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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

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CHAPTER I INTRODUCTION

I . 1. Background of t h e

Reading h a s been t h e most important s o u r c e o f i n f o r m a t i o n i n t h e l e a r n i n g s i t u a t i o n . Text-books and r e f e r e n c e s a r e f r e q u e n t l y t h e s o u r c e of knowledge i n

most c l a s s e s . Even when supplementary m a t e r i a l s a r e g i v e n by t e a c h e r s , t h e y i n v o l v e r e a d i n g a s t h e n e c e s s a r y p r o c e s s t o g a i n i n f o r m a t i o n . No m a t t e r whether i t i s r e a d i n g i n t h e first o r second language, i t g i v e s t h e

g r e a t s u p p o r t t o a c h i e v e t h e i r major g o a l of l e a r n i n g . More and more new s c i e n c e and technology have been i n v e n t e d nowadays

,

s o i n o r d e r n o t t o be l e f t behind by t h e i r p r o g r e s s , most u n i v e r s i t y s t u d e n t s , e s p e c i a l l y non- English Department S t u d e n t s , a r e r e q u i r e d t o extend t h e i r knowledge from o t h e r s o u r c e s such a s a r t i c l e s ,

j o u r n a l s , books o r l i t e r a t u r e s which a r e mostly w r i t t e n i n E n g l i s h . For r e a s o n , David E. Eskey s a y s ,

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the ability to read journals and books in that language.

Another English expert, Ward, in his articles

Techniques for Teaching Reading states that

. .

the

majority of students of English as a foreign language nay

never speak much English, but most of them will have to

read English in order to complete their university

studies 2

However, according to the writer's observation

when she interviews some students of Non-English

Department of Widya Mandala University especially

those who must write thesis with English

objective of teaching English in Subsystem Nir-English

has not been completely achieved yet. This conclusion is

also supported by other previous researchecs, one of

which is the English teacher in Subsystem Nir- English

-

Drs. Laga in his seminar Bahasa Inggris

di Subsistem Nir- Inggris Unika Widya Mandala Surabaya

Bagaimana Sebaiknya ? says that

an besar mahasiswa Suhsistem Nir-Inggris kita

capai kuliah bahasa yang telah

David E. Eskey Advanced Reading the Structural

.

English Forum,

197

1 ,

v.9,

2 James Ward, "Technique for Teaching Reading",

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t h e s t u d e n t s t o achieve t h e r e a d i n g comprehension s k i l l s i f t h e c l u e s a r e n o t understood. B e t t y Wallace R o b e i n e t t , 6 a p r o f e s s o r o f l i n g u i s t i c o f Mfnnesota, s t a t e s t h a t s t u - d e n t s can f a i l i n comprehending a t e x t g i v e n i f t h e y f a i l t o a t t a i n some c l u e s l i k e meaning, v i s u a l c l u e s t o s p e l l - i n g , p r o b a b i l i t i e s of a c c u r r e n c e , c o n t e x t u a l pragmatic knowledge and and semantic competence.

Based on r e s e a r c h above, t h e w r i t e r f e e l s i n t e r e s t e d i n d i s c u s s i n g t h e problems of r e a d i n g comprehen- s i o n o f Non-English 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 because o f t h e f a c t t h a t "When r e a d i n g a t e x t b o o k , i t f r e q u e n t l y happens t h a t a l t h o u g h a s t u d e n t knows e v e r y word' i n a s e n t e n c e , h e s t i l l cannot what t h e s e n t e n a e e s p e c i a l

when i t i s l o n g and complicated" .

I n t h i s study, t h e w r i t e r i s r e a l l y c u r i o u s t o know whether t h e s t u d e n t s o f Non-English

e s p e c i a l l y t n o s e wbo have g o t t h e i r E n g l i s h s u b j e c t i n t h e f i r s t and second s e m e s t e r s , can comprehend t h e r e a d i n g passage g i v e n i f t h e y -. m a s t e r knowledge o f E n g l i s h

Complex s e n t e n c e s . Here t h e w r i t e r d e c i d e s t o make a c a s e

6 Kennete C r o f t on A Second - -

f o r Teachers and Teacher S t a t e U n i v e r s i t y P r e s s ,

A S c i e n t i f i c Reading

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s t u d y on t h e c o r r e l a t i o n between t h e o f

Complex S e n t e n c e s and t h e r e a d i n g comprehension a c h i e v e - ment o f Pharmacy 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 t o f i n d whether b o t h of them r e a l l y correspond t o each o t h e r .

The A i m of The

C l o s e l y r e l a t e d t o t h e r e a s o n f o r choosing t h e t o p i c , t h i s paper i s t r y i n g t o prove whether t h e r e i s a c o r r e l a t i o n between s t u d e n t s ' mastery o f 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. Suppose t h e r e i s a p o s i t i v e c o r r e l a t i o n , t h i s paper w i l l a l s o inform t h e c o e 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 ' mastery o f E n g l i s h S e n t e n c e s towards t h e i r r e a d i n g comprehension achievement.

1.3. The S i g n i f i c a n c e o f The Study

By conducting t h i s s t u d y , t h e w r i t e r hopes t h a t t h e r e s u l t o f t h i s s t u d y may c o n t r i b u t e some h e l p t o t h e E n g l i s h t e a c h e r s of Pharmacy F a c u l t y i n t h e i r e f f o r t s t o a c c e l e r a t e s t u d e n t s ' a b i l i t y i n comprehending E n g l i s h text- books and r e f e r e n c e s . t h e w r i t e r a l s o hopes t h a t t h e f i n d i n g s o f t h i s t h e s i s may become

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Nir- English Departments.

1.4. L i m i t a t i o n o f t h e Study and Some D e f i n i t i o n s o f Key Terms

L i m i t a t i o n o f t h e Study

Being aware of how broad t h e scope o f t h i s s t u d y would b e , t h e -w r i t e r f i n d s i t n e c e s s a r y t o i t . T h i s s t u d y w i l l d i s c u s s t h e r e l a t i o n s n i p between t h e mastery o f E n g l i s h Complex S e n t e n c e s and t h e r e a d i n g comprehension achievement.

For sake o f t h i s s t u d y , t h e w r i t e r would l i k e t o l i m i t t h e p o p u l a t i o n only t o second semester s t u d e n t s o f Widya U n i v e r s i t y Surabay a belonging t o t h e s c h o o l y e a r o f who have a l r e a d y f i n i s h e d t h e i r E n g l i s h s u b j e c t i n t h e first and second semesters. The w r i t e r p r e f e r s choosing second semester Pharmacy s t u d e n t s because i n t h i s c a s e t h e y have s t u d i e d much about E n g l i s h Complex S e n t e n c e s and have g o t much r e a d i n g comprehension p r a c t i c e .

1.4.2. D e f i n i t i o n o f Key Terms

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s e m e s t e r S t u d e n t s , c a s e study.

What t h e w r i t e r means by mastery i s complete c o n t r o l o r I n o r d e r t o t e s t t h e s t u d e n t s1 mastery o f

E n g l i s h Complex Bentences, t h e w r i t e r g i v e s an achievement t e s t i n t h e form of c r i t e r i o n r e f e r e n c e d t e s t . The t e s t t y p e s a r e m u l t i p l e - c h o i c e and t r u e - f a l s e type q u e s t i o n s .

E n g l i s h Complex Sentences a r e s e n t e n c e s which a r e c l a s s i f i e d base on t h e number and k i n d s o f

c l a u s e s w i t h i n a s e n t e n c e . Such s e n t e n c e s a l s o have two o r more f u l l p r e d i c a t i o n s . One o f t h e s e i s a n independent c l a u s e o r main c l a u s e t h a t i s similar t o t h e form o f t h e s i m p l e s e n t e n c e and t h e o t h e r s a r e dependent c l a u s e s o r o r d i n a t e c l a u s e . E n g l i s h Complex S e n t e n c e s meant h e r e a r e concerned w i t h dependent c l a u s e s and v e r b a l c o n t r u c t i o n .

Achievement, t o a t t a i n m e n t , i s g e n e r a l l y used r e f e r t o a f o r m a l t e s t which h a s been designed t o show how f a r s t u d e n t s have achieved t h e p a r t i c u l a r

m a t e r i a l . To know t h e s t u d e n t s ' r e a d i n g comprehension achievement, t h e w r i t e r a d m i n i s t e r s a n achievement t e s t i n t h e form o f r e f e r e n c e d t e s t . The t e s t measures how f a r s t u d e n t s understand t h e s u b j e c t m a t t e r , g e n e r a l i z a - t i o n , d e t a i l

, s i g n i f i c a n c e , c o n c l u s i o n , a p p l i c a t i o n and

8 AS Oxford Advanced L e a r n e r ' s D i o f C u r r e n t U n i v e r s i t y P r e s s ,

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vocabulary

.

I n t h i s c a s e , t h e w r i t e r u s e s o b j e c t i v e t e s t i n t h e form of multiple- choice- type q u e s t i o n s and s u b j e c t i v e t e s t i n t h e form of e s s a y t e s t items.

Second Semester Pharmacy s t u d e n t s a r e a l l s t u d e n t s who s t u d y i n second s e m e s t e r Pharmacy o f Widya

Mandala C a t h o l i c Surabaya Now t h e y have accomplisned t h e i r E n g l i s h s u b j e c t i n t h e second s e n e s t e r .

Case i s a n i n t e n s i v e s t u d y a b o u t t h e problem found i n a c e r t a i n group i n a c e r t a i n p l a c e and t h e

r e s u l t o f t h e s t u d y w i l l be h e l p f u l t o overcome t h e problem happening i n t h a t group. In o r d e r n o t t o

g e n e r a l i a e t h e problem d i s c u s s e d h e r e , t h e w r i t e r f e e l s n e c e s s a r y t o l i m i t t h e d i s c u s s i o n j u s t i n i n t e n s i v e l e a r n i n g a b o u t t h e mastery o f r e a d i n g comprehension o f second s e m e s t e r Pharmacy 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 and i t s c o r r e l a t i o n with

mastery o f E n g l i s h Complex S e n t e n c e s

.

r e s u l t of t h i s w i l l h e l p t h e E n g l i s h t e a c h e r s o f Pharmacy F a c u l t y i n t h e i r e f f o r t s t o d e v e l o p

r e a d i n g comprehension p r o f i c i e n c y .

T h i s s t u d y i s o n l y based on t h e r e l a t i o n s h i p between t h e r e a d i n g comprehension achievement and t h e m a s t e r y o f E n g l i s h Complex S e n t e n c e s o f t h e second

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U n i v e r s t t y d u r i n g t h e academic y e a r o f

1.5. Problem Statement

I n c o n n e c t i o n with t h e background o f t h e s t u d y , t h i s t h e s i s w i l l uncover whether t h e r e i s a p o s i t i v e s i g n i f i c a n t c o r r e l a t i o n between t h e mastery o f E n g l i s h Complex S e n t e n c e s and t h e r e a d i n g comprehension

ment of t h e second s e m e s t e r Pharmacy s t u d e n t s o f Widya Mandala U n i v e r i s i t y . To make i t c l e a r e r , t h e w r i t e r f o r m u l a t e s t h e s t a t e m e n t o f t h e problem as f o l l o w s :

Does t h e mastery o f E n g l i s h Complex S e n t e n c e s c o r r e l a t e w i t h t h e r e a d i n g comprehension achievement o f t h e second s e m e s t e r s t u d e n t s o f t h e Pharmacy F a c u l t y of Widya

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

1.6. Fundamental Assumptions It i s assumed t h a t

S i n c e a l l t h e s t u d e n t s o f t h e Pharmacy F a c u l t y a r e mostly g r a d u a t e d from o r Sekolah

Apoteker, t h e y a r e c o n s i d e r e d t o have s t u d i e d E n g l i s h and v o c a b u l a r y as what t h e s t a t e d s y l l a b u s e x p e c t s

.

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information from reading text- books o r r e f e r e n c e s which a r e 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 .

1.6.3. Having completed t h e i r English s u b j e c t both i n t h e f i r s t and second s e n e s t e r s , s t u d e n t s have mastered a l l t h e m a t e r i a l s given.

The English t e a c h e r s who teach t h e s t u d e n t s i n t h e f i r s t and second semesters a r e t o be q u a l i f i e d i n teaching English.

The t e s t s given as t h e instruments. of t h e

r e s e a r c h a r e considered t o be v a l i d and r e l i a b l e .

1.6.6. The sample of t h i s study i s enough-in q u a n t i t y and q u a l i t y t o r e p r e s e n t t h e population.

1.7. Hypotheses

Based on t h e foregoing assumptions, t h e following hypotheses a r e formulated :

1.7.1. The n u l l hypothesis

There i s between t h e mastery o f English Complex Sentences and t h e r e a d i n g compre- hension achievement.

1.7.2. The A l t e r n a t i v e Hypothesis

There i s a p o s i t i v e s i g n i f i c a n t c o r r e l a t i o n

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To test the foregoing hypotheses, the writer uses Product

Moment from Formula:

1.8. Organization of tne Thesis

This thesis consists of five

I

,

the Introduction, deals with the background of the study,

aim of the study, limitation of the problem

statement, fundamental assumptions, hypotheses and

organization of the thesis.

Chapter consists of the of related

studies ever by the graduates of the English

Department of the Teacher Training of

Mandala University and

the

theoretical framework.

Chapter Methodology of Research, is

into four parts : population and samples, research

instruments, research design, and procedure of

collecting.

Chapter Analysis and Interpretation of Data,

of parts. The first part is the data

10 Joko Marsito Arcana,

tatistik Ekonomi

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analysis and second part is data interpretation.

Chapter

V,

the last is devided into two

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