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

CHAPTER

v

CONCLUSION AND SUGGESTION

5.1. Conclusion

Nowadays, t h e a b i l i t y t o understand E n g l i s h t e x t s becomes a n u r g e n t requirement f o r most u n i v e r s i t y s t u d e n t s . It h a s been taken f o r g r a n t e d t h a t most j o u r n a l s , t e x t - books o r o t h e 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 English. They a l l a r e t n e s o u r c e o f i n f o r m a t i o n t o develop s t u d e n t s1 knowledge of t h e i r s u b j e c t . Due t o this main r e a s o n , the u l t i m a t e o b j e c t i v e o f E n g l i s h t e a c h i n g i n Non-English Department should be focused on t h e r e a d i n g a b i l i t y i n u n d e r s t a n d i n g E n g l i s h text- books r e l a t e d t o t h e i r s u b j e c t o f l e a r n i n g .

However, t h e writer s t i l l f i n d s t h a t many

E n g l i s h Department s t u d e n t s o f Widya Mandala C a t h o l i c U n i v e r s i t y Surabaya have problems i n u n d e r s t a n d i n g t h e i r E n g l i s h t e s t- b o o k s . A r e a s o n t h a t i s caused

l a c k of vocabulary i s n o t r e l e v a n t t o t h e r e a l f a c t s i n c e i t f r e q u e n t l y happens t h a t although s t u d e n t s know word by word, he s t i l l

1

Wiriyachitra

,

reading problem is caused by the length

and the complexity of sentences found in the reading

text given. This view attracts the writer

to make a case study to the Non-English Department

Pharmacy students who have just finished their English

subject both in the first and second this

case, the writer is curious-to it is really

true that there is a correlation between students'

mastery of English Complex Sentences-found in the text

given and their reading comprehension ability.

In order to find out the coefficient correlation

of both variables, the writer administers two kinds of

achievement tests- the first is The Grammar Test to test

how far students are able to use English Sentences

and the second is The Reading -Comprehension Test

how far students understand the reading comprehension

passage given. After being statistically calculated, the

data shows that of both

score tests at the significant level of

95

is below

0.602 ( the-coefficient of table In words, this

means that at the interval of

95

% we believe

there is a significant relationship between

mastery of English Complex Sentences and

r e a d i n g a b i l i t y . Furthermore, t h e f i n d i n g s a l s o 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 of

s t u d e n t s ' mastery o f E n g l i s h Complex 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 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 .

O f t e n , whether i t i s r e a l i z e d o r n o t , i n s e a r c h i n g t h e meaning o f a t e a t , s t u d e n t s d e a l with t h e f o u r

62

o f meanings s t a t e d by C h r i s t i n e ,namely : I ) Conceptual meaning

-

t h a t i s t h e meaning of concept

found t h e whole t e x t down t o a s i n g l e word o r morpheme,

2 ) P r o p o s i t i o n a l meaning o r s i m i l a r l y t o s i g n i f i c a t i o n p l a i n s e n s e

-

t h a t i s t h e meaning o f a c l a u s e o r s e n t e n c e - can have even i t i s n o t being used i n a c o n t e x t , but i t i s j u s t s t a n d i n g on i t s own.

3) C o n t e x t u a l meaning s i m i l a r l y t o f u n c t i o n a l v a l u e - t h a t i s t h e v a l u e o f a s e n t e n c e used i n a g i v e n s i t u a t i o n o r c o n t e x t .

4 ) Pragmatic meaning

-

m a n i f e s t s t h e w r i t e r ' s a t t i t u d e which t h e r e a d e r should understand.

The knowledge o f t h e s e f o u r meanings can make a r e a d e r aware o f how t o overcome h i s problems i n u n d e r s t a n d i n g

a reading-text like the problem of syntax and the problem

beyond the plain sense. A sensitivity towards

.

the occurence of discourse marker may also help him

comprehend the reading-text. Difficult words, phrases,

even clauses may not block his understanding of reading

comprehension by skipping those difficult words and try

to make some guessing and hypothesizing. In addition,

the interest to read the text and the

background information about the text can also stimulate

them to make guessing and

Having provided hy such knowledge, the students

of Non-English Department are ready to study how to

analyee a paragraph or a whole piece of writing as what

has been explained by Braga in her thesis

"Row to Teach Reading Comprehension to Non-English

Department".

5.2. Suggestion

Through her thesis, the writer would like to make

suggestion that :

1. The orientation of English Teaching in Non-English

Department, especially in Widya Mandala Catholic

University Surabaya, should be focused on reading

comprehension not on structure or translation.

Analyzing paragraphs and discourse will

beneficial to improve students1 _{reading comprehension}

skill.

2. Before the teacher comes to the analysis of head and

modifier, it would be better if he provides his

students with four skills to understand the reading

comprehension text. They are the understanding of

propositional, contextual and pragmatic

These skills may give much help in making

guessing and hypothesizing while they are searching

meaning to identify the topic sentence or the thesis

sentence in the paragraphs or the whole discourse.

4.

order to this teaching, the teacher

should give students a lot of assignments on paragraph

or discourse analysis. They can be in the form of

individual or group assignmebts.

5.

The writer believes that to teach all these skills is

not an easy job. It requires much time and energy

besides students' willingness to participate.

Finally, it is also required that the teachers be

BIBLIOGRAPHY

Braga to Teach Comprehension to Non-English Department Students of Widya Mandala University Effectively", Unika Widya Mandala Surabaya,

1

Brown Dauglas of Language Learning And Teaching" Cliffs New York, Prentice-Hall

,

Inc,

Language For Teachers and Teacher Trainees", San Fransisce State Brown Company USA, 1980

Norman

E,

"Constructing Achievement Test", Jersey, Prentice-Hall Inc,

Harris English As Second

Languagev, New York, Mc Graw-Hill Book Company,

1969

J

.B,

"Writing English Language Tests", Singapore, Singapore Off Printing Ltd,

1979

Oxford Advanced Learner's Dictionary of Current Sing Cheong Printing

,

Language of Chemical

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,

Englewood C l i f f ,New J e r s e y , P r e n t i c e - H a l l , I n c , 1982

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S t a t e s o f America, Holt Renehart and 1971

and dan

Eenggunaan S t a t i s t i k n i a Surabaya, 1974

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