CHAPTER IV DATA PRESENTATION AND ANALYSIS This chapter displays and explains about the results of the pre-test

and post-test done by the students of grade twelve students of SMKK Ponpes AlkhairaatPusatPalu. Since this was an experimental research, the data must be explained statistically. 4.1 The Results of Tests 4.1.1 The Results of Pre-test The pre-test was conducted on January 24rd 2011. The result of the test is displayed in the following table: Table 4.1 The Result of Pre-test No 1 2 3 4 5 6 7 8 9 10 11
Initial Name Obtained Score Maximum Score

ABD AFN AGS AHM ALF AND BIN DWI ESA EVL FIT

12 36 33 27 29 20 28 28 18 20 34

60 60 60 60 60 60 60 60 60 60 60

Standard Scores (   2 6 5.5 4.5 4.8 3.3 4.6 4.6 3 3.3 5.6

32

12 13 14 15

HAR IKB IRA IRW The sum of the Scores ( 

23 23 16 14

60 60 60 60

3.8 3.8 2.6 2.3 59.7

After getting the total score of the students, the writer computed the students mean score by using this formula:    The mean score in pre-test was 3.98 4.1.2 The Result of Post-test The post-test was held on February 22nd 2011. Here was the result of the test: Table 4.2 The Result of Post-test No 1 2 3 4 5 6 7 8 9 Initial Name ABD AFN AGS AHM ALF AND BIN DWI ESA Obtained Score 30 57 47 37 50 32 37 37 36 Maximum Score 60 60 60 60 60 60 60 60 60 Standard Scores   ( 5 9.5 7.8 6.1 8.3 5.3 6.1 6.1 6 

33

10 11 12 13 14 15

EVL FIT HAR IKB IRA IRW The sum of the Scores ( 

38 50 48 37 30 32

60 60 60 60 60 60

6.3 9.1 8 6.1 5 6 97.7

Next, the writer computed the students mean score by using this formula:    The mean score in post-test was 6.51. 4.2 Data Analysis The next step that the writer did in analyzing data was calculating the deviation and the score deviation of pre-test and post-test. The result of deviation and square deviation are shown in the following tables: Table 4.3 Deviation and Square Deviation of Pre-test and Post-test No 1 2 3 4 5 6 Initial Name ABD AFN AGS AHM ALF AND Pre-test (O1) 2 6 5.5 4.5 4.8 3.3 Post-test (O2) 5 9.5 7.8 6.1 8.3 5.3 Deviation (O2-O1) 3 3.5 2.3 1.6 3.5 2 Square Deviation 9 12.25 5.29 2.56 12.25 4

34

7 8 9 10 11 12 13 14 15

BIN DWI ESA EVL FIT HAR IKB IRA IRW

4.6 4.6 3 3.3 5.6 3.8 3.8 2.6 3.2

6.1 6.1 6 6.3 9.1 8.1 6.1 5 6

1.5 1.5 3 3 3.5 4.3 2.3 2.4 2.8 ( 40.2)

2.25 2.25 9 9 12.25 18.49 5.29 5.76 7.84 (117.48)

After getting the deviation and the square deviation of both pre-test and post test, the writer then calculated the mean deviation of them by using the formula below:     

Furthermore, the writer computed the square deviation as shown below: 

   
 9.744

  

35

Then, the writer computed the t-test after getting the sum of square deviation. It aimed at knowingwhether the research hypothesis was accepted or rejected. The computation was as follows: 



4.3 Testing Hypothesis Testing hypothesis was done to know whether the application conducted was successful or not. If the t- counted is higher than the t-table, it means that the alternative hypothesis (Ha) is accepted. In other words, the use of reading explanation texts could improve the ability of grade twelve students of SMKK Ponpes AlkhairaatPusatPalu in identifying relative clauses which and who. Conversely, if the

36

t-counted is lower than the t-table, it means that the null hypothesis is accepted. In other words, the use of reading explanation text could not improve the ability of grade twelve students of SMKK Ponpes Al-KhairaatPusatPalu in identifying relative clauses which and who. After analyzing the data, the writer found that the t-counted was 12.18. since the degree of freedom 14 (15-1) with 0.01 level of significance could not be found in the t- table applied, the writer had to calculate the t-table by using the formula of interpolation computation as follows:

t-table

 


: a  14 8 6

Where

b 16 8  c =16  

 2.03 1.98 

37

t-table

 




 


t-counted> t-table = Ha is accepted t-counted< t-table = Ho is accepted From the calculation above, it has been known that the value of t-table was 0.05. It proves that the value of t-counted (12, 18) was higher than the value or t-table (0.0375), meaning that the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. 4.4 Discussion Based on the data analysis, it proves that there was a significance difference between the results of pre-test and post-test. It can be seen that the mean score of post test (6.51) was higher that the mean score of pre-test (3, 98). Besides, the deviation of both pre-test and post-test was also compared. It has been known that deviation is the result of post-test subtracted from the result of pre-test in order to know how much the increase gained or whatever or not there is any significant improvement after conducting the treatment. In the data analysis, it can be seen clearly that the sum of sum score ( ) was 40.2, while the mean score ( ) was 2.68.

38

Before giving pre-test to the students, the writer found a change to ask to the teacher of English who teaches the students of grade twelve about the method that is used in teaching relative clauses which and who to the students. Even thought the writer did not use the interview to collect data, she thought that asking the teacher about the method used in teaching the students relative clause was important due to the fact that it had a close relationship to the results of the pre-test that going to be given to the students at the time. So, she decided to ask the teacher about that. The teacher claimed that she was teaching the students about Relative clause which and who. She said that she asked them to combine the sentences in the books. The writer then asked the students to know whether or not the information was true. They said that it was true. The writer found some students complained about that. Some of them said that it was hard for them to do, while other said that it burdened them. In conducting the treatment to the grade twelve students, the writer first asked to those several questions relating to the explanation texts that were going to be discussed before distributing the texts to each student. After that she asked the students to read the texts silently. It aimed to develop their creativity to think what the text talked about before discussing them together. Next, the writer pointed some students to read the texts loudly. After one paragraph was read, the writer read it again for the students. Then she asked them to explain what the paragraph talked about before she explained it. In this stage, the students came in to the discussion section. Although, they used Indonesian to share ideas about their understanding over

39

the text, the writer found that they were interested in reading the texts. Discussing about was important to make the students interested in reading the texts before they came into the real material; asking the students to identify relative clauses which and who found in the explanation texts. The writer asked the students several questions relating to the explanation texts discussed. In the first meeting, for example, she asked the students the following questions; what do you know about global warming? What were the effects of global warming? Was it dangerous? Had you did some actions to reduce global warming? What? What is the moral massages did you find after reading the text?. After discussing about the explanation text, the writer gave the students Exercise I in which the students were provided with six questions to answer. The answer of the questions could be found easily by the students in the text. What become problem here was the students ability in constructing correct sentence to answer the questions. Since most of the question in Exercise I was in simple tense, the students were expected to answer them in simple tense. In this case, the writer had to explain about that. In the following meetings, the writer had to remain them where they were still several of them did it. After giving the students Exercise I, the writer distributed an empty table with two columns for each student. The students had to find out relative clause which and who in the explanation texts. Besides, they had to write down the dependent clause and independent clause. The writer then drew the table on the whiteboard, while the

40

students were getting busy with their work sheets. After making sure that most of the students finished filling the table, the writer asked the students to fill the table on the whiteboard. One student could write down one for each, dependent and independent clause. Next, the writer and the students discussed together about the relative clauses which and who, dependent or independent clause. After finishing filling the table, the writer then asked the students to differentiate characteristics of the dependent or dependent clause in the second columns. As the result, the students had to see the sentences (clause) in the next meeting. The next step that the writer did was giving the students Exercise II in which they had to combine two sentences (clause)into one sentence (a complete sentence). The writer wrote the sentences Exercise II on the whiteboard, while the students were getting busy in accomplishing the exercise on their work sheets. When they had finished doing the exercise, she asked them to write down their answer on the whiteboard and discussed together about the grammar of the sentences. Based on KTSP, the students of grade twelve are expected not only to be able to recognize the characteristics of an explanation text, but also to write down an explanation text. So, the writer had to do what the curriculum expects. She decided to ask the students to retell the text Action to Reduce Global Warming by using their words in written form.

41

CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion Based on the hypothesis testing on chapter IV, it shows that the t-counted (12.18) was higher than the t-table (0.0375), the writer drew a conclusion that the use of reading explanation texts could improve the ability of grade twelve students of SMKK Ponpes Al- KhairaatPusatPalu in identifying relative clauses which and who. When the students were given various texts in this case explanation texts continually as the medium for learning relative clause, they became accustomed in looking at the forms of sentence (clause) by identifying them. Why could it happen? Because there were several sentences in similar construction that appeared more than three times for they were found in more than three or four different explanation texts. 5.2 Suggestions Considering the result of the research, the writer would like to give some suggestion to both the teacher of English and the students concerning about teaching and learning relative clause without reducing regard and appreciation to the teacher. The writer just said what had experienced in the classroom. The English teacher should find out interesting techniques that will not make the students get bored in learning relative clauses which and who due to the

42

fact that learning English is not like teaching mathematics in which the formulas must be memorized. Reading explanation texts can de used as the media to teach students about relative clause in which they can identify sentences in the texts. Besides, by reading explanation text, students can also developed their reading skill in which they have to find out some information explicitly stated in the texts. y The students should be given more exercises concerning to classifying the sentences (clauses) into dependent and independent clause in order they will be accustomed in. y Based on the writers experience during conducting the research, the students found difficulties in constructing a sentence even in simple sentence. So, the students should be taught how to construct a grammatical correct simple and or compound sentence. The writer hopes that there will be a next researcher that can solve this problem in the Scholl. y The students should learn more about relative clause. Its a good idea if they want to continue searching for other explanation texts in their textbook, identifying relative clauses which and who, searching for dependent and independent clause, and trying to construct some simple sentences by using the words in relative clauses.

43