CHAPTER IV FINDINGS AND DISCUSSIONS
B. Discussion
The Use of Coordinating Conjunction
In this part, discussion dealt with the interpretation of findings derived from the result of findings.
The students’ mastery in five categories of coordinating conjunction based on the result test of writing test in multiple choice was stated from the highest until the lowest. The first is conjunction
“so”, there were 8 students answered with correct answer (31%) and 18 another students answered with false answer because there were 3 students answered with “or”, 2 students answered with “for”, 10 students answered with “and”, 3 students answered with “but”. It was the highest score because during the researcher explained about it, the
27
students can easy to understandbecause in using conjunction “so” there were causal relationship.
The second is conjunction “and”, there were 6 students answered with correct answer (23%) and 20 another students answered with false answer because there were 4 students answered with “or”, 3 students answered with “for,”, 1 student answered with “so”, 12 students answered with “but”, because conjunction “and” also easy to understand because it often used in daily activities but when the researcher explained about it, more students that did not care about it.
The third is conjunction “for”, there were 5 students answered with correct answer (19%) and 21 another students answered with false answer because there were 2 students answered with “or”, 2 students answered with “so”, 8 students answered with “and”, 9 students answered with “but”,more students also difficult to understand and did not care when the researcher explained about it.
The fourth is conjunction “but”, there were 5 students also answered with correct answer (19%) and 21 another students answered with false answer because there were 2 students answered with “or”, 4 students answered with “for”, 7 students answered with “so”, 8 students answered with “and”.
And the fifth is conjunction “or”, there were 2 students answered with correct answer (8%) and 24 another students answered with false answer because there were9 students answered with “and”, 7
students answered with “so”, 4 students answered with “for”, 4 students answered with “but”. It was the lowest score because more students that answered with conjunction “and” and also more students cheated.
Based on the students’ writing test result, there were 7 classifications. It was stated from the highest classification until the lowest classification.
The first or the highest classification was fair, there were 9 students got it (35%), because the scores were 56, 56, 60, 60, 64, 64, 64, 64, 64. The second classification was good, there were 6 students got it (23%), because the scores were 76, 80, 80, 80, 80, 80. The third classification was poor, there were 5 students got it (19%), because the scores were 36, 44, 48, 48, 52. The fourth classification was very good, there were 4 students got it (15%), because the scores were 88, 88, 88, 92. The fifth and the sixth classification were fairly good and very poor, there was 1 student got it (4%), because the scores were 68 and 28. The seventh or the lowest classification was excellent, none of students got it (0%) because for get excellent, the score was 96 until 100 but the highest score of 26 students was 92.
Based on the students’ writing test result,the score of students’
average mastery from 1708 total scores and 26 students were 66 score.
It was fairly good classification. So, it was stated that the students’
mastery of using coordinating conjunction at the eighth grade students of SMP Aisyiyah Sungguminasa was still at low level.
29
To increase the level of students’ masteryin using coordinating conjunction, there are some things that must be done by their English teacher. That were the teacher should give more practice of English about coordinating conjunctions so the students will be more understand about this material, the teacher should know of each student’s ability in coordinatingconjunctions, the teachers’ carefulness is very important when they convey the materials toward their students and the teacher always motivate the students to learn English especially for coordinating conjunctions.
To increase the level of students’ mastery in using coordinating conjunction, there were some constraints faced by their English teacher.
That were the students not seriously studying English about coordinating conjunctions and the students did not pay attention to what their English teacher taught.
There were many factors that influence the students test result.
There were external factors and internal factors. External factors like when the students did the test, the situation of the class was too busy from the other class voice, so the students concentration is not focus enough, coordinating conjunction also did not specifically studied but slotted in another material, studied specifically mostly students did not understand moreover if only inserted in other material. These factors above as the same according Rothstein (2010) stated that extenal factors also include school conditions such as the quality of curriculum
materials, specialist or tutoring supports, class size, and other factors that affect learning.
Whereas internal factors like students studied about coordinating conjunction long time ago, they not seriously studied about coordinating conjunctions and they also not practiced coordinating conjunctions in daily activities. So, some of them was forgot although before did test the researcher reminded to students about coordinating conjunctions, and also some of them just crossed the answer without reading the question because the test was multiple choice. Variation with the testing situation. These factors above as the same according Spenciner (2010) stated that errors in the testing situation (e.g., students misunderstanding or misreading test directions, noise level, distractions, and sickness) can cause test scores to vary.
31 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research findings and discussions in the previous chapter, the researcher made conclusion as follow:
The students’ mastery on using coordinating conjunction at the eighth grade students of SMP Aisyiyah Sungguminasa in five categories based onthe writing test result in multiple choice was statedfrom the highest score until the lowest score. The first was conjunction “so”, there were 8 students answered with correct answer (31%). The second was conjunction
“and”, there were 6 students answered with correct answer (23%). The third was conjunction “for”, there were 5 students answered with correct answer (19%). The fourth was conjunction “but”, there were 5 students also answered with correct answer (19%). And the fifth was conjunction
“or”, there were 2 students answered with correct answer (8%), it was the lowest score.The score of the students’ average mastery based on the students’ writing test result from 26 students was 66. It was fairly good classification.
B. Suggestion
Based on the result of the data analysis, the researcher gave suggestion; the teachers should give more practice of English about coordinating conjunctions so the students will be more understand about it.
Besides that, the students should be more seriously studying English about coordinating conjunctions and the students should practice coordinating conjunctions by themselves without teacher.
APPENDIX VIII
Documentations
QUOTATION
“MAN JADDA WAJADDA”
“SIAPA YANG BERSUNGGUH-SUNGGUH, MAKA IA AKAN MENDAPATKANNYA”
“WHO ARE SERIOUS, HE WILL FIND THEN”
“KESUKSESAN BERASAL DARI KEMAUAN DAN KESUNGGUHAN HATI,”
“SUCCESS COMES FROM STRONG DESIRE”
“HUMAN PROPOSES,, GOD DISPOSES”
MANUSIA HANYA MERENCANAKAN,, TUHAN
MENENTUKAN
Agustina, Ria. 2010. A Descriptive Analysis of Coordinating and Subordinating Conjunctions Found in English Textbooks for the Second Grade of Junior High School. Salatiga: STAIN Salatiga.
Asrul, Asri. 2010. Improving Students’ Speaking Ability Through the Use of Suggestopedia Method at SMU Negeri 2 Bontotiro, Kabupaten Bulukumba.
Makassar. Unismuh Makassar.
Arikunto, Suharsimi. 2010.Prosedur Penelitian. Jakarta: Rineka Cipta.
Christariana, Tripoza. 2009. A Descriptive Analysis of Conjunction and its Function in Novel If In Stay. Denpasar: Universitas Udayana.
E. Warriner, John. 1982.Warriner’s English Grammar And Composition first course, New York: Harcourt Brace Jovanovich.
Frank, Marcella. 1972. Modern English a Practical Reference Guide. New Jersey:
Prentice hall Inc.
Gay, L.R. 1981. Educational Research Competencies for Analysis and Applications. Ohio: A Bell & Howell Company.
Greene, Judith. 1972. Psycolinguistics, Chomsky and Psychology. England:
Penguin Books Ltd.
H. Manser, Martin, 1995, Oxfords Learner’s dictionary, New York: oxford university press.
J. Moleong, Lexy. 1989. Metodologi Penelitian Kualitatif. Bandung: Remaja Rosda Karya.
Pardiyono. 2010. Pasti Bisa Materi Grammar. Yogyakarta: Andi offset.
Rismawati. 2011. The Application of Journal Entry Technique in Developing the Students’ Reading Comprehension. Makassar. Unismuh Makassar.
Riyanto, Slamet. 2009. Essential of English Grammar for Fluent English.
Yogyakarta: Pustaka Pelajar.
Rothstein, Richard. 2010. Problem with the Use of Student test Scores to Evaluate Teachers, (Online), (http://www.epi.org/publication/bp278/, accessed
.
November 7th2015).
Schrampfer Azar, Betty. 1999. Understanding and Using English Grammar Third Edition. New York: Pearson Education.
Spenciner, L.S. 2010. Factor that Influence Reliability, (Online), (http://www.education.com/reference/article/factors-influence-reliability/, accessed November 7th2015).
Sudiyono, Anas. 2004. Pengantar Statistik Pendidikan. Jakarta:Raja Grafindo Persada.
Sugiyono. 2007. Metode Penelitian Pendidikan. Bandung: Alfabeta.
Tarwiyati, Iis. 2007. Descriptive Study on the Use of Conjunctions in AI Songs.
Salatiga: STAIN Salatiga.
Taufiq Hidayat, Rachmat. 2006. Belajar Mudah Bahasa Inggris. Yogyakarta:
Pustaka Pelajar.
Wren and Martin. 1973. High school English Grammar and Composition. New Delhi: s. Chand & Company Ltd.
APPENDIX I
Instrument
Name:
Class:
Choose the best answer by crossing (x) a, b, c, or d 1. Do you like cycling ....hiking?
a. so c. but
b. or d. for
2. John is ill,....he can’t go to school.
a. or c. so
b. but d. for
3. Rani is beautiful .... clever
a. so c. or
b. but d. and
4. Mr. Broto has some sheeps .... some dogs.
a. so c. and
b. or d. for
5. The road is straight. .... long.
a.but c. or
b. so d. and
6. This t-shirt is nice .... cheap.
a. so c. or
b. and d. but
7. Do you like jogging .... walking?
a. or c. so
b. but d. and
8. He always made a problem .... his family.
a. so c. and
b. or d. for
9. Everyone has gather in the wall right now.... heard about the inspection.
a. so c. but
b. for d. and
10. Write this sentences down .... you don’t forget it.
a. for c. and
b. so d. but
11. I have mathematic lesson .... have English lesson.
a. but c. and
b. so d. or
12. The book which I like is helpful in preparation .... test.
a. for c. or
b. and d. so
b. but d. and
15. To go by plane is faster, ....its ticket is expensive
a. but c. and
b. so d. for
16. Which one do you prefer, to go by bus .... by ship?
a. but c. and
b. so d. or
17. He was angry .... he listened to me patiently.
a. so c. for
b. and d. but
18. I am hungry .... I eat.
a. and c. for
b. so d. or
19. She is making tea ....her father.
a. for c. so b. but d. and 20. I study hard.... I pass the exam.
a. but c. so
b. and d. or
21. You should study....the exam.
a. and c. for
b. so d. but
22. The door were opened,....the audience came crowding in.
a. and c. for b. so d. but
23. She didn’t wake up ontime.... she was late for work.
a. and c. but b. or d. so
24. She has some shoes .... none of them are comfortable for brisk walking.
a. but c. so
b. for d. or
25. May I get you an appetizer....some drink?
a. so c. but b. or d. for
Answer Keys:
1. b. or 11. c. and
2. c. so 12. a. for
3. d. and 13. c. or
4. c. and 14. b. but
5. a. but 15. a. but
6. b. and 16. d. or
7. a. or 17. d. but
8. d. for 18. b. so
9. b. for 19. a. for
10. b. so 20. c. so
21. c. for 22. a. and 23. d. so 24. a. but 25. b. or
1. Student A
Score = x 100 = 56 2. Student B
Score = x 100 = 88 3. Student C
Score = x 100 = 80 4. Student D
Score = x 100 = 80 5. Student E
Score = x 100 = 80 6. Student F
Score = x 100 = 64 7. Student G
Score = x 100 = 88 8. Student H
Score = x 100 = 60 9. Student I
Score = x 100 = 52 10. Student J
Score = x 100 = 64 11. Student K
Score = x 100 = 64 12. Student L
Score = x 100 = 44 13. Student M
Score = x 100 = 76 14. Student N
Score = x 100 = 56 15. Student O
Score = x 100 = 80
16. Student P
Score = x 100 = 28 17. Student Q
Score = x 100 = 36 18. Student R
Score = x 100 = 64 19. Student S
Score = x 100 = 80 20. Student T
Score = x 100 = 60 21. Student U
Score = x 100 = 48 22. Student V
Score = x 100 = 68 23. Student W
Score = x 100 = 64 24. Student X
Score = x 100 = 88 25. Student Y
Score = x 100 = 92 26. Student Z
Score = x 100 = 48
No Name Score (True) Total Score
Level
Or For So And But
1 Student A 2 4 3 5 - 56 Fair
2 Student B 4 5 3 5 5 88 Very good
3 Student C 4 4 5 2 5 80 Good
4 Student D 4 4 5 3 4 80 Good
5 Student E 4 4 5 2 5 80 Good
6 Student F 4 4 3 2 3 64 Fair
7 Student G 4 5 3 5 5 88 Very good
8 Student H 4 4 3 1 3 60 Fair
9 Student I 4 2 1 3 3 52 Poor
10 Student J 4 4 3 2 3 64 Fair
11 Student K 3 4 3 4 2 64 Fair
12 Student L 4 2 1 1 3 44 Poor
13 Student M 5 4 5 3 2 76 Good
14 Student N 2 2 4 3 3 56 Fair
15 Student O 4 5 5 3 3 80 Good
16 Student P 4 - 1 2 - 28 Very poor
17 Student Q 2 - 1 4 2 36 Poor
18 Student R 2 2 4 5 3 64 Fair
19 Student S 4 4 3 4 5 80 Good
20 Student T 2 4 2 4 3 60 Fair
21 Student U 3 2 2 4 1 48 Poor
22 Student V 3 4 4 5 1 68 Fairly good
23 Student W 3 2 5 3 3 64 Fair
24 Student X 4 5 5 4 4 88 Very good
25 Student Y 5 5 5 5 3 92 Very good
26 Student Z 2 2 2 3 3 48 Poor
Total 1708
Average 66
APPENDIX IV
Students mastery in five categories of using coordinating conjunctions:
P = x 100%
Or P = x 100%
= 8 % For P = x 100%
= 19 % So P = x 100%
= 31 % And P = x 100%
= 23 % But P = x 100%
= 19 %
P = x 100%
Excellent = 0 students Very good = 4 students
P = X
100%
= 15 % Good = 6 students
P = X
100%
= 23 %
Fairly good = 1 students
P = X
100%
= 4 % Fair
P = X
100%
= 35 % Poor
P = X
100%
= 19 % Very poor
P = X
100%
= 4 %
APPENDIX VI
The lists of VIII A class students results test of SMP Aisyiyah Sungguminasa:
No Score Classifications Frequency Percentage
1 96 to 100 Excellent 0 0 %
2 86 to 95 Very good 4 15 %
3 76 to 85 Good 6 23 %
4 66 to 75 Fairly good 1 4 %
5 56 to 65 Fair 9 35 %
6 36 to 55 Poor 5 19 %
7 0 to 35 Very poor 1 4 %
N M x
26
1708
66 (fairly good)