I Sampai III

8/6/2019 I Sampai III

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19CHAPTER I

INTRODUCTION

1.1 Background

Language is important feature of human life, the major means of

communication, and a basis essential in our communicating society. By using

language, they can express their ideas, thoughts, opinions and emissions.

One of foreign language that is learned by most of Indonesia people is English.

In Indonesia, English is taught to students as compulsory subject either in

government school or in private school.

In teaching and learning English, there is what we call language skills (reading,

listening, speaking and writing) and language components (pronunciation,

vocabulary, structure and grammar). These skills and components have function as a

tool in developing science, technology, culture and art.

Grammar is define as a description of a structure of a language and the way in

which linguistics units such as words and phrases are combined to produce sentence

in language. It makes the sentence meaningful and understandable. Due to the fact

that students need grammar to learn the rules of how to construct a correct sentence,

the point of grammar understanding has never been eliminated from the teaching

materials.

In KTSP curriculum (2007:8), it is stating that;

Ditinjau dari segi tujuan dan kompetensi yang ingin dicapai, maka

pembelajaran bahasa inggris ini menekankan pada aspek keterampilan

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berbahasa baik lisan maupun tulisan, baik respektif maupun produktif

diman siswa diharapkan mampu menggunakan keterampilan berbahasa

dalam kehiduoan sosial.

Based on the statement above, learning grammar is important for students in

using English correctly. Surely, it can examine the sentence they produce and classify

their parts calling this a noun, that a verb, and so on. In addition, it shows the students

how the English language is constructed. It will try to add some insights into what

goes on in the mind when they create and understand English sentence, when they

apply in the real situation.

One of the areas of grammar that sometimes becomes a problem to solve for

students is the use of relative clauses “which and who” in sentences. Relative clause

can be classified into two, subject relative clause and object relative clause. They

describe and give more information about the noun and pronoun.

However, the most common problem of students at the senior high school level

like students in SMKK Ponpes Al- Khairaat Pusat Palu in learning relative clause

“which and who” was determining whether those words is appropriate as subject

relative clause or object relative clause. For example; two sentences: (1) I prefer

vocations, and (2) They are very relaxing. There were still several of the students who

wrote the sentences in wrong order. In this case, the students just wrote the sentence

become “I prefer vacation which they are very relaxing”.

As a result, when they were asked to combined the sentences, they get confused

whether the words “which and who” should be taken. Furthermore, they need to

2



know dependent clause and independent clause; and also pay attention to the

function, is it subject or object in the sentences. Clearly, if both of the sentences,

combining together become “I prefer vocations which are very relaxing”, (without

“They”). The sentence “I prefer vacations” is called independent clause, while the

sentence “They are very relaxing” is called dependent (object) relative clause.

Thinking about this fact, the writer could conclude that the students get frustrated in

conducting the sentence.

Looking at the reason above, the writer was interested in conducting her

research entitle; Improving the ability of Grade Twelve Students of SMKK Ponpes

Al- Khairaat Pusat Palu to Identifying Relative Clauses “which and who” through

Reading Explanation Texts.

The decisions of using explanation texts as the medium for conducting this

research were determined by two reasons below:

1. Explanation texts state phenomenon. It tells sequence of explanation its interest

for students who want to know more about the fact or event especially in nature

and society. It’s commonly composed in the mode of simple sentence. By

reading the texts, they will get challenge in working with grammar.

2. Explanation texts include sentences (simple, compound, or complex). The

students would be accustomed in looking at those relative clauses “which and

who”.

The writer decided to conduct this research in SMKK Ponpes Al- Khairaat

Pusat Palu because there is recommendation of the English teacher. He always

3



triggers to ask the students to conduct and explain English sentences from fact or

event their experience in sequence correctly. It has close relationship with the writer

taught. So, by seeing it, the writer agreed to conduct her research entitle “Improving

the Ability of Grade Twelve Student of SMKK Ponpes Al- Khairaat Pusat Palu to

identifying Relative Clauses “which and who” through Reading Explanation Texts.

Since the sequences of fact or event in explanation texts commonly needs relative

clauses as the grammatical feature.

1.2 Problem Statement

Based on the background above, the writer provided one question as the

problem of this research as follows:

“Could the use of reading explanation texts improve the ability of grade twelve

students of SMKK Ponpes Al- Khairaat Pusat Palu in identifying relative clauses

“which and who”?.

1.3 The Objective of Research

In doing this research, the writer formulated an objective. The objective of the

research was stated as follow:

To prove that the use of reading explanation texts could improve the ability of

grade twelve students of SMKK Ponpes Al- Khairaat Pusat Palu in identifying

relative clause “which and who”.

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1.4 The Significance of Research

The result of this research expected to be:

1). A reading material for students of English Education Study Program of Tadulako

University who are going to be a teacher of English.

2). An advantageous input for teacher of English.

3). A contribution for anyone who are interested in learning relative clause.

1.5 The Scope of Research

In this research, the writer only focused on several words in relative clause.

They are “which and who”, either it acts as subject relative clause or object relative

clause in a sentence.

1.6 Operational Definition of Key Terms

1). Improving is an act to become or make something better or to achieve or produce

something of a better standard or quality than something else.

2). Ability is the mental or physical capacity, power or skill require to do something.

3). Identify is the acts to show or prove who or what somebody or something as being

a particular person or thing.

4). Relative Clause is a term to tell the readers which person or things or what kind of

person or thing) the speaker means. It signs by the word used in place of noun or

noun phrase.

5). Reading is an activity to look at and understand the meaning of written or printed

words or symbols.

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6). Explanation Text is a kind of text which tells process of relating to forming of

natural, social, scientific and culture phenomena. It’s to say ‘why and how’ about

the forming of the phenomena.

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CHAPTER II

RELATED LITERATURE REVIEW

2.1 Grammar

Grammar is one of the important things in a language. It is needed in order to

make sentences meaningful and understandable by others. N.Chomsky (1972:103-4)

states:

“Grammar is the model of grammatical competence of the native

speaker of a language. A person who knows a language has mastered asystem of rules that assigns sound and meaning in a definite way for an

infinite class of sentence. The person who knows the language hasmastered these rules or of putting them to use nor is there any reason to

supposed that this knowledge of the rules can be brought to

consciousness”.

In brief, grammar is the set of structure rule that govern the composition of

sentences, phrase and words in any natural language

(http://en.Wikipedia.Org/Wiki/English-Grammar.Agustus 2010).

Grammar contains of rules of pattern found in structure. Sulaiman, (1999:2)

states: “Grammar is a model or description of the structure of a language as a

grammatical competence of the native speaker of a language; invented and writer by

competence expert”.

2.2 Sentence and Clause

2.2.1 Sentence

Sentence is a set of words expressing a statement, a question or a command.

Sentence contains at least a subject and a verb. They begin with capital letter and end

with a full stop or an equivalent mark. For example;

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http://en.wikipedia.org/Wiki/English-Grammar.Agustus

http://en.wikipedia.org/Wiki/English-Grammar.Agustus



“All students must study hard to keep abreast the scientific advancement; do you

realize that the future will be your responsibility”.

Sentence may also occur emotively. It is an expression of will, or an expression

of emotion, attitudes, intentions and moods come up in the speaker’s felling and/ or to

be involved in the listener (s), for example;

“Sorry for telling you, you promise me; do you think you are the person I have to

wait for long in such a punctual time, you had made it to be a good person someone

must always remember his/ her words”!

2.2.2 Clause

Clause known as a group of words that includes a subject and a verb, forming a

sentence or a part of sentence. Since that the sentence can be called as a clause,

besides a sentence commonly contains clause. Clauses can be characterized into

several concepts, such as:

(1). Noun clause; a clause that does the work of a noun, for example: “we

expect that we shall get a prize”. (Expect what?).

(2). Adjective clause; one that does the work of a adjective, such as: “we like a

story which ends happily”. The slashed described the story.

(3). Adverb clause; a clause that does the work of an adverb, such as: “the

students went home when schools was over”. The slashed word modifies about time.

According to Silaiman (2004:78-80), sentence may be identified into three great

classes, they are: 1). Simple sentence, 2). Compound sentence and 3). Complex

sentence.

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In the term of sentence, clause may have close relationship with it. There are

two kinds of clause, independent clause and dependent clause. In this case, the writer

analyzed about relative clauses “which and who”.

2.3 Relative Clause

In the term of relative clause, a sentence or a clause is being important thing

because it might be meaningful. It actually has position and a function in a sentence.

Manurung (2005:1) writes:

“A clause is a group of words contains the main subject or a verb. An

independent clause is a complete sentence. It contains the main subject

and verb of sentence. A dependent clause is not complete sentence. It

must be connected to an independent clause. Furthermore, an adjective

clause is dependent clause which modified a noun. It describes,

identifies or further information about a noun. An adjective clause is

called a relative clause, because the clause is an adjective. It is

positioned directly after the noun is described”.

Indeed, relative clause tells us which person or thing (or what kind of

person or thing) the speaker means.

2.4 Using Words “which and who” as Relative Clause

The words “which and who” indicate relative clause. They are also called

relative pronoun. The relative pronoun acts as the subject and introduce object in a

sentence. Moreover, those words above have each function as well. In writing, “who”

is used for people and “which” for things.

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For example;

- The radio which I sold last night was very old.

- The girl who is standing in front of the audience is my daughter.

In the first sentence, word “which” acts as the subject. It certainly explains “the

radio” while another sentence introduces object. In the case the use of “who” explains

“the girl”.

2.4.1 Subject Relative Clause

A subject relative clause follows a noun or pronoun. It describes and gives more

information about the noun or pronoun. A subject relative clause is a dependent

clause. It describes a noun or pronoun occurring in the independent clause.

Independent clause Dependent Subject Relative Clause

I prefer vacations

We have a classmate

Which are very relaxing

Who took a trip to Bali

Furcy and Menasche (1993:93) assert that: “sometimes the subject relative

clause appears within the independent clause”. Look at the example as follow:

Beginning of

Independent Clause

Dependent Subject

Relative clause

Completion of

Independent Clause

The travel agent

Places

Who sold me the ticket

Which are very quite

Is very efficient

Attract some vacationers

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Furthermore, they note that a subject relative clause can describe a noun or

pronoun which is either the subject or the object in the independent clause.

2.4.2 Object Relative Clause

An object relative clause is a dependent clause describing a noun or pronoun in

the independent clause. The object relative clause follows the noun or pronoun. It

describes and gives more information about the noun or pronoun. It describes and

gives information about the noun or pronoun.

Independent clause Dependent Object Relative Clause

My sister likes the sweater

I talk to everyone

Which I give her

Who (m) you invited to the wedding

Just like the previous explanation, the object relative clause sometimes appers

within the independent clause also (Furcy and Menasche; 1993:16). Look at the

example below:

Beginning of

Independent Clause

Dependent object of

Relative Clause

Completion of

Independent clause

The suit

The students

Which my mother bought

me

Who (m) we met at the

shop

Doesn’t fit me

Were very nice

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Need to note that the object relative clause can describe a noun or pronoun

which is either the subject or object in the independent clause.

2.5 Reading

Reading is one of four language skills that the students should have in learning

English. Pallawa (2006: 12) argues:

“Reading is not only a passive skill but also as an active skill. When the

student read the text, they must simultaneously be able to recognize

structural clues by finding out the indicators of word classes and of the person and tense the verb”.

Student can identify the structural points by reading a text. In the text, there are

parts of speech than can be paid attention. So, teaching grammar can be facilitated by

reading a text.

The writer was more interested to use explanation text to teach the students

about relative clause “which and who” rather than any other kinds of texts because

explanation text state phenomenon. It tells sequence of explanation. It’s better for

students who want know more about the fact or even especially in nature and society.

So, the writer expected that the student will be interested in learning English by

reading explanation texts, the student would be expected be able in identify relative

clause “which and who”, that is found in the texts. By using the explanation text, it

would easy for the student to identify relative clause “which and who” that is used in

the texts are in simple present tense form.

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2.6 Explanation Text

Commonly, explanation texts are stating phenomenon. Explanation text is a text

which tells processes or relating to forming of natural, social, scientific, culture

phenomena. It’s to say ‘why and how’ about the forming of the phenomena. It is

often found in science, geography and history text. Using phenomenon in facilitating

students to learn English will be a challenging activity.

It is an explanation intended to exhort (meaning argue or persuade) a person to

act a certain way. Typically it is associated with religious text or sermons where for

example, an author explains a passage from a scripture is being a massage indicating

that the reader or listener should behave a certain way.

(http://en.Wikipedia.Org/Wiki/Explanation Text. August 2010).

From the definition above, we learn that explanation contains a series of

assurances that relate each other and aim to give moral massage to readers.

2.7 Teaching Relative Clause “which and who” by Reading Explanation text

In the previous page, Pallawa (2006:12) explained that students can find out

structural clues by reading a text as the medium to teach the students to identifying

relative clause “which and who”. Teacher needs to find an interesting teaching devise

so that the students will not get bored in learning grammar.

Nuhung (2007:39) asserts:

“Teaching language components can be done by exploiting a reading

passage to teach structure, vocabulary and pronunciation. Therefore, by

reading one passage, the teacher can design a variety of teaching

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http://en.wikipedia.org/Wiki/Explanation%20Text.%20August%202010

http://en.wikipedia.org/Wiki/Explanation%20Text.%20August%202010



activities, which employ the communicative approach. For example,

students can be asked to identify certain verb tenses in the passage and

explain how they function”.

From the definition above, it has been known that a passage, in this case, an

explanation text, can be designed to teach relative clause. In the text, there are many

parts of speech that students can be analyze, such as nouns, verbs, pronouns,

preposition and so on and so forth. In this research, the writer specified to focus on

words ‘which and who” as pronoun to be identify in the explanation text. The

students would be asked to find out the subject of a sentence (clause). It would be

only done as an extra activity to add the students’ knowledge since based on the

scope of research in chapter I, the writer employed a method, namely reading

explanation text. The students identified some words in called relative clause

(pronoun) such as “which and who”, by reading the explanation text.

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CHAPTER III

METHOD RESEARCH

3.1 Research Design

In conducting this research the writer used pre- experimental research, pre-test

and post-test control group design by Arikunto (2006:85). The writer conducted this

research to prove the use of reading explanation texts can improve the ability of grade

twelve students of SMKK Ponpes Al-Khairaat Pusat Palu in identifying relative

clause.

The design of the research can be seen as follow:

(Arikunto, 2006:85)

Where : x : treatment

O1 : pre-test

O2 : post-test

3.2 Population and Sample

3.2.1 Population

The population of this research was grade twelve students of SMKK Ponpes Al-

Khairaat Pusat Palu. The students consisted of 15 students.

15

01 X 02



3.2.2 Sample

The sample of this research was chosen from the number of the population

through total sampling technique.

3.3 Research Variable

In describing the variable of the study, the writer used independent and

dependent variable. Creswell (2005:121) explain, “A dependent variable is an

attribute or characteristic that is dependent on or influenced by the independent

variable, while the independent variable is an attribute or characteristic that

influences or affects an outcome or dependent variable”. In this case , the ability of

grade twelve students of SMKK Ponpes Al- Khairaat Pusat Palu in identifying

relative clause “which and who” was considered as the dependent variable, while

reading explanation texts was considered as the independent variable. In other words,

it can be seen clearly that students ability to identify relative clause “which and who”

depend on reading explanation texts.

3.4 Procedure of Data Collection

The way to get accurate data to support to successfulness of this research should

be plan before using sequence of instrument. There were two kinds of instruments

that were used in collecting the data namely non- test and test. In this case, the writer

only used one instrument to help her collect the data. The instrument was test. There

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were two tests was applied in this research; pre-test that was be done before the

treatment and post-test that was be done after the treatment.

3.4.1 Pre- test

In pre- test, the writer gave the students three kinds of tests. Here was the

scoring system of the test.

Table 1

The Scoring System

No Kinds of Tests Number

Of Test

Score of each

Correct items

Maximum

Score

1.a

b.

Identifying relative

clauses “which and

who” in anexplanation text.

5

1 5

Classifying the

sentences into the

appropriate columns.

2 10

2. Combining sentence

by using relativeclause “which and

who”

10 3 30

3 Making sentence byusing the relative

clause “which and

who”

5 3 15

Total 20 60

3.4.2 Treatment

After analyzing the data obtained from the pre- test the writer gave the students

a treatment. Here was the procedure of the treatment.

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Table 3.2

Teacher and students activities

Topic

Activities

Teacher Students

Action to Reduce

Global Warming(1st meeting)

1. Asking some questions to

the students about the topic.2. Distributing the text entitleAction to Reduce Global

Warming.

3. Giving time to the students

to read the explanation text.4. Reading the explanation

text to the students.

5. Asking some questionsrelated to the explanation

text; about the cause and

effect, the moral massage,etc.


to do exercise 1.

7. Asking some students to dothe exercise on the

whiteboard.

8. Discussing about theexercise.

9. Explaining about the

relative clause “which andwho”.

10.Distributing an empty table

with two columns (for independent and dependent

clause for each student.

11.Asking the students to

identify relative clause

1. Answering the questions.

3. Reading the explanation

text silently.4. Paying attention to the

explanation text.


6. Doing he exercise.

7. Doing the exercise on thewhiteboard.


11. Identifying relative clause

“which and who” in the

18



Kinds of Vacations

(2nd Meeting)

“which and who” in the test

and describe either the

sentence independent or dependent clause in order to

locate them into theappropriate columns.

12.Asking the students to fill

the table on the whiteboard.

13.Discussing about therelative clause “which and

who” in the table.

14.Giving time to do theexercise 2.

15.Asking some students to dothe exercise on thewhiteboard.

16.Discussing about the

exercise.

17.Concluding the materialthat has been discussed.

18.Distributing the explanation

text that will be discussed inthe next meeting (kinds of

vacation).


the students about the topic

that will be discussed.2. Asking some students to

read the explanation text.

3. Asking some questions

related to the explanationtext, about the benefits or

else.

4. Giving time to the studentsto do the exercise.

5. Asking some students to do

the exercise on thewhiteboard.

6. Discussing about the

exercise.


text and deciding either

the sentence independent

or dependent clause thenlocating them into the


12. Filling the table on the

whiteboard.

13. Using about the relativeclause “which and who”

in the table.

14. Doing the exercise.



exercises.



text silently.



5. Doing the exercise on the

whiteboard.


exercise.

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House Sale

(3rd meeting)

relative clause “which and

who”.

8. Distributing an empty tablewith two columns (for

independent and dependentclause for each student.

9. Asking the students to


“which and who” in the textand deciding either the

sentence independent or

dependent clause in order tolocate them into the

appropriate columns.10.Asking the students to fillthe table on the whiteboard.

11.Discussing about the


who” in the table.12.Giving time to do the

exercise.

13.Asking some students to dothe exercise on the

whiteboard.

14.Discussing about theexercise.

15.Concluding the material

that has been discussed.16.Distributing the explanation

text that will be discussed in

the next meeting (House

Sale).17. Giving the students

homework.

1. Collecting the students’

homework.

2. Asking some questions tothe students about the topic.

3. Asking some students to



9. Identifying relative

clause “which and who” in

the text and decidingeither the sentence

independent or dependent

clause in order to locatethem into the appropriate

columns.10. Filling the table on thewhiteboard.

11 Discussing about the


who” in the table.12. Doing the exercise.





text silently.


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related to the explanation

text, about the benefits or

else.5. Giving time to the students

to do the exercise.6. Asking some students to do

the exercise on the

whiteboard.



relative clause “which andwho”.

9. Distributing an empty tablewith two columns (for independent and dependent



identify relative clause“which and who” in the text

and deciding either the


locate them into the

appropriate columns.11. Asking the students to fill


12. Discussing about therelative clause “which and


13. Giving time to do the

exercise14. Asking some students to do

the exercise on the

whiteboard.15. Discussing about the

exercise.

16. Concluding the materialthat has been discussed.

17. Distributing the explanation

text that will be discussed in

the next meeting (Motorist



whiteboard.


10. Identifying relative

clause “which and who” inthe text and deciding

either the sentence

independent or dependentclause in order to locate

them into the appropriate

columns.11. Filling the table on the

whiteboard.





whiteboard.


exercise.

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Motorist to FaceJail Terms for

Using Cell Phones.

(4th meeting)

to Face Jail Terms for

Using Cell Phones).


2. Distributing the text entitle

Motorist to Face Jail Terms

for Using Cell Phones.3. Giving time to the students

to read the explanation text.

4. Reading the explanation textto the students.

5. Asking some questionsrelated to the explanationtext; about the cause and

effect, the moral massage,

etc.

6. Giving time to the studentsto do exercise.


the exercise on thewhiteboard.


exercise.9. Explaining about the relative

clause “which and who”.


independent and dependent


11. Asking the students toidentify relative clause

“which and who” in the test

and describe either thesentence independent or

dependent clause in order to

locate them into theappropriate columns.

12. Asking the students to fill





text silently.

4. Paying attention to theexplanation text.


6. Doing the exercise.7. Doing the exercise on the

whiteboard.


exercise.

11. Identifying relative clause“which and who” in the


the sentence independentor dependent clause then

locating them into the



whiteboard.


22



Men are fromMars, Women are

from Venus

(5th meeting)



14. Giving time to do theexercise 2.

15. Asking some students todo the exercise on the

whiteboard.


exercise.17. Concluding the material

that has been discussed.

18. Distributing theexplanation text that will be

discussed in the nextmeeting (Men are fromMars, Women are from

Venus).

1. Asking some questions tothe students about the topic

that will be discussed.

2. Asking some students toread the explanation text.



else.



the exercise on the


exercise.

7. Explaining about therelative clause “which and

who”.


independent and dependent



explanation text “which

and who” in the table.




exercise.


2. Reading the explanationtext silently.




whiteboard.


exercise.


23



What You need to

Know about Drugs

(6th meeting)


“which and who” in the text

and deciding either thesentence independent or




the table on the whiteboard.11. Discussing about the


who” in the table.12.Giving time to do the

exercise 2.13. Asking some students todo the exercise on the

whiteboard.




16. Distributing theexplanation text that will be

discussed in the next

meeting (What you need toKnow about Drugs).

17. Giving the students

homework.

1. Collecting the students’

homework.


3. Asking some students to

read the explanation text.4. Asking some questions


text, about the benefits or else.


to do the exercise.




the sentence independentor dependent clause in

order to locate them intothe appropriate columns.


whiteboard.11 Discussing about the


who” in the table.12. Doing the exercise.



exercise.






24



A Lightning Flash

(7th meeting)

the exercise on the

whiteboard.


8. Explaining about therelative clause “which and

who”.

9. Distributing an empty table



10 Asking the students toidentify relative clause

“which and who” in the textand deciding either thesentence independent or

dependent clause in order to




the table on the whiteboard.12. Discussing about the


who” in the table.13. Giving time to do the

exercise 2.

14. Asking some students todo the exercise on the

whiteboard.





the students about the topic

that will be discussed.2. Asking some students to




whiteboard.



text and deciding either the sentence independentor dependent clause in

order to locate them into

the appropriate columns.


whiteboard.


relative clause “which andwho” in the table.



whiteboard.



text silently.


25



text, about the benefits or

else.



whiteboard.


exercise.7. Explaining about the


who”.8. Distributing an empty table

with two columns (for independent and dependentclause for each student.



“which and who” in the textand deciding either the

sentence independent or



10. Asking the students to fillthe table on the whiteboard.




exercise 2.


whiteboard.


15. Concluding the material

that has been discussed.16. Distributing the

explanation text that will be

discussed in the next

meeting (What you need to




exercise.



text and deciding either the sentence independent

or dependent clause in

order to locate them intothe appropriate columns.

10. Filling the table on thewhiteboard.

11 Discussing about the





26



Water Lily(8th meeting)

Know about Drugs).

17. Giving the students

homework.

1. Collecting the students’homework.


the students about the topic.

3. Asking some students toread the explanation text.



else.5. Giving time to the studentsto do the exercise.


the exercise on the


exercise.

8. Explaining about the relativeclause “which and who”.

9. Distributing an empty table



10 Asking the students toidentify relative clause

“which and who” in the text

and deciding either the



appropriate columns.11. Asking the students to fill





exercise 2.






whiteboard.


exercise.



the sentence independent

or dependent clause inorder to locate them into

the appropriate columns.


whiteboard.




27




the exercise on the





whiteboard.

3.4.3 Post Test

After the treatment, post-test was conducted. It was intended to prove whether

the students’ ability in identifying relative clauses “which and who” could be

improved through reading explanation texts and whether the hypothesis was accepted

or not. The posttest was the same as the pretest.

3.5 Technique of Data Analysis

After doing the treatment, the result of both test and non-test were evaluated.

The data of this research were analysed descriptively and statistically. The result of

the observation was described descriptively and the test applied was analysed

statistically.

First of all, the writer computed the individual score of the students by using

the formula proposed by Arikunto (1983:240) as follows:

∑ = x 10

Where:

∑ = Nilai standar

X = jumlah yang benar

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N = Nilai maksimum

In order to compute the mean score of the students, the writer used the formula

proposed by Best (1981:225) as follows:

Where:

X = Mean

N = Number of students

Σ x = Sum of scores

After that, the writer computed the mean differences of pre-test and post-test

based on the formula proposed by Arikunto (2002:276):

M d = Σ d N

Where:

Md = Mean deviation of pre-test and post-test

Σ d = Sum of deviation

N = Sum of students

Then, the square deviation was computed using the formula proposed by

Arikunto (2006:308) as follows:

Where:

∑x2d = Jumlah kudrat deviasi

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After getting the mean of pretest and posttest, the writer analyzed the

effectiveness of the treatment in order to know whether the research hypothesis was

accepted or rejected. The writer applyied the formula designed by Arikunto

(2006:306) as follows:

Where:

Md = mean dari perbedaan pre test dengan post test ( post test – pre

test )

Σ x2d = jumlah kuadrat deviasi

N = subjek pada sampel

The writer tested the hypothesis to prove whether the students’ ability in

identifying relative clause “which and who” could be improved through reading

explanation texts or not. If the t-counted was higher than t-table, it meant that the

hypothesis (the students’ ability in identifying relative clauses “which and who” can

be improved through reading explanation texts) was accepted or there was significant

influence. However, if the t-counted was lower than t-table, the hypothesis was

rejected or there was no significant influence to the students’ writing achievement.

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3.6 Testing Hypothesis

The writer formulated the hypothesis as follow:

The Ha: The use of reading explanation text could improve the ability of grade

twelve students of SMKK Ponpes Al-Khairaat Pusat Palu in

identifying relative clause “which and who”

The Ho: The use of reading explanation text could not improve the ability of

grade twelve students of SMKK Ponpes Al- khairaat Pusat Palu in

identifying relative clause “which and who”

Date post:	07-Apr-2018
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