1 A Thesis
Submitted as A Partial Fulfillment of Requirements to Obtain Strata One (S1) Degree On English Department
Written By:
TALITA FAZRIA TAMI Reg.No.2312.030
ENGLISH EDUCATION DEPARTMENT STATE ISLAMIC INSTITUTE (IAIN)
BUKITTINGGI 2016/2017
SURAT PERNYATAAN Dengan ini saya menyatakan bahwa:
1. Skripsi dengan judul “Students’ Ability in Identifying The Dependent Clauses of The Complex Sentence by The Fifth Semester Students of English Education Department State Islamic Institute (IAIN) Bukittinggi Academic Year 2016/2017” adalah murni gagasan, penilaian dan rumusan saya sendiri, tanpa bantuan tidak sah dari pihak lain kecuali arahan Tim Pembimbing/ Tim Penguji dan belum pernah diajukan untuk mendapat gelar akademik baik di IAIN Bukittinggi maupun diperguruan tinggi lainnya.
2. Di dalam karya tulis ini tidak terdapat hasil karya atau pendapat yang telah ditulis atau dipublikasikan orang lain, kecuali dikutip secara tertulis dengan jelas dan dicantumkan sebagai acuan di dalam naskah saya dengan disebutkan nama pengarang dan dicantumkan pada daftar pustaka.
3. Pernyataan ini saya buat dengan sesungguhnya, apabila dikemudian hari terdapat penyimpangan dan ketidak benaran pernyataan ini, saya bersedia menerima sanksi akademisi berupa pencabutan gelar yang telah saya peroleh karena karya tulis ini, serta sanksi lainnya sesuai dengan norma dan ketentuan hukum berlaku.
Bukittinggi, 16 Februari 2017 Yang Membuat Pernyataan
Talita Fazria Tami NIM. 2312.030
ABSTRACT
Talita Fazria Tami, 2312.030. Sudents’ Ability in Identifying The Dependent Clauses of Complex Sentence by The Fifth Semester Students of English Education Department State Islamic Institute Bukittinggi Academic Year Year 2016/2017.
This research was aimed to know the students’ ability in identifying the dependent clauses of the complex sentence at the fifth semester students of English Department in IAIN Bukittinggi. The students had been given time to practice and comprehend oral and written about the using of sentence structure correctly in English. However, the students did not use the time to practice as good as possible hence the understanding about the language structure did not have increasing significantly. This case could be proved when the disabilities of some students in identifying and in differentiating the type of the dependent clauses of complex sentence. Other problem was also influences this disability; the lecturer did not give explanation significantly about the differences the type of the dependent clauses and the same subordinator conjunctions in diffferent the dependent clauses. Furthermore, the researcher did the research to the fifth semester students of English education department IAIN Bukittinggi to know their abilities in identifying the dependent clauses of complex sentence.
This research was a descriptive quantitative research. The researcher used test to collect the information of the research. The technique in data analysis was calculating the data and finding the level of achievement. The respondent of the research was 24 students who were taken 6 students randomly from each class A, B, C, and D at the fifth semester students of English Department in IAIN Bukittinggi.
The consideration is based on the fact that the students have been mastered in the language skills and the components of language courses.
The researcher found that the students’ ability in identifying the dependent clauses of complex sentence was categorized good. Then, the finding revealed that the students’ mean score of test was 74,3. The researcher found the result which had been got after analyzing the students tests as following: the researcher found the ability of the students in identifying the dependent clauses of complex sentence was categorized good, The adverb clause was the most difficult item in the text or multiple choice test for the students. It was followed by the adjective clause and the last was the noun clause.
ABSTRAK
Talita Fazria Tami, 2312.030. Kemampuan Siswa Mengidentifikasi Anak Kalimat dalam Kalimat Majemuk oleh Siswa Semester Lima Jurusan Bahasa Inggris di IAIN Bukittinggi Tahun Ajaran 2016/2017.
Penelitian ini dilatarbelakangi oleh beberapa masalah yang terjadi pada siswa yang telah mempelajari semua bidang ilmu keterampilan berbahasa maupun komponen-komponen bahasa yang harus dikuasai pada semester lima jurusan Bahasa Inggris IAIN Bukittinggi. Siswa telah diberikan waktu untuk berlatih dan memahami secara lisan maupun tulisan mengenai penggunaan struktur kalimat yang benar di dalam Bahasa Inggris. Namun siswa tidak menggunakan waktu berlatih dengan baik sehingga pemahaman terhadap struktur bahasa tidak mengalami peningkatan yang signifikan. Hal ini dapat dibuktikan ketika tidakmampuan sebagian siswa dalam mengidentifikasi anak kalimat didalam sebuah kalimat kompleks atau kalimat majemuk. Hal lain juga mempengaruhi ketidakpahaman siswa dalam mengidentifikasi dan membedakan jenis anak kalimat; yaitu, dosen tidak memberikan keterangan secara signifikan tentang beda jenis-jenis anak kalimat beserta kata penghubung yang sama pada jenis anak kalimat yang berbeda. Oleh karena itu, peneliti melakukan penelitian pada siswa jurusan Bahasa Inggris semester lima di IAIN Bukittinggi guna mengetahui kemampuan mereka mengidentifikasi anak kalimat dalam kalimat majemuk.
Penelitian ini merupakan penelitian deskriptif kuantitatif. Peneliti menggunakan tes untuk mengumpulkan data penelitian. Dalam menganalisis data yang telah terkumpul, peneliti mengkalkulasikan hasil tes tersebut sehingga informasi yang didapat benar-benar valid. Total responden penelitian sebanyak 24 orang yaitu siswa semester lima lokal A, B, C, dan D yang masing-masing kelasnya peneliti mengambil enam orang secara acak sebagai sampel penelitian.
Peneliti menemukan bahwa tingkat kemampuan siswa dalam mengidentifikasi anak kalimat dalam kalimat majemuk berada pada level baik dengan perolehan nilai rata-rata 74,3. Peneliti menemukan hasil yang didapat setelah menganalisa test siswa tersebut sebagai berikut: kemampuan siswa dalam mengidentifikasi anak kalimat dalam kalimat majemuk dikategorikan baik, siswa masih mengalami kesulitan dalam mengidentifikasi the adverb clause adalah item clause yang paling sulit di tes teks dan pilihan ganda, diikuti dengan the adjective clause dan yang terakhir the noun clause.
Kata Kunci: Kemampuan Siswa, Anak Kalimat pada Kalimat Majemuk.
ACKNOWLEDGMENT
Alhamdulillahirabbil ‘aalamiin, praised be to Allah SWT, the Almighty and the Most Merciful, who always gives knowledge, strength and healthy to the writer in completing this thesis entitled Students’ Ability in Identifying The Dependent Clauses of The Complex Sentence by The Fifth Semester Students of English Education Department State Islamic Institute (IAIN) Bukittinggi Academic Year 2016/2017. Shalawat and salam to the most honorable prophet Muhammad SAW, messengger, and his followers who has opened our mind to study until now.
The writer wrote this thesis as the requirement to obtain Strata 1 Degree in English Department in IAIN Bukittinggi. This great task was impossible to be completed without helps and supports from many persons. So that, the writer wants to highly express her sincere gratitude and appreciation to the following persons for their valuable contributions.
1. Dr. Ridha Ahida, M. Hum as the head of IAIN Bukittinggi and also her first, second, and third assistant.
2. Dr. H. Nunu Burhanuddin, Lc., M.Ag and Veni Roza, S.S., M.Pd as the head of tarbiyah faculty and as the head of English Education Department in IAIN Bukittinggi.
3. Hayati Syafri, S.S., M.Pd as the Academic Advisor who sincerely supported the writer.
4. Veni Roza, S.S., M.Pd and Febria Sri Artika, S.S, M.Pd as the first and second advisors who have patiently given their ideas, suggestions, inspirations,
guidance, great willingness, and time to the writer during completing this thesis.
5. Genta Sakti, M.A and Reflinda, S.S.,M.Pd as the thesis examiners who have given critics and suggestion to this thesis.
6. Absharini Kardena, M.Pd and Widya Safitri, M.Pd as the validators of the instrument of this thesis.
7. The Librariants of IAIN Bukittinggi who have sincerely helped and allowed the writer in collecting the references.
8. All of the lecturers and employee in IAIN Bukittinggi who have contributed their ideas, knowledge and helps.
9. IAIN Bukittinggi, for the allowance to conduct the research in the campus.
10. Her beloved parents Faizul and Komariah, sisters and brother Vania, Andini, Rasyid and Cherie love. Sisters and brothers in English Education Department and also friends who never stop giving prays, supports, motivation and love.
The writer hopes that the readers would like to give their critics and
suggestions for any mistakes or errors found in this thesis. Besides, it is hoped that this written would give contribution and benefits for those who read it, especially for those who will conduct the similar research.
Bukittinggi, 16 Februari 2017 The Writer
TALITA FAZRIA TAMI NIM. 2312030
TABEL OF CONTENT
ABSTRACT... i
ABSTRAK... ii
ACKNOWLEDGEMENT... iii
TABLE OF CONTENT... v
LIST OF TABLE... vii
CHAPTER I. INTRODUCTION A. Bacground of The Problem... 1
B. Identification of The Problem... 5
C. Limitation of The Problem... 5
D. Formulation of The Problem... 6
E. Purpose of The Research... 6
F. Significance of The Study... 6
G. Definition of The Key Terms... 7
CHAPTER II. REVIEW OF THE RELATED LITERATURE A. Review of The Related Theory... 8
1. Grammar... 8
a. The Nature of The Grammar... 8
b. Principles for Teaching Grammar... 10
c. The Best Practices in Language Teaching and Learning Grammar ... 12
2. Complex Sentence... 13
a. The Nature of The Complex Sentence... 13
b. Independent and Dependent Clause... 14
c. The Dependent Clauses in The Complex Sentence... 16
1.) Noun Clause... 16
2.) Adverbial Clause... 20
3.) Adjective Clause... 27
B. Review of Relevant Studies... 29
C. Conceptual Framework... 31
CHAPTER III. RESEARCH METHOD A. Design of The Research... 33
B. Population and Sample... 34
1. Population... 34
2. Sample... 35
C. Instrument... 36
D. Technique of Data Collection... 37
Test... 37
a. Validity... 38
b. Reliability... 38
E. Technique of DataAnalysis... 39
CHAPTER IV. FINDINGS AND DISCUSSION A. Findings... 42
1. The Data Description... 42
2. The Data Analysis... 52
B. Disscussion... 62
CHAPTER V. CONCLUSION AND SUGGESTIONS A. Conclusion... 66
B. Suggestions... 67 REFERENCES
APPENDICES
LIST OF TABLE
Table 3.1 The amount of the fifth semester students... 34
Table 3.2 The measurement of students’ Achievement... 40
Table 4.1 The measurement of students’ Achievement... 44
Table 4.2 The Description of Score Test... 44
Table 4.3 Adverb Clause (text test result)... 46
Table 4.4 Adjective Clause (text test result)... 47
Table 4.5 Noun Clause (text test result)... 48
Table 4.6 Adverb Clause (multiple choice test result)... 49
Table 4.7 Adjective Clause (multiple choice test result)... 50
Table 4.8 Noun Clause (multiple choice test result)... 51
Table 4.9 Score and Frequency... 60
Table 4.10 The data interpretation of measurement of the students’ achievement... 61
CHAPTER I INTRODUCTION A. Background of the Problem
In learning a language, the learners are expected to be able in mastering each skills of the language. Not only the skills of the language, but also the learners have to be aware to the component of the language itself, for instance, the grammar in English learning. According to Ronald Carter and David Nunan, the usual interpretation of grammar is limited to the structural organization of language.1Discussing about grammar will include to learn about syntax which has to do with sentences and their structures. The English language has a certain word order to follow in creating the useful language. For example, in English consists of subject, verb, and object as is represented in the simple sentence.
English has nouns, verbs, adjectives, and adverbs. It also has articles (determiners, the, a, an), prepositions (in, on, up, near, at, …), conjunctions (and, but, or, etc.), and pronouns . In additional, English has phrasal categories which include noun phrases (the smart girl…), verb phrases, and prepositional phrases (… in the park). As Richards, Platt, and Weber stated in Nunan that grammar is a description of the structure of a language and the way in which units such as words and phrases are combined to produce sentences in the language.2 It means that when learners want to
1Ronald Carter and David Nunan, The Cambridge Guide to Teaching English to Speakers of Other Languages, Cambridge University Press: 2001. P.34
2 David Nunan, Practical English Language Teaching,McGrawHill:2003, p.154
create a sentence, they need to understand the structure of the sentence or to know how some words can be combined and what the rules of creating a sentence.
The general important grammar in a language learning is someone will correct in using the language. Besides, in writing English, understanding of grammatical is very useful to write any correct sentences with absolutely correct order. In reading and listening, understanding about grammatical English can help readers and listeners to comprehend the text. For example, the past form can inform readers or listeners that the story or the information of the text had happened. Although the comprehension of the responder is more be a priority in speaking, it does not mean that speaking can be separated from grammar as a whole.
In detail of grammar learning, learners in university will study about tenses, causative, subjunctive, linking verb, passive voice, reported speech, conditional sentence, type of sentences etc. One of the title of many discussions of grammar is type of sentences which the students will learn about simple sentence, compound sentence, complex sentence and compound complex sentence. Then, in the type of sentence, the complex sentence is the most title which is often discussing in university class. The complex sentence contains one independent clause and one (or more) dependent clause(s). Oshima and Haque explain them as: An independent clause contains a subject and a verb and expresses a complete thought. It can stand alone as a sentence by itself. A dependent clause begins with a subordinator such as when, while, if, that, or, who. It does not express a complete thought and can not
stand alone as a sentence by itself.3 In a book which has title: Grammar Practice Book, complex sentence is a sentence that contains two related ideas joined by a conjunction other than and, or, for, but, nor, where, when, why, how, although, as, before, because, as if, if, as soon as, after, since, as, though, unless, is called a complex sentence.4
The important of discussing the complex sentence is refers to the specific question why the complex sentence is important to be learnt. Whereas, the reader of English text will understand the text without need to identify which one is the independent or the dependent clauses of complex sentence. Here, the researcher assumed that in the academic environtment a students in English Department need to comprehend about any details of each subject which was learning. When the students learnt about grammar, they need to comprehend about the complex sentence.
Moreover, when the students were being in the writing activity, understanding about the complex sentence will improve the level of the writing result. Equally, if the students write the simple sentence only in all of pages, the text will be boring and uninteresting to read. Besides, the English teacher should be able to answer and explain any questions from the students include how to identify the dependent clauses of complex sentence.
3Alice Oshima and Ann Haque, writing Academic English: thir Edition, Longman, New York:1999, p.153
4The Mcgraw-Hill companies, Grammar Practice Book: Grade 4, (New York: McMillan McGraw-Hill),p.25
In discussion of complex sentence, it will not be far from three dependent clauses; noun clause, adjective clause, and adverb clause. In this research, the researcher would do a research to know the students ability in identifying those three dependent clauses. Most of students in the fifth semester did not understand what the complex sentence is. Hence, the students were not able to identify and differentiate the three dependent clauses of the complex sentence in grammatical learning. The students also could not comprehend the functions of the clauses.
Based on the researcher’s preliminary research at the fifth semester students of English Education Department State Islamic Institute (IAIN) Bukittinggi at the academic year 2016/2017, the researcher found that most of the students still did not understand about the complex sentence and were not able to identify the dependent clauses of complex sentence. The problem could be seen from the students through the exercise to identify the dependent clause in a text. Besides, the researcher also did the pre observation, and interview to some students which had conducted in June 1st -2016.
The researcher asked some questions about the complex sentence in the interview section. In fact, some students were not able to identify any clauses correctly. For example, one determiner “that” was identified as a noun clause in sentence: “However, it was not for that day.” by a student. Besides, most of the students did not know what the functions of each clauses. Even, a student did not know what the complex sentence means in the interview section. The researcher generalized that most of students still did not understand about the dependent clauses
of the complex sentence correctly although the lecturer had taught the students in the fourth semester.
Based on the fenomenon above, the researcher interested in conducting a research under the tittle “Student’s Ability in Identifying The Dependent Clauses of The Complex Sentences at The Fifth Semester Students of English Education Departement State Islamic Institute (IAIN) Bukittinggi Academic Year 2016/2017”.
B. Identification of The Problem
Based on the background of the problem, the researcher wanted to identify several problems occured to the students which could be identified as follow:
1. The lecturer has provided and guided the students by explaining and practicing activity but many students still did not understand about the topics that were taught.
2. One of the topics that were difficult to be understood by the students was complex sentence with the three dependent clauses: Noun Clause, Adjective Clause, Adverb Clause. The students also did not know about the subordinators conjunction of each clauses.
3. The students were not able to identify the dependent clauses of the complex sentence.
C. Limitation of The Problem
Based on the identify of problem, the limitation of problem is about students’
ability in identifying the dependent clauses (Noun Clause, Adjective Clause, Adverb
Clause) of the complex sentence. The researcher would research at the fifth semester students of English Education Departement State Islamic Institute (IAIN) Bukittingi who learned about the complex sentence in the fourth semester. The researcher’s focus was to avoid misunderstanding and also to achieve the target of the research effectively.
D. Formulation of Problem
Based on the limitation of problem, the formulation of the problem is:
What is the level of the fifth semester students’ ability in identifying the dependent clauses of the complex sentence?
E. Purpose of The Research
In line with the formulation of the problem, the purpose of the research is:
To know in what level the students are able in identifying the dependent clauses of the complex sentence by the fifth semester students of English Education Department State Islamic Institute (IAIN) Bukittinggi Academic Year 2016/2017.
F. Significance of The Study
Hopefully this research can be useful for people in educational aspect, such as:
1. For The Researcher
Hopefully this research can be the best experience for the researcher and also help in order can be better for the next time in creative writing activity.
2. For The English Teachers and Lectures
Hopefully the teachers and the lecturers will get extra informations and insight in the English learning especially about complex sentence.
3. For The College
Hopefully this thesis will be extra references in grammar subject as an example for the next researchers.
G. Definition of The Key Terms
The key terms used in this research are defined as follows:
1. Students Ability means the quality or the capacity of the students to comprehend, to understand, to analyse, to differentate, or to identify some learning processes.
2. Grammar is the a description of the way in which words can change their forms and can be combined into sentences in a language.
3. Dependent Clause is a clause which has a subject and a verb but it can not stand alone because it has incomplete thought. It needs an independent clause to be meaningful.
4. Complex Sentence is a sentence contains at least two clauses which is combined by a conjunctive. Two clauses are independent clause and dependent clause.
CHAPTER II
REVIEW OF THE RELATED LITERATURE A. Review of The Related Theory
1. Grammar
a) The Nature of The Grammar
Standard English is the variety of English that grammar books describe.
It is standard not in the sense that it is better English than other varieties but in the sense that it is the widely recognized and codified version of English. In the workplace, a written report or memorandum will require Standard English, as will most conversations with supervisors. Outside of the workplace, students should be able to communicate with professional people such as lawyers or doctors in Standard English. The study of grammar is by no means the only, or even the primary, more important, as English teachers know, are generous amounts of reading, speaking, listening, and writing. But students need a conscious knowledge of grammar so that they can talk about sentences and about the conventions of standard English. In the English learning, the learners need to understand the standard English with studying English grammatical so that can be practiced it in any appropriate situation.
Therefore, grammar is a set of rules of ordering of words to be a sentence. As Nunan defines grammar is generally thought to be a set of rules specifying the correct ordering of words at the sentence level. Besides,
grammar is study about structure of a language as Richards stated in Nunan that grammar refers to a description of the structure of a language and the way in which units such as words and phrases are combined to produce sentence in the language.5In line with Nunan and Richards, Harmer gives definition that grammar is the description of the way in which words can change their form and can be combined into sentences in that language.6 Indeed, in grammar learners will meet the changing of words forms. In additional, Thornbury defines grammar as simple meaning that grammar is partly the study of what forms or structure are possible in language.7It is clear that the study of grammar is about structure of a language. It will talk about words ordering, the changing of words forms, creating sentences, combining phrases, clauses etc.
According to Haussamen, actually, the term grammar refers to two kinds of knowledge about language. One is subconscious knowledge, the language ability that children develop at an early age without being taught. As children begin to talk, as they become able to form sentences, their brains are forming their "grammar circuits" automatically. The other kind of knowledge is the conscious understanding of sentences and texts that can help students improve their reading and writing abilities by building on that subconscious knowledge. This conscious understanding includes knowing the parts of
5David Nunan, Practical English Language Teaching, McGrawHill, NewYork:2003, p.154
6Jeremy Harmer, The Practical of English Language Teaching, England: Pearson Education Limited, 2001, p. 12
7 Scott Thornbury, How to Teach Grammar, England: Blustone Press,1999, p.1
sentences and how they work together, knowing how sentences connect with one another to build meaning, and understanding how and why we use language in different ways in different social situations.8On the contrary, Nunan stated that grammarians distinguish between prescriptive grammars and descriptive grammars. A prescriptive grammar lays down the law, saying what is right and what is wrong. A descriptive grammar on the other hand, sets out to describe the way that people actually use language. In recent years, the trend has been away from prescriptive and towards descriptive grammars.9 It can be understood that prescriptive grammar is too strong in its rule.
b) Principles for Teaching Grammar
According to Nunan, there are three principles for teaching grammar:10 1) Integrate Both Inductive and Deductive Methods into Your Teaching
In the deductive classroom, the teachers give a grammatical explanation or rule followed by a set of exercises designed to clarify the grammatical point and help the learners master the point. Reverse this process, in the inductive procedure the teachers present the learners with samples of language and through a process of guided discovery, get them to work out the principle or rule for themselves. However, Nunan integrates these both of inductive and deductive methods. Nunan suspects that the learners prefer deduction because it requires less mental effort. Meanwhile, Nunan prefers induction
8Brock Haussamen, Grammar Alive: A guide for Teachers, Larchmont, NewYork:2003, p.1
9David Nunan____p.154
10 David Nunan____p.158
because he believe that it demands greater mental effort and it will has result in more effective learning in the longer term.
2) Use Task that Make Clear The Relationship Between Grammatical Form and Communicative Function
Many grammar-based courses are relatively ineffective because the teachers teach grammar as an abstract system, present the language as isolated sentences and fail to give learners a proper contex for the grammar point.
Teaching was largely limited to the form of the new grammatical item. The solution is present the grammar in a context that makes clear the relationship between the grammatical form and the communicative function.
3) Focus on The Development of Procedural rather than Declarative Knowledge
Declarative knowledge is knowing language rules. Procedural knowledge is being able to use the knowledge for communication. Here, Nunan gives example with a learners who know that you have to put an “s” on the end of the verb when making third person singular declarative statement. When making such statements themselves, however, more often than not, they leave off the “s”. The student have declarative knowledge but not procedural knowledge.
c.) The Best Practices in Language Teaching and Learning Grammar
According to Werner in her book Mosaic 1 Grammar, She and team of writers, editors, and teacher consultants has identified the following six interconnected best practices:
1) Making Use of Acedemic Content
Materialand tasks based on academic content and experiences give learning real purpose. Students explore real world issues, discuss academic, and study content-based and thematic materials.
2) Organizing Information
Students learn to organize thoughts and notes through a variety of graphic organizers that accomodate diverse learning and thinking styles.
3) Scaffolding Instruction
A scaffolding is a physical structure that facilitates constribution of building.
Similarly, scaffolding instruction is a tool used to facilitate language learning in the form of predictable and flexible tasks. Some example include oral or written modelling by the teacher or students, placing information in larger framework, and reinterpretation.
4) Activating Prior Knowledge
Students can better understand new spoken or written material when they connect to the content. Activating prior knowledge allows students to tap into what they already know, building on this knowledge, and stirring a curiosity for more knowledge.
5) Interacting with Others
Activities that promote human interaction in pair work, small group work, and whole class activities present opportunities for real world contact and real world use of language.
6) Cultivating Critical Thinking
Strategies for critical thinking are taught explicitly. Students learn tools that promote critical thinking skills crucial to success in the academic world.
2. Complex Sentence
a) The Nature of The Complex Sentence
Complex sentence is composed of two or more simple sentence some of which are dependent on another.11 In line with Clark, according to Oshima and Haque, the complex sentence contains one independent clause and one (or more) dependent clause(s). The dependent clause or the subordinate clause is introduced by either a subordinate conjunction (such as although, while, or because) or a relative pronoun (such as who or which).12 A complex sentence combines a dependent clause with an independent clause. When the dependent clause is placed before the independent clause, the two clauses are divided by a
11David Calrk. Comprehensive English Grammar:Theoretical & Practical, The Educational Tranding Company: London, 1871, p.40
12Alice Oshima & Ann Haque, writing Academic English: third Edition, Longman, NewYork, 1999, p. 160
comma; otherwise, no punctuation is necessary.13 For example in these both of sentences below:
Although women in United States could own property , they could not vote until 1920
In United Stated, women could not vote until 1920 although they could own property
b) Independent and Dependent Clause
A clause is a group of words that has a subject and a verb. Generally, there are two clauses: Independent clause or principal/main clause and dependent clause or subordinate clause.14 According to The Evergreen Writing Center Library, an independent clause makes a statement or asks a question that can act as a complete sentence. For example, The dog barks. A dependent clause cannot act as a complete sentence because it begins with a subordinating word, such as when, because, if, whoever, etc. For instance, When the dog barks. Oshima and Haque stated that an independent clause contains a subject and a verb and expresses a complete thought. It can stand alone as a sentence by itself. An independent clause is formed with:
13The McGraw-Hill companies, Grammar Practice book:grade 4, (New York: Mc Millan McGraw-Hill), P.20
14Robin L. Simmons, Grammar Bytes!, (ChompChomp.com), 2014, p. 1
Subject+Verb+Complement
Example:
The students spend four years in college S V C
The teacher gave writting homework S V C
A dependent clause begins with a subordinate such as when, while, if, that, or who. A dependent does not express a complete thought and cannot stand alone as a sentence by itself. A dependent clause is formed with:15
Subordinator+ Subject+Verb+Complement
Example:
...although students spend four years in college...
Sub S V C
Besides discussing about independent clause or main clause and dependent clause, in complex sentence will also be explained about subordinate conjunction that are needed to combine these both independent clause and dependent clause together. However, the type of clauses as the functions in the complex sentence will be explain first. Besides, these clauses have the subordinate conjunction by each type of clauses.
15Alice Oshima and Ann Hoque, Writting Academic English,3rd. (New York:Longman,1988), P.153
c) The Dependent Clauses of The Complex Sentence
The independent clause can be a simple sentence which contains a subject and a verb. So are the dependent clauses. But, the dependent clauses have no complete thought. These dependent or subordinate clauses have the types based on their each subordinators. In the complex sentence, the researcher would explain about three most clauses or are called “The Subordinate Clauses”
that often become problem for students in the grammatical learning because they do not understand to identify and differentiate them.
(1) Noun Clause
A clause is a group of words that contains a subject and a verb.
This definition is simple enough, but, even so, it is not easy to understand exactly what clause are. A noun clause is a clause that function as a noun;
because the noun clause is a noun, it is used in a sentence as either an object of a verb, an object of a preposition, or the subject of the sentence.
As Pardiyono stated in his book, 12 Writing Clues for Better Writing Competence, that noun clause is a clause which has function as a noun in a sentence. It can be a subject, an object, or a complement.16 Check these following sentences out:
Example:
I know when he will arrive
Noun clause as an objective of verb
16Pardiyono, 12 writing Clues for Better Writing Competence, Andi Offset:Yokyakarta, 2006, P.133
I am concern about when he will arrive
Noun clause as an object of preposition
when he will arrive is not important
Noun clause as a subject17
According to Oshima and Haque, a noun clause is dependent clause that functions is a noun. It can be a subject, object, or subject complement. Because a noun clause is dependent, it must be connected to an independent caluse to form a complex sentence. A noun clause used as an object is peceded by an independent clause called an introductory clause. The noun clause is the object of the introductory clause verb, which is often a verb of speaking (say, tell, report) or mental activity (know, believe, wonder). 18
Meiklejohn stated that a noun-sentence or clause is of course equal to a noun. Therefore a noun-sentence can stand wherever a noun can stand. It may be :
(a) A Subject, as:
“That I have taken away this old man’s daughter is perfectly true”. Here the sentence “I have taken away this old man’s daughter” is the Subject of is true.
17 Deborah Philips, Complete Course for The Toefl, (Longman: library of congres cataloging- in-Publication Data)2001, P. 217
18Alice Oshima and Ann Hoque____P.178
(b) An Object, that is:
A direct object, as: “I know where he is.” Here the sentence “(where) he is” is the object of the transitive-verb “know”19
Based on the subordinate conjunction, Oshima and Hoque classified noun clause to three types :
(a) That-clauses are made from statements and are introduced by the subordinator that.
Example: The bulletin states that science courses require a laboratory period. That science courses require a laboratory period is a noun clause that is modified verb “states”.
According to Clark, the connective that may be omitted as:
‘He replied (that) “all men are mortal”, ‘I know (that) you can’ , ‘I could tell (that) it was you’ or ‘I hope (that) it is not too late’, etc.20
(b) Wh-word clauses are formed from Wh-questions and are introduced by Wh-words, such as who, what, when, how, why, which, how much, how many, where, wherever, and others.
Example: I do not know where the students cafetaria is.
where the students cafetaria is is a noun clause that is modified verb
“know”.
19 J.M.D. MeikleJohn, An easy English Grammar for beginners, (London,1866),P.7
20 David Clark____p. 40
(c) If/ whether-clause are formed from yes/no questions and are introduced by the subordinator whether or if. The phrase or not may be added.
Example: I do not know whether (or not) I should take computer science (or not). Whether (or not) I should take computer science (or not) is a noun clause that is modified verb “know”.
The punctuation of sentence with noun clauses is easy.
1. No comma is used to separated the introductory clause from the noun clause.
2. The introductory clause, which may be a statement or a question, determines the end-of sentence punctuation.
3. If the introductory is a question, use a question mark at the end of the sentence punctuation. If the intriductory clause is a statement, use a period.
Example: Do you know when he called? I do not know when he called.21
The subordinators that used in noun clauses are:
Subordinators of Noun Clause
Where, Whomever, Whose, Whenever, Howlong, Howmany, When, Who, That, What, Whoever, Why, Howoften, However, Wherever, Whom, Which, Whether, Whatever, Whichever, if, Whom, Howmuch.
21 Alice Oshima and Ann Hoque, Writing Academic English,3rd. (New York:Longman,1988), P.178
According to Robbin L. Simmons in his English learning video of
“The Noun Clause”, he gives a big tip to identify a noun clause. The big tip is substitute “it” or “they/them” for the clause to test if it is truly a noun clause. Besides, be aware sometimes the subordinator is unstated. He also give the example to make the learners or audiences understand:
Example: I like what you have written. Here, “what you have written" is a noun clause which can be substituted with “it”. Hence, I like what you have written has the same meaning as I like it where “it” is what you have written.
(2) Adverbial Clause
According to Clark, the adverb clause is equal in value to an adverb22. It is the simple definition meanwhile Alice and Haque stated that an adverbial clause is a dependent clause introduced by an adverbial subordinator. It is used to modify the verb of the independent clause and tells when, where, why, how, how long, or how far. From www.K12reader.com and Simmons have the same stated that an adverb is modifying a verb, an adjective and an adverb23. Adverbial clause is compose of:
22David Clark____p.41
23Gwendolyn Bryant, www.k12reader.com:2014 (adapted in May-28-2016 at 11.58 am)
Subordinator+ Subject+Verb+Complement Because scientists are interested in planets....
...so that humans can learn more about the universe
An adverbial clause can come either before or after an independent clause. If it comes before an independent clause, a comma is placed after it.24 Furthermore, the rule of punctuation in adverbial clause is explained by Simmons that:
(a) Adverb clause after main clause is no need a comma (b) Adverb clause appears before main clause is need a comma
Example:
Antony ran for paper towels as cola spilled over the glass and splashed on to the counter.
Because my dog loves pizza crusts, he never barks at the deliveryman.25
There are several different kinds of adverbial clauses. The following the different kinds along with the subordinators that introduce them:
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
24 Alice Oshima and Ann Hoque, Writting Academic English,3rd. (New York:Longman,1988), P.194
25Robin L. Simmons___p.3
manner, adverb clause of extent, adverb clause of condition. There are 10 of kinds of adverbial clauses which are differentiated by their each subordinators. Take a look in detail, those are:
(a) Adverb Clause of Time
An adverb clause of time shows the time when an action takes place.
An adverb clause of time is introduced by the subordinating conjunctions: when, while, before, after, since, as, whenever, as long as, as soon as, no sooner than, till, until.
Example: They met while we were in class.
(b) Adverb Clause of Place
An adverb clause of place shows the place where an action takes place.
An adverb clause of palce is introduced by the subordinating conjunctions: where, wherever, etc.
Example: He lives where it rains a lot.
(c) Adverb Clause of Reason
An adverb clause of reason shows why an action takes place. Adverb clause of reason are introduced by the subordinate conjunctions:
because, since, as, that.
Example: He was sad because he missed the show
(d) Adverb Clause of Comparison
An adverb clause of comparison indicates a comparison between people or things. Adverb clauses of comparison are introduced by the subordinate conjunctions: than, no less than, and relative adverb as.
Example: He is smarter than he looks or Anna is as though as she is sensitive.
(e) Adverb Clause of Purpose
Adverb Clause of Purpose is used when the purpose of an action is to be described. It is introduec by the subordinate conjunctions: so, that, in order that, lest, etc. An adverb clause of purpose can be used when
the person it refers to is different from the subject of the pricipal clause.
Example: He met Jack there so that Alice would not know.
An adverb clause of purpose can be used when the original subject is repeated in the subordinate clause.
Example: She tried her best that she might get in.
(f) Adverb Clause of Result
Adverb clause of result tells us the result or consequence of something.
It is introduced by the subordinating conjunctions: so that, such that, etc.
Example: The winds were so strong that we could not set sail.
Usually, the conjunctions are place separately with one word appearing in the main clause and the other appearing in the adverb clause.
Sometimes the words so that and such that come together.
Example: Eat your food quickly so that you can go to sleep.
(g) Adverb Clause of Concession (unexpected result)
An adverb clause of concession implies that something suprising is conveyed in the principal clause when compared to what is said in the subordinate clause. An adverb clause of concession is introduced by the subordinate conjunctions: although, though, even if, however, whether
Example: Although he worked hard, his project was not selected.
Adverb clause of concession that make a contrast with something said in the principal clause are called Adverb Clauses of Contrast.
Example: Though we like coffee, they prefer tea (h) Adverb Clause of Manner
An adverb clause of manner shows the manner in which an action is performed. It is a kind of comparative in which an action is performed.
It is a kind of comparative clause as it indicates comparison of manner.
Adverb clause of manner are introduced by subordinate conjunctions:
as, as...so, as if, as though, in the way that, how.
Example: you do it as I tell you
(i) Adverb Clause of Extent
An adverb clause of extent indicates the degree to which an action is done. It is introduced by the subordinate conjunctions as or the...the.
Example: They tried as much as they could The more you have, the more you want (j) Adverb Clause of Condition
An adverb clause of condition states the condition or circumstances for something to happen. It is the principal clause that states what will happen if the conditions are fulfilled. Adverb clause of conditions are introduced by the subordinate conjunctions: if, unless, provided, provided that, as long as, whether, in case, on condition, etc.
Example: You can go provided you finish your homework.
The conjunction if can be used to convey a variety of meanings:
(1) To talk about the future
Example: If I get a holiday, we can go boating on saturday
(2) To talk about things that are not real or likely to happen at the moment
Example: If I were famous, I would live in Hollywood (3) To talk about things that did not happen
Example: If you had told me, I would have left immediately (4) When there are two possible of expressions
Example: If you are late, meet me at the theatre
Unless is always used to convey a negative condition.
Example: Unless you do the dishes, you can not watch TV
Sometimes the conjunction is ommited in an adverb clause of condition. Example:
Had you listened to me, this would not have happened is the
same as if you had listened to me, this would not have happened.26
In additional, Werner stated about using if and unless. In using if, the main clause is the effect or result of dependent clause. These sentences refer to habitual activities or activities that are true in general. Example:
If Tim writes a lot during the week, he usually has time to relax on the weekend.
Tim usually has time to relax on the weekend If he writes a lot during the week.
In using unless, unless is used simillar to If....not in many sentences. However, unless is more emphatic. Example:
Tim rarely writes on the weekend unless he has a deadline.
Unless he has a deadline, Tim does not work on the weekend.27
26Iken Du, www.ikenstore.com, The Adverb Clause, Mexus Education Pvt. Ltd,2001 (adapted in December-11-2014)
(3) Adjective Clause
The adjective clause or relative clause is a subordinate clause that modifies a noun or a pronoun. As Masud stated that adjective clause or relate clause is a clause that function as an adjective. It modifies noun or pronoun. Example: I have read the book (that)you just mentioned. The main clause is, “I have read the book”, and the adjective clause is “that you just mentioned”. The adjective clause modifies the noun “book”.28
The adjective clause will begin with a relative pronoun or relative adverb. It has function as an adjective in a sentence. As Simmons stated that, recognize an adjective clause which will meet three requirements:
first, it will containt a subject and verb. Next, it will begin with a relative pronoun (who, whom, whose, that, or which) or relative adverb (when, where, or why). Finally, it will function as an adjective, answering the question What kind? How many? Or Which one?.
The adjective clause will follow one of these two patterns:
Relative Pronoun or Relative Adverb+Subject+Verb
Relative Pronoun (as Subjec)t+Verb Incomplete Thought
Example:
27 Patricia K. Werner, Mosaic1 Grammar: Silver Edition, McGraw-Hill, New York, 2007, p.347
28 Fuad Masud, Essential of English Grammar A Practical Guide, (BPFE:Yogyalarta, 1998),P. 203
(a) The vegetables that people leave uneaten are often the most nutritious (b) The lazy students whom Mrs. Russell hit in the head with a chalk
erasers soon learned to keep their complaints to themselves (c) Please give that coat, which is too small for you, to your cousin
In the examples above, the sentences a and b have no comma.
Meanwhile, the sentence c has two commas. In fact, the adjective clause has a rule about the punctuation “comma”. Before put a comma in the sentence, identify whether the adjective clause is essential or non-essential.
The noun which refers to from general to specific is an essential adjective clause. On the contrary, the noun that are already specific is non essential.
The essential one needs no comma and the non-essential one always require commas. Take a look at these both of examples:
A dog that eats too much pizza will develop pepperoni breath
My dog, Mr. Floyd, who eats too much pizza has develop pepperoni breath29
The first sentence, “a dog” is not specific. But the second one, the subject “dog” is specific, the dog is “My dog” and has name “Mr. Floyd”.
In the non restrictive adjective clause (clauses that use commas), can be shortened to appositive by eliminating the relative pronoun and verb
29Robin L. Simmons___p.8
be. Appositives are nouns or noun phrases that describe nouns. The order of the noun and the appositive can usually be reserved without affecting the meaning of the sentence. Example a clause to be an appositive:
We recently met Dr. Carlson, who is a professor of islamic studies. (clause)
We recently met Dr. Carlson, a professor of islamic studies.
(Appositive)30.
These understanding of any changing forms or any changing the order of the clauses in complex sentence learning will be comprehended in taking many exercises.
B. Review of Relevant Studies
To support this research, some relevant studies conduct by some researchers.
First, the research is conducted by Dwi Rayawati the students of English Education Program Department of Islamic Education State Islamic College (STAIN) Tulungagung-Jawa Timur. Her thesis title was An Error Analysis On Complex Sentences Made by The Second Year Students of English Education Program of STAIN Tulungagung in Writing Class. The problems that she analyzed were the types of errors do the second year students of English Education Program of STAIN Tulungagung make in constructing complex sentences, the frequency of occurrence of the error in each type, and the deviation of complex sentences rules do the students
30 Patricia K. Werner___p.414
make. She also has some purposes in analyzing these problems: To know the types of errors made by the students of English Education Program of STAIN Tulungagung in constructing complex sentences. To know the frequency of occurrence of the error in each type. To know the deviation of complex sentences rules made by the students.
Another relevant study was conducted by Nuraziza Saida the students of State Islamic University (UIN) of Sultan Syarif Kasim Riau-Pekanbaru. Her title was Students’ Ability in Identifying Subject in English Simple And Complex Sentences In Reading Text at The Second Year of SMAN 3 Teluk Kuantan of Kuansing Regency. She found some phenomena that should be discussed and investigated dealing with identifying the kinds of the subject of simple and complex sentences in reading text, such as the students cannot find the subject of a sentence in a reading text especially the kinds of the subject in the form of noun phrase and gerund; and some the students do not know the position of the subject in a sentence.
In this research, the researcher focused on the students’ ability in identifyng the dependent clauses of the complex sentence. The researcher want to know what level the fifth semester students are able to identify the dependent clauses of the complex sentence. This research be covered entitle “Students’ Ability in Identifying The Dependent Clauses of The Complex Sentence at The Fifth Semester Students of English Education Department State Islamic Institute (IAIN) Bukittinggi Academic Year 2016/2017.”
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 four classes are showed by the table below: Table. 3.1 the amount of the fifth semester students
No. Classes Students totality
1. 5A 30
2. 5B 28
3. 5C 32
4. 5D 30
Total 120
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
