CHAPTER III. RESEARCH METHOD
E. Technique of DataAnalysis
In this step, the researcher analyzed the data that had been collected to get the conclusion. Analysis of data is a process to analyze and interpret the data to find the various information that is suitable with its function.47 So that, the data must be clear and relates with the purpose of the research.
This research was included in descriptive quantitative research. The researcher analyzed the data by using statistic analysis. Then, the researcher described the level of the students’ability in identifying the dependent clauses of the complex sentences by the fifth semester students of English education department state islamic institute (IAIN) Bukittinggi academic year 2016/2017. In analyzing the students ability in identifying the dependent clauses of complex sentence, the researcher followed these following steps:
1. Editing that is recheck the correctness of the data that has been gathered.
2. Coding the respondents answer would be coded by the researcher.
46 Suharsimi Arikunto___p.222
47Wina Sanjaya, Penelitian Tindakan Kelas:2nd ed, Kencana Persada Media group, Jakarta:
2010, p.106
3. Tabulating that is collecting and listing the data into the table.
4. Scoring the data, in this case each item gets one point. Then, the total score is 100.
To get the score the formula is:
Score X 100
5. Puting the score into the distribution table.
6. Geting the frequency of the data, the researcher determined the mean of the data.
To find mean of the data, the researcher used the formula as follow:48
Mean: =
7. Arranging into the table of rating scale. As the result, the research used rating sclae to arranged the level of students’ ability in identifying the dependent clause of complex sentence. The researcher gave interpretation of the result by using table which is described as follow:49 The data interpretation:
Table. 3.2 The measurement of the Students’ Achievement Criteria of mastery Level of achievement
90 – 100 Excellent
50David P. Harris. 1969. Testing English as A Second Language. New York: Mc. Graw-Hill, p 134
8. Verifying the result of analysis about the percentage of the incorrect answers that had been done by the students. The formula that the researcher used was:
P= x 100%
9. Concluding about the students’ ability in identifying the dependent clauses of complex sentence.
Furthermore, the researcher made the conclusion of the students’ ability in identifying the dependent clauses of the complex sentences. The students who got percentage of score between 90–100 has been categorized as students who has excellent ability. Then, for score around 80-89 to the students who has very good ability. Good ability has categorized to the students who got percentage of score around 70-79. For score around 60-69 to the students who has fair ability. However, the students who got percentage of score between 50-59 had been categorized as students who has poor ability. Then, the students who got percentage of score between 0-49 had been categorized as students who has very poor ability in identifying the dependent clauses of the complex sentences.
CHAPTER IV
FINDINGS AND DISCUSSIONS A. Findings
In this section, the researcher describes the analysis of the data in order to answer the formulation of problem, which is to know what level the fifth semester students of English Education Department State Islamic Institute Bukittinggi Academic Year 2016/2017 are able in identifying the dependent clauses of the complex sentence.
1. The Data Description
In this part, the researcher described the finding and discussion about the level of students’ ability in identifying the dependent clauses of complex sentence by the fifth semester English Education Department State Islamic Institute Bukittinggi Academic Year 2016/2017. The researcher conducted this research in October 28th-2016. The test that was given to the students was designed based on the research guideline. The students were asked for identifying twelve dependent clauses in a text and identifying the dependent clauses in multiple chioce items.
The text item contained 4 adverb clauses, 4 noun clauses, and 4 adjective clauses.
Meanwhile, the multiple choice item contained 4 adverb clauses, 3 noun clauses, and 3 adjective clauses.
In order to get the data clearly the researcher followed some steps below to describe the data collected to know the students ability in identifying the
dependent clauses of complex sentence by the fifth semester students of English Education Department State Islamic Institute Bukittinggi Academic Year 2016/2017:
10. Editing, that is recheck the correctness of the data that has been gathered.
11. Coding the respondents answer would be coded by the researcher.
12. Tabulating, that is collecting and listing the data into the table.
13. Scoring the data, in this case each item gets one point. The number of the items is 20. Then, the total score is 100. To get the score the formula is:
Score X 100
14. Putting the score into the distribution table.
15. Getting the frequency of the data, the researcher determined the mean of the data. To find mean of the data, the researcher used the formula as follow:51
Mean: =
= the mean score fx= the sum of score N = The total Subject
51 L.R Gay___p.360
16. Arranging into the table of rating scale. As the result, the research used rating sclae to arranged the level of students’ ability in identifying the dependent clause of complex sentence. The researcher gave interpretation of the result by using table which is described as follow:52 The data interpretation: Table 4.1 The Interpretation Table
The measurement of the Students’ Achievement Criteria of mastery Level of achievement
90 – 100 Excellent
18. Concluding about the students’ ability in identifying the dependent clauses of complex sentence.
The finding of students ability in identifying the dependent clause of complex sentence:
52Suharsimi Arikunto___p.319
53David P. Harris. 1969. Testing English as A Second Language. New York: Mc. Graw-Hill, p 134
Table 4.2 The Description of Score Test score and that was a highest score. Two students got this score. However, the lowest of total true answer was 13 with the total of wrong was 9 as the highest. This students got 59 of score and that was a lowest score. Only one student got this score. The
following table is a distribution of incorrect and correct answers in the text item test for each types of dependent clause: a) Adverb Clause
Table 4.3 Adverb Clause (Text test result) Initial
as for the data analysis. The total correct and incorrect answer of adjective clause items will be described in the text below: b) Adjective Clause
table 4.4 Adjective Clause (Text test result).
Initial
KRH 3 1 whom answer is 74 items and the total incorrect answer is 22 for the adjective clause items.
The subordinator conjunctions which were incorrect done by the students is needed for the data analysis. The total correct and incorrect answer of noun clause items will be described in the text below: c) Noun Clause
table 4.5 Noun Clause (Text test result).
Initial
ISM 4 0 - answer is 91 items and the total incorrect answer is 5 for the adjective clause items.
The subordinator conjunctions which were incorrect done by the students is needed for the data analysis. Meanwhile, the data description of the multiple choice item result would be explained with the following table: a) Adverb Clause
table 4.6 Adverb Clause (multiple choice result).
Initial
ISM 2 2 As...as, whereas multiple choice is 65. Besides, the total incorrect answer is 31. The next table will be described the result of the adjective clause answers in the following table:
b) Adjective Clause
table 4.7 Adjective clause (Multiple choice result).
Initial
AN 2 1 Whose incorrect done by students. The total 60 correct answers was more than the incorrect answers with only 12. After that, the description of the noun clause answers result would be explained in the following table: c) Noun Clause
table 4.8 Noun Clause (Multiple Choice result)
Initial
AN 2 1 That
The subordinator conjunctions that and what were incorrect answers that the students did in the noun clause item. But only 8 incorrect answers for the noun clause item in multiple choice test and 64 answers that the students did correctly. Based on the tables above, the researcher would like to explain the detail analysis in following the data analysis.
2. The Data Analysis
Based on the data description, the researcher would like to analyze the data based on the research guideline. There were two types of item test that the researcher conducted: the text test and the multiple choice test. The researcher would like to analyze them one by one. Besides, the data would be explained per indicator: adverb clause, adjective clause, and noun clause.
a) The Text Test
The text test contained of 12 dependent clauses that the students should identify. The following explanation of the answers result per indicator:
1) Adverb Clause
Based on table 4.2, the highest of the total true answer was 20 with total of wrong was 9 as the lowest. Both of these students got 90,9 of score and it was a highest score. However, the lowest of total true answer was 13 with the total of wrong was 9 as the highest. This students got 59 of score and that was a lowest score. Only one student got this score. This table explained the total true and wrong answers for total 22 items in two type items: text test and multiple choice.
Table 4.3 explained the result answers of the adverb clause items in the text test. For the adverb clause items, there were 4 subordinator conjunctions were used: unless, in order that, because, and as. The column of the subordinator conjunctions which was done by the students incorrectly described that subordinator conjunction In order that was always answered incorrectly by each students. The researcher assumed that the students were distracted with that in subordinator conjunction in order that which that can be a subordinator for noun clause, adjective clause and adverb clause. The researcher assumed that students did not know that in order that is one of subordinator conjunction of adverb clause of purpose.
Then, the subordinator conjuntion as placed in the runner up position of the incorrect answers that 20 students did. The researcher assumed that some students did not realized that as was a subordinator
conjunction of adverb clause. Then, unless was the third with 7 students answered incorrectly. Besides, because was not identified by 3 students in answering the adverb clause item in the text test. The researcher assumed that some students had recognized that because is one of the subordinator conjunction of the adverb clause of reason.
In the adverb clause item there were no students who answered the test correctly for 4 adverb clause items. From 4 items, only three students answered 3 items correctly. Even, two students answered 4 items incorrectly.
2) Adjective Clause
The four items of adjective clause had result which would be explained based on table 4.4 which 74 students answered the item correctly however 22 students answered it incorrectly. The subordinator conjunctions whom, which, and who(in two different items) were used in the text test. Which was the highest subordinator conjunction which 9 students identified incorrectly. The second place was whom with 7 students identified it incorrectly. The last was the subordinator who with 3 students identified it incorrectly.
This result was better than the adverb clause result with 9 students answered four items of adjective clause correctly. On the contrary, none
students answered four items correctly of the adverb clause items. The next is the noun clause result analysis.
3) Noun Clause
The subordinator conjunctions what and that were used in the text test of the noun clause item. There were four items which 19 students answered them correctly. Besides, only 5 students answered incorrectly.
what was answered incorrectly by 4 students. Meanwhile, only 1 student answered incorrectly in identifying that in the text test.
Based on the three indicators, the adverb clause was the difficultiest and the highest that the students answered incorrectly. Then, the adjective clause was the second place of incorrect answers which had been done by the students. The last place of incorrect answers was the noun clause items which only 5 items answered incorrectly. Besides, 91 items answered correctly.
This comparison would be described clearly with the following formula:54
P
=
x 100%P = the total percentage of incorrect F = frequency of an incorrect indicator
54Allan G. Blumman, Elementary Statistics: A step by Approach, (New York: McGrawhill, 2004),p.68
N = the number of total incorrect occur
The total incorrect answer of the adverb clause item was 55. The total answer of the adjective clause item was 22 and the total answer of the noun clause item was 5 in the text test. The number of total incorrect answers (N) was 55+22+5 = 82
Adverb clause
= x 100% = 67%
Adjective clause
= x 100% = 26.8%
Noun clause
= x 100% = 6%
Based on the calculation of statistic, it described clearly that adverb clause item was the most difficult item to identified by the students with 67% from total incorrect answer that the students did for all item of clause.
the adjective clause had 26.8% from total incorrect answer that the students did. Besides, 6% from total incorrect answer for the noun clause item which were identified by the students incorrectly in the text test.
b) The Multiple Choice Test
The multiple choice contained of 10 items. The following analysis of the result of the students answering. As the text test, the multiple choice answers would be analyzed per indicator:
1) Adverb Clause
The result of this test would be analyzed based on table 4.6. in the multiple choice item, there were 4 subordinator conjunctions used in 4 items. As....as, although, because, and whereas. From the column the subordinator conjunctions which were incorrect in the table, the researcher analyzed that as....as was the highest incorrect answer that the students unidentified. It means that, the students did not identify the dependent clause that used this subordinator conjunction. For detail, the item number 2 was, the students complete that experiment as quickly as they could. The key answer of the item number 2 is B which is B as quickly as they could as a dependent clause or an adverb clause. The students were distracted with the asnwer A which is A that experiment as quickly as they could. The problem in this item that students identified that as a subordinator.
Whereas, that in this item is a determiner. In this case, 21 students answered incorrectly for this number.
Some students also answered incorrectly for the dependent clause with subordinator conjunction although. In detail, 5 students did not identify this item correctly. For this number, the researcher assumed that there were two possibilities. First, these 5 students did not know that although is one of a subordinator conjunction. Second, these students still could not differentiate between independent clause or main clause and dependent clause or subordinate clause. It also happened to subordinator conjunctions whereas and because. Three students for whereas and two
students for because. However, in the adverb clause items, there were 3 students answered the test correctly for 4 adverb clause item.
The researcher supposed that the multiple choice test was easier than the text test for the students to identified. This statement based on the total of students who got correct and incorrect answers which in the text test the incorrect answers was more than the correct answers. On the contrary in this test, the total of students who got correct answers was 65 and the incorrect one was 31.
2) Adjective Clause
Table 4.7 described the result of the adjective clause item test in the multiple choice. The subordinator conjunction whose and that were used in three items. Two items used whose and one item used that. However, in fact, the table described that only on the subordinator conjunction whose the students answered incorrectly. The researcher supposed that the students still could not separate the indenpent clause and the dependent clause as one of item in the multiple choice test. The item was my family, whose income is more than $ 50,000, pays about 25 percent income tax.
Besides, the key answer of this item was A, which is A whose income is more than $ 50,000. But, some students chose B which is B my family,
whose income is more than $ 50,000. These students did not understand that my family is a subject of an independent clause.
However, this item was looked easier than the adverb clause items because only 12 items that answered incorrectly meanhile 60 items answered correctly.
3) Noun Clause
This result of test would be analyzed based on table 4.8. The subordinator conjunction what and that were used for the noun clause item in multiple choice test. From table 4.8 the researcher could get conclusion that the noun clause item is the easiest item. Because only 8 items that the students answered incorrectly. Besides, 64 items answered correctly.
This comparison would be described clearly with the following formula:
P = x 100%
The number of total incorrect answers (N) was 31+12+8= 51 Adverb clause = x 100% = 60,7%
Adjective clause = x 100%= 23,5%
Noun clause = x 100%= 15,6%
Based on the calculation of statistic, it described clearly that adverb clause item was the most difficult item to identified by the students with
60,7% from total incorrect answer that the students did for all item of clause. the adjective clause had 23,5% from total incorrect answer that the students did. Besides, 15,6% from total incorrect answer for the noun clause item which were identified by the students incorrectly in the text test.
From the analysis and the calculation of statistic, the researcher got the conclusion that the ability of the fifth semester students in identifying dependent clause has degree of the difficulties when it is analyzed by each indicator. The adverb clause is the most difficult item in the text or multiple choice test for the students. It is followed by the adjective clause and the last is the noun clause.
From the explanation above, the researcher described the score also the frequency to find the mean score of the students’ ability in identify the dependent clauses of complex sentence in this following table:
Table 4.9 Score and Frequency
Score (x) Frequency (f) (F.X)
90,9 2 181,8
81,8 1 81,8
77,2 8 617,6
72,7 7 508,9
68,1 4 272,4
63,6 1 63,6
59 1 59
N= 24 ∑f.x = 1785,1
Before getting the mean score, the researcher needed to find ∑f.x (the sum of the score). Then, based on the table above, the researcher described the score (x) and the amount of students who got those scores (frequency). Here, the score 90,9 was got by 2 students. The score 81,8 was got by 1 student. The score 77,2 was got by 8 students. The score 72,7 was got by 7 students. The score 68,1 was got by 4 students. The last, the score 63,6 and the score 59 were got by one student in each score. The researcher used the formula of mean score after the researcher got ∑f.x =1785,1.
Based on the data above, the researcher determined the mean of the data.
To find mean of the data, the researcher used the formula as follow:55
Mean: =
= = 74,3
The researcher interpreted the students ability in identifying the dependent clauses of complex sentence with the mean score 74,3. Hence, in the data interpretation it is categorized Good.
Table 4.10 The Data Interpretation of the measurement of the Students’
Achievement
55 L.R Gay___p.360
Criteria of mastery Mean Score Level of achievement
90 – 100 Excellent
80 – 89 Very Good
70 – 79 74,3 Good
60 – 69 Fair
50 – 59 Poor
0 – 49 Very Poor
Taken from: Harris56
From table 4.6, the mean score is 74,3 which means that the interpretation of level of achievement of the fifth semester students in identifying the dependent clause of complex sentence is categorized good.
It is placed between 70-79.
B. Discussion
In grammatical learning, there are two clauses: independent clause or principal/main clause and dependent clause or subordinate clause. An independent
In grammatical learning, there are two clauses: independent clause or principal/main clause and dependent clause or subordinate clause. An independent