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adjective clauses to the English Language Education students as teacher candidates.
C. Suggestion
In language analyses, the X schema with its principles and parameters provides elegant ways to assess language. In spite of the principles and the terms
which may become shortcomings for those who are not used to, the X schema provides simplicity in assessing linguistic phenomena. Therefore, the writer
suggested to the students of English Language Education to master this grammar studies. It is not meant to make students be skillful in analysing language because
understanding the grammar only one of aspect in the success of language teaching. However, as Celce-Murcia and Larsen-Freeman argue 1999: 1-2, if the
approach focus on the language analysis, the connection between the rule and communication will be easily made. First, the teacher will expeditiously be able to
raise a learner’s consciousness about how the language works. Second, teacher will be able to focus the learners’ attention on the distinctive features of a
particular grammatical form in short time. Finally, the teachers can accomplish the teaching grammar explicitly or implicitly.
On the other hands, further research on looking for the underlying factors of the students mistakes in applying the X schema to analyse the adjective clauses
is highly recommended. In addition, the use of the X schema to depict and map the learners mistakes in producing sentences or utterances of the adjective clauses
is also valuable because this research solely focused on grammatical analyses. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
BIBLIOGRAPHY
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Biber, D., Conrad, S., Leech, G. 2002. Longman Student Grammar of Spoken and Written English. Hong Kong: Longman.
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Brown, J.D. 2005. Testing in language programs. Upper Saddle River, NJ: Prentice Hall.
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Celce-Murcia, M., Larsen-Freeman, D. 1999. The Grammar Book: An ESLEFL Teacher’s Course. 2
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Appendix A
The Test
The Answer Key
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101
THE ANSWER KEY Part A.
1. B 3. D
5. A 7. C
9. D 2. C
4. D 6. A
8. C 10. B
Part B 1. The girl who speaks English is my friend.
2. I read the book which is on the table. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
102
Rubric for part B Adapted from O’Grady et al., 2003: 151-194 Score Criteria
5 The students are able to perform theories and concepts of the X schema needed
for analysing the adjective clause using the X schema to draw tree diagrams as they are depicted in the answer key. They are able to label each word of the
matrix clause according to its category and to merge the category to form new phrasal categories correctly. They are also able to distinguish between the main
clause from the adjective clause in respect of the matrix clause and to merge their constituents correctly. They correctly assign the adjective clause as a CP
and correctly merge the CP to the NP which is modified. As a result they build an IP of the matrix clause which consists of a NP which is modified by the CP
and an I which functions as the head. They also able to perform the correct Wh movement operation of the Wh phrase inside the CP and mark the empty position
which is resulted from the movement with the trace t.
4 They are able to label each word of the matrix clause according to its category
and to merge the category to form new phrasal categories correctly. They are also able to distinguish between the main clause from the adjective clause in
respect of the matrix clause and to merge their constituents correctly. They correctly assign the adjective clause as a CP and correctly merge the CP to the
NP which is modified. As a result they build an IP of the matrix clause which consists of a NP which is modified by the CP and an I which functions as the
head. However, they do not account for the Wh movement at all or they make mistake in the Wh movement operation by mistakenly choosing a category to be
moved or incorrectly locate the new position or the original position of the Wh phrase.
3 They are able to label each word of the matrix clause according to its category
and to merge the category to form new phrasal categories correctly. They are also able to distinguish between the main clause from the adjective clause in
respect of the matrix clause and to merge their constituent correctly. Nevertheless, they make mistake in the CP. They incorrectly label or merge the
adjective clause, which should be a CP, as other categories or the students incorrectly merge the CP, which should be merged with NP, with other
categories.
2 They are able to label each word of the matrix clause according to its category to
form new phrasal categories. However, they are not able to perform that they can distinguish between the main clause and the adjective clause. As a result, they
incorrectly merge the constituents of the main clause and the adjective clause.
1 They are only able to label each word of the matrix clause according to its
category. Nevertheless, they incorrectly label the new phrasal categories resulted from the merge operations of the category.
They students achieving this score are students who leave the question unanswered.
103
Appendix B
Test Reliability
Computation
Distribution
of the Answer
104
TEST RELIABILITY COMPUTATION
PART A PART B
ENTIRE TEST
Student Scores Odd Even
Student Scores
Odd Even
Student Part A
Part B Total
1 10
5 5 1 8 5 3
1 8 8 80
2 9
5 4 2 8 5 3
2 9 8 85
3 9
5 4 3 10 5 5
3 9 10
95 4
8 4 4
4 10 5 5 4 10
10 100
5 8
4 4 5 6 5 1
5 8 6 70
6 8
3 5 6 5 4 1
6 8 5 65
7 8
4 4 7 9 4 5
7 8 9 85
8 8
5 3 8 9 4 5
8 8 9 85
9 8
5 3 9 9 4 5
9 8 9 85
10 8
4 4 10 6 4 2
10 8 6 70
11 8
4 4 11 8 4 4
11 8 8 80
12 8
4 4 12 8 4 4
12 8 8 80
13 7
4 3 13 8 4 4
13 7 8 75
14 7
4 3 14 8 4 4
14 7 8 75
15 7
5 2 15 8 4 4
15 7 8 75
16 7
3 4 16 8 4 4
16 7 8 75
17 7
4 3 17 8 4 4
17 7 8 75
18 7
4 3 18 7 3 4
18 7 7 70
19 7
4 3 19 6 3 3
19 7 6 65
20 7
4 3 20 5 3 2
20 7 5 60
21 7
4 3 21 5 3 2
21 7 5 60
22 7
4 3 22 5 3 2
22 7 5 60
23 7
4 3 23 7 3 4
23 7 7 70
24 7
4 3 24 5 2 3
24 7 5 60
105
25 7
4 3 25 5 2 3
25 7 5 60
26 6
2 4 26 5 2 3
26 6 5 55
27 6
2 4 27 4 2 2
27 6 4 50
28 6
4 2 28 4 2 2
28 6 4 50
29 6
3 3 29 3 1 2
29 6 3 45
30 6
3 3 30 2 1 1
30 6 2 40
31 6
3 3 31 2 1 1
31 6 2 40
32 6
4 2 32 2 1 1
32 6 2 40
33 6
4 2 33 2 1 1
33 6 2 40
34 6
3 3 34 2 1 1
34 6 2 40
35 6
4 2 35 2 1 1
35 6 2 40
36 6
3 3 36 2 1 1
36 6 2 40
37 5
3 2 37 2 1 1
37 5 2 35
38 5
3 2 38 2 1 1
38 5 2 35
39 4
3 2 39 2 1 1
39 4 2 30
40 4
2 2 40 2 1 1
40 4 2 30
41 4
2 2 41 2 1 1
41 4 2 30
42 3
2 1 42 2 1 1
42 3 2 25
43 3
1 2 43 2 1 1
43 3 2 25
44 3
3 0 44 2 1 1
44 3 2 25
45 3
2 1 45 2 1 1
45 3 2 25
Mean 6.46667 3.55556 2.93333
Mean 5.08889
2.62222 2.46667 Mean
6.46667 5.08889
57.7778
Midpoint
6.5 3 2.5
Midpoint
6 3 3
Midpoint
6.5 6 62.5
High 10 5 5
High 10 5 5
High 10 10 100
Low 3 1 0
Low 2 1 1
Low 3 2 25
SD 1.65462 0.95581 1.0198
SD 2.74730
1.48007 1.45449 SD
1.65462 2.7473 21.0701
106 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
107
The Distribution of the Students’ Answer
Part A
The Distribution of the Answer
Number Concept and Theories
Correct Answer A B C D
1 dependent clause and main
clause 28.89 31.11
28.89 8.89
28.89 2
dependent clause, main clause, modifier, and relative
pronoun 95.56 2.22
2.22 95.56
3 dependent clause, main clause
and relative pronoun 84.44 13.33
2.22 84.44
4 merger, I, inflection phrase,
complement and complementizer phrase
42.22 4.44 22.22 31.11 42.22
5 complement, complemetizer
phrase and Wh movement 82.22 82.22
8.89 6.67
6 complement, complemetizer
phrase and Wh movement 75.67 75.67
15.57 6.67
7 tree diagram, relative pronoun,
complement, complementizer phrase, Wh movement and
trace 80 8.89
80 11.11
8 main clause, merger, I,
inflection phrase and head 24.44 60
4.44 24.44
11.11 9
tree diagram, relative pronoun, complement, complementizer
phrase, Wh movement and trace
77.78 0 15.56
6.67 77.78
10 tree diagram, modifier,
complement and complementizer phrase
53.33 2.22 53.33
8.89 31.11
108
Part B
Number of Students Score Criteria
Number 1 Number 2
5 The students are able to perform theories and concepts needed for
analysing the adjective clause using the X schema and to draw tree diagrams as they are depicted in the answer key. They are able to
label each word of the matrix clause according to its category and to merge the category to form new phrasal categories correctly. They are
also able to distinguish between the main clause from the adjective clause in respect of the matrix clause and to merge their constituents
correctly. They correctly assign the adjective clause as a CP and correctly merge the CP to the NP which is modified. As a result they
build an IP of the matrix clause which consists of a NP which is modified by the CP and an I which functions as the head. They also
able to perform the correct Wh movement operation of the Wh phrase inside the CP and mark the empty position which is resulted from the
movement with the trace t.
11.11 11.11
4 They are able to label each word of the matrix clause according to its
category and to merge the category to form new phrasal categories correctly. They are also able to distinguish between the main clause
from the adjective clause in respect of the matrix clause and to merge their constituents correctly. They correctly assign the adjective clause
as a CP and correctly merge the CP to the NP which is modified. As a result they build an IP of the matrix clause which consists of a NP
which is modified by the CP and an I which functions as the head. However, they do not account for the Wh movement at all or they make
mistake in the Wh movement operation by mistakenly choose a category to be moved or incorrectly locate the new position or the
original position of the Wh phrase.
26.67 20
3 They are able to label each word of the matrix clause according to its
category and to merge the category to form new phrasal categories correctly. They are also able to distinguish between the main clause
from the adjective clause in respect of the matrix clause and to merge their constituent correctly. Nevertheless, they make mistake in the CP.
They incorrectly label or merge the adjective clause, which should be a CP, as other categories or the students incorrectly merge the CP,
which should be merged with NP, with other categories.
13.33 13.33
2 They are able to label each word of the matrix clause according to its
category to form new phrasal categories. However, they are not able to perform that they can distinguish between the main clause and the
adjective clause. As a result, they incorrectly merge the constituents of the main clause and the adjective clause.
11.11 15.56
1 They are only able to label each word of the matrix clause according to
its category. Nevertheless, they incorrectly label the new phrasal categories resulted from the merge operations of the category.
37.78 40 They students achieving this score are students who leave the
question unanswered. 0 0
109
Appendix C
Lesson Plans
and
Teaching Materials
110
LESSON PLAN MEETING ONE
A. Description of the Course
Kategori