ASSESSING RELATIVE PRONOUN MASTERY BY MULTIPLE CHOICE TEST...
Transcript of ASSESSING RELATIVE PRONOUN MASTERY BY MULTIPLE CHOICE TEST...
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THESIS
ASSESSING RELATIVE PRONOUN
MASTERY BY MULTIPLE CHOICE TEST OF THE
TENTH GRADE STUDENTS OF SMA PARISADA
AMLAPURA IN ACADEMIC YEAR 2013/3014
YAN TIMY MARTUTIARI
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2014
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THESIS
ASSESSING RELATIVE PRONOUN
MASTERY BY MULTIPLE CHOICE TEST OF THE
TENTH GRADE STUDENTS OF SMA PARISADA
AMLAPURA IN ACADEMIC YEAR 2013/3014
YAN TIMY MARTUTIARI
NPM 10.8.03.51.31.2.5.4068
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2014
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PRE-REQUISITE TITLE
ASSESSING RELATIVE PRONOUN
MASTERY BY MULTIPLE CHOICE TEST OF THE
TENTH GRADE STUDENTS OF SMA PARISADA
AMLAPURA IN ACADEMIC YEAR 2013/3014
Thesis
As Partial Fulfillment of the Requirements for the
Sarjana Pendidikan Degree in English Education Study Program
Faculty of Teacher Training Education
Mahasaraswati Denpasar University
YAN TIMY MARTUTIARI
NPM 10.8.03.51.31.2.5.4068
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2014
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APPROVAL SHEET
1
This thesis entitled “Assessing Relative Pronoun Mastery by Multiple
Choice Test of the Tenth Grade Students of Sma Parisada Amlapura in Academic
Year 2013/3014” has been approved and accepted as partial fulfillment for the
Sarjana Pendidikan degree in English Education Study Program, Faculty of
Teacher Training and Education, Mahasaraswati Denpasar University.
Approved By
Advisor I Advisor II
I B N Mantra, S.Pd,. SH, M.Hum Ni Made Wersi Murtini, S.Pd, M.Pd
NPK. 82 6410 347 NPK. 82 8810 336
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APPROVAL SHEET
2
This thesis has been examined and assessed by the examiner committee
of English Education Study Program, Faculty of Teacher Training and Education,
Mahasaraswati Denpasar University in the oral examination on 14th
February
2014.
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STATEMENT OF AUTHENTICITY
The researcher hereby declares that this thesis in her own writing, and it
is true and correct that there is no other’s work or statement, except the work ao
statement that is referred in the references. All cited works were quoted in
accordance with the ethical code of academic writing.
Denpasar, 1st February 2014
The Researcher
Yan Timy Martutiari
NPM 10.8.03.51.31.2.5.4068
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ACKNOWLEDGMENT
First of all, the researcher would like to express her profound gratitude to
Ida Sang Hyang Widhi Wasa, because of His blessing so that she can finish this
thesis in due time. Then, she personally would like to thank Ida Bagus Nyoman
Mantra, SH, S.Pd, M.Pd as her first advisor and Ni Made Wersi Murtini, S.Pd,
M.Pd as her second advisor for their invaluable guidance, support and care.
Next, she would like to express her thank to Dean Staff of English
Department for helpful and head of English Department, I Komang Budiarta, S.Pd
for helpful, guidance and support. She also have gratitude to the headmaster of
SMA Parisada Amlapura for permission to do the research in SMA Parisada
Amlapura and of course my deepest appreciation is given to English teacher of
tenth grade students of SMA Parisada Amlapura for giving the time to research in
his class. The deepest thank is dedicated to all of the students of class X4
and X5
for the cooperation.
She also grateful for her beloved family, who is always supports and their
wish during she was studying. Finally, she would like to dedicate this thesis to the
love of her life, I Gede Eka Sutarmayasa, and her beloved son, I Wayan Aditya
Pratama, thank you very much for the food, drink, suggestion, jokes, help,
sharing, kindness, attention and support.
Denpasar, 1st February 2014
The Researscher,
Yan Timy Martutiari
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ABSTRACT
Martutiari, Yan Timy. (2014). Assessing Relative Pronoun Mastery By
Multiple Choice Test of the Tenth Grade Students of SMA
Parisada Amlapura in Academic Year 2013/2014. First Advisor:
Ida Bagus Nyoman Mantra, SH., S.Pd., M.Pd. Second advisor: Ni
Made Wersi Murtini, S.Pd., M.Pd.
This study is focused on assessing the degree of ability of the tenth
grade students of SMA Parisada Amlapura in academic year 2013/2014 in relative
pronoun. The sample of the study is the tenth grade students of SMA Parisada
Amlapura which consists of 30 students. They are considered to have
heterogeneous characteristics. The study used and ex post facto research design.
In order to answer the research question, the data required for the study which are
in the form of raw scores, showing the ability of the students in mastering simple
tenses were collected by administering the valid and reliable research instrument
in form of multiple choice test. Later the data were analyzed by using Norm
Reference measures of five standard values. The result of data analysis that were
analyzed clearly showed that (1) there were 1 subject or 3% (1/30x100%) out of
whole subjects under study showed excellent ability in relative pronoun, (2) there
were 11 subjects (37%) out of whole subjects under study showed good ability in
relative pronoun, (3) there were 8 subjects (27%) out of whole subjects under
study showed sufficient ability in relative pronoun, (4) there were 7 subjects
(23%) out of whole subjects under study showed insufficient ability in relative
pronoun, and (5) there were 3 subjects (10%) out of whole subjects under study
showed poor ability in relative pronoun. If the result of the study were used as the
bases to assign level or grade to the subjects under study, then there are 10
students (33%) out of 30 students were unsuccessful or fail in answering and
learning relative pronoun. The finding of this study can be used as basic in
planning teaching method and technique; especially in teaching relative pronoun
to motivate the students increase their ability and can improved by the other
research Classroom Action Research (CAR).
Keywords: assessing, relative pronoun and multiple choice test.
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TABLE OF CONTENTS
COVER ....................................................................................................... i
INSIDE COVER ........................................................................................ ii
PRE-REQUISITE TITLE .......................................................................... iii
APPROVAL SHEET 1 .............................................................................. iv
APPROVAL SHEET 2 .............................................................................. v
STATEMENT OF AUTHENTICITY ....................................................... vi
ACKNOWLEDGMENT ............................................................................ vii
ABSTRACT ............................................................................................... viii
TABLE OF CONTENT .............................................................................. ix
LIST OF TABLES ..................................................................................... x
LIST OF APPENDICES ............................................................................ xii
CHAPTER I INTRODUCTION ............................................................ 1
1.1 Background of the Study ............................................. 1
1.2 Research Problem........................................................ 5
1.3 Objective of The Study ............................................... 5
1.4 Limitation of the Study ............................................... 6
1.5 Significance of the Study ............................................ 6
1.6 Definition of Key Terms ............................................. 7
CHAPTER II THEORETICAL AND EMPIRICAL REVIEW .............. 8
2.1 Theoretical Review ..................................................... 8
2.3.1 The Definition of English Grammar ................. 8
2.3.2 The Importance of English Grammar ............... 10
2.3.3 The Definition of Relative Pronoun .................. 12
2.3.4 The Assessment of Relative Pronoun ............... 13
2.4 Empirical Review ....................................................... 15
CHAPTER III RESEARCH METHOD .................................................... 17
3.1 Research Design .......................................................... 17
3.2 Population and Sample ................................................ 17
3.3 Research Instrument .................................................... 18
3.4 Data Collection............................................................ 28
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3.5 Data Analysis .............................................................. 29
CHAPTER IV FINDING AND DISCUSSION ....................................... 30
4.1 Findings ...................................................................... 30
4.2 Discussion .................................................................. 37
CHAPTER V CONCLUSION AND SUGGESTION ............................ 39
5.1 Conclusion ................................................................. 39
5.2 Suggestion .................................................................. 40
REFERENCES.......................................................................................... .. 42
APPENDICES
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BIOGRAPHY
Her name is Yan Timy Martutiari, she was born in
Seraya on March 21, 1990. She lived in Br. Kaler, Ds.
Seraya, Karangasem. She grown up in a small and
simple family. Her family consists of mother, father
and two brothers. Her father’s name is I Made Minggu
and her mother’s Ni Made Seriati. Her mother is a
teacher in elementary school, and her father is a civil
servant. She entered playground at TK Santhi Yoga Seraya in 1995 until 1997,
elementary school at SD Negeri 3 Seraya in 1997 until 2002, junior high school at
SLTP Negeri 3 Amlapura in 2002 until 2005, and then senior high school at SMA
1 Amlapura in 2005 until 2008. Therefore, she spent sixteen years for studying. In
2010, she decided to continue her study, she prefer English Department, faculty of
Teacher Training and Education in Mahasaraswati University to other major
because she want to know more about English and want to be a teacher. Besides
that, she wish it will be a good start for her carrier. Go to the Yogyakarta for the
KKL is one of the interesting experience that she never forget in her life.
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LIST OF TABLES
Table 3.1 Table of Grammar Test Item Specification
Showing The Content Validity ................................................. 19
Table 3.2 Showing the Set of the Students’ Total Score
and the Standard Deviation ...................................................... 22
Table 3.3 The Summary of the Facility Values (FVs) and
Discrimination Values(DVs) os Structure Test ........................ 25
Table 4.1 Raw Score Showing the Acqusition of Relative Pronoun
by the Tenth Grade Students of SMA Parisada
Amlapura in academic year 2013/2014 .................................... 30
Table 4.2 Computation of the Estimated Mean Deviation Squared (D2)
of Raw Scores in Relative Pronoun.......................................... 32
Table 4.3 Converted Scores Showing the Acqusition of Relative
Pronoun by the Subject Under Study, the Tenth
Grade Students of SMA Parisada Amlapura in
Academic Year 2013/2014 ....................................................... 35
Table 4.4 Summary of the Findings ........................................................ 37
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LIST OF APPENDICES
Appendix 1 List of Subjects
Appendix 2 Try Out Test
Appendix 3 Answer Key
Appendix 4 Research Instrument
Appendix 5 Answer Key
Appendix 6 Surat Keterangan Penelitian
Appendix 7 Surat Penelitian
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REFERENCES
Azar, Betty Schrampfer. (2002). Understanding and Using English Grammar.
New York: Pearson Education.
Azar, Betty Schrampfer. (2003). Fundamental of English Grammar. USA:
Longman.
Brown, H.D. ( 2004). Language Assessment, Principles and Classroom Practices.
San fransisco: State University.
Cohen, Louis, LawrenceManion, Keith Morrison. (2007). Research Method in
Education.London: RoutledgeFalmer.
Collins, Harper. (2009). Collins Easy Learning Crammarond Punctuation.
Britain: HarperCollins Publishers Limited.
DeCapua, Andrea. (2008). Grammar for Teachers. USA: Springer Science
Business Media, LLC.
Downing, Angela and Locke, Philip. (2006). English Grammar. USA:
RoutledgeFalmer: Taylor and Francis Group.
Dixon, R. M. W. (2005). A Semantic Approach to English Grammar. New York:
Oxford University Press.
Dykes, Barbara. (2007). Grammar for Everyone. Camberwell: ACER Press.
Eastwood, John. (2002). Oxford Practice Grammar. New York:
RoutledgeFalmer: Taylor and Francis Group.
Greenbaum, Siney and Nelson, Gerald. (2002). An Introduction to English
Grammar. London: Longman.
Hewings, Martin. (2002). Advanced Grammar in Use: A-Self Study. New York:
Cambridge Press.
Hornby, AS. (2005). Oxford Advanced Learner’s Dictionary. New York: Oxford
University Press.
Purpura, James E. (2004). Assessing Grammar. Cambridge: Cambridge
University Press.
Jackson, Howard. (2005). Good Grammar for Students. London: SAGE
Publications Ltd.
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Langacker, Ronald W. (2008). Cognitive Grammar. New York: Oxford
University Press.
Miller, M David et al. (2009). Measurement and Assessment in Teaching. USA:
Pearson Education.
Richards, Jack C. and Schmidt Richard. (2002). Longman Dictionary of Languge
Teaching and Applied linguistic.London : Pearson Education Limited.
Swan, Michael. (2005). Practical English Usage. New York: Oxford University
Press.
Thornbury, Scott. (2002). How to Teach Grammar. England: Edinburgh Gate
Harlow.
Vince, Michael. (2008). Macmillan English Grammar in Context. Thailand:
University Press.
Williams, James D. (2005). The Teacher’s Grammar Book. USA: Lawrence
Erlbaum Associates, Inc.
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LIST OF SUBJECTS
No Subject
1 Ni Kadek Rista Windiadnyani
2 Ni Wayan Suarningsih
3 Ni Nengah Sukni
4 Desak Made Suryaningsih
5 I Wayan Agus Putrayasa
6 Ni Nengah Aprianti
7 Ayu Agung Darmawati
8 Ni Made Widiani Eka Putri
9 Desak Gede Suci Paramita
10 I Komang Agus Astawa
11 I Wayan Budiasa
12 Ni Made Diana Puspita
13 I Made Andika Saputra
14 I Gusti Ngurah Adi Rudangga
15 I Nengah Hendra Pratama
16 Ni Wayan Novianingsih
17 Ni Ketut Sri Ariyanti
18 Devi Okvita Sari
19 I Wayan Hari Kusuma Nanda
20 I Made Rikan
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No Subject
21 I Wayan Sugatra
22 I Gede Aryantara
23 I Kadek Deni Ariawan
24 Desak Gede Sagitari Dewi
25 Ni Nengah Krisiani
26 Ni Ketut Sutiarni
27 Ni Luh Murti Sari
28 Ni Kadek Sariani
29 I Wayan Susila
30 I Gede Adut Wahyudi
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CHAPTER I
INTRODUCTION
1.1 Background of the Study
Language is a system used by human in their communication with other
people in their daily life and the function of language is as a tool of
communication either through written or spoken forms. Hornby (2005:862) states
language is the system of the communication in speech and writing that used by
people or particularly country and area. The important and basic reasons why a
new language is learned is certainly in order to communicate to more people who
speak the language in their daily life to make a good interaction. Language which
uses in communication should be understood each other to make the
communication successful. Therefore, language essential to be learnt.
English is one of the languages that is mostly used by the people to
communicate. English has become an international language; most people in the
world use English to communicate with other people in other countries. They can
get the information, news, and knowledge by sharing with the people around the
world. Besides that, communication, espesially using English is very important
because it helps all people in the world do interaction among themselves. People
cannot live without any interaction. As social human being, they always have
interaction with the other human. English has an important role in daily life for
most of the people, because people use English to communicate to the others and
to express their idea and feelings in international condition.
If we can speak English well, we are widely open to have the
opportunity to interact and get along to people coming from different parts of the
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world. Some of them know that English is very important in doing business,
traveling, finding job etc. especially in Bali is known as a tourist destination with
English as basic language to communicate to the guest, so we must speak English
very well. In fact, without being able to communicate a human language one’s
life is definitely meaningless.
English has become one of the main subjects studied in school.
Nowadays, English is learnt by Indonesian people starting from fourth grade
elementary students until university but this era English language is also given to
the young learners. Every school has the purpose of communicative language
teaching to enable and equip the students with communication skills. This means
that after finishing their study the students are expected to be able to communicate
in English in their daily life and work. Therefore, English is essential to be taught
to the students. However, the results of communicative language teaching, in
senior high schools in Bali particularly, are not yet so satisfying. They frequently
can hard to communicate in English. Some people still have problem with their
grammar although they have learnt about it for long time.
In Indonesia, English is learned as a foreign language. English has been
introduced from kindergarten until university. English also has been one of the
compulsory subjects in the final examination in elementary until senior high
school. If they cannot pass the English test, they will fail in the final examination.
In order, to know the ability of our students in comprehending the materials
taught, one of the most common ways is by administering tests. There are a lot of
tests item available that can be effectively applied to achieve testing objectives.
However, it is suggested that a teacher should construct his/her own test to check
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whether or not his/her students have already mastered the materials. The test
constructed should be as valid and reliable as possible so that the result of the test
administered will give informative feedback. Informative feedback provided by
the results of the test can be utilized to evaluate various aspects of teaching
learning process. In other words, the result of the test is very important as a basis
for teacher in analyzing the weaknesses of his/her teaching so that he/she will be
able to revise his/her next teaching instruction.
Because of our world always develops, many people would like to
study foreign language for getting better job to get their better life and English is
one of foreign languages that is mostly studied by people all over the world.
Learning English means learning all skills of the language, as follows: listening,
speaking, reading and writing. As the basic of learning those skill the role of the
grammar, vocabulary and pronounciation are of course very crucial. They are
developed to support the four language skills. The four cannot be separated with
the others, because one language skill cannot be performed without the others.
Meanwhile, the students should know the basic first before going to learn the
difficult one in their formal or informal school.
In learning languages, mastering grammar is very important. The
grammar of standard English is much more stable and uniform than its
pronunciation. To able to communicate the language, people should develop their
grammar such as tense, gerund, passive voice, direct and indirect speech, relative
pronoun and etc. Therefore, the researcher in this study just focuses with relative
pronoun to make the research clear and simpler in assessing the tests.
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The problem of study grammar especially is most students have limited
knowledge of the grammar and sometimes we feel difficult to apply the grammar
in our life. It can be seen when we want to write we must write correctly consider
the rule and we must communicate in an artful manner and well. Therefore most
of us are familiar with the phenomenon of students who know the rules of
grammar but who are nonetheless unable to ask for simple directions. In fact,
there is gap between knowledge of grammar and its successful application.
Grammar knowledge is important for the students to be able to communicate
accurately in their daily life.
Relative pronoun is pronoun that relates the relative clause to the noun
that it modifies. Relative pronoun shows the relationship between a subordinate
clause and the main clause. The main clause is always the one that can stand
alone, while the subordinate clause cannot stand alone. A relative clause links the
main clause and the subordinate clause. Of course, since these words are
pronouns, they just as all other pronouns can stand in for noun (Dutwin, 2010:67).
Multiple choice test is one of the other ways to know the students
grammar mastery. Multiple choice test can provide a useful means of teaching and
testing in various learning situations provided that it is always recognized that
such items test knowledge of grammar, vocabulary, etc rather than the ability to
use language (Heaton, 2010:27). Furthermore, multiple choice items offer a useful
introduction to the constructing of objectives tests. Only through an appreciation
and mastery of the multiple choice items writing is the would be best constructor
fully able to recognize the limitation imposed by such items and then employ
other appropriate techniques of testing to certain purpose.
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Although relative pronoun has been taught in junior high school until
senior high school, but the tenth grade students in senior high school still confuse
about relative pronoun. So, the researcher wants to know about the acquisitions of
the students in relative pronoun using multiple choice test.
From the statement above, the researcher interested to find out about the
assessment in Assessing Relative Pronoun Mastery of The Tenth Grade Students
of SMA Parisada Amlapura in Academic Year 2013/2014, which is situated in
Amlapura City, Karangasem Regency.
1.2 Research Problem
Grammar is the study of words and the ways words work together.
Grammar guides us to arrange words together into sentences. Some people say
English grammar is important for you to write correctly and trough study
grammar we can speak in a clearer and more effective manner. Therefore, we
have to start study from a more basic or simple grammar is by learning relative
pronoun. Knowing the ability of mastering one grammatical feature, especially
relative pronoun is still low, the researcher formulates the research question of the
present study as follows: “to what extent is the mastery of relative pronoun of the
tenth grade students of SMA Parisada Amlapura in academic year 2013/2014?”
1.3 Objective of the Study
To answer the description of the difficulties in research questions above
makes the study focus on assessing of relative pronoun by the students. So, the
objective of the presents study is intended to assess the acquisition of relative
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pronoun by the tenth grade students which was carried out on the SMA Parisada
Amlapura in academic year 2013/2014 through multiple choice tests.
1.4 Limitation of the Study
The discussion of grammar is too broad and complicated to be
discussed in single converage of the study. So the variable of the the study must
be restricted. So the discussion of study will be only limited on the assessing of
relative pronoun of the tenth grade students of SMA Parisada Amlapura in
academic year 2013/2014. To make the discussion clearer and more specific the
study emphasized only on the result of the students test.
1.5 Significance of the Study
The result of this study is definitely expected to gain significance both
theoretically and practically to the students in assessing their relative pronoun
mastery.
Theoretically, the study is significance to give evidence in theory
application based on the problem, like relative pronoun.
The result of the study also has practically significance, as follows:
1. To the teacher, this study is expected to be useful for the teacher to provide
them a deeper knowledge of the assessing the students ability in relative
pronoun, so teaching and learning activities will not mainly be teacher
oriented learning.
2. To the students, the result of the study is valuable to develop their ability in
grammar especially in relative pronoun into a good one than before.
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3. To the institution, this present study is benefical to increase the numerous
existed collections of catalogue in library as one of sources to develop
English language skill.
1.6 Definition of the Key Terms
To avoid misunderstading operational definitions of a number of important
term used to the present study is clarified, as follows:
1. Assessing is an ongoing process that encompasses a much wider domain.
Teacher must do assessing for student’s performance (Brown, 2004:4).
2. Relative Pronoun
Relative pronoun is pronoun that relates the relative clause to the noun that it
modifies. A relative pronoun links two clauses into a single complex clause. A
relative pronoun stands in place of a noun.
3. SMA Parisada Amlapura
SMA Parisada Amlapura is senior high school which is located on Ngurah Rai
Street, Karangasem regency where the present study are conducted.
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CHAPTER II
THEORETICAL AND EMPIRICAL REVIEW
2.1 Theoretical Review
A scientific study must be based on some related theoretical and
empirical evidences. Therefore, the present research study is based on the
following theoretical framework, they are: (1) the definition of English grammar
(2) the importance of English grammar (3) the definition of relative pronoun, and
(4) the assessment of relative pronoun.
2.1.1 The Definition of English Grammar
According to Williams (2005:1) grammar is a term used to mean many
different things. When teachers feel frustrated in student writing ability, they often
return to “the basics,” which define as grammar. Indeed, grammar is an important
area in linguistics, which includes not only grammar (often referred to as syntax)
but also several other features of language, such as meaning (semantics), sound
(phonology), dialects, pragmatics, and language acquisition. It means grammar is
important area and a mean to study English rule in writing and we cannot only
study grammar but also all of components of language.
Grammar is a description of the structure of a language and linguistic
units such as words and phrases are combined to produce sentences in the
language. It usually takes into account the meanings and functions of the
sentences in the overall system of the language. It may or may not include the
description of the sounds of a language (Richards and Schmidt, 2002:230).
Therefore, grammar is part of linguistic units or structure can be used to guide the
student how to combine the word or phrases into a good sentences.
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Moreover, De Capua (2008:1) states that grammar is a set of rules
language, often considered as arbitrary or unrealistic. On account of the belief
that the grammar must be explicitly; grammar is absolute and fixed, a target or
goal that must achieve to be good speakers or writers of the language; grammar is
difficult and confusing, its only can clear for teacher, language mavens, or
linguistic. Grammar is set of rules that can be used to generate all well-formed. It
use combined to form words, words that are put together to form phrases, phrases
combined to form clauses, and clauses assembled to form sentences. These
grammars strive for internal consistency and are mainly accessible to those who
have been trained in that particular paradigm. It means that grammar can be only
understood well by those who have mastered and study grammar intensively
(Purpura, 2004:5-6).
In accordance with Jackson (2005:13) there are three definition of
grammar: (1) grammar is the structure of the language that we speak and write, (2)
grammar is the set of rules, conventions and principles, together with their
exception, that we have stored in our heads as a consequence of acquiring or
learning the language and (3) grammar is the set of descriptive statement,
expressed in appropriate terminology and within a consistent theory, that we use
to account for „grammar‟ in senses 1 and 2.
Therefore, Nelson and Greenbaum (2002:5) states grammar is the set of
rules that allow us to combine words in our language into larger units. Grammar is
the central component of language. It mediates between the system of sounds or
of written symbols, on the one hand, and the system of meaning, on the other.
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Dykes (2007: 16) states that the simplest definition of grammar is „a
language to talk about language‟. Grammar is like a motor engine functions
without naming words for its parts and their specific actions, so it is impossible to
explore the function of words and the part they play in forming meaningful
language without a naming procedure. We all use grammar that we can speak in
clearly sentences, because grammar deals with system of rules of a person‟s
language mastery against their native language. Moreover, grammar is part of the
study forms or structure in language. Grammar has been concerned with analysis
at the level of sentence. Thus a grammar is a description of the rules that govern
how a language‟s sentence is formed (Thornbury; 2002:1).
On the other hand, grammar is a set of English language rule or a form
or structure that is very familiar in our mind and was taught in graduate school.
By studying grammar, we can learn how to arrange or combine the word in to a
sentence, make a sentence or paragraph and make passage, and poem in literary.
Grammar is part of our life, if we speak to other people we must concern with our
language that should be polite and based on the rule of English. If the people say
that grammar not very important, but now grammar is still needed to
communicate in the society.
2.1.2 The Importance of English Grammar
Grammar is the study of words and the ways words work together.
Grammar guides us to arrange words together into sentences. Some people say
English grammar is important for you to write correctly. According to Williams
(2007:41), he says that the more important is that grammar is related to the fact
that language use to define ourselves and the world around us. In addition,
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knowledge of grammar is often used in writing. It gives information about form
and function that enables students to study language and how they communicate.
When teachers and students share a common vocabulary, discussions of writing
can be more efficient and clear. Thus, grammar itself does not lead to better
writing, but grammar study gives us tools that allow for more effective teaching of
writing.
A language consists of words and grammar. Grammar it self has two
part: morphology deals with the structure of word, e.g. the fact that un-
friendliness consists of four parts (called morphemes), each of which has
meaning, and laughing of two morphemes and the second component grammar,
syntax, deals with the way in which word are combined together (Dixon, 2005:5).
Langacker (2008:3) states grammar allows us to construct and symbolize the more
elaborate meanings of complex expressions (like phrases, clauses, and sentences).
It is thus an essential aspect of the conceptual apparatus through which we
apprehend and engage the world.
Nelson and Greenbaum (2002:6) state that there are several applications
of grammatical study: (1) a recognition of grammatical structures is often
essential for punctuation; (2) a study of one‟s native grammar is helpful when one
studies the grammar of a foreign language; (3) a knowledge of grammar is a help
in the interpretation of literary as well as nonliterary texts, since the interpretation
of a passage sometimes depends crucially on grammatical analysis; (4) a study of
the grammatical resources of English is useful in composition: in particular, it can
help you to evaluate the choices available to you when you come to revise an
earlier written draft.
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We need to learn tenses, prepositions, pronoun, adverb, and other
important grammar content in using relative pronoun in our lives because they are
sets of rule which is used in daily life and simple term or basic tenses of grammar.
And, if you want to get good scores in some English tests, you need to learn
grammar. In addition, to speak in a clearer and more effective manner we must
study grammar. A person who has unconscious knowledge of grammar may be
sufficient for simple language use, but the ones who wish to communicate in good
manner, understanding and proficiency that the study of grammar provides. Thus,
people here usually spend a lot of time studying grammar and they learn it from
the very beginning of their learning.
2.1.3 The Definition of Relative Pronoun
Andrea DeCapua (2008:319) states that relative caluse are generally
introduced by relative pronoun. A relative caluse is a group of words that
describes as a noun or noun phrase. Relative clause are also referred to as an
adjective clause because the function of these clause is to describes or modifying
a proceding noun phrase. In other words, relative clause describes or provides
information about someone or something in the main clause, very similar to the
modifying function of adjectives. English has five relative pronoun: who, whom,
that, which and whose.
There are two types of relative clauses, essential and nonessential.
Different grammar books may call these two types of relative clause restrictive
and nonrestrictive or defining and non-defining. Regardless of the label, the
distiction between the two types of caluse is based on whether or not a relative
clause is necessary for the sentence to have meaning.
13
Dutwin (2010:67) argue that relative pronoun is pronoun that relates the
relative clause to the noun that it modifies. Relative pronoun shows the
relationship between a subordinate clause and the main clause. The main clause is
always the one that can stand alone, while the subordinate clause cannot stand
alone. A relative clause links the main clause and the subordinate clause. Of
course, since these words are pronouns, they just as all other pronouns can stand
in for noun.
2.1.4 The Assessment of Relative Pronoun
Assessment is a systematic approach to collect information and make
inferences about the ability of a student or the quality or success of a teaching
course on the basis of various sources of evidence. Assessment may be done by
test, interview, questionnaire, observation, etc (Richard and Schmidt, 2005:35).
Brown (2004:4) states that assessment is defined as ongoing process
that encompasses a much wider domain. Whenever a student responds to a
question, offers a comment, or tries out a new word or structure, the teacher
subconsciously makes an assessment of the student‟s performance. In addition,
Miller et al. (2009:28) state that assessment is a general term that includes the full
range of procedures used to gain information about students learning (observation,
ratings and performance or project, paper-and-pencil test) and the formation of
value judgments concerning learning progress.
There are four type of assessment (Brown, 2004:5-6) they are as
follows: (1) informal assessment can take a number of forms, starting with
incidental unplanned comment and respond, along with coaching and other
impromptu feedback to the student. Example saying nice job or good work. (2)
14
formal assessment are exercises or procedures specifically designed to tap into a
storehouse of skills and knowledge. They are systematic, planned sampling
technique constructed to give teacher and students an appraisal of student
achievement. (3) formative assessment is evaluating sudents in the process of
“forming” their competencies and skills with the goal or helping them to continue
that growth process. (4) summative assessment aims to measure, or summarize,
what a student has grasped, and typically occurs at the end of a course or unit of
instruction. Final exam is examples of summative assessment.
Brown (2004:3) defines test in simple terms, he states that test is a
method of measuring a person‟s ability, knowledge, or performance in a given
domain. Moreover, Thornbury (2007:129) writes we need to test the students
because without testing, there is no reliable means of knowing how effective a
teaching sequence has been. Testing provides a form of feedback, both for
learners and teachers. Moreover testing has a useful backwash effect; if learners
know they are going to be tested on their grammar, they may take grammar
learning more seriously.
Miller at al (2009:171) define that the types of the test are objective test
item are: 1) Short answer items have two forms there are short answer and
completion item both are test item that can be answered by a word, phrase,
number, or symbol. They are essentially the same, different only in the method of
presenting the problem. The short answer item uses a direct question, whereas the
completion items consist of an incomplete statement. 2) Matching items consist of
two parallel columns with each word, number or symbol in one column being
matched to a word, sentence, or phrase in other columns. 3) Multiplechoice is a
15
test which consists of a problem and a list of suggested solution, the students
usually answer the best correct answer. 4) True false is a test that the student
answers the question to mark true or false, correct or incorrect, yes or no, fact or
opinion, etc.
In other word, teaching and test have a close relation. The teacher does
not only teach the material but also we must give a test or assessing their ability
during the study the material. When we give a test we can get the objective data
but in make is the test, we must know the rule. We should consider the test which
has good validity and reliability of the test itself for the students. In this study,
researcher takes the multiple choice test to assessing of relative pronoun to the
students.
2.2 Empirical Review
The discussion of the relative pronoun is a good topic to be investigated
by the other researchers. One of the reasons because materials of grammar are
essential to be learnt and taught. It is important for mastering English in grammar
by mastering the relative pronoun first. Relative pronoun makes the sentence to be
meaningful.
Research relevant to this study conducted by Ni Wayan Rini
Yusmayanti in the thesis entitled “The Acquistion Of Relative Pronoun By The
Eleventh Grade Students Of SMAN 1 Abiansemal In Academic Year 2011/2012”.
The result of the data computation by means of norms reference measure of five
standard values showed that (1) 5 subjects or 16.67% out of 30 students under
investigation showed excellent acquisition in relative pronoun, (2) 3 subjects or
10.00% showed good acquisition in relative pronoun, (3) 15 subjects or 50.00%
16
showed sufficient acquisition in relative pronoun, (4) 5 subjects or 16.67%
showed insufficient acquisition in relative pronoun, (5) 2 subjects or 6.66%
showed poor acquisition in relative pronoun. This research findings are very
beneficial for the researcher as a reference for this result study.
Another research relevant of this study is research conducted by Ni
Putu Dianita Safitri in the thesis “An Analysis of Relative Pronoun in Complex
Sentences Made by The Tenth Grade Students of SMAN 2 Mengwi in Academic
Year 2012/2013. The result of the study concluded that there were 3 (6%) students
out of 50 students that showed very good ability in relative pronoun, 14 (28%)
students showed good ability in relative pronoun, 14 (28%) students showed
sufficient ability, 15 (30%) students showed insufficient ability and 4 (8%)
students showed poor ability. These research findings showed there will be 62%
students were successful, whereas 38% students were unsuccessful in relative
pronoun. So the students were considered to have sufficient abilities because the
percentage of successful students more than the students who failed in relative
pronoun. This research findings are very beneficial for the researcher as a
reference for this result study.
17
CHAPTER III
RESEARCH METHOD
3.1 Research Design
This study which deals with the acquisition of relative pronoun by the
tenth grade students of SMA Parisada Amlapura in the academic year 2013/2014
used an ex post facto research design with descriptive analysis. Cohen et al
(2007:264) states that ex post facto research is a method to find out possible
antecedents of events that have happened and cannot be controlled, engineered or
manipulated by the investigator. In consideration about conception of an ex post
facto study above, the present study selected and used ex post facto research
design because the English grammar especially relative pronoun as the researcher
variable had already taken place prior the undertaking study. The selection and
use of an ex post facto research study suggest to the researcher should be more
careful in interpreting and discussing the established research findings because
they have rather limited validity and reliability.
3.2 Population and Sample
Richards and Schmidt (2002:406) argue that population is any set of
items, individuals, etc. that share some common and observable characteristics
and from which a sample can be taken. Thus, one can speak of comparing test
scores across a sample of a population of students. The population of this study
consisted of the tenth grade of SMA Parisada Amlapura in the academic year
2013/2014. There were five classes which the numbers of the students were 168
students altogether.
18
3.3 Research Instrument
The selection and construction of appropriate, valid and reliable
research instruments are very essential step of a scientific investigation. The
preparation of making a research instrument should be reliable and valid those
determine the result of the research completely. The research instrument utilized
in this study used multiple choice test consisted of 40 items. The researcher took
the information of question material based on the relative pronoun that had been
taught by the teacher. To establish the validity and reliable of the test, the test had
been tried out to tenth grade students of SMK Saraswati Amlapura in December
31, 2013 and January 2, 2014. The researcher administered the instrument to 30
students and they required 75 minutes to finish the test. The discussion on the
validity and reliability of the research instrument were presented in the following
selections.
3.3.1 Validity
Brown (2004:22) states that by far the most complex criterion of an
effective test and arguably the most important principle is validity. Validity is
extent to which inferences made from assessment result are appropriate,
meaningful, and useful in terms of the purpose of the assessments. The validity of
the test may be appropriate to examine the extent to which a test calls for
performance that matches that of the course or unit of study being tested. There
are three types of validity of the test such as content validity, construct validity,
and face validity.
Richards and Schmidt (2002:575) note that a number of different
statistical procedures can be applied to a test to estimate its validity. Such
19
procedures generally seek to determine what the test measures, and how well it
does so.
Face validity is an important facet of consequential is the extent to
which “student view the assessment as fair, relevant, and useful for improving
learning. Face validity refers to the degree to which a test looks right, and appears
to measure the knowledge or abilities it claims to measure, based on the subjective
judgment of the examinees who take it, the administrative personnel who decided
on it use and other psychometrically unsophisticated observed.
Richards and Schmidt (2002:12) state that construct validity is a type of
validity that is based on the extent to which the items in a test reflect the essential
aspects of the theory on which the test is based. For example, the greater the
relationship that can be demonstrated between a test of communicative
competence in a language and the theory of communicative competence, the
greater the construct validity of the test.
Table 3.1
Table of Grammar Test Item Specification Showing The Content Validity
Testing
Objective
Grammatical Aspect Test Item Total
The students are
able to answer
grammatical test
items correctly
which are
constructed in
the form of
Relative Pronoun
1. Who
4, 5, 7, 8, 15, 16, 20,
31, 32, 34, 35, 36, 44,
46, 50, 53, 54, 58
18
2. Whom 10, 12, 19, 23, 25, 26,
38, 41, 52, 59
10
3. Which 1, 3, 9, 11, 18, 22, 29, 11
20
multiple choice
test items.
33, 40, 45, 56
4. That 2, 6, 17, 21, 30, 37,
42, 43, 48, 57
10
5. Whose 13, 14, 24, 27, 28, 39,
47, 49, 51, 55, 60
11
Total 60
3.3.2 Reliability
In addition to being valid of the test, a test which is used should be also
reliable. Heaton (1975:162) argues that reliability is another necessary
characteristic of any good test; for it is valid at all, a test must first be reliable as a
measuring instrument. If the test is administered to the same indicates on different
occasions (with no language practice work taking place between the occasions),
then, to the extent that it produces differing results, it is not reliable. Then if we
test on different occasions and we get comparable result, we may say that the test
is reliable. With regard to reliable Brown (2004:20) also writes a reliable test is
consistent and dependable. Moreover, reliability refers to the extent to which the
test is consistent in measuring whatever it does measure. Specifically, reliability
refers to the extent to which an individual scores nearly the same in repeated
measurements, as indicated by a high reliability coefficient. It can be computed in
various ways, depending on the source of error being considered.
There are some formula that can be computed the reliability coefficient
of a test such as K-R20, K-R21, or internal consistency. Each formula would
produce quite similar or comparable computation of the reliability coefficient. In
21
calculating the reliability coefficient of the test of this present study will be
established by using Kuder-Richardson 21 (K-R21) formula which runs as follow:
Where:
K-KR21 = reliability coefficient
K = the number of the test items
M = means scores of the test for all items
S = squared standard deviation of all test score
The mean (M) and the standard deviation (SD) of questions tags test were
respectively computed by using the following formulas:
Where
M = Mean Score
X = The sum of total score
D = The sum of square deviation
N = Number of the samples
SD = Standard deviation
M =
SD2 =
22
Table 3.2
Showing the Set of the Students’ Total Score and the Standard Deviation
Subjects Score(x) M D (x-M) D2
1 51 36.7 14.3 204.49
2 49 36.7 12.3 151.29
3 48 36.7 11.3 127.69
4 48 36.7 11.3 127.69
5 47 36.7 10.3 106.09
6 45 36.7 8.3 68.89
7 45 36.7 8.3 68.89
8 45 36.7 8.3 68.89
9 45 36.7 8.3 68.89
10 44 36.7 7.3 53.29
11 44 36.7 7.3 53.29
12 44 36.7 7.3 53.29
13 42 36.7 5.3 28.09
14 41 36.7 4.3 18.49
15 41 36.7 4.3 18.49
16 36 36.7 -0.7 0.49
17 36 36.7 -0.7 0.49
18 34 36.7 -2.7 7.29
19 34 36.7 -2.7 7.29
20 33 36.7 -3.7 13.69
23
Subjects Score M D (x-M) D2
21 32 36.7 -4.7 22.09
22 29 36.7 -7.7 59.29
23 28 36.7 -8.7 75.69
24 27 36.7 -9.7 94.09
25 26 36.7 -10.7 114.49
26 25 36.7 -11.7 136.89
27 25 36.7 -11.7 136.89
28 23 36.7 -13.7 187.69
29 18 36.7 -18.7 349.69
30 16 36.7 -20.7 428.49
1101 2852.30
M=
=
= 36.7
SD2 =
=
= 95.07
24
= -
-
= 0.85
In order to know whether a test has high reliability or low reliability,
then the reliability coefficient of the test should be computed. A good research
instruments should ideally have reliability coefficient ranging between 0.50 to
1.00.
3.3.3 Item Analysis
Being valid and reliable is not the final judgment of the characteristic of
a good test. Thus, good test item should be acceptable in Facility Value (FV) and
Discrimination Value (DV). It means there are two aspects that should be
carefully analyzed, that are the facility value and the discrimination value.
Heaton (1975:179) states that is generally assumed that items should
not be too easy or too difficult for the population for whom the test has been
designed. Items with facility values around 0.5 are therefore considered to be ideal
with an acceptable range being from around 0.3 to 0.7. The facility value of the
test items, which will be used to collect the data, was computed by using the
following formula:
FV =
Where:
FV = Facility value
U = The number of correct answer of the upper half group
L = The number of correct answer of the lower half group
n = The number of students in one group
25
The discrimination value (DV) of an item indicates the extent to which
the items discrimination between the higher ability and lower ability of the test
takers. It indicates that the students who perform well on the test tended to do well
or badly in each items. A test item considered as a good test if the students in
higher ability do well on the item and the lower ability students do badly on the
same item. The discrimination index can be calculated as the following formula:
DV =-
Where:
DV = Discrimination Value
U = The number of correct answer of the upper half group
L = The number of correct answer of the lower half group
n = The number of students in one group
Table 3.3
The Summary of the Facility Values (FVs) and Discrimination Values (DVs)
of Structure Test
No U L U+L U-L FV DV Acceptable Items
1 7 7 14 0 0.47 0.00 Unacceptable
2 13 8 21 5 0.70 0.33 Acceptable
3 10 5 15 5 0.50 0.33 Acceptable
4 9 12 21 -3 0.70 -0.20 Unacceptable
5 11 4 15 7 0.50 0.47 Acceptable
6 11 6 17 5 0.57 0.33 Acceptable
7 3 4 7 -1 0.23 -0.07 Unacceptable
8 12 7 19 5 0.63 0.33 Acceptable
26
No U L U+L U-L FV DV Acceptable Items
9 10 4 14 6 0.47 0.40 Acceptable
10 8 1 9 7 0.30 0.47 Acceptable
11 11 6 17 5 0.57 0.33 Acceptable
12 14 13 27 1 0.90 0.07 Unacceptable
13 10 5 15 5 0.50 0.33 Acceptable
14 13 7 20 6 0.67 0.40 Acceptable
15 11 9 20 2 0.67 0.13 Unacceptable
16 10 5 15 5 0.50 0.33 Acceptable
17 12 7 19 5 0.63 0.33 Acceptable
18 14 9 23 5 0.77 0.33 Acceptable
19 9 4 13 5 0.43 0.33 Acceptable
20 10 13 23 -3 0.77 -0.20 Unacceptable
21 12 7 19 5 0.63 0.33 Acceptable
22 12 4 16 8 0.53 0.53 Acceptable
23 7 9 16 -2 0.53 -0.13 Unacceptable
24 8 3 11 5 0.37 0.33 Acceptable
25 4 6 10 -2 0.33 -0.13 Unacceptable
26 8 3 11 5 0.37 0.33 Acceptable
27 10 5 15 5 0.50 0.33 Acceptable
28 8 4 12 4 0.40 0.27 Unacceptable
29 8 3 11 5 0.37 0.33 Acceptable
30 12 8 20 4 0.67 0.27 Unacceptable
27
No U L U+L U-L FV DV Acceptable Items
31 10 4 14 6 0.47 0.40 Acceptable
32 12 7 19 5 0.63 0.33 Acceptable
33 14 4 18 10 0.60 0.67 Acceptable
34 11 6 17 5 0.57 0.33 Acceptable
35 13 8 21 5 0.70 0.33 Acceptable
36 10 5 15 5 0.50 0.33 Acceptable
37 8 2 10 6 0.33 0.40 Acceptable
38 5 6 11 -1 0.37 -0.07 Unacceptable
39 9 4 13 5 0.43 0.33 Acceptable
40 10 5 15 5 0.50 0.33 Acceptable
41 8 7 15 1 0.50 0.07 Unacceptable
42 14 7 21 7 0.70 0.47 Acceptable
43 14 8 22 6 0.73 0.40 Acceptable
44 5 2 7 3 0.23 0.20 Unacceptable
45 9 2 11 7 0.37 0.47 Acceptable
46 10 9 19 1 0.63 0.07 Unacceptable
47 9 6 15 3 0.50 0.20 Unacceptable
48 7 6 13 1 0.43 0.07 Unacceptable
49 12 7 19 5 0.63 0.33 Acceptable
50 7 7 14 0 0.47 0.00 Unacceptable
51 8 2 10 6 0.33 0.40 Acceptable
52 8 7 15 1 0.50 0.07 Unacceptable
28
No U L U+L U-L FV DV Acceptable Items
53 10 5 15 5 0.50 0.33 Acceptable
54 10 4 14 6 0.47 0.40 Acceptable
55 9 4 13 5 0.43 0.33 Acceptable
56 9 10 19 -1 0.63 -0.07 Unacceptable
57 7 2 9 5 0.30 0.33 Acceptable
58 12 7 19 5 0.63 0.33 Acceptable
59 12 7 19 5 0.63 0.33 Acceptable
60 12 7 19 5 0.63 0.33 Acceptable
Table 3.3 shows that test items number 2, 3, 6, 5, 8, 9, 10, 11, 13, 14,
16, 17, 18, 19, 21, 22, 24, 26, 27, 29, 31, 32, 33, 34, 35, 36, 37, 39, 40, 42, 43, 45,
49, 51, 53, 54, 55, 57, 58, 59, and 60 are acceptable items. Hence, there are 41
items out of 60 items. Therefore, there were only 40 items used in next research.
3.4 Data Collection
The data required for this study was gathered by utilizing research
instruments clarified in the previous section mentioned. The data about the
acquisition of simple tenses were quantitatively gathered by using multiple choice
tests. This is done by informing the subjects to anticipate that the results of the test
will not influent their final grade in English yet they hard to try their best to
answer the test. The researcher was given one point for every correct answer and
zero point for every incorrect answer.
29
3.5 Data Analysis
In this data showed the students’ degrees in relative pronoun of the
tenth grade student of SMA Parisada Amlapura. The data obtained from the score
of completion result test. The formula of data analysis which was used as follow:
a. M =
Where:
M = Mean of score
= Number of score
N = Number of students taking the test
b. SD =
Where:
SD = Standard Deviation
= Duration of each score from the mean
N = Number of students taking the test
c. The score of mean (M) and the standard deviation (SD) was converted to the
five norms formulas as follows:
≥M + 1.5 SD = A/Excellent acquisition
M + 0.5 SD = B/Good acquisition
M – 0.5 SD = C/Sufficient acquisition
M - 1.5 SD = D/Insufficient acquisition
<M -1.5 SD = E/Poor acquisition
30
CHAPTER IV
FINDING AND DISCUSSION
4.1 Findings
The data needed for this study were collected by administering the
research instrument. The data obtained from this study which was in the form of
score showing the acquisition of relative pronoun by the subject, the tenth grade
students of SMA Parisada Amlapura in academic year 2013/2014 can be tabulated
as follow:
Table 4.1
Raw Score Showing the Acquisition of Relative Pronoun by the Tenth Grade
Students of SMA Parisada Amlapura in academic year 2013/2014
No Subject Raw Sore
1 Ni Kadek Rista Windiadnyani 33
2 Ni Wayan Suarningsih 30
3 Ni Nengah Sukni 30
4 Desak Made Suryaningsih 29
5 I Wayan Agus Putrayasa 29
6 Ni Nengah Aprianti 28
7 Ayu Agung Darmawati 26
8 Ni Made Widiani Eka Putri 25
9 Desak Gede Suci Paramita 24
10 I Komang Agus Astawa 23
11 I Wayan Budiasa 23
12 Ni Made Diana Puspita 23
31
No Subject Raw Score
13 I Made Andika Saputra 22
14 I Gusti Ngurah Adi Rudangga 22
15 I Nengah Hendra Pratama 21
16 Ni Wayan Novianingsih 21
17 Ni Ketut Sri Ariyanti 21
18 Devi Okvita Sari 20
19 I Wayan Hari Kusuma Nanda 18
20 I Made Rikan 18
21 I Wayan Sugatra 17
22 I Gede Aryantara 16
23 I Kadek Deni Ariawan 16
24 Desak Gede Sagitari Dewi 14
25 Ni Nengah Krisiani 13
26 Ni Ketut Sutiarni 13
27 Ni Luh Murti Sari 12
28 Ni Kadek Sariani 11
29 I Wayan Susila 10
30 I Gede Adut Wahyudi 10
618
32
4.2 Data Analysis
The data required for this study were collected by administering the
research instrument to the subject.
Table 4.2
Computation of the Estimated Mean Deviation Squared (D2)
of Raw Scores in Relative Pronoun
Subject Raw Sore D D2
1 33 12.4 153.76
2 30 9.4 88.36
3 30 9.4 88.36
4 29 8.4 70.56
5 29 8.4 70.56
6 28 7.4 54.76
7 26 5.4 29.16
8 25 4.4 19.36
9 24 3.4 11.56
10 23 2.4 5.76
11 23 2.4 5.76
12 23 2.4 5.76
13 22 1.4 1.96
14 22 1.4 1.96
15 21 0.4 0.16
16 21 0.4 0.16
17 21 0.4 0.16
33
Subject Raw Score D D2
18 20 -0.6 0.36
19 18 -2.6 6.76
20 18 -2.6 6.76
21 17 -3.6 12.96
22 16 -4.6 21.16
23 16 -4.6 21.16
24 14 -6.6 43.56
25 13 -7.6 57.76
26 13 -7.6 57.76
27 12 -8.6 73.96
28 11 -9.6 92.16
29 10 -10.6 112.36
30 10 -10.6 112.36
618
1227.2
After finding the amount of the number of score ( ), continued find
out the mean. The means (M) was obtained by counting up all the scores divided
by the number of the subjects under study. The mean (M) for the present study
was computed by using the following formula:
a. M =
=
= 20.6
34
The standard deviation (SD) is another way of showing the spread of
the score. The standard deviation (SD) of the raw scores was obtained by counting
up the grained sores then divided by number of the subjects under study. The
standard deviation (SD) was used to find out the degrees of the scores deviation
from the mean. The standard deviation (SD) of the raw scores for the present
study was computed by using the following formula:
b. SD =
=
= 6.39
After the Mean (M) and Standard Deviation (SD) of the raw scores
obtained by the subjects under study had been respectively computed, then the
converted standard scores using norm-reference measure of five standard values
can be computed as the following:
1. ≥ M + 1.5 SD
= 20.6 + 1.5 (6.39)
= 30.18 (A/Excellent acquisition)
2. M + 0.5 SD
= 20.6 + 0.5 (6.39)
= 23.79 (B/Good acquisition)
3. M – 0.5 SD
= 20.6 - 0.5 (6.39)
= 17.41 (C/Sufficient acquisition)
35
4. M - 1.5 SD
= 20.6 - 1.5 (6.39)
= 11.02 (D/Insufficient acquisition)
5. ≤M -1.5 SD
= 20.6 - 1.5 (6.39)
= 11.02 (E/Poor acquisition)
The data obtained for this study had been descriptively analyzed. The
result of the data analysis by mean of norm-reference measure of five standard
values, as shown above, pointed out the converted scores of 30.18, 23.79, 17.41,
and 11.02 respectively showing excellent achievement (A), good achievement
(B), sufficient achievement (C), and insufficient achievement (D) in the
acquisition of relative pronoun by the subject, the tenth grade students of SMA
Parisada Amlapura in academic year 2013/2014. The converted score which was
smaller than 11.02 showed poor or low achievement in the acquisition of relative
pronoun the subject under study, the tenth grade students of SMA Parisada
Amlapura in academic year 2013/2014, and their corresponding converted scores
in the acquisition of relative pronoun by answering multiple choice tests could
tests could be tabulated as the following:
Table 4.3
Converted Scores Showing the Acquisition of Relative Pronoun by the
Subject Under Study, the Tenth Grade Students of SMA Parisada
Amlapura in Academic Year 2013/2014.
Subject Raw Score Converted Score
1 33 30,18 (A/Excellent Grade)
2 30 23.79 (B/Good Grade)
36
Subject Raw Score Converted Score
3 30 23.79 (B/Good Grade)
4 29 23.79 (B/Good Grade)
5 29 23.79 (B/Good Grade)
6 28 23.79 (B/Good Grade)
7 26 23.79 (B/Good Grade)
8 25 23.79 (B/Good Grade)
9 24 23.79 (B/Good Grade)
10 23 22.95 (B/Good Grade)
11 23 22.95 (B/Good Grade)
12 23 22.95 (B/Good Grade)
13 22 17.41 (C/Sufficient Grade)
14 22 17.41 (C/Sufficient Grade)
15 21 17.41 (C/Sufficient Grade)
16 21 17.41 (C/Sufficient Grade)
17 21 17.41 (C/Sufficient Grade)
18 20 17.41 (C/Sufficient Grade)
19 18 17.41 (C/Sufficient Grade)
20 18 17.41 (C/Sufficient Grade)
21 17 11.02 (D/Insufficient Grade)
22 16 11.02 (D/Insufficient Grade)
23 16 11.02 (D/Insufficient Grade)
24 14 11.02 (D/Insufficient Grade)
37
Subject Raw Score Converted Score
25 13 11.02 (D/Insufficient Grade)
26 13 11.02 (D/Insufficient Grade)
27 12 11.02 (D/Insufficient Grade)
28 11 11.02 (E/Poor Grade)
29 10 11.02 (E/Poor Grade)
30 10 11.02 (E/Poor Grade)
The result of the data analysis by means of norm reference measure of
five standard categories can be summarized in Table 4.4 below:
Table 4.4
Summary of the Findings
No Range of Scores Converted Scores Total Percentage
1 33-31 30.18 1 3%
2 30-24 23.79 11 37%
3 23-18 17.41 8 26%
4 16-12 11.02 7 23%
5 12 ≤11.02 3 10%
30 100%
4.3 Discussion
This study dealt with assessing the acquisition of relative pronoun by
the subjects under study, the tenth grade students of SMA Parisada Amlapura in
academic year 2013/2014. The result of the data analysis by using Norm
Reference Measures of five standard values clearly showed that (1) there were 1
38
subject or 3% (3/30x100%) out of whole subjects under study showed excellent
ability in relative pronoun, (2) there were 11 subjects (37%) out of whole subjects
under study showed good ability in relative pronoun, (3) there were 8 subjects
(27%) out of whole subjects under study showed sufficient ability in relative
pronoun, (4) there were 7 subjects (23%) out of whole subjects under study
showed insufficient ability in relative pronoun, and (5) there were 3 subjects
(10%) out of whole subjects under study showed poor ability in relative pronoun.
If the result of the study were used as the bases to assign level or grade to the
subjects under study, then there are 10 students (33%) out of 30 students were
unsuccessful or failed in answering and learning relative pronoun. It means that
67% of them have sufficient ability.
These finding can be used as informative feedback in planning much
better teaching and learning process. In this case the students should be given
more change and exercise to be active in the teaching and learning process. They
must be encourged to be able to understand the use of grammar and able to apply
it in their daily life.
39
CHAPTER V
CONCLUSION AND SUGGESTIONS
The discussion of this study which dealt with the assessment of the
acquisition relative pronoun by the tenth grade students of SMA Parisada
Amlapura in the academic year 2013/2014 could be finally concluded in this
chapter. In reference to the findings of the study, some practical suggestions are
also suggested in this chapter.
5.1 Conclusion
Grammar guided us to arrange words together into sentences.
Therefore, we have to start studying from a more basic or simple grammar is by
relative pronoun. Relative pronoun usually used in our daily language and
communication and it simple rules to study grammar. This study which dealt with
the acquisition of relative pronoun by the tenth grade students of SMA Parisada
Amlapura in the academic year 2013/2014 used an ex post facto research design.
There were five classes which the numbers of the students were 168 students
altogether. The valid and reliable research instruments can be used to gather the
valid and reliable required data. The research instrument utilized in this study used
multiple choice test consisted of 40 items which are accurate and acceptable.
The result of the data analysis by using Norm Reference Measures of
five standard values clearly showed that (1) there was 1 subject or 3%
(3/30x100%) out of whole subjects under study showed excellent ability in
relative pronoun, (2) there were 11 subjects (37%) out of whole subjects under
study showed good ability in relative pronoun, (3) there were 8 subjects (27%) out
40
of whole subjects under study showed sufficient ability in relative pronoun, (4)
there were 7 subjects (23%) out of whole subjects under study showed insufficient
ability in relative pronoun, and (5) there were 3 subjects (10%) out of whole
subjects under study showed poor ability in relative pronoun. If the result of the
study were used as the bases to assign level or grade to the subjects under study,
then there were 10 students (33%) out of 30 students considered as unsuccessful
or failed in answering and learning relative pronoun. It means that the acquisition
of relative pronoun by the tenth grade students of SMA Parisada Amlapura is
sufficient. The finding of this study can be used as guidance of teaching English
grammar especially relative pronoun for the teacher to find the best technique or
teaching method in order to make the students are motivated to learn English
grammar.
5.2 Suggestions
In reference to the finding of this study then the researcher would like
to suggest the following practical things:
1. The tenth grade students of SMA Parisada Amlapura are suggested to have
more practice in learning tenses. They can do some exercise that provided
in the grammar book.
2. The teacher should be more active and creative in using different
technique or method in teaching relative pronoun depending on the
particular classroom situations. It is expected that the attention and
motivation of the students in learning English can be increased especially
for those who get insufficient and poor grade.
41
Meanwhile, the teacher are suggested to give a good motivation which
could attract the student’s interest to learn English especilly in grammar.
The teacher also suggested to give more explanation and new vocabulary
to the students. One of those ways could be done by providing more
exercises or drills to the students and giving the students some tests after
finishing the lesson to evaluate their ability and regular homework.
3. The SMA Parisada Amlapura can support the teacher and student in
increasing the grammatical ability by giving a good facilities or providing
library which has many books about English tense so the student feel easy
to find the book and happy to learn it.
53
TRY OUT-TEST
Choose the best answer!
1. She can’t believe his act .......... is really bad and worthless at all.
A. who
B. whose
C. which
D. whom
2. There are some companies.......... need many employees.
A. whom
B. that
C. whose
D. who
3. The colourful candles .......... Ria brought from Singapore were lighted.
A. who
B. which
C. whose
D. whom
4. An ant bites Renita .......... is busy thinking about something in the yard.
A. whose
B. whom
C. that
D. who
5. The dog barks Andre .......... has stolen Mr. Andrew golden spoon loudly.
A. who
B. which
C. whom
D. whose
6. The doctor suggests preventing some disease .......... viruses transmit.
A. who
B. whom
C. that
D. whose
7. I don’t really know about Bryan ......... sends me a flower a day.
A. whom
B. who
C. that
D. which
8. This letter will be translated into France by Monica .......... is a translator.
A. who
B. which
C. whom
53
D. whose
9. The big rabbit tries to reach the two carrots .......... have been brought by my mother in the
market this morning.
A. whom
B. whose
C. which
D. who
10. Some friends of mine .......... I have never seen for a year move to England.
A. who
B. which
C. that
D. whom
11. Audy is wearing a glamorous gown ......... designed by her aunt.
A. whose
B. who
C. which
D. whom
12. Alex .......... the police investigated to collect the data is the manager of this restaurant.
A. whom
B. that
C. who
D. which
13. There is her unique cat .......... tail is very long accros the river.
A. whom
B. which
C. whose
D. that
14. An old witch .......... five magic fingers came to my dream.
A. which
B. whose
C. that
D. who
15. A stranger approached Agustina .......... was looking for a cute black dog.
A. that
B. which
C. whom
D. who
16. The old man .......... is sitting on the ground uneasily opens a small antique box.
A. who
B. whose
C. whom
D. that
53
17. Mobile phones .......... enable the users to connect each other in long distance are
sophisticated tools.
A. whose
B. who
C. that
D. whom
18. The luxurious car .......... she saw passing by her house yesterday stops in front of the
mall.
A. whose
B. which
C. who
D. whom
19. The singer .......... the audiences welcomed enthusiastically sang a song amazingly.
A. who
B. which
C. that
D. whom
20. Rianita .......... has taken a course for two months speaks good Japanese.
A. whom
B. which
C. who
D. that
21. Plants .......... produce oxygen through photosythetic support human life.
A. whom
B. that
C. whose
D. who
22. It is the latest news .......... I watch on TV.
A. which
B. whose
C. who
D. whom
23. The two foreigners .......... my uncle picks up at the airport are kind.
A. whom
B. that
C. who
D. which
24. Jefry .......... biography I have read is the top model of the year.
A. which
B. whom
C. that
D. whose
53
25. Rihana to .......... the guest talk is an intellectual person.
A. whom
B. whose
C. who
D. that
26. Kevin .......... Reynald hit hardly was the troublemaker in Bernard’s party.
A. who
B. which
C. whom
D. that
27. Joining that organization makes Ratna .......... parents are apart confident.
A. that
B. whom
C. whose
D. who
28. Newspaper .......... content covers actual facts is important for some people.
A. which
B. who
C. that
D. whose
29. The six birds .......... are written on the paper are meaningful.
A. which
B. that
C. whose
D. whom
30. Drama perpormance .......... plays a story with a certain theme is an artistic cooperative
work.
A. that
B. whose
C. whom
D. who
31. The person .......... phoned me last night is my English teacher.
A. whom
B. who
C. whose
D. that
32. He paid the money to the man .......... had done the work.
A. who
B. which
C. whom
D. that
53
33. The picture .......... he looking at museum was beautiful.
A. who
B. whose
C. whom
D. which
34. Do you know the girl .......... bought his motor cycle?
A. who
B. whom
C. which
D. that
35. This is the man .......... broke the window.
A. whom
B. that
C. who
D. which
36. In Yangzhou lived a boatman called Big Yang, ........... was very generous and ready to
help others.
A. that
B. whose
C. who
D. whom
37. Technology .......... helps the people to ease the works moves more advanced from time
to time.
A. that
B. whose
C. whom
D. who
38. The picture was published by Ryan .......... Dion called last night.
A. which
B. who
C. that
D. whom
39. The rings .......... Dwan Dweny is interested are made of silver.
A. whose
B. that
C. which
D. whom
40. The secret .......... is about the death of the princess will be always kept.
A. whom
B. whose
C. who
D. which
53
41. The teacher wants to meet Billy ......... Olga pushes to the ground.
A. which
B. whom
C. that
D. who
42. Professional workers .......... do the job responsibly always come on time.
A. that
B. whom
C. whose
D. who
43. Heritages .......... are sources of the historical perionds must be conserved.
A. whose
B. that
C. which
D. who
44. The bell surprised the lady .......... was seriously looking for something.
A. which
B. whom
C. that
D. who
45. Ricky wants to have a plate of fried rice .......... is cooked by his daughter.
A. whom
B. who
C. which
D. whose
46. I want to see Shireen .......... has signed this agreement.
A. who
B. that
C. whom
D. whose
47. Lady Diana ......... face is beautiful never grumbles in every situation.
A. whom
B. whose
C. who
D. that
48. The governments build public places .......... are free to be visited.
A. whose
B. that
C. whom
D. who
49. Dewe Restaurant ......... service is good is always full of customers.
A. that
53
B. which
C. whose
D. whom
50. Donald .......... books deluxe room for a week is an American.
A. who
B. which
C. whom
D. that
51. I catch a bird .......... voice is beautiful.
A. whose
B. which
C. that
D. whom
52. The owner of this elegant house is Barbara .......... Michell guards all the time.
A. whom
B. which
C. that
D. who
53. The children .......... are reading a book in the library are clever.
A. which
B. who
C. whom
D. whose
54. Yeni .......... school in the high school is his girlfriend.
A. who
B. which
C. whom
D. that
55. The girl .......... hair is long is a smart student in my class.
A. whom
B. that
C. whose
D. who
56. The TV program .......... he watching were funny and interesting.
A. which
B. whose
C. whom
D. who
57. Remote controll .......... helps the viewers find the other channel is very useful.
A. that
B. whom
C. whose
53
D. who
58. I saw the thief .......... stolen her car last week.
A. who
B. which
C. whom
D. that
59. Johny .......... Rina loved is the supervisor in the Pojok Restaurant.
A. whose
B. who
C. whom
D. which
60. The glassess .......... Rini is unique and limited edition made by Harmers.
A. which
B. whose
C. that
D. whom
54
ANSWER KEY
1. C
2. B
3. B
4. D
5. A
6. C
7. B
8. A
9. C
10. D
11. C
12. A
13. C
14. B
15. D
16. A
17. C
18. B
19. D
20. C
21. B
22. A
23. A
24. D
25. A
26. C
27. C
28. D
29. A
30. A
31. B
32. A
33. D
34. A
35. C
36. C
37. A
38. D
39. A
40. D
41. B
42. A
43. B
44. D
45. C
46. A
47. B
48. B
49. C
50. A
51. A
52. A
53. B
54. A
55. C
56. A
57. A
58. A
59. C
60. B
55
ANSWER SHEET
Name :
Class :
Date :
NO
1 A B C D
2 A B C D
3 A B C D
4 A B C D
5 A B C D
6 A B C D
7 A B C D
8 A B C D
9 A B C D
10 A B C D
11 A B C D
12 A B C D
13 A B C D
14 A B C D
15 A B C D
16 A B C D
17 A B C D
18 A B C D
19 A B C D
20 A B C D
21 A B C D
22 A B C D
23 A B C D
24 A B C D
25 A B C D
26 A B C D
27 A B C D
28 A B C D
29 A B C D
30 A B C D
NO
31 A B C D
32 A B C D
33 A B C D
34 A B C D
35 A B C D
36 A B C D
37 A B C D
38 A B C D
39 A B C D
40 A B C D
41 A B C D
42 A B C D
43 A B C D
44 A B C D
45 A B C D
46 A B C D
47 A B C D
48 A B C D
49 A B C D
50 A B C D
51 A B C D
52 A B C D
53 A B C D
54 A B C D
55 A B C D
56 A B C D
57 A B C D
58 A B C D
59 A B C D
60 A B C D
60
RESEARCH INSTRUMENT
Choose the best answer!
1. There are some companies.......... need many employees.
A. who
B. that
C. whose
D. who
2. The colourful candles .......... Ria brought from Singapore were lighted.
A. whom
B. which
C. whose
D. whom
3. The dog barks Andre .......... has stolen Mr. Andrew golden spoon loudly.
A. which
B. who
C. whom
D. whose
4. The doctor suggests preventing some disease .......... viruses transmit.
A. who
B. whom
C. that
D. whose
5. This letter will be translated into France by Monica .......... is a translator.
A. who
B. which
C. whom
D. whose
6. The big rabbit tries to reach the two carrots .......... have been brought by my mother in the
market this morning.
A. whom
B. whose
C. which
D. who
7. Some friends of mine .......... I have never seen for a year move to England.
A. who
B. which
C. that
D. whom
8. Audy is wearing a glamorous gown ......... designed by her aunt.
A. whose
B. who
60
C. which
D. whom
9. There is her unique cat .......... tail is very long accros the river.
A. whom
B. which
C. whose
D. that
10. An old witch .......... five magic fingers came to my dream.
A. which
B. whose
C. that
D. who
11. The old man .......... is sitting on the ground uneasily opens a small antique box.
A. who
B. whose
C. whom
D. that
12. Mobile phones .......... enable the users to connect each other in long distance are
sophisticated tools.
A. whose
B. who
C. that
D. whom
13. The luxurious car .......... she saw passing by her house yesterday stops in front of the
mall.
A. whose
B. which
C. who
D. whom
14. The singer .......... the audiences welcomed enthusiastically sang a song amazingly.
A. who
B. which
C. that
D. whom
15. Plants .......... produce oxygen through photosythetic support human life.
A. whom
B. that
C. whose
D. who
16. It is the latest news .......... I watch on TV.
A. which
B. whose
60
C. who
D. whom
17. Jefry .......... biography I have read is the top model of the year.
A. which
B. whom
C. that
D. whose
18. Kevin .......... Reynald hit hardly was the troublemaker in Bernard’s party.
A. who
B. which
C. whom
D. that
19. Joining that organization makes Ratna .......... parents are apart confident.
A. that
B. whom
C. whose
D. who
20. The six birds .......... are written on the paper are meaningful.
A. which
B. that
C. whose
D. whom
21. The person .......... phoned me last night is my English teacher.
A. whom
B. who
C. whose
D. that
22. He paid the money to the man .......... had done the work.
A. who
B. which
C. whom
D. that
23. The picture .......... he looking at museum was beautiful.
A. who
B. whose
C. whom
D. which
24. Do you know the girl .......... bought his motor cycle?
A. who
B. whom
C. which
60
D. that
25. This is the man .......... broke the window.
A. whom
B. that
C. who
D. which
26. In Yangzhou lived a boatman called Big Yang, ........... was very generous and ready to
help others.
A. that
B. whose
C. who
D. whom
27. Technology .......... helps the people to ease the works moves more advanced from time
to time.
A. that
B. whose
C. whom
D. who
28. The rings .......... Dwan Dweny is interested are made of silver.
A. whose
B. that
C. which
D. whom
29. The secret .......... is about the death of the princess will be always kept.
A. whom
B. whose
C. who
D. which
30. Professional workers .......... do the job responsibly always come on time.
A. that
B. whom
C. whose
D. who
31. Heritages .......... are sources of the historical perionds must be conserved.
A. whose
B. that
C. which
D. who
32. Ricky wants to have a plate of fried rice .......... is cooked by his daughter.
A. whom
B. who
C. which
60
D. whose
33. Dewe Restaurant ......... service is good is always full of customers.
A. that
B. which
C. whose
D. whom
34. I catch a bird .......... voice is beautiful.
A. whose
B. which
C. that
D. whom
35. The children .......... are reading a book in the library are clever.
A. which
B. who
C. whom
D. whose
36. Yeni .......... school in the high school is his girlfriend.
A. who
B. which
C. whom
D. that
37. The girl .......... hair is long is a smart student in my class.
A. whom
B. that
C. whose
D. who
38. Remote controll .......... helps the viewers find the other channel is very useful.
A. that
B. whom
C. whose
D. who
39. I saw the thief .......... stolen her car last week.
A. who
B. which
C. whom
D. that
40. Johny .......... Rina loved is the supervisor in the Pojok Restaurant.
A. whose
B. who
C. whom
D. which
61
ANSWER KEY
1. B
2. B
3. A
4. C
5. A
6. C
7. D
8. C
9. C
10. B
11. A
12. C
13. B
14. D
15. B
16. A
17. D
18. C
19. C
20. A
21. B
22. A
23. D
24. A
25. C
26. C
27. A
28. A
29. D
30. A
31. B
32. C
33. C
34. A
35. B
36. A
37. C
38. A
39. A
40. C
62
ANSWER SHEET
Name :
Class :
Date :
NO
1 A B C D
2 A B C D
3 A B C D
4 A B C D
5 A B C D
6 A B C D
7 A B C D
8 A B C D
9 A B C D
10 A B C D
11 A B C D
12 A B C D
13 A B C D
14 A B C D
15 A B C D
16 A B C D
17 A B C D
18 A B C D
19 A B C D
20 A B C D
NO
21 A B C D
22 A B C D
23 A B C D
24 A B C D
25 A B C D
26 A B C D
27 A B C D
28 A B C D
29 A B C D
30 A B C D
31 A B C D
32 A B C D
33 A B C D
34 A B C D
35 A B C D
36 A B C D
37 A B C D
38 A B C D
39 A B C D
40 A B C D