A correlation between the mastery of english complex Sentences and the reading comprehension achievement Of second semester pharmacy students of widya mandala Catholic university 1987,1988 CASE STUDY - Widya Mandala Catholic University Surabaya Repository

(1)

A CORRELATION BETWEEN

THE MASTERY OF EWGLISH COMPLEX

SENTENCES

AND

THE READING COMPREHENSION ACHIEVEMENT

OF

SECOND SEMESTER PHARMhCY STUDENTS OF

WIDPA

MANDALA

CATHOLIC UWIVERSITY 1987,1988

CASE

STUDY

A

THESIS

Partial Fulfilment of the Requirements for the Sarjana Pendidikan Degree in

English Language Teaching

-

' h i

-

! :.&

---- I._- L

;-*t<LL

\

Sef

yawafi

1_

1

-IG 121 3083075

Universitas Katolik Widya Mandala Surabava

n

Fakultas Keguruan dan llmu Pendidikan Jurusan Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa lnggris

(2)

APPROVAL SHEET

T h i s t h e s i s e n t i t l e d A CORRELATION BETWEEN THE

MASTERY OF ENGLISH COMPLEX SENTENCES AND T

H

E

R

EAD

I

NG

COMPREHENSION ACHIEVEMENT OF SECOND SEMESTER PHAREACY

STUDENTS OF WIDYA MANDALA CATHOLIC UNIVERSITY 1987/1988

and p r e p a r e d a n d s u b m i t t e d by S e t y a w a t i

h a s been a p p r o v e d and a c c e p t e d as p a r t i a l f u l f i l m e n t o f

t h e r e q u i r e m e n t s for t h e S a r j a n a P e n d i d i k a n d e g r e e i n

E n g l i s h Language T e a c h i n g by t h e f o l l o w i n g a d v i s o r s .

DR. -1k0

-

F i r s t A d v i s o r

Dra. S u s a n a ~ e o p l l u s

(3)

APPROVAL

SHEET

T h i s t h e s i s h a s been examined by t h e Committee

on O r a l Examination with a g r a d e o f B

on November

5,

1988

/' Chairman

i

Dka.

Magdalena I. K a r t i o

Member Member

Dra.

f i t i

Mina

Tamah

Member

Dean o f

t h e Teacher T r a i n i n g

Member

Approved by .-

L .-

DR. Wuri Soedjatmiko _--.--.-.

Head o f

t h e English Department

(4)

ACKNOWLDGEMENTS

I would l i k e t o p r a i s e and thank God f o r H i s g r e a t

s u p p o r t and guidance i n accomplishing t h i s t h e s i s . I

b e l i e v e t h a t without H i s g r e a t h e l p , I cannot accomplish

my t h e s i s ori schedule.

I a l s o d e e p l y e x p r e s s my s i n c e r e t h a n k s t o

D r . Wuri Soedjatmiko, my f i r s t a d v i s o r , and Dra. Susanna

T e o p i l u s , my second a d v i s o r , f o r t h e i r p a t i e n t guidance

and t h e i r v a l u a b l e s u g g e s t i o n i n w r i t i n g t h i s t h e s i s

.

F i n a l l y , I a l s o f e e l very much i n d e b t e d t o t h e

f o l l o w i n g :

1. D r s . Suwandhi Widjaja, t h e Dean o f Pharmacy F a c u l t y o f

Widya Mandala C a t h o l i c U n i v e r s i t y Surabaya, f o r h i s

p e r m i s s i o n t o a d m i n i s t e r some t e s t s t o t h e second

s e m e s t e r s t u d e n t s o f Pharmacy F a c u l t y .

2. D r s . A . G u r i t o , t h e E n g l i s h l e c t u r e r o f t h e second

s e m e s t e r Pharmacy F a c u l t y , f o r h i s b e n e f i c i a l s u g g e s t i o n

zbout t h e E n g l i s h Teaching i n Pharmacy F a c u l t y .

3 . D r s . Nyoman Arcana; who g i v e s me much h e l p i n f i n i s h i n g

t h e s t a t i s t i c a l c a l c u l a t i o n o f t h i s t h e s i s .

4. D r a . S r i Soenaring A s t o e t i , who h e l p s me i n s c o r i n g

t h e e s s a y t e s t i t e m s .

5.

A l l of t h e second s e m e s t e r Pharmacy s t u d e n t s of Widya

(5)

y e a r o f 1987/1388, f o r t h e i r w i l l i n g n e s s and p a r t i c i p a -

t i o n i n doihg t h e t e s t s .

6. A l l o f t h e l e c t u r e r s of E n g l i s h Department o f Widya

Plandala C a t h o l i c U n i v e r s i t y

,

who have p a t i e n t l y

guided and a d v i s e d me d u r i n g my s t u d y i n t h i s

Department.

Without t n e i r kind h e l p , I am s u r e t h a t I cannot

accomplish t h i s t h e s i s even l e s s s a t i e f a c t o r i l y .

(6)

TABLE OF CONTENT

Acknowledgement i v

T a b l e o f C o n t e n t v i

T a b l e l i s t i x

A b s t r a c t x i

CHAPTER I INTRODUCTION

1 . 1 . Background o f The Problem 1

1.2. The A i m o f The S t u d y 5

1.3. The S i g n i f i c a n c e o f The S t u d y 5

1.4. L i m i t a t i o n o f The S t u d y and Some

D e f i n i t i o n o f Key Terms 6

1 . 5 . Problem S t a t e m e n t 9

1.6. Fundamental Assumption 9

1.7. H y p o t h e s e s 10

1 . 8 , O r g a n i z a t i o n o f t h e T h e s i s 11

CHAPTER

I1

REVIEW

OF THE RELATEn LITERATURE 13

2.1. Review o f The R e l a t e d S t u d y 13

2.2. T h e o r i t i c a l Framework 1 5

2.2.1. Four Kinds o f Meaning 1 9 2.2.1.1. C o n c e p t u a l Meaning 20

2.2.1.2. P r o p o s i t i o n a l Meaning 2 0 2.2 .:I. 3. C o n t e x t u a l Meaning 2 0 2.2.1.4. P r a g m a t i c Meaning 22

2.2.2. Problem i n U n d e r s t a n d i n g

T e x t 24

2.2.2.1. The P r o b l e m o f S y n t a x 2 5 2.2.2.1.1. Complex Noun Group 2 6

2.2.2.1,.2. N o r n i n a l i z a t i o n 2 7

(7)

2.2.2.1.4. Subordination: Noun Clause

29

2.2.2.1.5. Farticipal and Proposi

-

tional Phrases 30

2.2.2.2. The Problem of Cohesive

Devices 3 1

2.2.2.2.1. Interpretting Reference

and Substitution 3 1 2.2.2.2.2. Interpretting Elliptical

Expression

3

2.2.2.2.3. Interpretting Lexical

Cohesion 33

2.2.2.3. Interpretting Discourse

Marker 34

2.2.2.3.1. Markers Signalling of'

Sequence of Events 35 2.2.2.3.2. Markers Signalling

Discourse Organizaticii 3

5

2.2.2.3.3. Markers Signalling

The Writer's Poinf of View

37

2.2.2.4. The EroblemBeyond The

Plain Sense 3 8

2.2.2.4.1. Recognizing Functional

Value 3

9

2.2.2.4.2. Recognizing The Presuppo- sition Underlying The Text 42 2.2.2.4.3. Recognizing Implications

and Making Inferences 4 3

CHAPTER

I11 METHODOLOGY OF RESEARCH 4 4

4 4 3.1. Population and Sample

3.2. The Research Instruments 4

5

3.3. Research Design 4

6

3.4. Procedures of Collecting .Data 4

7

3.4.1. Planning The Test 47 3.4.2. Preparing The Test Item

and Direction 5 3

3.4.3. Reviewing The Items

5

3 3.4.4, Pretesting The Material

54

3.4.5. Analyzing The Pretest

(8)

3.4.5.1. Item D i f f i c u l t y 5 5

3.4.5.2. I t e m D i s c r i m i n a t i o n 56

3.4.5.3. Extended I t e m A n a l y e i s

58

CHAPTER I Y DATA ANALYSIS AND INTERPRETATION 7 4

4.1.

Data

A n a l y s i s 74

4.2. Data I n t e r p r e t a t i o n 7 9

CHAPTER V CONCLUSION AND SUGGESTION

5.1. C o n c l u s i o n

5.2. S u g g e s t i o n

BIBLIOGRAPHY 8 6

APPENDIX 88

(9)

TABLE LIST

Table 1

Table 2

T a b l e 3

Table 4

Table 6

Table

7

T a b l e 8

Table 10

Table 11

Table 12

Table 13

G r a m m a r T e s t Components

Reading Comprehension Components

T e s t A l l o t e d

The Component o f Reading Comprehension

C h e c k l i s t f o r The Design of F i n a l T e s t

The Component o f Reading Comprehension

Used A s A C h e c k l i s t f o r The Desing o f

F i n a l T e s t

5

2

Schedule o f P r e t e s t i n g The M a t e r i a l

5

₄

The F a c i l i t y Value and The D i s c r i m i n a t i o n

Index o f Grammar T e s t 57

Tne F a c i l i t y Value and The D i s c r i m i n a t i o n

Index o f Reading Comprehension T e s t

5

₈

The R e l i a b i l i t y C o e f f i c i e n t of t h e Grammar

and Reading Comprehansion T e s t 7 3

Data o f Grammar and Reading Comprehension

S c o r e s 7

5

Data To Find Out The C o e f f i c i e n t C o r r e l a t i o n

Between The G r a m m a r and The Reading

Comprehension S c o r e s

7

Table To Find Out The R e l i a b i l i t y C o e f f i c i e n t

of The Grammar T e s t 8 9

Table To Find Out The R e l i a b i l i t y C o e f f i c i e n t

(10)

T a b l e 1 4 T a b l e To F i a d Out The R e l i a b i l i t y C o e f f i c i e n t

of The Reading Comprehension S u b j e c t i v e

(11)

A C o r r e l a t i o n Between The Mastery o f E n g l i s h Complex

S e n t e n c e s and The Reading Comprehension Achievement o f

Second Semester Pharmacy S t u d e n t s of Widya Mandala

C a t h o l i c U n i v e r s i t y 1987/1988

Case Study

ABSTRACT

Nowadays t h e a b i l i t y t o understand E h g l i s h t e x t - books becomes a n e s s e n t i a l requirement of u n i v e r s i t y s t u d e n t s . Most j o u r n a l s , text- books o r r e f e r e n c e s a r e u s u a l l y w r i t t e n i n E n g l i s h . They a l l a r e t h e source o f i n f o r m a t i o n t o a t t a i n knowledge which r e l a t e s t o t h e s t u d e n t s ' s u b j e c t o f l e a r n i n g . A s a m a t t e r o f f a c t , however, t h e w r i t e r s t i l l f i n d s t h a t many Non-English Department s t u d e n t s e s p e c i a l l y i n Widya Mandala C a t h o l i c U n i v e r s i t y Surabaya e x p e r i e n c e some problems i n compre- hending t h e i r E n g l i s h text- books o r o t h e r r e f e r e n c e s .

T h i s t h i n k i n g i s a l s o supported by o t h e r p r e v i o u s g r a d u a t e s and t e a c h e r who claim t h a t s t u d e n t s o f Non-English

Department f a i l t o a c h i e v e t h e o b j e c t i v e of t e a c h i n g E n g l i s h t o Non-English Department..Looking a t t h e g a p between t h e o b j e c t i v e and t h e , r e s u l t , t h e w r i t e r wants t o make a r e s e a r c h ' concerning w i t h r e a d i n g comprehension

problem. According t o Arunee W i r i y a c h i t r a , reading>.problem i s caused by t h e complexity of s e n t e n c e s found i n t h e

r e a d i n g t e x t . T h i s view i n s p i r e s t h e . w r i t e r t o prove whether s t u d e n t s l . m a s t e r y o f EQglish Complex S e n t e n c e s found i n t h e r e a d i n g t e x t i n f l u e n c e s t h e i r r e a d i n g compre- h e n s i o n achievement.

From t h e r e s u l t o f t h i s s t u d y , t h e writer d o e s hope t h a t t h i s t h e s i s nlay c o n t r i b u t e some i n p u t s f o r t h e Non-English Department l e c t u r e s

i n

Widya Mandala O n i v e s s i t y Surabaya, e s p e c i a l l y t o Pharmacy lectures, i n terms o f how t o d e v e l o p s t u d e n t s1 _{r e a d i n g comprehension s k i l l s i n}

a t t a i n i n g some E n g l i s h text- books.

I n o r d e r t o g e t a n o b j e c t i v e r e s u l t , t h e w r i t e r

(12)

C o - e f f i c i e n t C o r r e l a t i o n .

The p r e t e s t i n g i s a d m i n i s t e r e d t o t h e second s e m e s t e r Pharmacy s t u d e n t s Widya Mandala C a t h o l i c U n i v e r s i t y Surabaya 1987/1988 on J u l y 21, 1988 a t t h e Auditorium of Widya Mandala U n i v e r s i t y . The r e a l t e s t s a r e t a k e n t o t h e same s t u d e n t s on August 17, 1988 a t room B 202 Widya Mandala U n i v e r s i t y .

The s t a t i s t i c a l c a l c u l a t i o n of both s c o r e s shows t h a t t h e c o e f f i c i e n t c o r r e l a t i o n of both v a r i a b l e s i n

s i g n i f i c a n t l e v e l o f 95

%

i s below 0.602 ( t h e c o e f f i c i e n t o f t a b l e ). T h i s means t h a t t h e r e i s a s i g n i f i c a n t

r e l a t i o n s h i p between s t u d e n t s ' mastery of E n g l i s h Complex S e n t e n c e s and t h e i r Reading Comprehension Achievement. Furthermore, t h e f i n d i n g s a l s o inform t h a t t h e c o e f f i c i e n t d e t e r m i n a t i o n o f s t u d e n t s f E n g l i s h Complex S e n t e n c e s

towards t h e i r r e a d i n g comprehension achievement i s

34

%

.

T h i s p r o s e n t a g e l e a d s u s t o t h e c o n c l u s i o n t h a t t h e o t h e r

66

%

i s i n f l u e n c e d by o t h e r f a c t o r s .

Looking a t t h i s p r o s e n t a g e , t h e w r i t e r makes a

c o n c l u s i o n t h a t Non-English Department s t u d e n t s should be provided by some s k i l l s t o understand E n g l i s h Complex S e n t e n c e s a s w e l l as o t h e r problems l i k e problem of

c o h e s i v e d e v i c e , problem o f d i s c o u r s e markers o r problem beyond t h e p l a i n sense. According t o C h r i s t i n e N u t t a l l a l l t h o s e problems can be overcome by making g u e s s i n g o r h y p o t h i z i 3 g . I n o r d e r t o do t h i s , s t u d e n t s should be completed by t h e . f o u r k i n d s of meanings f i r s t ; t h e y a r e c o n c e p t u a l , p r o p o s i t i o n a l , c o n t e x t u a l and pragmatic

meaning. Having provided w i t h such knowledge, t h e s t u d e n t s now a r e r e a d y t o do t h e paragraph o r d i s c o u r s e a n a l y s i s .