CHAPTER II. REVIEW OF THE RELATED LITERATURE
C. Conceptual Framework
Conceptually, the framework of the research is illustrated as the following figure:
GRAMMAR
COMPLEX SENTENCES
Nature of Complex Sentences Independent Clause Dependent Clause
1. Noun Clause 2. Adverb Clause 3. Adjective Clause
Students Ability in Identifying The Dependent Clauses of The Complex Sentences
What is The Level of The Fifth Semester Students’ Ability in Identifying The Dependent Clauses of The Complex Sentence?
The diagram above showed the conceptual framework. In this research, the researcher focus on the students’ ability in identifying the dependent clauses of the complex sentence by the fifth semester of english education department state islamic institute Bukittinggi academic year 2016/2017. In grammar, the complex sentence is one of the subject that the students in university learn. A complex sentence containts of one independent and one or more dependent clauses. There are three types of dependent clause in the complex sentence. The noun clause, the adjective clause, and the adverb clause. Here, the researcher wanted to know what level the students are able to indentify the dependent clauses of the complex sentence by the fifth semester students of english education department state islamic institute Bukittinggi academic year 2016/2017.
CHAPTER III RESEARCH METHOD A. Design of the Research
The design of this study was descriptive quantitative research. According to Ary, he explains that descriptive research studies are designed to obtain information concerning the status of phenomena.31 Descriptive research is not generally directed toward hypothesis testing, the aim is to describe what exist with respect to variables or conditions in a situation. This research used quantitative data. Porte stated that descriptive quantitative research describes data in away that allows the writer to inform about how often something accured in the data, what typical values or element are found in the outcomes, or how such values are dispersed through out the data obtained.32
The quantitative research refers to the systematic empirical investigation of social phenomena via statistical, matematical or numerial. Gay stated that descriptive research involves collecting data in order to test hypothesis or to answer the question concerning to the current status of the subject of the study.33Besides, Margono defined the quantitative research is a process to find knowledge using the numeral data as the instrument to find information about everything that will be found.34
31Donald Ary, Introduction to research in Education, McGrawHill, USA:2006, p.322
32Graeme K.Porte, Appraising Research in Second Language Learning: Approach to Critical Analysis of Quantity Research. John Benjamin Publishing, Amsterdam:2002, p.85
33L.R.Gay, Educational Research: Competencies for Analysis and Application (third edition), (Singapore :Publishing Company, 1990, third edition), P. 189
34 Margono, Metodologi Penelitian Pendidikan, Jakarta: PT.Rineka Cipta, 2007, P.103
B. Population and Sample
The population and sample are necessary elements to get the data for the researcher. The population and sample of this research were:
1. Population
The researcher conducted the research at the fifth semester of English Education Department State Islamic Institute (IAIN) Bukittinggi academic year 2016/2017. According to Gay, the population is the group of interest to the researcher, the group to which he would like the result of the study to be generalizable.35Meanwhile, Arikunto stated that population is a set or collection of all elements processing one or more attributes of interest.36 The population in this research was the fifth semester students of English education department state islamic institute (IAIN) Bukittinggi academic year 2016/2017 which has four classes: A,B,C, and D class. They consist of 120 students. The amount of these
Source: The Administration Staff of State Islamic Institute Bukittinggi
35L.R.Gay,___P.101
36Suharsimi, Arikunto, Prosedur Penelitian, Jakarta: Rineka Cipta, 2006, P. 130
2. Sample
The sample is part of the population which is taken in certain way from the population itself.37Gay states that, sample is the process of selecting a number of individuals represent the larger group from which they were selected.38 Hence, the certain way or the rule to take and decide the sample from a population which had been chosen is need to understand by the researcher. The sample of this research was the fifth semester students of English education department state islamic institute (IAIN) Bukittinggi academic year 2016/2017 which has four classes: A,B,C, and D class.
The researcher chose some of them because the population were more than 100 persons. As Suharsimi Arikunto stated that if the subjects are less than 100, it is better to take all of the subjects. But if the subjects are more than 100, it might be taken between 10% - 15%, 20% - 25% or even more.39 The researcher chose some of the students with took 20% of total the fifth semester students. It is 24 students. Therefore, the researcher took 6 students from each class. The fifth semester was chosen because the students had learnt about the complex sentence and also the dependent clauses in the previous semester. In this research, the researcher used random sampling. According to Gay, random technique is
37Margono,___P. 121
38L.R.Gay,___P. 102
39 Suharsimi Arikunto, Prosedure Penelitian Suatu pendekatan Praktis.___p.134
selecting a sample in such away that all individuals in the defined population have an equal and independent chance of being selected for the sample.40
C. Instrumentation
Instrumentation is one of important part in a research. The instrument in a research is needed in order to get the data to answer the research question. The instrument that is used in a research should be designed optimally in order to get the real data. In this research, the researcher used test as a research instrument. The test was done to know the ability of the students in identifying of dependent of the complex sentence.
Test is a sequence of questions or exercises or other apparatus to measure skill knowledge, intelligence, ability or aptitude of individual or group.41In this research, it means that to know the students ability after the students learnt the complex sentences, test as an instrumentation can be done. In this quantity research, the researcher gave the students a test then explained what they should do. The students were asked for identifying the dependent clauses of complex sentence in a text. Then, they were asked what dependent clauses type there. The students also were asked for choosing the best answers of the multiple choices.
The researcher used several steps in arranging the instrumentation of test.
According to Margono, the steps in arranging instrumentation of test are:
40L.R. Gay___,p.189
41Suharsimi Arikunto, Managemen Penelitian, Rineka Cipta: Jakarta:2010, p.193
1. Analyzing variable used in this research to make subvariable and indicators in gaining the data.
2. Deciding kinds of instrumentation that had been used to measure variable, subvariable, and indicators.
3. Creating items or instrument of the test related to the variable which had been measured.
4. Testing the validity and reliability of the items by distributing the test to the respondents who was at the same level. It had been done because the characteristic of good instrument is the existence of validity and reliability.
5. Revising the instrument based on the result of instrument’s test. If there are some items which were not valid or reliable, it had been repaired or deleted.42
D. Technique of Data Collection
The researcher used test in collecting the data. The technique of data collection is needed to obtain the data in the research. The aim of data collecting in conducting scientific research is to get the materials needed.
Test
According to Hadi and Haryono, test is a stimulus that given for everyone to get the answers.43 After the researcher had given the test to the students, the answer sheets were submited and were going to be a source of the data of research.
the researcher analyzed the data from test which had been given to the students. It
42Margono, Metodologi Penelitian Pendidikan, Rineka Cipta, jakarta:2003, p.157-158
43 Amirul hadi-Haryono, Metodologi Penelitian Pendidikan, Bandung, Pustaka setia, 1998, p.
139
needed some steps in analyzing the data. The following are the steps which has been taken by the researcher:
a) Validity
The test is valid if it measures what is supposed to be measured. Arikunto states that the test is valid if it fixes the materials that are given to the students. To validate the test, the resaercher used content validity in which the materials of test were constructed based on the material which was studied, and then discussed it with the lecturer. In this research, researcher also used guidline of research. the research guidline was formed by using theories by relating to the variable of this research.
b) Reliability
The researcher also measured the reliability of test. Reliability refers to the consistency of a measurement. According to Arikunto, reliability is accurate and dependable. Besides, Harris stated that reliability is the stability of test score. A test can not measure anything well unless it measures consistently.44 The researcher used the theory of Brown. As stated by Brown, reliable test is consisted and dependable if you give the same test to the same students or matched students on two different occassions, the test should yield similar findings.45 Hence, the researcher did the test twice to the same samples with the same test items. Then the researcher gave a week to separated the first and the
44David P. Haris, Testing English As a Second Language, p.14
45 H. Doughlas Brown, Language Assesment Principle and classroom Practices, (cambrige:
Longman, 2004), p.20
second test. The result of the test was correlated to the Spearman-Brown formula. This step is called external realibility as Arikunto stated that the researcher arranges one instrument set. The instrument was tried out to a group of sample in two time which had several times to separated them. The first and the second tests were correlated. This technique is called as a single test double trial.46
E. Technique of Data Analysis
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
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