A Graduating paper. By: MUHAMAD DAIM ABADI ENGLISH DEPARTMENT AND EDUCATIONAL FACULTY STATE INSTITUTE OF ISLAMIC STUDIES (STAIN) SALATIGA

Transcription

1 A DESCRIPTIVE ANALYSIS OF STUDENTS ABILITY IN IDENTIFYING INDEPENDENT CLAUSE AND DEPENDENT CLAUSE IN COMPLEX SENTENCE OF ELEVEN YEAR STUDENTS OF SMK N 2 SALATIGA IN THE ACADEMIC YEAR 2012/2013 A Graduating paper Submitted to the Board of Examiners as Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan Islam (S.Pd.I) in the English and Education Department By: MUHAMAD DAIM ABADI ENGLISH DEPARTMENT AND EDUCATIONAL FACULTY STATE INSTITUTE OF ISLAMIC STUDIES (STAIN) SALATIGA 2013 x

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6 DEDICATION This graduating paper is dedicated with love and gratitude to: My beloved parents, Tikno and Kasihati, thank for your love, pray and everything that you have given and motivated me. My big family; grandfather, grandmother, aunt, and uncle. My lovely sister and brother, Umi Masrifatun Nadziroh and Ardyan Nurfahrizal who encourage me to be the best figure. My best friends, Riza, Ari, Yusron, Subur, Syafi i, Jalu, Fajar, Andi, Yopi. My best classmate, E Class xv

7 Motto There is a will, there is a way. Be someone who enables to give benefit to others Rabbanaa aatinaa fid dunyaa hasanatan wa fil aakhirati hasanaatan wa qinaa azaaban naari xvi

8 ACKNOWLEDGEMENT All praise due to Allah, the most graceful and the most merciful because of his wonderful blessing and his mercy, the writer can finish this thesis successfully. His incredible blessings make realize that nothing is difficult in his eyes. I realize my gratitude will and endless blessing in my life. Peace and salutation is always given to our beloved prophet Muhammad saw that we hope his blessing in judgment day. However, this success would not be achieved without the support, guidance, advice, help and encouragement from individual and institutions. Therefore the writer would like to express the deepest gratitude to: 1. Dr. Imam Sutomo, M.Ag., as the head of State institute of Islamic studies. 2. Maslikhatul Umami, M.A., as the head of English department. 3. Hanung Triyoko, M.Hum., M.Ed., as thanks for suggestion and guidance for his graduating paper from beginning until ending. 4. All lecture of English Department of STAIN Salatiga, and all my teachers who have taught and guided me. 5. All of my friends who have helped and motivated me to finish the graduating paper. xvii

9 6. My beloved family (my mother: Kasihati, my father: Tikna, my young sister: Umi Masrifatun Nadziroh, and my little brother: Ardyan Nurfarizal). Finally, the writer realize that the study is still far from perfect, and have expectation that this final project would be useful for further study. This graduating paper is expected to be able to provide useful knowledge and information for the reader. Salatiga. February, 2013 The writer, Muhamad Daim Abadi xviii

10 ABSTRACT Abadi, Muhamad Daim. 2013: The title of this final project is A DESCRIPTIVE ANALYSIS OF STUDENTS ABILITY IN IDENTIFYING INDEPENDENT CLAUSE AND DEPENDENT CLAUSE IN THE COMPLEX SENTENCE OF ELEVEN GRADE STUDENTS OF SMK N 2 SALATIGA IN THE ACADEMIC YEAR 2012/2013 Graduating paper. Tarbiyah Faculty. English Major. State Institute of Islamic Studies. Hanung Triyoko, S.S., M.Hum., M.Ed. Keywords: Students ability, identifying, independent clause, dependent clause, question categories The research was carried out to measure the profile of students (eleventh year of SMK N 2 Salatiga in the academic year 2012/2013) ability in identifying clauses and to find out the problem encountered by the students in complex sentence. Quantitative analysis was the main methodology used in this research. In detail, the test was employed in the form of multiple choices and identifying sentence to collect the data. In this research, the writer used achievement test which contained of 20 questions and divided into four question categories. In the first and fourth question categories, students were able to reach good point which the data showed 68.92% students answer correctly. Then the second and third question categories, students were able to answer 27.14% and 35% from given questions. In detail, from the 56 students, 25 (44.64%) students got poor score, 18 (32.14%) students got fair score, 12 (21.42%) students got good score and only one student (1.78%) got excellent score. From the test result, the percentage of students ability in identifying independent clause and dependent clause was 50.17%. Based on presented data, the writer concluded that most of eleventh year students of SMK N 2 Salatiga in the academic year 2012/2013 in identifying clause in complex sentence are fair ability. xix

11 TABLE OF CONTENTS TITLE PAGE i DECLARATION.ii ATTENTIVE COUNSELOR...iii CERTIFICATION PAGE. iv MOTTO...v DEDICATION vi ACKNOWLEDGEMENT...vii ABSTRACT ix TABLE OF CONTENTS x CHAPTER I INTRODUCTION A. BACKGROUND OF STUDY.1 B. LIMITATION OF THE PROBLEM 4 C. STATEMENT OF THE PROBLEM 5 D. PURPOSE OF THE STUDY 5 E. THE BENEFITS OF STUDY 6 xx

12 F. CLARIFICATION OF KEY TERMS 7 G. RESEARCH METHODOLOGY 9 H. THE OUTLINE OF THE THESIS 15 CHAPTER II LITERARY REVIEW A. CLAUSES..16 B. INDEPENDENT CLAUSE...18 C. DEPENDENT CLAUSE 19 D. COMPLEX SENTENCE 26 CHAPTER III DATA PRESENTATION A. GENERAL DESCRIPTION OF SMK N 2 SALATIGA 28 B. INSTRUMENT C. DATA PRESENTATION CHAPTER IV DATA ANALYSIS A. METHODS OF DATA ANALYSIS.50 B. DATA ANALYSIS...51 C. THE FINDINGS...71 xxi

13 CHAPTER V CONCLUSION AND SUGGESTION A. CONCLUSION 72 B. SUGGESTION BIBLIOGRAPHY APPENDIX xxii

14 CHAPTER I INTRODUCTION This chapter discussed about background of study, limitation of the problem, problem statement, purpose of the study, the benefit of the study, clarification of key terms, research methodology, and the outline of the thesis. A. BACKGROUND OF STUDY In language learning, getting the main message in every single sentence is very important for the educators in understanding what the true meaning of given text by the teacher. As consequences, educators or students must automatically identify all kind of sentences they will probably face. According to Duffield et al. (2007; 1)proper identification and treatment of complex sentence contains of clauses are needed. In general, complex sentence is constructed by two kinds of clauses and those are well known as independent clause and dependent clause. The similar thought by Sekali (2012; 2)argued in his journal that: A complex sentence is defined as a multiple-clause sentence, i.e. a sentence composed of at least two verbs (or predicates) linked within a hierarchical complementing structure (subordination) or conjoined in a non-embedded structure (coordination). 23

15 He affirms that complex sentence is defined as combination of two clauses which are linked by specific morphemes such as and, or, and but or in equivalent morpheme. Here is in detail explanation, complex sentence is build from two sentences; I want to eat banana and because I really like it. Therefore, the complex sentence from two previous sentences is I want to eat banana because I really like it. Sekali argues that one of the clauses is used to complementing other clauses within complex sentence, particularly clause because I really like it is used as complement of I want to eat banana which has higher hierarchical. In other example, if there are two sentences such as Edward suspected corruption in his campaign and He was a new president, the combination of them become Edward who was a new president suspected corruption in his campaign. Both examples above indicate that two joined sentences do not have same structure but both of them are called complex sentence. Sekali identifies that complex sentence is not always linked by some special words (because, and, after, but, etc.), but in other examples, complex sentence is linked by relative pronoun (who, that, which, etc.)or in general it is one of why complex sentence is called by conjoined in a non-embedded structure (coordination). Furthermore, when independent clause is located at the beginning clause in complex sentence, it must be followed by conjunction such as 24

16 adverbial, adjective and noun (and, or, and but). Nevertheless, in other condition she explains that when dependent clause is located at the first clause inside complex sentence, it must be followed by comma. Simplify, within complex sentence, there are some marks or conjunctions to identify where the independent and dependent clause are located in a complex sentence. Therefore, in a practice, both of them can be located not only in the beginning clause in a complex sentence but also can be located in the last clause of sentence in which it needs special requirement embedded connection. There does not have certain rules to determine each of clauses that must be put at beginning/first or in the ending/second clause in a sentence. Basically, independent clause and dependent clause have the same pattern of sentence because both of them have subject and predicate (Bossone: 1977, 38), but each of them has different characteristic and function. Independent clause can stand alone without any supporting complement and it is the main message that writer or spoken delivers to the reader. Besides that, dependent clause is sentence which contains of subject and predicate but cannot stand-alone. In other words, dependent clause embedded independent clause in a complex sentence. Based on the explanation above, knowing the students ability in identifying independent and dependent clause is very important not only as 25

17 reflection tool of delivering information from the teacher but also measuring student grammar proficiency. By expert in identifying them in a complex sentence, student of language learning avoid any possibility misunderstanding that will probably arise when they face the complex sentence. Finally, student will understand and will enable to make communication in English running well. Indeed, students will easy to understand all the material which teachers are given to them. In understanding the students ability in identifying clauses, the writer conducts the research, which entitled A Descriptive Analysis of Student Ability in Identifying Independent Clause and Dependent Clause in the Complex Sentence. The writer thinks that the research above is one of the match ways to implement the need of knowing student proficiency. Besides the research conducted in the SMK N 2 SALATIGA because not only the school has good reputation of vocational school level in Salatiga but also it has good input in every year. In lastly the researcher hopes that the research study will have positive contribution in improving student English proficiency in SMK N 2 SALATIGA. B. LIMITATION OF THE PROBLEM The researcher limits the study of the Descriptive Analysis of Student s Ability in Identifying Independent Clause and Dependent Clause in the 26

18 Complex Sentence of eleventh years SMK N 2SALATIGA. Since the time is very limited, the researcher uses test document to obtain the data source and the students achievement. The study just concerns in presenting the actual condition, which students have, particularly in identifying clauses in the complex sentence. So, the other mechanic mistakes, which students made, will be ignored. C. STATEMENT OF THE PROBLEM Based on the background of study above the researcher has some questions that are mentioned as below: 1. How is the profile of students ability in identifying the complex sentence? 2. What are the students difficulties in identifying independent clause and dependent clause? D. PURPOSE OF THE STUDY Based on statement of the problem above, the research objective is to find out some aspects of student proficiency in mastering clauses. In further detailed explanation, the research purposes are described below; 1. To measure students ability in identifying independent clause and dependent clause 27

19 2. To find out students difficulties in identifying independent clause and dependent clause E. THE BENEFITS OF STUDY According to the researcher s point of view, the research at least enable contributes some positive impacts for the researcher, teacher, student, and the institution. Those are detail described as below; 1. For the Researcher The research does not only have meaning for the researcher himself but also it is able to satisfy the researcher s question about the problem. By the research also, the researcher can identify the actual problem in the classroom and try to give suggestion in solving the problem. This is also very helpful to improve the researcher s ability in doing a research. The other benefit for the researcher as someone who would be a teacher on the future is hopefully the research will may be able to help the researcher in his future teaching process. Experiencing in doing a research in the classroom is one of many ways for everyone to acquire classroom condition. 28

20 2. For Teacher It uses as reflection tool for knowing student ability in indentifying complex sentence, particularly in separating two kinds of clauses. 3. For Student Student will get new exercise to measure their ability in identifying independent clause and dependent clause. Therefore, students can measure themselves how far they mastery complex sentence. 4. For Institution The institution will know how far the student s ability in mastery written language is. By knowing actual condition of the students ability, the institution is able to take a good response and a positive action to solve or to improve the learning process. F. CLARIFICATION OF KEY TERMS 1. Descriptive Analysis Descriptive is derived from the word describe which has meaning to present the feature of or to portray in speech or writing (Foreman, 1959; 139). In other names, descriptive is such kind of process visualizes the condition of fact which outcome of it can be a number data, written texts, pictures, etc. Whereas, the word analysis based on the Forman 29

21 (1959; 24) has the meaning of breaking up of anything into its constituent element. Based on the definition, the conclusion of two terms above is a process of presenting or visualizing the breaking up of something into constituent element of media (data, text, picture, etc). In consequence of that, description of presenting vivid data is strongly needed for visualizing students clauses proficiency. 2. Student Ability Student is someone who studies (Forman, 1959; 480) and ability is condition being able. Therefore, the definition of student ability is condition being able in someone who studies. 3. Identifying Identifying is process in recognizing something (Forman, 1959; 251). It includes understanding and comprehension of something (matter) which will further be identified. In other name knowing clauses and understanding how to apply them in the sentence is really needed. 30

22 4. Complex Sentence Complex sentence is such kind of sentence, which builds of two different clauses (Bossone, 1977; 57), one of them is independent clause and the other else is dependent clause. G. RESEARCH METHODOLOGY The method used to get data are descriptive quantitative and below are detail explanation of the following methods; 1. Type of the Research The research uses descriptive statistic analysis to present the finding of the research. In this case, the researcher uses such a test to get the data from the object of the research. The research outcome derives from analyzing the number of numerical data that is acquired from student test. 2. Object of the Research a. Population In this study, all students of eleventh year SMK N 2 Salatiga in the academic year 2011/2012 are the prominent subject of the research. Total of the population of this study are 497 students. 31

23 Here is the population present in a table below; No. Class Number of students 1. 2 TGB A TGB B TKB TKK TAV A TAV B TMO A TMO B TMO C TEI A TEI B TEI C TEI A TEI B TKJ A TKJ B 32 TOTAL

24 b. Sample According to Martono, (2010: 74) says that sample is a number of selected object from the population that is selected by particular technique and used to represent the whole object research. Total sample from the population in this research is 56 students. In determining the sample, the researcher uses formula; = = 0.112= 11.12% The amount of the sample refers to L.R. Gay s suggestion, he suggests that 10% sample for large population and 20% sample for small population. The data below are his detail suggestion for sampling which presented in table. Size of population Sampling percent % % % % > % 33

25 c. Sampling According to Gay (2007:101), sampling is the process of selecting a group of a study in such a way that the individual represent the larger group from which they are selected. Therefore, applying the sampling method is really crucial to be applied in a research in generalizing the finding. This study uses cluster sampling because the population is in vary size. According to Yount (2006: 7/4), cluster sampling involves randomly selecting groups. Based on the population provided, the researcher selects two classes as the sampling of the study which those contains 50 students. Below are the detail methodologies sampling: The population is 497 students, The sample size is 10% or 50 students, The logical cluster is eleventh classroom of SMK N 2 Salatiga The superintendent has a list of 16 classrooms The requirement number of clusters is obtained by dividing the sample size (30) by the size of cluster needed is 50/30= 1.75 or 2 classrooms. 34

26 The superintendent randomly selects 2 classrooms out of 16 classrooms. Every student in the selected classroom is included in the sample. 3. Technique of Collecting Data a. Test According to Hornby (1974; 193) test is as examination or trial to find its quality, value, composition, etc. He also pointed out that the other fields in test are knowledge, proficiency, comprehension and understanding about the subject matter. Therefore, appropriate test is very crucial in process collecting data because there are many subfields involved. In this research, the researcher uses achievement test to collect the data from the research object. John W. Best explains that the achievement test is such kind of tool to measure what an individual has learned. Based on the John s argument, the researcher thinks that achievement test is really appropriate way to collect data for the research. Below are the arrangements of the test item; 1. Total number of test item is 20 numbers. 35

27 2. Multiple choice type is 15 numbers (number 1-15); number 1-5 (identifying kind of dependent clause), number 6-10 (identifying clause in more complex choices), (identifying dependent clause in complex sentence) 3. Identifying sentence test;5 numbers; (15-20, circling the clauses). b. Documentation This method is used to get data about historical background of SMK N 2 Salatiga, the management, teachers and official employee condition. 4. The Method of Analyzing Data a. Scoring P= X 100% Where P= the percentage of student ability F= correct answer N= maximum score b. Statistical Analysis 36

28 Mean is used to make a generalizing the finding of the research. It is more relevance to describe student grade point average. The formula form; M = Where M = mean = sum of X = score in a distribution N = number of scores After knowing the test result of students scores, then, the writer percentages all the data in formula of Four Level Mastery (David P. Haris, 1968, 134). Here are in detail formula; 80% - 100% = excellent 60% - 79% = good 50% - 59%= fair 0 % - 49% = poor 37

29 H. THE OUTLINE OF THE THESIS The research is divided into five chapters, the organization of this thesis as follows; Chapter I is introduction which contains of background of the study; statement of the problem, objective of the study, limitation of the study, benefit of the study, clarification of key terms, previous research review, and the outline thesis. Chapter II is the review of related literature, which contains of clauses, independent clause, dependent clause, complex sentence. Chapter III is the research method, which contains the type of study, subject of study, object of study, procedures of collecting data, technique for analyzing data and data presentation. Chapter IV is data analysis which contains of students assessment in identifying independent clause and dependent clause. Chapter V is closure which contains of conclusion and suggestion. The last is bibliography and appendix. 38

30 CHAPTERII LITERARY REVIEW This chapter provides some theories which are related to the topic of this study. Here, the researcher discusses clauses, independent clause, dependent clause and complex sentence. E. CLAUSES Clauses in English are defined as group of words which grammatically contain of the subject and predicate (Warriner, 1982; 93). In same case, Bossone defines a clause is a group of words that contains of a subject and predicate (1981; 38). However, understanding clauses are not as simple as the previous explanation because clauses have two typesin further development. Commonly, clauses are divided to be independent, ormain and dependent, or subordinate clauses. Both of them have own function and characteristic in grammar. According tokoutsoudas (1966; 269), the character of them can be detail elaborated as follows;.the essential differences between these two types of clauses are that (1) while an independent clause as can stand alone as a sentence, a subordinate clause cannot (i.e. it requires the occurrence of an independent clause) and (2) while an independent clause cannot 39

31 function (i.e. be used) as a noun, adjective, adverb, etc. a subordinate clause can. In short, the difference between independent clause and dependent clause is very clear because independent clause has different function with dependent clause in a complex sentence. It can be looked as that explained before by Warriner that independent clause can be applied as single sentence alone and in common sense it is also called by stand alone. In other words, independent clause can be called main message that speaker or writer intends to deliver to the listener orreader. Therefore, independent clause also cannot act as dependent clause and vice versa. It is caused that the functions of them are totally different in complex sentence. Moreover, Koutsoudas affirms that dependent clause is a clause which has function as part of sentence (noun, adjective and adverb) except verb in a complex sentence (1966; 269). In short, dependent clause is just functioned as supporting information to independent clause in a complex sentence. Clauses although divide become two types, but in developing the dependent clause, the clause can be expanded into three types dependent clauses such as adverbial clause, adjective clause and noun clause. Below are examples of clauses; I read. (independent clause) 40

32 I borrow your pen. (independent clause) Reading many books is my hobby. (independent clause) As you are in the room. (dependent adverbial clause) Who is the first popular person. (dependent adjective/relative clause) That he is a rich man. (dependent noun clause) F. INDEPENDENT CLAUSE Independent clause is a group of words which grammatically not only contain both subject and predicate but also can stand alone without any following complement.bossone (1977; 38) and Martin (2000; ) argue that independent clause is group of word which expressed completed thought. Notes the examples that follow; The subject is underlined once, the verb twice, and the adjective or adverb dashed line. Iran. Iranquickly. Some sentences (independent clause) can also contain phrases. Below are examples of sentences that contain phrases. The subject is underlined once, the verb is underlined twice. 41

33 Students in her sport classran. prepositional phrase used as an adjective student Lindahopes to find some fruits. infinitive phrase used as a noun, the direct object of noun Jogging in the morning isshinta s hobby. gerund phrase used as a noun, the subject of the sentence Paul, moving to the disco beat, danced well. Participial phrase used as an adjective modifying Paul Bossonealso explained that an independent clause can be a very simple sentence with just a subject and verb, or it contained additional words or phrase (1981; 39). Here are examples of them as follow; He walked into the disco. The music pounded in our ears. It was fantastic night. G. DEPENDENT CLAUSE Dependent clause is defined as clause which embedded independent clause in complex sentence (Koutsoudas, 1966; 269). Bossone furthermore says that dependent clause depends on (need) an independent clause to make sense (1977; 40). In other words, existing of dependent clause in complex 42

34 sentence is just to support independent clause in complex sentence. Moreover, dependent clause usually modifies the adverb, adjective and noun. Commonly, grammarians divide dependent clause become three types such as adverbial clause, adjective clause and noun clause. All kinds of dependent clauses aredetail studied as below; 1. Dependent (adverbial) clause Dependent adverbial clause is employed as a supporting to adverb in a complex sentence. Furthermore, Wren and Martin (2000; 186) notice that adverb clause in a complex sentence is a subordinate clausewhich does the work of an adverb, and so qualifies some noun or pronoun in the mainclause.in particular, the meaning is that adverbial clause elaborates adverb to be more detail than a simple word adverb. In this matter, Bossone (1977; 41) emphasizes that learners have to be familiar with adverbial conjunction.he thendivideslinking words become sixteen kinds of conjunctions.below are the conjunctions; After Before Whenever Though Although If Where Unless As Since Wherever Until Because Than While When 43

35 Bossone also adds that combining adverbial clause and independent clause in complex sentence can be exchanged construction clause s location between first and second clause. In detail, independent clause is sometime located at the first clause but sometime dependent clause takes at the first position. Below are examplesof the adverbial clauses; a. Independent clause takes the first clause and followed by adverbial clause. Linda did not come to my birthday party because she was very tired. Subordinating conjunction b. Dependent clause takes at the first clause and then followed by independent clause. If I were a rich, I would help the poor. Subordinate conjunction At the first example, the independent clause is located in the first clause, theredoes not need special supporting punctuation mark (comma). But in sentence (b), dependent clause exchange position 44

36 atthe first place, the sentence needs a supporting comma to construct the complex sentence.in short, comma therefore is needed when alteration pattern of complex sentence from dependent clause followed by independent clause. In this case, a comma has function to end dependent clause. In separating the kind of adverbial clauses, it can be recognized by identifying some conjunctions such as table below; Table of subordinating conjunctions Time After, As, As soon as, Before, Once, Since, Until, When, While Manner Cause and Effect Condition Condition Purpose Comparison As, As If, As Though, Like Although, though, whereas, While, Except, That Because, in that, Now that, Since, So that If, In Case, Provide (That), Unless So that, In order that As. as, More than, Less than, Than (Source: Klammer, Thomas P., Shultz, Muriel R., Della Volpe, Angela.. Analyzing English Grammar.Pearson Education, 2007.) Below are examples of each conjunction. The conjunctions are underlined wave line. 45

37 Adverbial clause of time I will pick up you at the airport after you arrive. I have not been well since I returned from the beach. Adverbial clause of manner As he was noted here, I spoke to my brother. Unless you work harder you will fail. Adverbial clause of cause and effect Although you are not beautiful, you will find boyfriend later. I am glad that you like it. Adverbial clause of condition If you lie me, I will leave you. You have to go because the weather is very nice. Adverbial clause of purpose I will give you a map so that you will find the way. We eat so that we may live. Adverbial clause of comparison He is older than he looks. You are as stupid as you are lazy. 2. Dependent (adjective or relative) clause Different with adverbial clausewhich clause is employed as adverb, in this case the study is dependent clause which is used 46

38 asadjective. Commonly,it is almost same with the definition of adverbial clause but in constructing the complex sentence has little difference.according Wren and Martin (2000; 188) relative clause is a subordinate clausewhich does the work of an adjective, and so qualifies some nouns or pronouns in the mainclause. The conjunctions which are used in the adjective clause are usually relative pronouns such as who, whose, whom, which, and that.all relative pronouns therefore are functioned to link or to connect independent clause and dependent clause. In the same way, Bossone often calls relative clause because these are started relative pronouns (1977; 43). Here are examples of adjective (relative) clauses; Sutoyo, who is the present president, is suspected corruption. The relative clause works as an adjective, modifying the noun Sutoyo. Bali, which is in Indonesia, has beautiful beach. The relative clause works as an adjective, modifying the noun Bali. 47

39 Sintatakes the book that is put on the table. The relative clause works as an adjective, modifying the noun book. My mother has a friend who can get me a ticket. The relative clause works as an adjective, modifying the noun friend. 3. Dependent (noun) clause According to Wren and Martin (2000; 190),noun clause is a subordinate clausewhich does the work of a noun, and so qualifies some noun or pronoun in the mainclause.in a similar case, noun clause can be begun by some words such as question words(who, what, whose + be), if or whether, and that (Azar, 1992; ).Furthermore Bossone presents that noun clause is started the words such as what, where, why, when, who, that (1977; 44). Commonly, noun clause is used only where a noun could be used: subject of the sentence, direct object, and object of the preposition (Bossone, 1977; 44). In same case, Wren and Martin detail divide the function of noun clause to be five categories such as subject of the verb, object of the transitive verb, object of the prepositional, in apposition of noun and pronoun, and complement of a verb of incomplete verb (2000; 196). Here are examples of them; 48

40 That SBY is the sixth president of Indonesia is the fact. The noun clause is used as subject of the sentence. The president knew that the letter on his desk was sent by minister a week ago. The noun clause is used asobject of the transitive verb or direct object of verb knew. There is no meaning in what you say. The noun clause is used as object of the preposition in. You must never forget this, that honesty is the best policy. The noun clause is used as apposition of the pronoun this. My wish is that the truth will appear in the court. H. COMPLEX SENTENCE The noun clause is used as object of the incomplete verb of verb is. Complex sentence is defined as group of words which contain of two different clause and it is also composed by at least two predicates linked within a hierarchical complementing structure or conjoined in a non embedded structure (Sekali, 2012; 2). In further explanation, Bossone says that forms of complex sentence are dependent clause joined to an independent clause (1977; 57). 49

41 The forms of complex sentence are described as follow; Although he is being sick, he goes to school today. Dependent clause Independent clause I was at the airport before you arrived from London. Independent clause Dependent clause Meta introduces her new friend, who has blonde hair. Independent clause Dependent clause Dependent clause also can come in the middle of a complex sentence, as well as at the beginning or end. Linda, who is the winner at model competition, is my best friend. Dependent clause The car, which I am using now, is new car s model. Dependent clause The fish, that got away, was the biggest in the fishpond. Dependent clause 50

42 CHAPTER III RESEARCH REPORT This chapter describe about general description of SMK N 2 Salatiga, instrument, and data presentation. D. GENERAL DESCRIPTION OF SMK N 2 SALATIGA SMK Negeri 2 Salatiga is the biggest vocational school in Salatiga which is founded at around Nowadays, the schoolhas five departments with five specialization departments. The five departments are construction engineering, electronic engineering, computer engineering, automotive engineering, and mechanical engineering. The five specialization departments are civil engineering, furniture engineering, architecture engineering, audio-video engineering, and industrial electronic engineering. SMK Negeri 2 Salatiga is located on: Address : Jln. Parekesit, KelurahanDukuh, Kecamatan Sidomukti, Salatiga Town. Phone Number : (0298) Website : smkn2salatiga@gmail.com 51

43 1. The Situation of Mediums and Instruments The available mediums and instruments are as follows: a. Theoretical classroom : 27 rooms b. Practical classroom i. Building engineering : 1 room ii. Electronic engineering : 1 room iii. Computer engineering : 2 rooms iv. Automotive engineering : 1 room v. Mechanical engineering : 1 room c. Teacher room : 1 room d. Library room : 1 room e. School healthy unit : 1 room f. OSIS room : 1 room g. Administration room : 1 room h. Counseling room : 1 room i. Teacher toilet : 2 rooms j. Student toilet : 6 rooms k. Cafeteria : 2 spaces l. Mosque : 1 52

44 2. Structure of the School Organization The organization structure in SMK Negeri 2 Salatiga consists of some sections with different duties. Generally, the headmaster becomes a top leader in managing all of the educational activities there. In each specialization department has one leader as controlling and managing the learning process. The leader is chosen from among teachers in each specialization department. 3. The Teachers The numbers of SMK Negeri 2 Salatiga teachers are 145 persons. These teachers are divided into: a. Normative teacher : 26 teachers b. Adaptive teacher : 35 teachers c. Productive teacher i. Building engineering : 23 teachers ii. Electronic engineering iii. Computer engineering iv. Automotive engineering : 21 teachers : 11 teachers : 14 teachers v. Mechanical engineering : 8 teachers 53

45 E. INSTRUMENT Instrument in the research has powerful impact for the research acceptability to the public consume. In fact, public will firstly identify not only methodology in collecting data but also identify how is powerful instrument that is applied in facing the research. In this case, the researcher uses achievement test to collect the data from the research s variable. These tests are used to measure what an individual has been learnt (Best, 1983; 193). The researcher also quotes a number of tests from some webs on the internet and from some books. After that, the researcher manipulates the test by combining all the kind of tests as comprehensive as possible. As a result, the researcher had found the best formula in constructing a test of identifying clause in complex sentence. Detail formulasare presented as below; 4. Total number of test item is 20 numbers. 5. Multiple choice type is 15 numbers (number 1-15); number 1-5 (identifying kind of dependent clause), number 6-10 (identifying clause in more complex choices), (identifying dependent clause in complex sentence) 54

46 6. Identifying sentence test; 5 numbers (15-20, circling the clauses). Total of test items are 20 numbers because those can be divided to four categories identifying test and each category contains of 5 numbers. In the first test category, the researcher creates 5 numbers of identifying tests in which the command to the student is just to identify either independent clause or dependent clause in a complex sentence. The researcher thinks that this kind of tests is easiest test category than other categories because in this category the test just asks students to differentiate clause as general. Here are the detail tests; 1. Identify the independent clause: I've applied for three jobs although I did not get one. a. I've applied for three jobs b. although I did not get one 2. Identify the dependent clause: Whenever she's nervous, she bites her nails. a. whenever she's nervous b. she bites her nails 3. Identify the independent clause: Moving quickly up the field, Roberto was in a position to score. 55

47 a. moving quickly up the field b. Roberto was in a position to score 4. Identify the dependent clause: Since we all pitched in to help, it didn't take long at all. a. since we all pitched in to help b. it didn't take long at all 5. Identify the independent clause: We'll go as soon as I'm off the phone. a. we'll go b. as soon as I'm off the phone The tests also present in multiple choices and only provided two choices that are purposed to make students early prepare the knowledge in the topic. Those are wished thatstudent can prepare themselves as early as to face the whole tests. The second test category is created more complicated test, hopefully tests can elaborate students clauses proficiency. In this category, students are asked to identify various kinds of dependent clauses. Consequently, students have to deeply comprehend about the clauses, particularly in mastering dependent clause. In addition, the tests also elaborate students ability in indentifying independent clause and various kinds of dependent clauses in detail. 56

48 Here are the detail tests; 6. That SBY is the sixth president of Indonesia is the fact. a. Independent clause b. Dependent (adverbial) clause c. Dependent (adjective) clause d. Dependent (noun) clause 7. That's Carla, whose brother is a famous actor. a. Independent clause b. Dependent (adverbial) clause c. Dependent (adjective) clause d. Dependent (noun) clause 8. I drank the whole pitcher of lemonade that she made. a. Independent clause b. Dependent (adverbial) clause c. Dependent (adjective) clause d. Dependent (noun) clause 9. Although they knew it has high risk for health, many students smoke. a. Independent clause b. Dependent (adverbial) clause c. Dependent (adjective) clause 57

49 d. Dependent (noun) clause 10. The winner of Automotive Modification Competition in Semarang 2005 was who won in same previous competition last year. a. Independent clause b. Dependent (adverbial) clause c. Dependent (adjective) clause d. Dependent (noun) clause The tests are wished to cover how far students understanding among types of clauses in detail. In this case, the researcher tries to present all various kinds of clauses to know how far students understanding each clauses. The third test category, the test only ask student to choose various kinds of dependent clauses. Comparing with previous category, the tests are easier because these are more focus than before. Here are the detail tests; 11. Identify what kind of dependent clause in the sentence: Didik who are studying in Vocational High School in Salatiga was the winner in ASEAN science competition. a. Adverbial clause 58

50 b. Adjective clause c. Noun clause 12. Identify the kind of dependent clause in the sentence: If you lie to me, I will kill you. a. Adverbial clause b. Adjective clause c. Noun clause 13. Identify the kind of dependent clause in the sentence: That he suspected as smart student was fake news. a. Adverbial clause b. Adjective clause c. Noun clause 14. Identify the kind of dependent clause in the sentence: The woman whose hair is blonde is a Hollywood actress. a. Adverbial clause b. Adjective clause c. Noun clause 15. Identify the kind of dependent clause in the sentence: Policeman found who killed the president John F. Kennedy. a. Adverbial clause b. Adjective clause c. Noun clause 59

51 In fourth test category, the test is created little different with the three test categories before. The tests are created in simple tests which students are asked to circle the clause in complex sentence without any providing choice answer. In short, students are asked to identify the clauses in complex sentence by their comprehension. Here are the detail tests; 16. Circle the dependent clause: You should allow extra time, in case there's traffic. 17. Circle the dependent clause: Before you leave, would you please shut the windows? 18. Circle the independent clause: I stood at the window after you had ordered me to do that. 19. Circle the independent clause: Julie is determined to climb Yosemite's Half Dome although she is afraid of heights. 20. Circle the dependent clause: Don't bother to call me on Thursday nights because I'll be watching Survivor. The fourth tests category will generate their own difficulties because those do not provide choices answer. Moreover, students have to deeply understand about the clause itself to circle either independent clause or dependent clause as given command. In fact, students must 60

52 consider by themselves where independent clause or dependent clause is located. In the end, all the tests are aimed to cover students understanding in identifying clause especially in a complex sentence. Creating multiple categories tests are focused to know students ability in somepoints of view. Students are not only faced some types of tests but also students are asked to do the test by their maximum proficiency. In the end, the researcher hopefully will get information as much as needed. F. DATA PRESENTATION After collecting the data, presenting them are very important as evidence of the doing the research. In this case, the data are presented in four tables, there are; the result of test, report of test, analyze the true and false and diagram of analysis test. All data then are analyzed to find out the students ability in identifying independent clause and dependent clause in complex sentence on next chapter. Moreover, the writer does not only present thescore of the students but also the students class, numbers of true answersand numbers of false answers and level of score in table 1.In table 2, the writer presents analysiseach number of the test. In table 3 and 4 are almost similar with table 2 because both of them present analyzing the test. All data that are taken from around 56 students are presented as below; 61

53 1. The Result of Test of SMK N 2 SALATIGA No Name Class True False Score Level 1 ADIF ALFIANTO 2 TEI C Poor 2 AGUS MAULANA 2 TEI C Poor 3 AHMAD RIYADI 2 TEI C Fair 4 ALVIAN PRABOWO 2 TEI C Poor 5 ANANG JIMMY AUNA 2 TEI C SUKOCO 6 ARIF EKO PRABOWO 2 TEI C 7 ARIF KURNIAWAN 2 TEI C Poor 8 ATMASARI 2 TEI C 9 DINI VIDIANSARI 2 TEI C Poor 10 ELISA KURNIAWAN 2 TEI C Poor 11 FARDANI SURYA 2 TEI C PRADANA 12 ICHA KRISTIANI PUTRI 2 TEI C 13 IKKE PUTRI ANJARWATI 2 TEI C Fair 62

54 14 IVAN WICAKSONO 2 TEI C Fair 15 KUKUH TRIYOGA NUGRAHA 2 TEI C Good 16 LILIK SISWOYO 2 TEI C Poor 17 MARJU PANDIANA 2 TEI C Fair 18 MARKUS CAHYONO 2 TEI C Fair 19 MUHAMAD FANI KURDIANTO 2 TEI C Poor 20 MUHAMAD SAIFUDIN 2 TEI C Fair 21 MUHAMAD SAIFUL MISBAH 22 MUHAMAD WAHID NURDIANTO 23 MUHAMMAD ANANG DARMAWAN 2 TEI C 2 TEI C 2 TEI C Poor Poor Poor 24 RESTU EKA PRAMUDYA 2 TEI C Poor 25 RIZQI GELAR HERLAMBANG 26 ROSHIANA DEWI MAHENDRASWARI 2 TEI C 2 TEI C Fair Fair 63

55 27 SAHAL FATIH PRATAMA 2 TEI C Fair 28 SLAMET RIYONO 2 TEI C Poor 29 USMAN ROZAK PRIMADI 2 TEI C Poor 30 WINDA ESTI SHOLIKAH 2 TEI C Poor 31 YUVIKA SAHID SAPUTRI 32 ABRAR AZFAR AL AKRAM 2 TEI C 2 TKJ A Poor Fair 33 ADHE WIDAYANTI 2 TKJ A Good 34 AFRIDA KHARISATUL MAULA 35 AGATHA VERINA WULANSARI 36 AHMAD FADLILAH AKBARI 2 TKJ A 2 TKJ A 2 TKJ A Good Fair Fair 37 ALIF ARI WIBOWO 2 TKJ A Fair 38 ANDITYA BAGUS PRAKOSA 2 TKJ A Good 39 BAGUS ARIF WIBOWO 2 TKJ A Fair 64

56 40 BINTANG LAZUARDI 2 TKJ A Poor 41 EKA YULI ANDINI 2 TKJ A Good 42 ESTER ANDRIAN M 2 TKJ A 43 FAHREZA ALFIANTO 2 TKJ A Poor 44 FIBULA ISMA M 2 TKJ A Fair 45 FITRI DWI ARTIKA 2 TKJ A Poor 46 HASNA RUQAYYAH 2 TKJ A Poor 47 ISNA ANISA 2 TKJ A Good 48 KALEP 2 TKJ A Fair 49 LAURENSIA IRE ANINDYA 2 TKJ A Fair 50 M ZAKY IMAMA 2 TKJ A Poor 51 MARETHA ULFA PUTRISKA 52 MEGA WINDHI WARDANI 2 TKJ A 2 TKJ A Good Poor 53 MUHAMAD FAHRIZAL 2 TKJ A Good 54 MUHAMMAD AFDHI 2 TKJ A Poor 65

57 FINTYAWAN 55 MUHAMMAD ROBBY IRHAMNY W. 2 TKJ A Excell ent 56 NAUFAL AL FADHIL 2 TKJ A Good 57 NOVIA DAMAYANTI 2 TKJ A Good 58 NURUL SAPUTRI 2 TKJ A Good 59 OTNIEL CHANDRA ATRIAN 2 TKJ A Fair 60 TAUFIQ NUR HASAN 2 TKJ A Poor 61 ULLIATUN NISAK 2 TKJ A Good 62 YOGA ADI DHARMA 2 TKJ A Fair Total Average Fair 66

58 50.00% 45.00% 40.00% 35.00% 30.00% 25.00% 20.00% 15.00% 10.00% 5.00% 0.00% The result of students' test Poor (25) Fair (18) Good (12) Excellent (1) The result of students' test 2. The Report of Test Numbers of First category Second category Third category Fourth category responde nts 1 x x x x x x x x x x x x x 2 x x x x x x x x x x x x x 3 x x x x x x x x x 4 x x x x x x x x x x x x

59 7 x x x x x x x x x x x x 8 9 x x x x x x x x x x x 10 x x x x x x x x x x x x x x x x x x x x x x 14 x x x x x x x x x 15 x x x x x x x x 16 x x x x x x x x x x x x x 17 x x x x x x x x x x 18 x x x x x x x x x 19 x x x x x x x x x x x x x 20 x x x x x x x x x x 21 x x x x x x x x x x x x 22 x x x x x x x x x x x x 23 x x x x x x x x x x x x 24 x x x x x x x x x x x 25 x x x x x x x x x 26 x x x x x x x x x x 27 x x x x x x x x x x 68

60 28 x x x x x x x x x x x 29 x x x x x x x x x x x x 30 x x x x x x x x x x x 31 x x x x x x x x x x x 32 x x x x x x x x x 33 x x x x x x x 34 x x x x x x x x 35 x x x x x x x x x x 36 x x x x x x x x x 37 x x x x x x x x x x 38 x x x x x x x x 39 x x x x x x x x x x 40 x x x x x x x x x x x 41 x x x x x x x x x x x x x x x x x x x 44 x x x x x x x x x x 45 x x x x x x x x x x x 46 x x x x x x x x x x x x 47 x x x x x x 48 x x x x x x x x x x 69

61 49 x x x x x x x x x x 50 x x x x x x x x x x x x x 51 x x x x x x x 52 x x x x x x x x x x x x 53 x x x x x x x 54 x x x x x x x 55 x x x x 56 x x x x x x x 57 x x x x x x x 58 x x x x x x x x x 59 X x x x x x x x x 60 x X x x x x x x x x x x x 61 x x x x x x 62 x x x x x x x x X = true x = false 3. Table of Analysis True and False Answers Number of test item Category True False Total numbers Percentage % 70

62 % 3 First % % % Total % % % % 8 Second % % % Total % % % % 13 Third % % % Total 98 35% % % 71

63 % 18 Fourth % % % Total % % Diagram of analysis the test 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% 1st Test 2nd Test 3rd Test 4th Test Category Category Category Category TRUE 68.92% 27.14% 35% 68.92% FALSE 31.08% 72.86% 65% 31.08% 72

64 CHAPTER IV DATA ANALYSIS D. METHODS OF DATA ANALYSIS In this study, the writer uses descriptive method in doing the research. There is no administration or control of treatment as found in experiment study, instead it aids to describe what exist. Thus the study attempts to identify, classify, and describe Students Ability in Identifying Independent Clause and Dependent Clause in Complex Sentence of the Second Year of SMK N 2 Salatiga from students work in a test of identifying clauses. According to Best (1983; 106) one of the characteristics of descriptive research is to describe as accurately and completely as possible, so that the study may can be used as previous research by another researchers. In other words, the research is directed toward determining the nature of situation as it exists of the time ofresearch.furthermore the data analysis is proposed to answer the following questions; 3. How is the profile of students ability in identifying the complex sentence? 73

65 4. What are difficulties that students faced in identifying independent clause and dependent clause? E. DATA ANALYSIS Analysis below is used to answer the purpose study on first chapter; 1. Students profile ability in identifying independent and dependent clause in complex sentence a. Students individual profile ability To present student profile ability, the writer applies the formula; P= X 100 Where P= the percentage of student ability F= correct answer N= maximum score The calculation data is follows; P= X 100 = 65 74

66 50.00% 45.00% 40.00% 35.00% 30.00% 25.00% 20.00% 15.00% 10.00% 5.00% 0.00% The result of students' test Poor (25) Fair (18) Good (12) Excellent (1) The result of students' test b. Students Average Profile Ability To measure students average profile ability, the writer uses formula; M = Where M = mean = sum of X = score in a distribution N = number of scores 75

67 The calculation data is follow; M = M = M = (Fair) In sum, students average score of second years of SMK N 2 Salatiga is fair score around After knowing the test result of students scores, then, the writer percentages all the data in formula of Four Level Mastery (David P. Haris, 1968, 134). Here are in detail formula; 80% - 100% = excellent 60% - 79% = good 50% - 59%= fair 0 % - 49% = poor 76