means, if students’ imagination grows stronger then
writing skill of descriptive text is also getting better. And for instead if students’
imagination gets weaker then writing skill of descriptive text is also less good.
In book titled Memory Skills in Business that is written by Madelyn Burley –
Allen is explained that psychologist agree that most individuals are either better at
visual or auditory memorizers. For that the researcher took questionnaire with
composition visual and auditory memorizers. The questionnaire was developed from
book written by Yoris Sebastian entitled Oh My Goodness Buku Pintar Seorang
Creative Junkies and Memory Skills in Business which was written by Madelyn
Burney and Allen.
There are two variables in this research, independent variable and dependent
variable. Independent variable (X) in this research is students’ imagination and
dependent variable (Y) is writing skill of descriptive text. From the coefficient test

1
Faisal Afiff, “Berfikir Imajinatif”, http://sbm.binus.ac.id/ files/ 2013/05/ ARTIKEL-BERFIKIR-
IMAJINATIF.pdf, accessed in 21 Agustus 2017.
2
Idris, et al, “Peningkatan Ketrampilan Menulis Karangan Deskripsi Melalui Metode Discovery
dengan Menggunakan Media Gambar Mahasiswa Prodi Pendidikan dan Sastra Indonesia TA 2011/2012
Universitas Ekasakti Padang”, p.17.
3
Alice Oshima, Introduction to Academic Writing, (New York: Edison Wisley Longman) p. 50

36
 above, it could be known that rxy = 0 ,5199511838. Because rxy = 0 ,5199511838 > rt
(5%) = 0,329 and rxy = 0 ,5199511838 > rt (1%) = 0,424, it means that the influence
is significant. If the result of calculate rxy is formulated into percent calculate (%) it
is become 27%. In this case, it means any relation between student’s imagination
toward their writing skill of descriptive text about 27,034 or 27%. It shows that the
correlation between students’ imagination toward their writing skill of descriptive
text is medium correlation. For Freg calculate = 12,643 > Ftable = 4,13 at level
significant 5%. It can be seen that there is influence about 12,643 between students’
imagination toward their writing skill of descriptive text.
7. Limitation of research
This research far from perfect, because in this research that researcher did
there are many limitation:
a. Limitation of research place
The research that researcher did was limited to one place in MTs NU 01 Tarub.
When any research result that different in other place, the possible result is not
different from previous research.
b. Limitation of research time
This research is only conducted during thesis. The limited time was one of factors
that narrow the space of research, so that could influence the result of research
that researcher conducted.
c. Limitation of research object
In this research, the researcher was only researching about influence of students’
imagination toward their writing skill of descriptive text. Although researcher
faced problems and limitations when was doing this research, researcher has been
grateful this research could be finished smoothly.

37
 CHAPTER V
CONCLUSIONS AND SUGGESTIONS

A. Conclusion
After conducting statistical calculation of correlation regression and regression
analysis, there is correlation between students’ imagination (X) toward their writing
skill of descriptive text (Y). It is showed by correlation coefficient rxy= 0 ,5199511838.
Because rxy = 0 ,5199511838 > rt (5%) = 0,329 and rxy = 0 ,5199511838 > rt (1%) =
0,424, it means significant. If the result of calculate rxy is formulated into percent
calculation (%) then ( ) or 27%. It shows that
the correlation between students’ imagination toward their writing skill of descriptive
text is moderate correlation. For Freg calculate = 12,643 > Ftable = 4,13 at level
significant 5%. It can be concluded that there is positive influence between students’
imagination toward their writing skill of descriptive text.

B. Suggestion
Based on the conclusion above, it can be delivered some suggestions that go to:
1. Students
Not all students’ imagination ability have positive influence to their writing
skill of descriptive text but also the ability can be applied in real life, therefore they
should train it so that can be realized well. And they may have attainment not only
academically in writing but also in other aspects of life.
2. Teacher
For all teachers will be better to train students accustomed to imagine when
creating their composition. And teachers must support students when have interest
in writing in order that can write paragraph good and accurately.

38
 REFERENCES

Adrian Wallwork. English for Writing Research Papers. New York: Springer
Science+Business Media, 2011.

Afiff, Faisal. Berfikir Imajinatif. available online at

http://sbm.binus.ac.id/files/2013/05/ARTIKEL- BERFIKIR-IMAJINATIF.pdf,
accessed in February 28 2017.

Akmansyah, M. Teknik Pengajaran Keterampilan Berbahasa,Jurnal Al-Bayan: Jurnal

Jurusan Pendidikan Bahasa Arabvol. 2 no.1, 2011. Available online at http://
download. Portal garuda. org/ article.php? article= 161022& val= 5890& title=
Teknik%20 Pengajaran %20 Keterampilan %20Berbahasa

Alwasilah, A.chaedar, Alwasilah, senny suzanna. Pokoknya Menulis Cara Baru Menulis
dengan Metode Kolaborasi. Bandung: PT Kiblat Buku Utama, 2005.

Anas Sudijono, Pengantar Evaluasi Pendidikan, Jakarta: Raja Grafindo, 2012.

Anne Surma, Anne. Public and professional writing: Ethics, Imagination and rhetoric.
New York: Palgrave Mac Millian. 2005.

Asep Jihad and Abdul Haris. Evaluasi Pembelajara. Yogyakarta: Multi Presindo,
2013.

Burley, Madelyn and Allen. Memory Skills in Business. California: Crisp Publication,
Inc., 1988.

Cohen, Louise, Lawrence Manion and Keith Morrison. Research Methods in

Education. NewYork: Routledge, 2007.

Colello, Silvia M. Gasparian, Imagination in Children’s writing: How High Can

Fiction Fly, Notandum 10.14: 5-15, 2007. available online at http:// www.
hottopos. com/ notand14/ silvia.pdf

Cowie, James R. Automatic analysis of descriptive texts. Proceedings of the first

conference on Applied natural language processing. Association for
Computational Linguistics. 1983.

Creswell, John W. Educational Research :Planning, Conducting, and Evaluating

Quantitative and Qualitative Research, Boston: Pearson Education, Inc., 2012.

Handayani, Sri. The Influence of Roundtable Technique and Students’s Intelligence on

Students’s Writing Skill. (An Experimental Research on Descriptive to The
Tenth Grade Students of SMA Negeri 1 Ngaglik Sleman Yogyakarta in
The Academic Year of 2011/2012).

Idris, Yossi, et al. PeningkatanKetrampilan Menulis Karangan Deskripsi melalui Metode

Discovery dengan Menggunakan Media Gambar Mahasiswa Prodi Pendidikan dan
Sastra Indonesia TA 2011/2012 Universitas Ekasakti Padang. vol.2 no.3, Jurnal
 Bahasa, Sastra dan Pembelajaran, 2014. Available online at
http://ejournal.unp.ac.id/index. php/ bsp/article/ view/5012

Kasiram, Moh. Metodologi Penelitian Kualitatif – Kuntitatif. Malang: UIN-Malang Press,

2008.

Knapp, Peter and Morgan Watkins. Genre, Text, Grammar: Technologies for Teaching
and Assesing Writing. Sydney: University of South Wales Press Ltd, 2005.

Muliawan, Jasa Ungguh, Mengembangkan Imajinasi dan Kreatifitas Anak, Yogyakarta:

Penerbit Gava Media, 2016.

Nurfiryalianti, et al. Improving Writing Skill by Using Free Writing Technique. E-journal
of English language teaching society, Vol.2, No.3, 2014. Available online at http://
download. portalgaruda.org/article. php?article= 184215& val= 719& title=
IMPROVING WRITING% 20SKILL%20 BY% 20USING %20 FREE%20
WRITING %20 TECHNIQUE.

O’malley, J. Michael and Lorraine Valdez Pierce. Authentic Assessment for English
Language Learners. United States of America: Longman. 1996.

Oshima, Alice. Instroduction to Academic Writing. New York: Edison Wisley

Longman. 1997.

Rahmat Aziz, Rahmat. Karakteristik Pribadi Kreatif dan Kemampuan Menulis Kreatif.
Vol. 24, No. 2, Jurnal Anima: Indonesian Psychogical Journal. 2009. Available
online at
http://www.google.co.id/url?sa=t&source=web&rct=j&url=http://repository.uin-
malang.ac.id/74/1/pribadi%2520 kreatif
%2520dan%2520menulis%2520kreatif.pdf&ved=2ahUKEwid48vY_YDZAhUJLI
8KHUwEB_sQFjAAegQIERAB&usg=AOvVaw0ZAjKEF3ZUreDI0zBFHXB4

Ramet, Adele, Creative Writing How to Unlock Your Imagination, Develop Your
Writing Skills-and Get Published. Oxford: How to Content A Devision of
How To Books Ltd., 2007.

Rifa’i, Achmad and Catharina Tri Anni. Psikologi Pendidikan. Semarang: UNNES Press.
2012.

Saadi, Zahra Kheradmand. Effect of Glossary on Iranian Efl Learners’ English Writing
Skill. Vol. 5, No. 3. Modern Journal of Language Teaching Methods, 2015.

Sebastian,Yoris. Oh My Goodness! Buku Pintar Seorang Creative Junkies. Jakarta: PT

Gramedia Pustaka Utama. 2013.

Shirvani, Mojdeh and Massoud Tajadini. Using Illustrative Devices and EFL Learners’
Writing Skill. Vol. 4, No. 3, Modern Journal of Language Teaching Methods. 2014.

Sugiono, Statistik Untuk Penelitian. Bandung: Penerbit Alfabeta. 2010.

Suryabarata, Sumadi. Psikologi Pendidikan, Jakarta: PT Rajagrafindo Persada. 2015

Susetyo, Budi. Statistika untuk Analisis Data Penelitian. Bandung:PT. Refika Aditama.
2012.

UNM-Taos English Instructor Handbook. The Writing Context: Writer, Subject, Purpose,
Audience, and Form. https://unmtaosenglish.files.wordpress.com/2012/11/writing-
context.pdf. Accessed in October 24, 2017.

Waas, Lane Longino. Imagine That! (Ayo, Berkhayallah): Cara Baru nan Jitu
Mengembangkan Beragam Kecerdasan Lewat Kemampuan Berimajinasi.
Bandung: Penerbit MLC. 2015.

Wardani, Imelda, Hasan Basri and Abdul Waris, Improving the Ability in Writing
Descriptive Text through Guided-Questions Technique, vol. 2 no.1, e-journal
of english language teaching society, 2014. Available online at http://
jurnal.untad.ac.id/jurnal/index.php/ELTS/article/viewFile/3025/2099, accessed in
February 13 2017

Wicaksono, Andri. Menulis Kreatif Sastra: dan Beberapa Model Pembelajarannya.

Yogyakarta: Penerbit Garudhawaca. 2014.

Yulianti, Ugik. Pengaruh Kecakapan Imajinasi dan Lisan terhadap Hasil Belajar Bahasa
Indonesia Siswa Kelas III Di SD Muhammadiyah 16 Karangasem Tahun Ajaran
2015/2016. Diss. Universitas Muhammadiyah Surakarta. 2016.
Appendix 1
LIST OF NAME OF RESPONDENT
NO NAME
R1 Sulfika
R2 Nandita Riza Vanissa
R3 Adeliyah Putri
R4 Rahmawati Nurliza
R5 Dimas Syarif
R6 Yudha Bayu Setiawan
R7 Sukma Nabila
R8 Chilyah Roudhotul G
R9 Hanie Khoirunnisa
R10 Bima Prasetia
R11 Sindi Permata Anggraeni
R12 Aliyah Ardiyanti
R13 Tiyo Lulu Nurbaeti Yulianti
R14 Intan Amalia
R15 Lulu Kuwayyis Tammiz
R16 Tegar Faturakhman
R17 Siti Nuranisah
R18 Anggun Ayu Lestari
R19 M. Lukmanul Hakim
R20 Jakaria
R21 Putri Nur Vita Sari
R22 M. Rakhiman
R23 M. Nunu Riyadi
R24 Ade Ivan Maulana
R25 M. Ade Saputra
R26 Akbar Maulana
R27 Lukman Maulana Ishak
R28 Ulil Azmi Al-Muksin
R29 Seliya Rahayanti
R30 Aji Jaya
R31 Munajad
R32 Yoga Fahreza
R33 Siti Khusnul Putriana
R34 M. Andrian Ramadhani
R35 Tengku Dafa Rabani
R36 Silvia Khan Evanda
 Appendix 2
A. Data of Questionnaire Validity
NO X Y XY X2 Y2
1 60 56 3360 3600 3136
2 63 71 4473 3969 5041
3 48 47 2256 2304 2209
4 61 54 3294 3721 2916
5 66 65 4290 4356 4225
6 59 58 3422 3481 3364
7 57 59 3363 3249 3481
8 63 59 3717 3969 3481
9 55 56 3080 3025 3136
10 61 56 3416 3721 3136
11 46 41 1886 2116 1681
12 61 62 3782 3721 3844
13 65 50 3250 4225 2500
14 66 63 4158 4356 3969
15 60 63 3780 3600 3969
16 53 53 2809 2809 2809
17 60 55 3300 3600 3025
18 57 52 2964 3249 2704
19 50 43 2150 2500 1849
20 56 54 3024 3136 2916
21 42 38 1596 1764 1444
22 61 57 3477 3721 3249
23 53 54 2862 2809 2916
24 55 57 3135 3025 3249
25 59 60 3540 3481 3600
26 69 64 4416 4761 4096
27 67 66 4422 4489 4356
28 70 63 4410 4900 3969
29 63 58 3654 3969 3364
30 29 37 1073 841 1369
31 43 48 2064 1849 2304
32 52 53 2756 2704 2809
33 37 35 1295 1369 1225
34 44 57 2508 1936 3249
35 52 51 2652 2704 2601
36 68 65 4420 4624 4225
∑
2031 1980 114054 117653 111416

Explanation:
∑X = 1826
∑Y = 2184
∑XY = 112110
∑X 2
= 95480
∑Y 2
= 134792
Valid Items Questionnaire of Students’ Imagination Used
in Data Collection
No Validity
of rtable Explanation
rcalculate
item 5%
1 0,434 0,329 Valid
2 0,399 0,329 Valid
3 0,555 0,329 Valid
4 0,513 0,329 Valid
5 0,559 0,329 Valid
6 0,665 0,329 Valid
7 0,328 0,329 Valid
8 0,350 0,329 Valid
9 0,500 0,329 Valid
10 0,500 0,329 Valid
11 0,352 0,329 Valid
12 0,518 0,329 Valid
13 0,458 0,329 Valid
14 0,692 0,329 Valid
15 0,696 0,329 Valid
16 0,491 0,329 Valid
17 0,532 0,329 Valid
 18 0,518 0,329 Valid

B. Reliability Test
Table of odd items
No No of items Total
resp 1 3 5 7 9 11 13 15 17 score
1 4 3 4 3 4 4 3 4 3 32
2 4 4 3 4 0 3 4 4 4 30
3 4 2 2 3 4 4 3 2 2 26
4 4 3 4 4 3 0 4 4 2 28
5 3 4 4 4 4 0 3 4 4 30
6 3 4 4 4 3 2 3 3 4 30
7 3 4 3 3 3 2 2 3 3 26
8 4 4 3 3 3 3 4 3 3 30
9 3 3 3 3 4 4 3 3 2 28
10 3 3 3 3 4 4 4 3 2 29
11 0 0 1 1 3 4 2 2 4 17
12 4 4 4 4 3 3 4 3 4 33
13 4 3 3 4 4 4 4 3 3 32
14 4 3 4 4 4 2 3 4 2 30
15 3 2 4 4 2 4 4 4 4 31
16 2 3 4 4 4 4 3 1 4 29
17 3 3 3 3 3 2 3 2 2 24
18 3 2 4 2 4 2 3 3 4 27
19 4 4 2 1 3 4 3 2 4 27
20 4 2 3 2 3 4 2 3 4 27
21 3 3 3 1 1 1 3 2 2 19
22 4 3 4 4 4 2 3 2 2 28
23 4 3 3 4 3 2 3 2 3 27
24 2 4 0 4 4 4 4 3 2 27
25 4 3 4 4 3 3 3 2 2 28
26 4 4 4 4 4 4 4 4 4 36
27 4 3 4 4 4 3 4 4 3 33
28 4 4 4 4 4 4 4 3 4 35
29 4 4 4 4 4 4 2 2 3 31
30 1 3 1 2 3 1 2 1 0 14
31 4 0 1 1 4 3 3 0 2 18
32 3 2 4 4 4 1 2 4 4 28
 33 1 4 4 0 3 0 4 1 0 17
34 4 2 3 4 3 0 0 2 3 21
35 4 4 4 2 3 3 4 1 2 27
36 4 4 3 3 4 4 4 3 4 33

Table of even items

No No of items Total
resp 2 4 6 8 10 12 14 16 18 score
1 4 3 3 3 3 3 3 3 3 28
2 4 3 4 4 4 3 4 3 4 33
3 2 0 2 4 2 4 2 2 4 22
4 4 3 4 4 4 2 4 4 4 33
5 4 4 4 4 4 4 4 4 4 36
6 3 3 3 3 3 3 3 3 4 28
7 4 3 4 4 4 3 3 4 4 33
8 4 4 4 4 4 4 3 4 4 35
9 3 3 3 2 4 4 3 3 4 29
10 3 3 4 2 4 4 3 3 4 30
11 4 2 1 4 4 4 3 3 4 29
12 3 4 3 3 4 3 3 1 4 28
13 4 4 3 3 4 4 2 4 4 32
14 4 4 4 4 4 4 4 4 4 36
15 4 3 4 3 3 4 2 4 2 29
16 3 3 4 3 3 3 3 1 3 26
17 4 4 4 4 4 4 4 4 4 36
18 4 3 2 4 4 3 4 3 4 31
19 4 2 2 4 2 2 2 3 3 24
20 4 3 4 4 3 3 3 2 3 29
21 3 4 3 2 3 1 1 3 4 24
22 4 4 3 2 4 3 4 3 4 31
23 4 2 3 4 3 2 3 2 4 27
24 2 3 4 4 4 3 2 4 4 30
25 4 4 4 2 4 3 2 2 4 29
26 4 4 4 4 2 4 3 4 4 33
27 4 4 4 3 4 4 3 4 4 34
28 4 4 4 4 4 4 3 4 4 35
29 4 4 4 4 4 4 2 2 4 32
30 3 2 1 3 2 3 1 0 1 16
31 4 0 4 4 4 3 0 2 4 25
32 0 4 1 4 4 1 3 4 4 25
33 3 4 3 2 1 2 0 3 2 20
34 0 1 4 4 4 2 0 4 4 23
35 3 4 3 4 2 4 1 0 4 25
36 4 4 4 4 4 4 3 4 4 35
Appendix 3
The calculate of simple regression equation between X and Y
NO X Y XY X2 Y2
1 60 56 3360 3600 3136
2 63 71 4473 3969 5041
3 48 47 2256 2304 2209
4 61 54 3294 3721 2916
5 66 65 4290 4356 4225
6 59 58 3422 3481 3364
7 57 59 3363 3249 3481
8 63 59 3717 3969 3481
9 55 56 3080 3025 3136
10 61 56 3416 3721 3136
11 46 41 1886 2116 1681
12 61 62 3782 3721 3844
13 65 50 3250 4225 2500
14 66 63 4158 4356 3969
15 60 63 3780 3600 3969
16 53 53 2809 2809 2809
17 60 55 3300 3600 3025
18 57 52 2964 3249 2704
19 50 43 2150 2500 1849
20 56 54 3024 3136 2916
21 42 38 1596 1764 1444
22 61 57 3477 3721 3249
23 53 54 2862 2809 2916
24 55 57 3135 3025 3249
25 59 60 3540 3481 3600
26 69 64 4416 4761 4096
27 67 66 4422 4489 4356
28 70 63 4410 4900 3969
29 63 58 3654 3969 3364
 30 29 37 1073 841 1369
31 43 48 2064 1849 2304
32 52 53 2756 2704 2809
33 37 35 1295 1369 1225
34 44 57 2508 1936 3249
35 52 51 2652 2704 2601
36 68 65 4420 4624 4225
∑ 2031 1980 114054 117653 111416
Rata-rata 60 56

Explanation:
∑X = 1826
∑Y = 2184
∑XY = 112110
∑X2 = 95480
∑Y 2
= 134792
( )
√( )( )
Need steps to solve this formula, they are:
( )( )
1.
( )( )

( )
2.

( )
 ( )
3.

( )

Based on the calculating above and then including into

correlation of product moment formula:
( )
√( )( )

√( )( )

If the result of calculating rxy is formulated into percent

(%)

= (0,519)2. 100%
= 0,270 . 100% = 27,034 or 27%
Appendix
THE CALCULATE OF MEANINGFUL AND LINEARITY TEST X
TOWARD Y
TABLE AID TO SOLVE
The X data is organized by small data until big data, and
then followed by Y data
No X Group Ni Y
1 34 1 1 70
2 35 2 1 88
3 36 3 1 68
4 38 64
4 2
5 38 70
6 40 5 1 68
7 41 6 1 70
8 42 64
7 2
9 42 56
10 44 64
8 2
11 44 68
12 45 52
9 2
13 45 72
14 48 10 1 56
15 51 50
11 2
16 51 64
17 52 12 1 52
18 53 52
19 53 13 3 52
20 53 64
21 54 14 1 50
22 55 60
23 55 15 4 60
24 55 56
25 55 56
26 56 16 1 56
27 57 17 1 56
28 58 18 1 70
29 59 19 1 60
30 60 20 1 52
31 61 52
21 2
32 61 56
33 63 60
22 2
34 63 60
35 64 23 1 56
36 65 24 1 60

To find this regression equation is used by formula:

̂ with the following steps:
( )
1. ( )

( ) ( )( )
( ) ( )

( )( ) ( )( )
2. ( )

( )( ) ( )( )
( ) ( )
 After getting a and b and then including into formula
of regression equation:
̂
̂

The calculate of meaningful test and linearity X toward Y

Sumber
df SS MS F
Variasi
Total N -
Koefisien (a) 1 JK (a) JK (a)

Regresi (b a) 1 JK (b a)
(
)
( ) -
Residu / sisa n-2 JK (S)
( )
Tuna cocok k-2 JK (TC)

( )
Galat n-k JK(G)
Hypothesis:
1) Meaningful test
H0 : the coefficient of regression direction is not
meaningful [b = 0]
H1 : the coefficient of regression direction is
meaningful [b ≠ ]
2) Linearity test
H0 : regression of linearity
H1 : regression of not linearity
With regression equation ̂
JK(T) = ∑Y2 = 134792
( ) ( )
JK(a) =
( )( )
JK(b|a) = { }
( )( )
= * +

= 622,355
JK(S) = ( ) ( ) ( )
=
= 1673,645
( )
JK(G) = { }

= 476
JK(TC) = JK (S) – JK (G)
= 1673,645 – 476
= 1197,645
Calculate the degree of freedom
dk(a) =1
dk(b|a) = 1 (sum of predictor)

( )
( )
 ( )

( )

Source of df SS MS F
variance
Total 36 134792
Koefisien 1
(a)
Regression 1 622,355
12,643067547
(b|a)
Residu / 34 1673,645
sisa
Linearity 22 1197,645 54,4384090909
deviation 1,3712445615
Error 12 476 39,7
1. Meaningful test
this case, Fcalculate (regression) = 12,643 while
Ftable for df 1 : 34 (quantifier = 1; denominator =
34) at significant level 5% = 4,13. It means
Fcalculate > Ftable, so that any functional relation that
significant between variable of students’
imagination and writing skill of descriptive text.
2. Linearity test
In this case, Fcalculate (linearity deviation) =
1,371, when Ftable for ksignificant level 5% = 2,54
( F linearity deviation < F table), it means , H0 is
accepted and F linearity deviation is not
significant. Therefore the relation between
variable of students’ imagination and writing skill
of descriptive text is linear.
Appendix 5

MEANINGFUL TEST OF COEFFICIENT CORRELATION X AND

Y
Ho : coefficient correlation is not significant
Ha : coefficient correlation is significant
Ho is rejected if tcalculate > ttable
√
√

√
√ ( )

Based on the calculate tcalculate= 3,547 for X and Y. this value

is consulted with dk =34 and significant level 5% is obtained ttable=
2,03224, because tcalculate > ttable so Ho is rejected. It means any
significant correlation between students’ imagination (X) toward their
writing skill of descriptive text(Y)
 Appendix 6
The Score of Descriptive Text
Point
No Name of Student
Developing Organizing
Grammar Vocabulary Mechanics
ideas idea

1. Sulfika 3,5 3 3 4 4

Nandita Riza
2. 5 4 4 5 4
Vanissa

3. Adeliyah Putri 3 3,5 3 3,5 4

Rahmawati
4. 3 3,5 2 3,5 4
Nurliza

5. Dimas Syarif 3 3 3 4 3

Yudha Bayu
6. 4 3,5 2,5 3,5 3,5
Setiawan

7. Sukma Nabila 4 3 3 4 3,5

Chilyah
8. 3,5 3 2,5 3 3
Roudhotul G

Hanie
9. 3 3 3 3 2
Khoirunnisa

10. Bima Prasetia 3 3 2,5 3,5 4

Sindi Permata
11. 3,5 3,5 3 3 4
Anggraeni

12. Aliyah Ardiyanti 3 2,5 2 3 2

Tiyo Lulu
13. 4 4 3 4 3
Nurbaeti Yulianti

14. Intan Amalia 3 3 2 3 3

Lulu Kuwayyis
15. 2,5 2 2 3 3
Tammiz
 Tegar
16. 3 3,5 3 3,5 3
Faturakhman

17. Siti Nuranisah 2,5 2,5 3 3 2,5

Anggun Ayu
18. 2,5 3 3 2,5 2
Lestari

M. Lukmanul
19. 3 2,5 2,5 2,5 2,5
Hakim

20. Jakaria 3,5 3,5 2 3,5 3,5

Putri Nur Vita

21. 2,5 2,5 2 3 2,5
Sari

22. M. Rakhiman 3,5 3,5 2 3 3

23. M. Nunu Riyadi 3,5 2,5 3 3,5 2,5

Ade Ivan
24. 3,5 2,5 2 3,5 2,5
Maulana

25. M. Ade Saputra 3,5 2,5 2 3,5 2,5

26. Akbar Maulana 2,5 2,5 2,5 3,5 3

Lukman Maulana
27. 2,5 2,5 2 3 3
Ishak

Ulil Azmi Al-

28. 4 3 3 4 3,5
Muksin

29. Seliya Rahayanti 3 3 2,5 3 2,5

30. Aji Jaya 2,5 2,5 2,5 2,5 3

31. Munajad 2 3 2 3 3

32. Yoga Fahreza 2 3 2 3 3

Siti Khusnul
33. 3,5 3,5 3 4 4
Putriana
 M. Andrian
34. 3 3 3 3 3
Ramadhani

Tengku Dafa
35. 3,5 2 2 3,5 3
Rabani

Silvia Khan
36. 3 3 2 4 3
Evanda
Appendix 7
Appendix 8

Documentation of Research

Students were arranging text of descriptive text

Students were understanding the questionnaire

Students were filling questionnaire

Appendix 9 Sample of students’ questionnaire
Appendix 10 Sample of students’ descriptive text
Appendix 11
 CURRICULUM VITAE

A. Personal identity
1. Name : Naelil Izzati
2. Place and Date of Birth : Tegal, February 6th 1996
3. Address : Ds. Grobogkulon, Kec. Pangkah,
Kab. Tegal
4. HP : 085741117305
5. Email : Naelil.izzati@gmail.com

B. Education Background
1. Formal Education
a. SDN Grobogkulon 01 in 2007
b. MTsN Model Babakan in 2010
c. MA Nudia Semarang in 2013
d. UIN Walisongo Semarang
2. Non-Formal Education
a. Ponpes Al-Madani Semarang
b. Ponpes Roudhoutut Tholibin Semarang