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
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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
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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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“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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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
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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.
6. Giving time to the students
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.
5. Answering the questions.
6. Doing he exercise.
7. Doing the exercise on thewhiteboard.
8. Discussing about theexercise.
11. Identifying relative clause
“which and who” in the
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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).
1. Asking some questions to
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.
7. Explaining about the
text and deciding either
the sentence independent
or dependent clause thenlocating them into the
appropriate columns.
12. Filling the table on the
whiteboard.
13. Using about the relativeclause “which and who”
in the table.
14. Doing the exercise.
15. Doing the exercise on thewhiteboard.
16. Discussing about the
exercises.
1. Answering the questions.
2. Reading the explanation
text silently.
3. Answering the questions.
4. Doing he exercise.
5. Doing the exercise on the
whiteboard.
6. Discussing about the
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
identify relative clause
“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
relative clause “which and
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
read the explanation text.
4. Asking some questions
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
relative clause “which and
who” in the table.12. Doing the exercise.
13. Doing the exercise on thewhiteboard.
14. Discussing about theexercise.
2. Answering the questions.
3. Reading the explanation
text silently.
4. Answering the questions.
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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.
7. Discussing about theexercise.
8. Explaining about the
relative clause “which andwho”.
9. Distributing an empty tablewith two columns (for independent and dependent
clause for each student.
10. Asking the students to
identify relative clause“which and who” in the text
and deciding either the
sentence independent or dependent clause in order to
locate them into the
appropriate columns.11. Asking the students to fill
the table on the whiteboard.
12. Discussing about therelative clause “which and
who” in the table.
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
5. Doing he exercise.
6. Doing the exercise on the
whiteboard.
7. Discussing about theexercise.
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.
12. Discussing about therelative clause “which and
who” in the table.
13. Doing the exercise.
14. Doing the exercise on the
whiteboard.
15. Discussing about the
exercise.
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Motorist to FaceJail Terms for
Using Cell Phones.
(4th meeting)
to Face Jail Terms for
Using Cell Phones).
1. Asking some questions tothe students about the topic.
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.
7. Asking some students to do
the exercise on thewhiteboard.
8. Discussing about the
exercise.9. Explaining about the relative
clause “which and who”.
10. Distributing an empty tablewith two columns (for
independent and dependent
clause for each student.
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
the table on the whiteboard.
13. Discussing about the
1. Answering the questions.
3. Reading the explanation
text silently.
4. Paying attention to theexplanation text.
5. Answering the questions.
6. Doing the exercise.7. Doing the exercise on the
whiteboard.
8. Discussing about the
exercise.
11. Identifying relative clause“which and who” in the
text and deciding either
the sentence independentor dependent clause then
locating them into the
appropriate columns.
12. Filling the table on the
whiteboard.
13. Discussing about the
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Men are fromMars, Women are
from Venus
(5th meeting)
relative clause “which and
who” in the table.
14. Giving time to do theexercise 2.
15. Asking some students todo the exercise on the
whiteboard.
16. Discussing about the
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.
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 the
whiteboard.6. Discussing about the
exercise.
7. Explaining about therelative clause “which and
who”.
8. Distributing an empty tablewith two columns (for
independent and dependent
clause for each student.
9. Asking the students to
explanation text “which
and who” in the table.
14. Doing the exercise.
15. Doing the exercise on thewhiteboard.
16. Discussing about the
exercise.
1. Answering the questions.
2. Reading the explanationtext silently.
3. Answering the questions.
4. Doing he exercise.
5. Doing the exercise on the
whiteboard.
6. Discussing about the
exercise.
9. Identifying relative clause
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What You need to
Know about Drugs
(6th meeting)
identify relative clause
“which and who” in the text
and deciding either thesentence independent or
dependent clause in order tolocate them into the
appropriate columns.
10. Asking the students to fill
the table on the whiteboard.11. Discussing about the
relative clause “which and
who” in the table.12.Giving time to do the
exercise 2.13. Asking some students todo the exercise on the
whiteboard.
14. Discussing about the
exercise.15. Concluding the material
that has been discussed.
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.
2. Asking some questions tothe students about the topic.
3. Asking some students to
read the explanation text.4. Asking some questions
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
“which and who” in the
text and deciding either
the sentence independentor dependent clause in
order to locate them intothe appropriate columns.
10. Filling the table on the
whiteboard.11 Discussing about the
relative clause “which and
who” in the table.12. Doing the exercise.
13. Doing the exercise on thewhiteboard.
14. Discussing about the
exercise.
2. Answering the questions.
3. Reading the explanationtext silently.
4. Answering the questions.
5. Doing the exercise.
6. Doing the exercise on the
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A Lightning Flash
(7th meeting)
the exercise on the
whiteboard.
7. Discussing about theexercise.
8. Explaining about therelative clause “which and
who”.
9. Distributing an empty table
with two columns (for independent and dependent
clause for each student.
10 Asking the students toidentify relative clause
“which and who” in the textand deciding either thesentence independent or
dependent clause in order to
locate them into the
appropriate columns.
11. Asking the students to fill
the table on the whiteboard.12. Discussing about the
relative clause “which and
who” in the table.13. Giving time to do the
exercise 2.
14. Asking some students todo the exercise on the
whiteboard.
15. Discussing about the
exercise.16. Concluding the material
that has been discussed.
1. Asking some questions to
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 explanation
whiteboard.
7. Discussing about theexercise.
10. Identifying relative clause“which and who” in the
text and deciding either the sentence independentor dependent clause in
order to locate them into
the appropriate columns.
11. Filling the table on the
whiteboard.
12. Discussing about the
relative clause “which andwho” in the table.
13. Doing the exercise.
14. Doing the exercise on the
whiteboard.
1. Answering the questions.
2. Reading the explanation
text silently.
3. Answering the questions.
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text, about the benefits or
else.
4. Giving time to the studentsto do the exercise.
5. Asking some students to dothe exercise on the
whiteboard.
6. Discussing about the
exercise.7. Explaining about the
relative clause “which and
who”.8. Distributing an empty table
with two columns (for independent and dependentclause for each student.
9. Asking the students to
identify relative clause
“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
relative clause “which andwho” in the table.
12. Giving time to do the
exercise 2.
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 (What you need to
4. Doing he exercise.
5. Doing the exercise on thewhiteboard.
6. Discussing about the
exercise.
9. Identifying relative clause
“which and who” in the
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
relative clause “which andwho” in the table.
12. Doing the exercise.
13. Doing the exercise on thewhiteboard.
14. Discussing about theexercise.
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Water Lily(8th meeting)
Know about Drugs).
17. Giving the students
homework.
1. Collecting the students’homework.
2. Asking some questions to
the students about the topic.
3. Asking some students toread the explanation text.
4. Asking some questions
related to the explanationtext, about the benefits or
else.5. Giving time to the studentsto do the exercise.
6. Asking some students to do
the exercise on the
whiteboard.7. Discussing about the
exercise.
8. Explaining about the relativeclause “which and who”.
9. Distributing an empty table
with two columns (for independent and dependent
clause for each student.
10 Asking the students toidentify relative clause
“which and who” in the text
and deciding either the
sentence independent or dependent clause in order to
locate them into the
appropriate columns.11. Asking the students to fill
the table on the whiteboard.
12. Discussing about therelative clause “which and
who” in the table.
13. Giving time to do the
exercise 2.
2. Answering the questions.
3. Reading the explanationtext silently.
4. Answering the questions.
5. Doing the exercise.
6. Doing the exercise on the
whiteboard.
7. Discussing about the
exercise.
10. Identifying relative clause“which and who” in the
text and deciding either
the sentence independent
or dependent clause inorder to locate them into
the appropriate columns.
11. Filling the table on the
whiteboard.
12. Discussing about therelative clause “which and
who” in the table.
13. Doing the exercise.
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14. Asking some students to do
the exercise on the
whiteboard.15. Discussing about the
exercise.16. Concluding the material
that has been discussed.
14. Doing 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”