89
the head of the subject-object adjective clause based on the tree diagram. Those findings were elicited based on the students’ work in Part A of the test.
A final point was related to the students’ performance on applying and employing the concepts and theories of adjective clause and X schema to analyse
two types of adjective clauses and to depict the analyses in the form of tree diagrams. The students’ performance was similar either in subject-subject
adjective clause or object-subject adjective clause. In this part, most of students made mistake in merge operations. In the subject-subject adjective clause there
was 37.78 of the students made mistake in merging the categories. On the other hand, there was 40 of the students made mistake in merging the categories of
object-subject adjective clause.
B. Teaching Implication
The research findings imply that great concern should be given to the practice of teaching syntax and adjective clauses. Therefore, the writer would like
to propose some ideas which are related to the teaching syntax and adjective clauses to the English Language Educations Study Program students.
1. Teaching Syntax
It is undeniably true that syntax as a part of linguistics has certain respect and association in students’ mind due to its complexities and principles which
may become barriers for students to study it. In spite of the complexities, syntax, in this case the X schema, provides logical explanation on how words, phrases
90
and sentences are generated. The research findings, however, revealed that the students’ performance on the practical uses of the X schema needs improving so
that the students will be better equipped in their learning and teaching candidate of teachers.
The research revealed three important findings which were related to the practical uses of the X schema especially on the concepts and theories of
complementizer phrase CP, Wh movement and merge operation. Related to the CP, most of the students were unable to identify the relation and the change of a
CP in respect to the noun which was modified. As the result, confusion on analysing the Wh phrase and the Wh movement occurred. On the other hands, the
students were unable to show satisfying performance on the merger operation. In fact, merger operation is very important as a basis to do more advanced analyses.
Therefore, seeing the importance of the X schema and the research finding, the writer purposes some ideas of teaching especially to syntax class to
enhance the students’ understanding and performance. As many literatures on the X schema put forward, merge operations become the basic criteria to be able to
do more advanced grammatical analyses. Therefore, great concern and carefulness of teaching as well as appropriate material will support the students understanding
on this topic. Once the students understand the principle of the merge operations, others principles such as head, specifier, complement complemetizer, CP and Wh
movement, trace and empty category will be easily introduced and studied. The complete lesson plans and materials of those topics are on the other part of this
writing Appendix C
1
. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
91
2. Teaching Adjective Clause
