CHAPTER V. CONCLUSION AND SUGGESTIONS
B. Suggestions
Based on the result of the study, the researcher would like to offer some suggestions to the teachers and the students to improve the students’ ability in identifying the dependent clauses of complex sentence. The suggestions are:
1. The teachers should give more clear explanation about gramatical items in English learning.
2. The teachers should give more explanations about the independent and the dependent clauses in order the students can differentiate them in a text.
3. The teachers should give more clear explanations about the dependent clauses in complex sentence and make the students understand what the differences among the three clauses (adverb clause, noun clause, and adjective clause) with their each subordinators conjunction. So that, the students can identify them easily.
4. The teachers should know their students’ ability in order to find out the students’ difficulties, thus the teachers can solve the students’ problems.
5. The students should also be given more practice how to identify each clauses.
6. The students should be more active in learning English and should increase their knowledge about the dependent clause of complex sentence.
7. The students should have high awareness in motivating themselves to practice English better.
REFERENCES
Arikunto, Suharsimi. 1999. Dasar-Dasar Evaluasi Pendidikan. Bumi Aksara. Jakarta Arikunto, Suharsimi. 2006. Prosedur Penelitian Suatu pendekatan Praktis. Jakarta:
Rineka Cipta
Arikunto, Suharsimi. 2010. Managemen Penelitian. Rineka Cipta: Jakarta Ary, Donald. 2006. Introduction to research in Education, McGrawHill, USA
Brown, H. Doughlas. 2004. Language Assesment Principle and Classroom Practices.
Longman: Cambrige
Calrk, David. 1871. Comprehensive English Grammar:Theoretical & Practical. The Educational Tranding Company: London
Gay, L.R. 1990. Educational Research: Competencies for Analysis and Application (third edition). (Singapore :Publishing Company, , third edition)
Haris, David P. Testing English As a Second Language
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Harmer, Jeremy. 2001 The Practical of English Language Teaching. England:
Pearson Education Limited
Haussamen, Brock. 2003. Grammar Alive: A guide for Teachers, Larchmont, NewYork
MeikleJohn, J.M.D. 1866. An easy English Grammar for beginners, (London) Margono, 2007. Metodologi Penelitian Pendidikan. Jakarta: PT.Rineka Cipta
Masud, Fuad. 1998. Essential of English Grammar A Practical Guide.
BPFE:Yogyakarta
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Pardiyono. 2006. 12 writing Clues for Better Writing Competence. Andi Offset:Yokyakarta
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www.k12reader.com (Bryant, Gwendolyn) :2014 (adapted in May-28-2016 at 11.58
am)
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RESEARCH GUIDELINE
Instruction Subvariable Indicators Number of Question
Text Test Multiple subordinators conjunction of noun clause:wh-words, that, if/whether.
Example: I know when he will arrive
3,4,5,8
2. Adverb Clause: an adverbial clause is a dependent clause introduced by an
function as an adverb.
The type :Adverb clause of time, adverb clause of place, adverb clause of reason, adverb clause of comparison, adverb clause of purpose, adverb clause of result, adverb clause of concession or contrast, adverb clause of manner, adverb clause of extent, adverb clause of condition. The subordinators conjunction of adverb clause are: when, while, before, after, since, as, whenever, as long as, as soon as, no sooner than, till, until, where, wherever, because, since, as, that, than, no less than so, that, in order that, lest, so that, such that, although, though, even if, however, whether, as, as...so, as if, as though, in the way that, how, as or the...the, if, unless, provided, provided that, as long as, whether, in case, on
condition.
Example:They met while we were in class.
3. Adjective Clause: The adjective clause or relative clause is a subordinate clause that modifies a noun or a pronoun. Theadjective clause is a clause that function as an adjective. It modifies noun or pronoun. The adjective clause will begin with a relative pronoun or relative adverb.
The subordinators conjunction of adjective clause are: relative pronoun (who, whom, whose, that, or which) or relative adverb (when, where, or why).
Example: The vegetables that people leave uneaten are often the most nutritious.
2,6, 7,12
RELIABILITY TEST
According to Arikunto, reliability is accurate and dependable. Besides, Harris stated that reliability is the stability of test score. 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. The researcher got two scores because held the test twice. The first test result is X score and the second is Y score.
The researcher got the similar findings in both of test results. As Brown stated above the test should yield similar findings. Then, the test results were correlated to the product moment formula. If the Rxy is bigger than Rtab in product moment table, the data and the test are reliable.57 The detail explanation are:
No Name Score X Score Y Score X2 Score Y2 Score XY
1. DNI 77,2 77,2 5959,84 5959,84 5959,84
2. DLF 72,7 72,7 5285,29 5285,29 5285,29
3. DDE 68,1 72,7 4637,61 5285,29 4950,87
4. FDL 68,1 68,1 4637,61 4637,61 4637,61
5. ADL 68,1 68,1 4637,61 4637,61 4637,61
6. ALH 77,2 72,7 5959,84 5285,29 5612,44
7. AFY 77,2 77,2 5959,84 5959,84 5959,84
8. FTA 72,7 68,1 5285,29 4637,61 4950,87
9. TDO 77,2 77,2 5959,84 5959,84 5959,84
10. DTR 63,6 68,1 4044,96 4637,61 4331,16
57Suharsimi Arikunto. Prosedur Penelitian. PT Rineka Cipta: Jakarta. 2013.p. 222
11. AGG 90,9 90,9 8262,81 8262,81 8262,81
12. FTR 77,2 77,2 5959,84 5959,84 5959,84
13. ISM 77,2 77,2 5959,84 5959,84 5959,84
14. KRH 77,2 77,2 5959,84 5959,84 5959,84
15. AN 72,7 72,7 5285,29 5285,29 5285,29
16. TA 81,8 81,8 6691,24 6691,24 6691,24
17. AMD 90,9 90,9 8262,81 8262,81 8262,81
18. DA 77,2 77,2 5959,84 5959,84 5959,84
19. WRT 72,7 72,7 5285,29 5285,29 5285,29
20. DNM 68,1 68,1 4637,61 4637,61 4637,61
21. SDA 72,7 72,7 5285,29 5285,29 5285,29
22. MLS 72,7 72,7 5285,29 5285,29 5285,29
23. IMS 72,7 72,7 5285,29 5285,29 5285,29
24. ABG 59 63,6 3481 4044,96 3752,4
TOTAL 1785,1 1789,7 133969,01 134451,07 134158,05
Before using the product moment formula, the researcher would like to explain detil about the result of the sum for each score x, score y, score x2, score y2, score xy which is the sum has symbol as sigma (
∑x = 1785,1
∑y = 1789,7
∑x2= 133969,01
∑y2= 134451,07
∑xy= 134158,05
Then, the formula of product moment:
Rxy =
=
=
=
=
= = 0,957 Rxy
Rtab for 24N or 24 samples (with db= N-1) is 0,505 in significancy level 99%.
Hence, Rxy Rtab which means this test is reliable.
BIOGRAPHY
NAME : TALITA FAZRIA TAMI PLACE/DATE OF BIRTH : JAKARTA/ 13 APRIL 1992
ADRESS : SUNGAI PUA-KEC. SUNGAI PUA-AGAM
ASPIRATION AND EXPECTATION : TO BE A GREAT CHILD, A GREAT WIFE, A GREAT MOTHER, A GREAT BUSSINESS WOMAN, A GREAT NOVELIST AND A GREAT LECTURER
EDUCATION :
KINDERGARTEN AL-IRSYAD BULAAN KAMBA
ELEMENTARY SCHOOL NO.29
MUNGGULIMAU
ISLAMIC JUNIOR HIGH SCHOOL
KUBANGPUTIH
ISLAMIC SENIOR HIGH SCHOOL
KUBANGPUTIH
IAIN BUKITTINGGI
*2016