The Students Ability in Using Relative Clause at the Second Year Students of SMAN 1 Maiwa Enrekang - Repositori UIN Alauddin Makassar

  

THE STUDENTS’ ABILITY IN USING RELATIVE CLAUSE AT THE

SECOND YEAR OF SMAN 1 MAIWA ENREKANG

A Thesis

  

Submitted in Partial Fulfillment of the Requirements for the Degree of

Sarjana Pendidikan (S.Pd.) in English Education Department of

Tarbiyah and Teaching Science Faculty of

UIN Alauddin Makassar

  

By:

H U S N I

Reg. Number: 20401106170

ENGLISH EDUCATION DEPARTMENT

  

TARBIYAH AND TEACHING SCIENCE FACULTY

ALAUDDIN STATE ISLAMIC UNIVERSITY OF ALAUDDIN

PERNYATAAN KEASLIAN SKRIPSI

  Dengan senantiasa mengharapkan ridha Allah SWT, yang bertanda tangan di bawah ini menyatakan bahwa skripsi ini adalah benar- benar hasil karya penyusun sendiri. Jika dikemudian hari terbukti bahwa skripsi ini merupakan duplikat, tiruan atau dibuat oieh orang lain secara keseluruhan atau sebagian, maka skripsi dan gelar yang diperoleh karenanya batal demi hukum.

  Makassar, 27 Agustus 2010 Penulis H U S N I

  Nim: 20401106170

  

ACKNOWLEDGMENT

  مسب ميحرلا نمحرلا الله

  Alhamdullilahi Rabbil Alamin , the researcher would like to express her praise to

  the Almighty Allah SWT who has given His blessing, mercy, and guidance to her in completing this thesis, which is one of the requirements to attain the degree of Sarjana Pendidikan in English Education Tarbiyah and Teaching Science Faculty UIN Alauddin Makassar. Bless be upon, also to the prophet Muhammad SAW, who has guided the human being from the worst to the piece.

  The writer realizes that in writing this thesis many people have contributed her with their help, support motivation, and advice. Therefore, the researcher would like to express her deepest sincere appreciation to: 1.

  The researcher’s beloved parents, Haruna and Nuriah who always pray, educate, encourage and provide material support, so that she could finish this thesis.

  Besides, she also thanks to her brother and sisters: Mistri & Sugianto, Risman & Nurhidayah, Jumriani S.Pd & Ahmad Dolla, Sahril, Gunawan, and Enita, who always give her many kinds of spirit, material support, love and praying in finishing her study.

  2. Prof. Dr. H. Azhar Arsyad, M.A.,the Rector of Alauddin State Islamic University (UIN) Makassar.

  3. Prof. Dr. H. Moh. Natsir Mahmud, M.A. as the Dean of Tarbiyah and Teaching Science Faculty of Alauddin State Islamic Universitiy (UIN) Makassar.

  4. Dra. Djuwairiah Ahmad, M.Pd., M. TESOL and Dra. Kamsinah, M.Pd.I, the head and secretary of English education department of Tarbiyah and Teaching Science faculty of Alauddin State Islamic University (UIN)Makassar.

  5. The most profound thanks go to the all lecturers of English Department and all

  State Islamic University of Alauddin Makassar especially for Dra. Djuwairiah Ahmad, M.Pd., M.TESOL and Dra. Kamsinah, M.Pd.I the first and second consultant for their guidance and advice during this writing thesis.

  6. My beloved family; grandfathers, grandmothers, uncles, aunts, cousins, and for my beloved nephew and nieces; Lutfiah Latifa, Aulia Akila, Farik Fahras and Alifah Amalia. All of family that could not be mentioned here. Thanks for help and motivation.

  7. My beloved friends in “JUST SPEAK IT” team; Kamrida Habe SPd, Abu Nawas

  S.Pd, Uhma S.Pd, Suardi S.Pd, Nur mayanti S.Pd, St. Herlina, Sahriati, Yohana, Asni, Abdi, Fatih, Jusman, Adi, Irhas Najrin and so on.

  8. Drs. H. Muh. Yasin as the headmaster of SMAN I Maiwa Enrekang, and special

  thanks for the English teacher of the second year of SMAN I Maiwa, Rahman Alwi S. S, and the staff of SMAN I Maiwa for their help during the writer research.

  9. The second year of SMAN 1 Maiwa who had been actively participated to be the respondents of the research.

  10. The researcher’s classmate in English Department PBI 9&10 (EIGO NINETEN/LOVAMATES INVICTUS SPIRIT) (the 2006 generation), best friends in Nur Mayanti S.Pd, Suardi S.Pd, Abdi , St. herlina, Mutahharah, Gusiar SPd, Arin and ShuHarni, Ria, Musdah, Irfan, Dedi, Ela, Rusni, Ela, putriani, Raslia, Ani, Aminah, Rao dah, Sa’diah, Mardiah, Nurbiah, Raodah, Nur Ihsan and all friends could not be mentioned here. Thanks for friendship, togetherness and suggestions to the researcher.

  The researcher realizes that, this writing thesis is still the simplest one. Remaining errors are the researcher’s own; therefore, constructive criticism and Finally, willingly the researcher prays may all our efforts are blessed by Allah SWT.Amin.

  Makassar, 5 Juli 2010 The Writer

  LIST OF CONTENTS

  Page TITLE ............................................................................................................. i PERNYATAAN KEASLIAN SKRIPSI .......................................................... ii PERSETUJUAN PEMBIMBING .................................................................... iii PENGESAHAN SKRIPSI ............................................................................... iv ACKNOWLEDGEMENT .............................................................................. v LIST OF CONTENS ....................................................................................... viii LIST OF TABLE ............................................................................................. x LIST OF APPENDICES .................................................................................. xi ABSTRACT ..................................................................................................... xii CHAPTER I INTRODUCTION ......................................................................

  1 A. Background...............................................................................

  1 B. Problem Statement...................................................................

  2 C. Objective of the Research .........................................................

  2 D. Significance of the Research ....................................................

  3 E. Scope of the Research ..............................................................

  3 CHAPTER II REVIEW OF RELATED LITERATURE ................................

  4 A. Previous Related Findings ........................................................

  4 B. Some Pertinent Ideas ................................................................

  6 CHAPTER III METHOD OF THE RESEARCH ............................................ 20 A. Research Design ....................................................................... 20 B. Population and Sample ............................................................. 20 C. Instrument of the Research....................................................... 21 D.

  Procedure of Collecting Data ................................................... 21 E.

  CHAPTER IV FINDINGS AND DISCUSSIONS .........................................

  25 A. Findings .................................................................................... 25 B. Discussion ................................................................................ 35 CHAPTER V CONCLUSION AND SUGGESTION .....................................

  38 A. Conclusion ................................................................................ 38 B. Suggestion ................................................................................ 39 BIBLIOGRAPHY ............................................................................................

  40 APPENDICES .................................................................................................

  42 CURRICULUM VITAE ..................................................................................

  

LIST OF TABLES

  Table 1. Rate Percentage of the Students’ Score in Relative Clause …………….. 25 Table 2. The Students’ Interesting in Learning English………………………….. 28 Table 3. The Difficulties That the Students Found in

  Learning English ………… 29 Table 4. The Students’ Interesting in Learning Relative Clause…………………. 29 Table 5. The Students’ Opinion about Studying Relative Clause ……………….. 30 Table 6. The Students’ Understanding in Learning Relative Clause ……………. 31 Table 7

  . The Students’ Opinion about the Teachers’ Method which was Used in Learning Relative Clause

  ……………………………………………… 31 Table 8. The Students’ Frequency to Get Assignment from the Teacher in Using Relative Cl ause ………………………………………………………….. 32 Table 9. The Students’ Cooperation in Doing Exercises ………………………… 33 Table 10. The Books’ Supplying That Support the Students’ Learning Process Especially Eng lish Books ……………………………………………… 33 Table 11. The Students’ Lack in Learning Relative Clause ……………………… 34

LIST OF APPENDICES

  APPENDIX A. The Students’ Score in Using Relative Clause …......... 42 APPENDIX B. Test of Research……………………………………… 43

  49 APPENDIX C. Key Answer ………………………………………….. APPENDIX D. Questionnaire of

  50 Research ……………………………

  ABSTRACT Name : H U S N I Reg. Number : 20401106170 Title : The Students Ability in Using Relative Clause at the Second

Year Students of SMAN 1 Maiwa Enrekang

Consultant I : Dra. Djuwairiah Ahmad, M. Pd., M. TESOL

  Consultant II :Dra. Kamsinah, M. Pd. I

  This thesis explained about the students’ ability and their problems in using relative clause. The problem statements of the research are: (1) What is the students’ ability in using relative clause and (2) what are the students’ problems in using relative clause. The objective of the research was to find out the students’ ability and their problems in using relative clause at the second year of SMAN 1 Maiwa Enrekang. This research applied descriptive method.

  The population of the research was the second year students of SMAN 1 Maiwa Enrekang that consist of 135 students and the sample consist of 30 students who taken randomly. In collecting data, the research used two kinds of instruments, namely: (1) objective test and (2) questionnaire. The objective test used to find out the students’ ability in using relative clause and questionnaire was to find out the students’ problem in using relative clause.

  The result of the data indicated that the second year students of SMAN 1 Maiwa have low mastery the relative clause. The mean score of the students in the table shows that the students’ mastery in using relative clause was 3.69, the highest score was 8.8 (3.33%) who was got only one student, and the lowest score was 1.2 (50%). Based on the previous classification of the scores, the score of the students as stated above was classified as a poor score, it was proved that the mastery of relative clause at the second year students of SMAN 1 Maiwa is still low.

CHAPTER I INTRODUCTION A. Background Language is very necessary in daily life, moreover at the modern period. Every country has something to do with the other person. In this case, it cannot be

  denied that language has an important role in communication, because it is a tool of communication.

  In English language there are four skills, such us speaking, listening, writing and reading. These skills support each other and they cannot be isolated.

  The elements of the language such us vocabulary and grammar must also be taught to the students as the basic knowledge to words the English use and skill. Through the study of grammar, students would become more familiar with the grammar of their native language and that this familiarity would help them understand, so they can speak and write better.

  Arsyad (1996) states that relative clause is a group of words that consist of subject and verb which is part of the other sentence, and the other statement that clause is clause that has function as adjective and explain noun or pronoun, Kardimin (2005). Unfortunately, English grammar sometimes makes Indonesian students confused because it is different from the grammar of their mother tongue, of the English grammar that the students need to know is relative clause or adjective clause.

  In a relative clause tells us which person or thing (or what kind of person or thing) the speaker means (Murphy, 1994). So that, know this material make the students easy to understand what the speaker means.

  Many students have learned about relative clause but still failed because they do not know how to use it. So, because of it the researcher inspires to do a research entitled “The Students’ Ability in Using Relative Clause at the Second Year of SMAN 1 Maiwa Enrekang”.

B. Problem Statements

  Based on the previous background, the researcher formulates research questions as follows:

1. What is the students’ ability in using relative clause at the second year of

  SMAN 1 Maiwa Enrekang? 2. What are the students’ problems in using relative clause at the second year of

  SMAN 1 Maiwa Enrekang? C.

  Objective of the Research

  Based on the problem statement above the researcher determines the objectives of the research as:

  1. To find out the students’ ability in using relative clause at the second year of SMAN 1 Maiwa Enrekang.

  2. To find out the students’ problems in using relative clause at the second year of SMAN 1 Maiwa Enrekang.

  D. Significance of the Research

  The result of the research is expected to be useful information for the English teachers especially for the English teachers of SMAN 1 Maiwa Enrekang.

  E. Scope of the Research

  By discipline of the research, the researcher focuses the scope on the students’ ability and their problems in using relative clause at the second year of SMAN 1 Maiwa Enrekang

CHAPTER II REVIEW OF RELATED LITERATURE This chapter deals with some previous related research findings and some pertinent idea. A. Some Previous Related Findings Latif in Sahrir (2003), the grammatical structure is knowledge of how to

  built sentences, it is important to teach the students as the basic framework to use English. As the knowledge of grammatical structure, it enable the students to built meaningful production in order to communicate effectively, to correct and eliminate the interference and errors in their communication, to develop their language skills, and easily comprehend and English text.

  Sudrajat in Sahrir (2003), as one element of English grammatical structure is necessary, because the mastery of English is impossible without dealing with it well. One who has sufficient grammatical knowledge can master English more easy, she/ he is not encounter so many difficulties in using English grammatically in her or his communication, because she or he know pattern.

  Lado in Rostini (2006) states that the knowledge of grammatical structure of English for a foreign student is the basic frame work to build the students to

  Nasaruddin (2005) says that, the second year students of MAN- 2 Sinjai Timur have fair ability to make direct and indirect speech. It was proved by they mean score namely, 5.76. That caused by the students do not get enough explanation, practice, exercises, guidance, and motivation on direct and indirect speech.

  Rostinah (2004) says that, the students’ ability at SMU Negeri 1 Bontotiro Bulukumba in using relative clause were very poor. It was proved by the mean score namely, 35.1. She found that the kinds of relative clause were most difficult for the students based on their incorrectness score were, whose (89.18 %), where (93.43 %) and when (94.84 %). The kinds of adjective clause were easier for the students based on their incorrectness score were, which as subject (46.81 %), which as object (56.68 %), who (51.5 %), that as subject (56.68 %), that as object (60.5 %), whom (61.49 %).

  Lado in Rostini (2006) states that, there were some additional for the importance of teaching grammar:

1. The grammar of foreign language is different and a new matter for students.

  When his native language rulers applied, he must make inference and or errors. This brings a new problem in this foreign language.

  2. The learner is unable to recall precisely all foreign language sentences that he has learn to be used in communication. He has to know grammar to build

B. Some Pertinent Ideas 1. Definition of Adjective Clause

  Murphy (1994) states that, a relative clause/ adjective clause tells us which person or thing (or what kind of person or thing) the speaker means.

  Azar (1999) states that an adjective clause is a dependent clause that modifies a noun.

  Arsyad (1996) states that relative clause is a group of words that consist of subject and verb which is part of the other sentence.

  Frank (1972) states that in adjective clause, a full subject and predicate is changed by means of a special introductory word which has the same referent as the preceding noun or pronoun.

  Kardimin (2005) states that relative clause is clause that has function as adjective which explain noun or pronoun.

  Based on the definition previous, the researcher concludes that relative clause is a clause that explains and gives information about a noun. Adjective clauses are introduced by the following word: who, whom, which, whose, that, where, and when.

2. Types of Relative Clauses

  Frank (1972) states that, an adjective clause may be classified according to the antecedent that the introductory word refers to. Example: 1)

  As subject

• He gave the present to the woman who (or that) had helped him.
• The woman who (or that) bought a book was very kind.
• John who (or that) helped me, passed in examination.
• The handsome man who (or that) sat beside you was my cousin.
• The teacher who (or that) teaches you was very smart.

  2) As object of verb

• He met the man whom (or that) you helped yesterday.
• The child whom (or that) you gave candy was cried.
• John whom (or that) he helped passed in examination.
• The students whom (or that) you taught were very smart.
• The doctor whom (or that) you met was my brother.

  3) As object of preposition

• He paid the man from whom he had borrowed the money.
• The man from whom I borrowed this book was very kind.
• The woman whom he looking at was beautiful.

  4) As possessive adjective

• He is the man whose car I borrowed yesterday.
• She is the woman whose husband died last night.

As subject

  b. Thing Here relative pronoun was used: which or that.

  Example: 1)

• Here is the pen which (or that) color full.
• This is the picture which (or that) very beautiful.
• This is the book which (or that) describes city.

  2) As object of verb

• Here is the pen which (or that) my mother bought yesterday.
• That is the picture which (or that) he had drawn.
• This is the cat which (or that) I like very much.
• She was wearing the coat for which she had paid very expensive.
• The music to which we listened yesterday was good.
• The cat at which we looking yesterday was funny.

  3) As object of preposition

  c. Time

  Example:

• Monday is the day when we meet together.
• 08:00 is the time when my plane was arrived.
• I still remember when we went to the party together.

  d. place

  Example: This is the city where I was born.

• Here is the restaurant where we ate together.
• That is the island where we spent vacation together.
• 3.

   Position of Adjective Clauses

  The normal position of adjective clause is immediately after the noun or pronoun to which it refers.

  Example: - The man who gave me present is very kind.

  The seller who sells flowers is very kind.

• The book which she bought is very expensive.
• He is the man whom I know you can trust.
• She is the writer whose book you have read.
• However, sometimes a prepositional phrase or a participial phrase may intervene. Where such a phrase intervenes, the antecedent of the adjective clause may be ambiguous. For example: the dean wrote to the parents of the students who had helped with the annual carnival, it is not clear whether the antecedent of who is the parents or the students, Frank (1972).

  Occasionally an adjective clause referring to the subject comes after the verb, especially when antecedent is a pronoun.

4. Kinds of Adjective Clauses

  There are two kinds of relative clause: defining relative clause and non- defining relative clause.

a. Defining Relative Clause

  Kardimin (2005), defining relative clause is relative clause which gives necessary information about antecedent.

   Thomson (1986), defining relative clauses usually follow the + noun,

  but they can also be used with a/ an + noun, plural noun without the and the pronoun all, none, anybody, somebody, and those.

  The noun or pronoun in these cases is usually the object of a verb or preposition: I met someone who said he knew you.

• I met her who gave you present.
• A grandfather who came here yesterday is my family.
• He knows everybody who ever came in his home.
• Thomson (1986) notices that there was no comma between a noun and a defining relative clause. Allen (1947), defining relative:

  PEOPLE THINGS SUBJECT who [that] that [which]

  OBJECT (that) (that)

  POSSESSIVE whose of which [whose]

  Example:

• SUBJECT The man who wrote this poem is a doctor.
• The beautiful girl who cooked this soup is a cooker.
• The book which is on the table is mine.
• OBJECT The man whom you met yesterday was a doctor.
• The radio which he bought was big.
• The book that I put on the table was mine.
• PREPOSITIONAL The man that you spoke to yesterday was a doctor.
• The music that you listened to yesterday was funny.
• The book which you were looking at just now belongs to me.
• POSSESSIVE The man whose name I always forget is a doctor.
• He is the student whose bag is red.
• He is the producer whose movie you watched yesterday.
• b.

   Non- Defining Relative Clause

  Kardimin (2005), non- defining relative clause is relative clause which give additional information, and we use commas (,) in this clauses. Allen (1947), Non- defining relative:

  Relative clauses in these cases give us extra information about the person or thing. We already know which thing or person is meant.

  PEOPLE THINGS SUBJECT , who , , which , OBJECT , whom , , which , PREPOSITION , prep + whom , , prep + which , POSSESSIVE , where , , whose ,

  Example:

• SUBJECT
• My mother, who is over 50 years, still plays badminton.
• His brother, who lives in California, came to visit him recently.
• The coffee, which had been boiling for a long time, tasted rancid.
• OBJECT
• Miss Lidya, whom you helped yesterday, is a doctor.
• The girl, whom he knows, was very charming.
• Yesterday I met Cerry, whom I had not seen for a long time.
• PREPOSITION
• The man, that you spoke to yesterday, was a doctor.
• The music, which you listened to yesterday, was funny
• The book, which you were looking at just now, belongs to me.
• POSSESSIVE Mr. Ridwan, whose father I met last night, is a good teacher.

• The producer, whose movie you watched last night, is very professional.
• Amy, whose motorcycle had broken, was in very bad mood.
• 5.

   The Used of Relative Pronoun in Relative Clauses a. Using Who and Whom

  Example: 1) The woman – she sits beside me – is a doctor. who The woman who sits beside me is a doctor.

  In example above, she is a subject pronoun. She refers to “the women.” To make a relative clause, change she to who. Who is a subject pronoun.

  Who refers to the woman.

  2) The woman – I met her – is a doctor. whom The woman whom I met is a doctor.

  In example above, her is a object pronoun. Her refers to “the women.” To make a relative clause change her to whom. 3)

  The child – he cried beside me – was very cute who

  In example above, he is a subject pronoun. He refers to “the child”, to make a relative clause, change he to who. Who is subject pronoun, who refers to the child.

b. Using Who, Who(m), and That

  Frank (1972), relative pronoun who (whom for object, whose for possessive) refers to persons (also pets); which refers to things. That may refer to persons or things. That does not appear after a preposition.

  Some authorities claim that, that should refer only to things and that in formal prose only which is appropriate to denote things. However, this “rules” are largely ignored in the United States. It would probably be more in accord with actual usage in this country to say that, with nonrestrictive clauses referring to things, the choice between that and which is merely one of style; that is chosen if a “lighter” structure word is desired, and which if a “heavier” one is preferred.

  Example: 1)

  The waiter was friendly. He served us dinner who that The waiter who served us dinner was friendly.

• The waiter that served us dinner was friendly.

  2) The waiter was friendly. I met him whom that The waiter whom I met was friendly.

• The waiter that I met was friendly.
• Azar (2003), who(m), that can be used as the object in adjective clause.

  3) The man woman was Latifa. I saw her whom that The woman whom I saw was Latifa.

• The woman that I saw was Latifa - c.

   Using Which and That

  Example: 1)

  The book is mine. It is on the table which that The book which is on the table is mine.

• The book that is on the table is mine.
• Azar (2003) states that, which used for things, that is used for both people and things.

  2) The books were expensive. I bought it which that The books which I bought were expensive.

• The books that I bought were expensive.
• 3)

  The cake was very delicious. We ate it last night

   which

  that The cake which we ate last night was very delicious.

• The cake that we ate last night was very delicious.
• d.

   Singular and Plural Verb

  Example: 1) I know the girl who is singing there.

  Verb in example above, (is) is singular because who refers to a singular noun, “girl.” 2) I saw a tool which is used to cut wood.

  Verb in example above, (is) is singular because which refers to a singular noun, “tool.” 3) I know the girls who are singing there.

  Verb in example above, (are) is plural because who refers to a plural noun, “girls”.

  Verb in example above, (play) is plural because who refers to a plural noun, “athletes.”

e. Using Preposition

  Azar (2003) states that, in an adjective clause, whom, which and that can be used as the object of a preposition.

  Azar (2003) states that, in very formal English the preposition comes at the beginning of the adjective clause. Usually, however, in everyday usage, the preposition comes after the subject and verb of the adjective clause. If the preposition comes at the beginning of the adjective clause, only

  whom or which may be used.

  Example:

  1) She is the woman. I told you about her

  whom that

• She is the woman about whom I told you.

  Atau:

• She is the woman whom I told you about.

  2) Aulia likes the family. She is living with them

  whom that

• Aulia likes the family whom she is living with.

  Atau:

f. Using Whose

  Whose is used to show possession. It carries the same meaning as

  other possessive pronouns used as adjective: his, her, its, and their. Like his, her, its, and their, whose is connected to a noun:

  His pencil whose pencil Her composition whose composition

  Azar (1989) states that, both whose and the noun is connected to are placed at the beginning of the adjective clause. Whose usually modifies “people” but it may also be used to modify “things”.

  The examples of using whose in adjective clauses:

1) I know the man. His house was destroyed.

  whose house I know the man whose house was destroyed.

• 2) She is the girl. Her book I borrowed.

  whose book She is the girl whose book I borrowed.

• 3)

  Here is the police. His gun was lost whose gun Here is the police whose gun was lost

• g.

   Using Where

  Example: The room is very beautiful. He sleeps there.

• The room where he sleeps is very beautiful.
• The books store where she bought books was so far.

  The books store was so far. She bought books there

• That is the river where I swimming together my friends.

  That is the river. I swimming together my friends

h. Using When

  Azar (1989) states that, when was used in adjective clause to modify a noun of time (year, day, time, century, etc).

  Example: I’ll never forget the day. I met you.

• I’ll never forget the day when I met you.
• This is the year when we will make a small party.

  This is the year. We will make a small party

• This is the year when we promise to meet again.

  This is the year. We promise to meet again

CHAPTER III METHOD OF THE RESEACH This chapter deals with the research design, population and sample,

  instrument of the research, procedure of collecting data, and technique of data analysis.

  A. Research Design

  The method that was used in this research was descriptive. It described the students’ ability and their problems in using relative clause at the second year of SMAN 1 Maiwa Enrekang.

  B. Population and Sample 1. Population

  The population of the research was the second year students of SMAN 1 Maiwa Enrekang in the academic year of 2010-2011. It consisted of five classes, they were: IPA I: 31 students, IPA II: 31 students, IPA III: 29 students,

  IPS I: 18 students and IPS II: 26 students. The total population of the second year Students of SMAN 1 Maiwa Enrekang was 135 students.

2. Sample

  Arikunto (2006) Sample is most of population in who are researched, in member of population to be sample, Tiro (2000: 3). The number of the sample in this research was 30 students.

  C. Instrument of the Research

  There were two kinds of instrument that were used in this research. They were objective test and questionnaire. The test was used to find the students’ ability in using relative clause and the questionnaire was used to find the students’ problems in using relative clause.

  D. Procedure of Collecting Data

  Collecting this thesis, the researcher collected data through three steps namely:

  1. Preparation Phase In this step the researcher did introduction study to the object that would be research, the researcher contacted the headmaster of the school and also the

  English teacher of the class. After that the researcher continued by doing literature study by analyzing some books that connected with this thesis. After that the researcher made and looked for instrument of the research that would be given to the students of SMAN 1 Maiwa Enrekang.

  2. Collecting Data In this step the researcher did a field research. Field research is a method

  The researcher collected the data from the students’ work, namely from the objective test and questionnaire, the procedure did as follows: a.

  Firstly, the researcher contacted the teacher of the class b.

  The researcher explained first how to work out the objective test and questionnaire as well as and told them the time to do the test.

  c.

  The researcher distributed the instruments to the students.

  d.

  The researcher asked the students to do the test and may continue doing questionnaire.

  e.

  Finally, the researcher collected the answer sheets from the students.

3. Processing Data

  After the researcher got the data from the research object, the researcher processed it to be discussed in this thesis.

E. Technique of Data Analysis

  In this research, the researcher used descriptive method and analyzed the data collection through test and questionnaire. The data was obtained from the test and then was analyzed quantitatively as follows: a.

  Scoring the students correct answer of the test Students’ correct answer score = x 10 total number of item

• – 10
• – 9.5
• – 8.5
• – 7.5
• – 6.5
• – 5.5
• – 3.5

d.

  5.

  3.6

  5.6

  6.6

  7.6

  8.6

  9.6

  7. Excellent Very Good Good Fairly Good Fair Poor Very Poor

  6.

  4.

  b.

  3.

  2.

  No. Classification Score 1.

  (Gay, 1981) c. Classifying the students’ score into seven levels, which fall into seven classifications: Depdikbud (1985: 6).

  ∑ = sum of all score N = total number of subject

  Where: = mean score

  ∑

  Calculating the mean sore of the students in using English articles by using the following formula:

  0.0

  The data from the questionnaire will be analyzed by using percentage technique. The formula is as follows:

  n

  P = x 100

  N

  Notation: % : Percentage

   n : Frequency N : The total respondent

CHAPTER IV FINDINGS AND DISCUSSIONS This chapter consists of two sections. The first section deals with the finding of the research, and the second section deals with the discussion of the research. A. Findings 1. The presentation of the data analysis collected through the test For the purpose of classifying and tabulating the data into percentage

  1

  30 100

  50 Total

  43.33

  3.33

  3.33

  15

  13

  1

  rate, the score of each item of the test is firstly determined. This test consists of 25 items, and the score of each item is one point. To know the score of the students, the score of each item (25) is multiplied with the correct answer made by the students.

  

Table 1. Rate Percentage of the Students Score in Relative Clause

  7 Excellent Very Good Good Fairly Good Fair Poor Very Poor

  6

  5

  4

  3

  2

  1

  No Classification Score Frequency Percentage

  9.6 - 10 8.6 - 9.5 7.6 - 8.5 6.6 - 7.5 5.6 - 6.5 3.6 - 5.5 0 - 3.5 The table above shows that of 30 students, no one got excellent score, 1 (3.33 %) of them got very good and good score, no one got fairly and fair score, 13 (43.33 %) of them got poor score, and 15 (50 %) of them got very poor. This means that the goal of teaching and learning English structure is still far away from the required target.

  The total aim of the score of the students in using relative clause objective test is 110.8, and the total numbers of the students who have been researched are 30 persons. So, to find out the students mean score, this research uses following formula:

  ∑

  Where: = mean score

  ∑ = sum of all score N = total number of subject

  ∑

  Notation: =

  Having seen the calculating above, it can be concluded that the second year of IPA students of SMAN 1 Maiwa, cannot understand how to use relative clause well. This is proved in the calculation above that the mean score of the students is 3.69. consequently, based on the classification of the score in advice, the score above is classified as”poor”.

  

The students’ score in using relative clause

  Number of Number of correct Number of item Score respondent answer

  1.

  25

  8

  3.2 2.

  25

  8

  3.2 3.

  25

  8

  3.2 4.

  25

  3

  1.2 5.

  25

  9

  3.6 6.

  25

  5

  2 7.

  25

  8

  3.2 8.

  25

  8

  3.2 9.

  25

  8

  3.2 10.

  25

  9

  3.6 11.

  25

  7

  2.8 12.

  25

  9

  3.6 13.

  25

  10

  4 14.

  25

  11

  4.4 15.

  25

  10

  4 16.

  25

  8

  3.6

  19.

  3.2

  8

  8

  4.8

  3.2

  4

  3.6

  4.8

  4.8

  8.4

  1.6

  8.8

  2.4

  3.2 Total 276 110,8 2.

  22

   Data analysis collected through the questionnaire

Table 2.

  

The Students’ Interesting in Learning English

  No Classification Frequency Percentage 1.

  2.

  3.

  4. Very interested Interested Uninterested Strongly Uninterested

  8

  19

  2

  1

  26.66

  63.33

  6.66

  6

  4

  20.

  25

  21.

  22.

  23.

  23.

  25.

  26.

  27.

  28.

  29.

  30.

  25

  25

  25

  25

  21

  25

  25

  25

  25

  25

  25

  25

  12

  8

  10

  9

  12

  12

  3.33 Total 30 100 The table above shows that from 30 respondents, 8 (26.66 %) of them were very interested, 19 (63.33 %) of them were interested, 2 (6.66 %) of them were uninterested and 1(3.33 %) of them were strongly uninterested.

  Based on the analysis above, the researcher concludes that most of the students were interested in learning English.

  

Table 3.

The Difficulties that the Students Found in Learning English

  No Classification Frequency Percentage

  1. Always

  14

  46.66

  2. Seldom

  2

  6.66

  3. Sometimes

  14

  46.66

  4. Never Total 30 100

  The table above shows that from 30 respondents, 14 (46.66 %) of them said always, 2 (6.66 %) of them said seldom, 14 (46.66 %) of them said sometimes, and no one of them said never found the difficulties in learning English.

  Based on the analysis above, the researchers conclude that most of the students said always found difficulties in learning English.

  

Table 4.

The Students’ Interesting in Learning Relative Clause

  No Classification Frequency Percentage

  2.

  3.

  10 Total 30 100 The table above shows that from 30 respondents, 6 (20 %) of them said very difficult, 21 (70 %) of them said difficult, 3 (10 %) of them said easy, and no one of them said very easy.

  70

  20

  3

  21

  6

  4. Very difficult Difficult Easy Very easy

  2.

  3.

  No Classification Frequency Percentage 1.

  

Table 5.

The Students’ Opinion about Studying Relative Clause