A. Research Design
In this research, the researcher applied a descriptive method which was used as tool todescribe the students’ difficulties in identifying complex sentences by using tree diagram analysis.
B. Variable / Indicator
The research variables were the objects that can be observed, assessed, or examined through their own indicators or parameters (Dalle,2012:24). Relating with this statement, the variable was one of the important elements of research.
This research had two variables, the first variable was the students’ difficulties in identifying constituents of complex sentence with adjective clause and the second variable was the students’ difficulties in identifying constituents of complex sentence with adverbial clause.
There were two indicator of the complex sentence with adjective clause;
the first indicator was unreachable constituents with their roles reached from breaking down phrase. The second indicator was the clause named incorrectly.
Furthermore, in the second variable, there were two indicators; the first indicator was unreachable constituents with their roles reached from breaking down phrase, the second indicator was the clause named incorrectly.
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C. Population and Sample 1. Population
The population of this research was the seventh semester students of English Department at Muhammadiyah University of Makassar in academic year 2015/2016. It consisted of 10 classes. The total number of population was 364 students.
2. Sample
The Sample of this research was decided by using Non Probability sampling technique; more specifically Purposive Sampling Technique was used. In this kind of sampling technique, the sample was taken purposively; the seventh semester who had studied about three diagram only. The number of sample was taken 40 students. Moreover, doing such a sampling technique was due to the condition of the respondents.
D. Research Instruments
In collecting the data, the researcher used Sentence Analysis test as instrument which the test given to know students’ difficulties in identifying constituents of sentences using tree diagram. The test consisted of 10 complex sentences, which were 5 sentences of adjective clauses and 5 sentences of adverb clauses, which the students answered by identifying the constituents of the sentences by using tree diagram analysis.
E. Data Collection
Here were some steps used to as actions related to the data collection procedure:
1. First of all, the observation was conducted for 2-4 times according to the students’ condition.
2. In the beginning before the test given, the researcher explained to the students about the protocol of the test.
3. Then, the test distributed to the students.
4. After that, collecting the observation’s sheet after students finished their test.
5. And last,conducting analysis of the students’ answer.
F. Data Analysis
After being collected, the result of the test was analyzed by considering of variable in order to find out the answer of the problem statements in the first chapter.
The researcher used the following formula in calculating the difficulty of the students in answering the test;
Gathut Limardani (2015:03).
E. Data Collection
Here were some steps used to as actions related to the data collection procedure:
1. First of all, the observation was conducted for 2-4 times according to the students’ condition.
2. In the beginning before the test given, the researcher explained to the students about the protocol of the test.
3. Then, the test distributed to the students.
4. After that, collecting the observation’s sheet after students finished their test.
5. And last,conducting analysis of the students’ answer.
F. Data Analysis
After being collected, the result of the test was analyzed by considering of variable in order to find out the answer of the problem statements in the first chapter.
The researcher used the following formula in calculating the difficulty of the students in answering the test;
Gathut Limardani (2015:03).
E. Data Collection
Here were some steps used to as actions related to the data collection procedure:
1. First of all, the observation was conducted for 2-4 times according to the students’ condition.
2. In the beginning before the test given, the researcher explained to the students about the protocol of the test.
3. Then, the test distributed to the students.
4. After that, collecting the observation’s sheet after students finished their test.
5. And last,conducting analysis of the students’ answer.
F. Data Analysis
After being collected, the result of the test was analyzed by considering of variable in order to find out the answer of the problem statements in the first chapter.
The researcher used the following formula in calculating the difficulty of the students in answering the test;
Gathut Limardani (2015:03).
where:
p
= Percentage of level of difficultyΣ
S = Number of incorrect answerΣ
B= Number of correct answerAfter being calculated, the result classified into four criteria of level of difficulty. In order to reveal the students’ difficulties in identifying constituents of complex sentence. Here is the following table showing the classification of level of difficulty.
Table 3.1 Classification of Difficulties
Level of Difficulty (%) Criteria
79≤ P ≤ 100 Very difficult
65≤ P < 79 Difficult
39≤ P < 65 Moderate
0≤ P < 39 Not Difficult
Gathut Limardani (2015:03).
CHAPTER IV
FINDINGS AND DISCUSSIONS
In this chapter, there will be some important things to discuss, namely findings acquired from the research which cannot be separated by the respondents help, and some discussion related to the findings. These findings were achieved in a very difficult process, as the respondents were having their teaching training in various schools. However, the raw data was finally collected. And the one who started this research to identify students’ difficulties directly without any measurements made. Concerning about this problem, some indicators were made in order to achieve the research objectives. Those indicators were then defined operationally in order to have as clear measurements.
The indicators were unreachable constituents until single word reached and clauses named incorrectly. Both indicators will be the basis in order to measure the students’ difficulties in identifying complex sentence with adjective clause and adverbial clause, as variables.
The following section consist some data acquired from the investigation.
The first is findings, where the audiences can encounter reliable data of the research. The second will be discussion, where some propositions related to the findings are discussed.
A. Findings
The following section presents the data acquired from the investigation. There are two variables will be explained in findings; they are the students’ difficulties to identifying adjective clause by using tree diagram
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analysis and the students’ difficulties to identifying adverbial clause by using tree diagram analysis as follows:
1. The students’ difficulties in identifyingcomplex sentence with adjective clause using tree diagram as follows :
1. The students do not know the hierarchies of a sentence
2. The students do not know the phrase structure rules used in tree diagram analysis.
3. The students do not know about adjective clause.
4. The students do not know relative pronoun (who and which) as conjunction to form adjective clause
The rate percentage of the students’ difficulties in identifying adjective clause using tree diagram analysis is shown as follow:
Table 4.1students’ difficulties in identifying adjective clause
No Indicator Number of
respondents
Incorrect answer
Total of correct and incorrect
answer
Percentage (%)
1 Unreachable constituents until single word reached
40 2592 3260 82 %
2 Naming clauses incorrectly
40 190 200 95 %
The data above can be shown from chart below:
Figure 4.1 Chart OfStudents’ difficulties in identifying adjective clause
Figure 4.1 shows the result of sentence analysis test five complex sentences with adjective clause. The chart shows a whole result; means it covers all respondents as well as their scores which are combined to find percentage of scores got by 40 students.
The expected correct answers made by all students are 3260 from 79 constituents for each students that must be produced, after cutting down the phrases until single word are reached, but they just produced around 568 constituents correctly that and made incorrect answer around 2592. In other hand, the second indicator, all students are expected to name 200 of 5 clause it must be produced of each students, however they just naming 10 clauses correctly and around 190 incorrect answers. It indicates that they are in very difficult level
82%
95%
75%
80%
85%
90%
95%
100%
Unreachable constituents until single
word reached Naming clauses as relative clause incorrectly