CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION
Conclusions, teaching implications and suggestions of this endeavor research come up in this chapter. Conclusions of the research which are related to
the research questions are restated briefly to emerge important details of the research findings. Teaching implications to the English Language Educations
students are presented to attain better performance. Finally, suggestions are also outlined to trigger for other researchers to attain development in the practice of
language teaching.
A. Conclusion
The writer asked two questions in this research. The first one was asking about the performance of the sixth semester students in analysing the adjective
clause using X schema. The result of the research disclosed that the performance of the students on analysing the adjective clause using of X schema was
considered sufficient. The performance was sufficient because the test, which was used to measure the students’ performance, showed that the students achieved
57.77 in average. In details, the average score of the first part of the was 64.67. In this part of the test, the students were required to recognise, recall,
indicate and identify concepts and theories which are related to the X schema and the adjective clause. On the other hand, the average score of the second part was
50.89. In this part of the test, the students were required to analyse two types of
87 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
88
adjective clause by employing and applying concepts and theories of the X schema to show their syntactic structures in the form of tree diagrams.
The second question was looking for the general classifications of the students’ mistakes in applying the concepts and theories of the X schema in
analysing the adjective clauses. The general classifications of the students mistakes were drawn based on the literatures and the students’ work to disclose
important details of the X schema and the adjective clauses. In this case, the research disclosed several interesting findings. The first one was related to the
concepts and theories of main clause, dependent clause and modifier. The research revealed that the students could not identify an adjective clause in a complex
sentence. The indication was when the students were required to identify a clause and to select the adjective clause as the correct answer, there were only 28.89 of
the students answered correctly. The second one was related to the CP and Wh movement. The result
showed that the students also could not restate clearly and indicated that an adjective clause was categorised into a CP not an IP in relation to the noun which
was modified. There were only 42.22 of the students correctly answered the question.
The third one related to the traces as the result of Wh movement on the IP. In this case, the students were required to locate the original position of the
relative pronoun and to figure out the head of the IP as well as the role of CP in the IP. Related to these concept and theories, the students were not able to identify
the head of a main clause. There were only 24.44 of the students able to state PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
Kategori