ASSESSING RELATIVE PRONOUN MASTERY BY MULTIPLE CHOICE TEST …unmas-library.ac.id/wp-content/uploads/2014/08/SKRIP… · · 2014-08-21ASSESSING RELATIVE PRONOUN MASTERY BY MULTIPLE

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THESIS

ASSESSING RELATIVE PRONOUN

MASTERY BY MULTIPLE CHOICE TEST OF THE

TENTH GRADE STUDENTS OF SMA PARISADA

AMLAPURA IN ACADEMIC YEAR 2013/3014

YAN TIMY MARTUTIARI

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY

DENPASAR

2014

45

THESIS





YAN TIMY MARTUTIARI

NPM 10.8.03.51.31.2.5.4068




DENPASAR

2014

45

PRE-REQUISITE TITLE





Thesis

As Partial Fulfillment of the Requirements for the

Sarjana Pendidikan Degree in English Education Study Program

Faculty of Teacher Training Education

Mahasaraswati Denpasar University

YAN TIMY MARTUTIARI

NPM 10.8.03.51.31.2.5.4068




DENPASAR

2014

45

APPROVAL SHEET

1

This thesis entitled “Assessing Relative Pronoun Mastery by Multiple

Choice Test of the Tenth Grade Students of Sma Parisada Amlapura in Academic

Year 2013/3014” has been approved and accepted as partial fulfillment for the

Sarjana Pendidikan degree in English Education Study Program, Faculty of

Teacher Training and Education, Mahasaraswati Denpasar University.

Approved By

Advisor I Advisor II

I B N Mantra, S.Pd,. SH, M.Hum Ni Made Wersi Murtini, S.Pd, M.Pd

NPK. 82 6410 347 NPK. 82 8810 336

45

APPROVAL SHEET

2

This thesis has been examined and assessed by the examiner committee

of English Education Study Program, Faculty of Teacher Training and Education,

Mahasaraswati Denpasar University in the oral examination on 14th

February

2014.

45

STATEMENT OF AUTHENTICITY

The researcher hereby declares that this thesis in her own writing, and it

is true and correct that there is no other’s work or statement, except the work ao

statement that is referred in the references. All cited works were quoted in

accordance with the ethical code of academic writing.

Denpasar, 1st February 2014

The Researcher

Yan Timy Martutiari

NPM 10.8.03.51.31.2.5.4068

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ACKNOWLEDGMENT

First of all, the researcher would like to express her profound gratitude to

Ida Sang Hyang Widhi Wasa, because of His blessing so that she can finish this

thesis in due time. Then, she personally would like to thank Ida Bagus Nyoman

Mantra, SH, S.Pd, M.Pd as her first advisor and Ni Made Wersi Murtini, S.Pd,

M.Pd as her second advisor for their invaluable guidance, support and care.

Next, she would like to express her thank to Dean Staff of English

Department for helpful and head of English Department, I Komang Budiarta, S.Pd

for helpful, guidance and support. She also have gratitude to the headmaster of

SMA Parisada Amlapura for permission to do the research in SMA Parisada

Amlapura and of course my deepest appreciation is given to English teacher of

tenth grade students of SMA Parisada Amlapura for giving the time to research in

his class. The deepest thank is dedicated to all of the students of class X4

and X5

for the cooperation.

She also grateful for her beloved family, who is always supports and their

wish during she was studying. Finally, she would like to dedicate this thesis to the

love of her life, I Gede Eka Sutarmayasa, and her beloved son, I Wayan Aditya

Pratama, thank you very much for the food, drink, suggestion, jokes, help,

sharing, kindness, attention and support.

Denpasar, 1st February 2014

The Researscher,

Yan Timy Martutiari

45

ABSTRACT

Martutiari, Yan Timy. (2014). Assessing Relative Pronoun Mastery By

Multiple Choice Test of the Tenth Grade Students of SMA

Parisada Amlapura in Academic Year 2013/2014. First Advisor:

Ida Bagus Nyoman Mantra, SH., S.Pd., M.Pd. Second advisor: Ni

Made Wersi Murtini, S.Pd., M.Pd.

This study is focused on assessing the degree of ability of the tenth

grade students of SMA Parisada Amlapura in academic year 2013/2014 in relative

pronoun. The sample of the study is the tenth grade students of SMA Parisada

Amlapura which consists of 30 students. They are considered to have

heterogeneous characteristics. The study used and ex post facto research design.

In order to answer the research question, the data required for the study which are

in the form of raw scores, showing the ability of the students in mastering simple

tenses were collected by administering the valid and reliable research instrument

in form of multiple choice test. Later the data were analyzed by using Norm

Reference measures of five standard values. The result of data analysis that were

analyzed clearly showed that (1) there were 1 subject or 3% (1/30x100%) out of

whole subjects under study showed excellent ability in relative pronoun, (2) there

were 11 subjects (37%) out of whole subjects under study showed good ability in

relative pronoun, (3) there were 8 subjects (27%) out of whole subjects under

study showed sufficient ability in relative pronoun, (4) there were 7 subjects

(23%) out of whole subjects under study showed insufficient ability in relative

pronoun, and (5) there were 3 subjects (10%) out of whole subjects under study

showed poor ability in relative pronoun. If the result of the study were used as the

bases to assign level or grade to the subjects under study, then there are 10

students (33%) out of 30 students were unsuccessful or fail in answering and

learning relative pronoun. The finding of this study can be used as basic in

planning teaching method and technique; especially in teaching relative pronoun

to motivate the students increase their ability and can improved by the other

research Classroom Action Research (CAR).

Keywords: assessing, relative pronoun and multiple choice test.

45

TABLE OF CONTENTS

COVER ....................................................................................................... i

INSIDE COVER ........................................................................................ ii

PRE-REQUISITE TITLE .......................................................................... iii

APPROVAL SHEET 1 .............................................................................. iv

APPROVAL SHEET 2 .............................................................................. v

STATEMENT OF AUTHENTICITY ....................................................... vi

ACKNOWLEDGMENT ............................................................................ vii

ABSTRACT ............................................................................................... viii

TABLE OF CONTENT .............................................................................. ix

LIST OF TABLES ..................................................................................... x

LIST OF APPENDICES ............................................................................ xii

CHAPTER I INTRODUCTION ............................................................ 1

1.1 Background of the Study ............................................. 1

1.2 Research Problem........................................................ 5

1.3 Objective of The Study ............................................... 5

1.4 Limitation of the Study ............................................... 6

1.5 Significance of the Study ............................................ 6

1.6 Definition of Key Terms ............................................. 7

CHAPTER II THEORETICAL AND EMPIRICAL REVIEW .............. 8

2.1 Theoretical Review ..................................................... 8

2.3.1 The Definition of English Grammar ................. 8

2.3.2 The Importance of English Grammar ............... 10

2.3.3 The Definition of Relative Pronoun .................. 12

2.3.4 The Assessment of Relative Pronoun ............... 13

2.4 Empirical Review ....................................................... 15

CHAPTER III RESEARCH METHOD .................................................... 17

3.1 Research Design .......................................................... 17

3.2 Population and Sample ................................................ 17

3.3 Research Instrument .................................................... 18

3.4 Data Collection............................................................ 28

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3.5 Data Analysis .............................................................. 29

CHAPTER IV FINDING AND DISCUSSION ....................................... 30

4.1 Findings ...................................................................... 30

4.2 Discussion .................................................................. 37

CHAPTER V CONCLUSION AND SUGGESTION ............................ 39

5.1 Conclusion ................................................................. 39

5.2 Suggestion .................................................................. 40

REFERENCES.......................................................................................... .. 42

APPENDICES

45

BIOGRAPHY

Her name is Yan Timy Martutiari, she was born in

Seraya on March 21, 1990. She lived in Br. Kaler, Ds.

Seraya, Karangasem. She grown up in a small and

simple family. Her family consists of mother, father

and two brothers. Her father’s name is I Made Minggu

and her mother’s Ni Made Seriati. Her mother is a

teacher in elementary school, and her father is a civil

servant. She entered playground at TK Santhi Yoga Seraya in 1995 until 1997,

elementary school at SD Negeri 3 Seraya in 1997 until 2002, junior high school at

SLTP Negeri 3 Amlapura in 2002 until 2005, and then senior high school at SMA

1 Amlapura in 2005 until 2008. Therefore, she spent sixteen years for studying. In

2010, she decided to continue her study, she prefer English Department, faculty of

Teacher Training and Education in Mahasaraswati University to other major

because she want to know more about English and want to be a teacher. Besides

that, she wish it will be a good start for her carrier. Go to the Yogyakarta for the

KKL is one of the interesting experience that she never forget in her life.

45

LIST OF TABLES

Table 3.1 Table of Grammar Test Item Specification

Showing The Content Validity ................................................. 19

Table 3.2 Showing the Set of the Students’ Total Score

and the Standard Deviation ...................................................... 22

Table 3.3 The Summary of the Facility Values (FVs) and

Discrimination Values(DVs) os Structure Test ........................ 25

Table 4.1 Raw Score Showing the Acqusition of Relative Pronoun

by the Tenth Grade Students of SMA Parisada

Amlapura in academic year 2013/2014 .................................... 30

Table 4.2 Computation of the Estimated Mean Deviation Squared (D2)

of Raw Scores in Relative Pronoun.......................................... 32

Table 4.3 Converted Scores Showing the Acqusition of Relative

Pronoun by the Subject Under Study, the Tenth

Grade Students of SMA Parisada Amlapura in

Academic Year 2013/2014 ....................................................... 35

Table 4.4 Summary of the Findings ........................................................ 37

45

LIST OF APPENDICES

Appendix 1 List of Subjects

Appendix 2 Try Out Test

Appendix 3 Answer Key

Appendix 4 Research Instrument

Appendix 5 Answer Key

Appendix 6 Surat Keterangan Penelitian

Appendix 7 Surat Penelitian

45

REFERENCES

Azar, Betty Schrampfer. (2002). Understanding and Using English Grammar.

New York: Pearson Education.

Azar, Betty Schrampfer. (2003). Fundamental of English Grammar. USA:

Longman.

Brown, H.D. ( 2004). Language Assessment, Principles and Classroom Practices.

San fransisco: State University.

Cohen, Louis, LawrenceManion, Keith Morrison. (2007). Research Method in

Education.London: RoutledgeFalmer.

Collins, Harper. (2009). Collins Easy Learning Crammarond Punctuation.

Britain: HarperCollins Publishers Limited.

DeCapua, Andrea. (2008). Grammar for Teachers. USA: Springer Science

Business Media, LLC.

Downing, Angela and Locke, Philip. (2006). English Grammar. USA:

RoutledgeFalmer: Taylor and Francis Group.

Dixon, R. M. W. (2005). A Semantic Approach to English Grammar. New York:

Oxford University Press.

Dykes, Barbara. (2007). Grammar for Everyone. Camberwell: ACER Press.

Eastwood, John. (2002). Oxford Practice Grammar. New York:

RoutledgeFalmer: Taylor and Francis Group.

Greenbaum, Siney and Nelson, Gerald. (2002). An Introduction to English

Grammar. London: Longman.

Hewings, Martin. (2002). Advanced Grammar in Use: A-Self Study. New York:

Cambridge Press.

Hornby, AS. (2005). Oxford Advanced Learner’s Dictionary. New York: Oxford

University Press.

Purpura, James E. (2004). Assessing Grammar. Cambridge: Cambridge

University Press.

Jackson, Howard. (2005). Good Grammar for Students. London: SAGE

Publications Ltd.

45

Langacker, Ronald W. (2008). Cognitive Grammar. New York: Oxford

University Press.

Miller, M David et al. (2009). Measurement and Assessment in Teaching. USA:

Pearson Education.

Richards, Jack C. and Schmidt Richard. (2002). Longman Dictionary of Languge

Teaching and Applied linguistic.London : Pearson Education Limited.

Swan, Michael. (2005). Practical English Usage. New York: Oxford University

Press.

Thornbury, Scott. (2002). How to Teach Grammar. England: Edinburgh Gate

Harlow.

Vince, Michael. (2008). Macmillan English Grammar in Context. Thailand:

University Press.

Williams, James D. (2005). The Teacher’s Grammar Book. USA: Lawrence

Erlbaum Associates, Inc.

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LIST OF SUBJECTS

No Subject

1 Ni Kadek Rista Windiadnyani

2 Ni Wayan Suarningsih

3 Ni Nengah Sukni

4 Desak Made Suryaningsih

5 I Wayan Agus Putrayasa

6 Ni Nengah Aprianti

7 Ayu Agung Darmawati

8 Ni Made Widiani Eka Putri

9 Desak Gede Suci Paramita

10 I Komang Agus Astawa

11 I Wayan Budiasa

12 Ni Made Diana Puspita

13 I Made Andika Saputra

14 I Gusti Ngurah Adi Rudangga

15 I Nengah Hendra Pratama

16 Ni Wayan Novianingsih

17 Ni Ketut Sri Ariyanti

18 Devi Okvita Sari

19 I Wayan Hari Kusuma Nanda

20 I Made Rikan

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No Subject

21 I Wayan Sugatra

22 I Gede Aryantara

23 I Kadek Deni Ariawan

24 Desak Gede Sagitari Dewi

25 Ni Nengah Krisiani

26 Ni Ketut Sutiarni

27 Ni Luh Murti Sari

28 Ni Kadek Sariani

29 I Wayan Susila

30 I Gede Adut Wahyudi

1

CHAPTER I

INTRODUCTION

1.1 Background of the Study

Language is a system used by human in their communication with other

people in their daily life and the function of language is as a tool of

communication either through written or spoken forms. Hornby (2005:862) states

language is the system of the communication in speech and writing that used by

people or particularly country and area. The important and basic reasons why a

new language is learned is certainly in order to communicate to more people who

speak the language in their daily life to make a good interaction. Language which

uses in communication should be understood each other to make the

communication successful. Therefore, language essential to be learnt.

English is one of the languages that is mostly used by the people to

communicate. English has become an international language; most people in the

world use English to communicate with other people in other countries. They can

get the information, news, and knowledge by sharing with the people around the

world. Besides that, communication, espesially using English is very important

because it helps all people in the world do interaction among themselves. People

cannot live without any interaction. As social human being, they always have

interaction with the other human. English has an important role in daily life for

most of the people, because people use English to communicate to the others and

to express their idea and feelings in international condition.

If we can speak English well, we are widely open to have the

opportunity to interact and get along to people coming from different parts of the

2

world. Some of them know that English is very important in doing business,

traveling, finding job etc. especially in Bali is known as a tourist destination with

English as basic language to communicate to the guest, so we must speak English

very well. In fact, without being able to communicate a human language one’s

life is definitely meaningless.

English has become one of the main subjects studied in school.

Nowadays, English is learnt by Indonesian people starting from fourth grade

elementary students until university but this era English language is also given to

the young learners. Every school has the purpose of communicative language

teaching to enable and equip the students with communication skills. This means

that after finishing their study the students are expected to be able to communicate

in English in their daily life and work. Therefore, English is essential to be taught

to the students. However, the results of communicative language teaching, in

senior high schools in Bali particularly, are not yet so satisfying. They frequently

can hard to communicate in English. Some people still have problem with their

grammar although they have learnt about it for long time.

In Indonesia, English is learned as a foreign language. English has been

introduced from kindergarten until university. English also has been one of the

compulsory subjects in the final examination in elementary until senior high

school. If they cannot pass the English test, they will fail in the final examination.

In order, to know the ability of our students in comprehending the materials

taught, one of the most common ways is by administering tests. There are a lot of

tests item available that can be effectively applied to achieve testing objectives.

However, it is suggested that a teacher should construct his/her own test to check

3

whether or not his/her students have already mastered the materials. The test

constructed should be as valid and reliable as possible so that the result of the test

administered will give informative feedback. Informative feedback provided by

the results of the test can be utilized to evaluate various aspects of teaching

learning process. In other words, the result of the test is very important as a basis

for teacher in analyzing the weaknesses of his/her teaching so that he/she will be

able to revise his/her next teaching instruction.

Because of our world always develops, many people would like to

study foreign language for getting better job to get their better life and English is

one of foreign languages that is mostly studied by people all over the world.

Learning English means learning all skills of the language, as follows: listening,

speaking, reading and writing. As the basic of learning those skill the role of the

grammar, vocabulary and pronounciation are of course very crucial. They are

developed to support the four language skills. The four cannot be separated with

the others, because one language skill cannot be performed without the others.

Meanwhile, the students should know the basic first before going to learn the

difficult one in their formal or informal school.

In learning languages, mastering grammar is very important. The

grammar of standard English is much more stable and uniform than its

pronunciation. To able to communicate the language, people should develop their

grammar such as tense, gerund, passive voice, direct and indirect speech, relative

pronoun and etc. Therefore, the researcher in this study just focuses with relative

pronoun to make the research clear and simpler in assessing the tests.

4

The problem of study grammar especially is most students have limited

knowledge of the grammar and sometimes we feel difficult to apply the grammar

in our life. It can be seen when we want to write we must write correctly consider

the rule and we must communicate in an artful manner and well. Therefore most

of us are familiar with the phenomenon of students who know the rules of

grammar but who are nonetheless unable to ask for simple directions. In fact,

there is gap between knowledge of grammar and its successful application.

Grammar knowledge is important for the students to be able to communicate

accurately in their daily life.

Relative pronoun is pronoun that relates the relative clause to the noun

that it modifies. Relative pronoun shows the relationship between a subordinate

clause and the main clause. The main clause is always the one that can stand

alone, while the subordinate clause cannot stand alone. A relative clause links the

main clause and the subordinate clause. Of course, since these words are

pronouns, they just as all other pronouns can stand in for noun (Dutwin, 2010:67).

Multiple choice test is one of the other ways to know the students

grammar mastery. Multiple choice test can provide a useful means of teaching and

testing in various learning situations provided that it is always recognized that

such items test knowledge of grammar, vocabulary, etc rather than the ability to

use language (Heaton, 2010:27). Furthermore, multiple choice items offer a useful

introduction to the constructing of objectives tests. Only through an appreciation

and mastery of the multiple choice items writing is the would be best constructor

fully able to recognize the limitation imposed by such items and then employ

other appropriate techniques of testing to certain purpose.

5

Although relative pronoun has been taught in junior high school until

senior high school, but the tenth grade students in senior high school still confuse

about relative pronoun. So, the researcher wants to know about the acquisitions of

the students in relative pronoun using multiple choice test.

From the statement above, the researcher interested to find out about the

assessment in Assessing Relative Pronoun Mastery of The Tenth Grade Students

of SMA Parisada Amlapura in Academic Year 2013/2014, which is situated in

Amlapura City, Karangasem Regency.

1.2 Research Problem

Grammar is the study of words and the ways words work together.

Grammar guides us to arrange words together into sentences. Some people say

English grammar is important for you to write correctly and trough study

grammar we can speak in a clearer and more effective manner. Therefore, we

have to start study from a more basic or simple grammar is by learning relative

pronoun. Knowing the ability of mastering one grammatical feature, especially

relative pronoun is still low, the researcher formulates the research question of the

present study as follows: “to what extent is the mastery of relative pronoun of the

tenth grade students of SMA Parisada Amlapura in academic year 2013/2014?”

1.3 Objective of the Study

To answer the description of the difficulties in research questions above

makes the study focus on assessing of relative pronoun by the students. So, the

objective of the presents study is intended to assess the acquisition of relative

6

pronoun by the tenth grade students which was carried out on the SMA Parisada

Amlapura in academic year 2013/2014 through multiple choice tests.

1.4 Limitation of the Study

The discussion of grammar is too broad and complicated to be

discussed in single converage of the study. So the variable of the the study must

be restricted. So the discussion of study will be only limited on the assessing of

relative pronoun of the tenth grade students of SMA Parisada Amlapura in

academic year 2013/2014. To make the discussion clearer and more specific the

study emphasized only on the result of the students test.

1.5 Significance of the Study

The result of this study is definitely expected to gain significance both

theoretically and practically to the students in assessing their relative pronoun

mastery.

Theoretically, the study is significance to give evidence in theory

application based on the problem, like relative pronoun.

The result of the study also has practically significance, as follows:

1. To the teacher, this study is expected to be useful for the teacher to provide

them a deeper knowledge of the assessing the students ability in relative

pronoun, so teaching and learning activities will not mainly be teacher

oriented learning.

2. To the students, the result of the study is valuable to develop their ability in

grammar especially in relative pronoun into a good one than before.

7

3. To the institution, this present study is benefical to increase the numerous

existed collections of catalogue in library as one of sources to develop

English language skill.

1.6 Definition of the Key Terms

To avoid misunderstading operational definitions of a number of important

term used to the present study is clarified, as follows:

1. Assessing is an ongoing process that encompasses a much wider domain.

Teacher must do assessing for student’s performance (Brown, 2004:4).

2. Relative Pronoun

Relative pronoun is pronoun that relates the relative clause to the noun that it

modifies. A relative pronoun links two clauses into a single complex clause. A

relative pronoun stands in place of a noun.

3. SMA Parisada Amlapura

SMA Parisada Amlapura is senior high school which is located on Ngurah Rai

Street, Karangasem regency where the present study are conducted.

8

CHAPTER II

THEORETICAL AND EMPIRICAL REVIEW

2.1 Theoretical Review

A scientific study must be based on some related theoretical and

empirical evidences. Therefore, the present research study is based on the

following theoretical framework, they are: (1) the definition of English grammar

(2) the importance of English grammar (3) the definition of relative pronoun, and

(4) the assessment of relative pronoun.

2.1.1 The Definition of English Grammar

According to Williams (2005:1) grammar is a term used to mean many

different things. When teachers feel frustrated in student writing ability, they often

return to “the basics,” which define as grammar. Indeed, grammar is an important

area in linguistics, which includes not only grammar (often referred to as syntax)

but also several other features of language, such as meaning (semantics), sound

(phonology), dialects, pragmatics, and language acquisition. It means grammar is

important area and a mean to study English rule in writing and we cannot only

study grammar but also all of components of language.

Grammar is a description of the structure of a language and linguistic

units such as words and phrases are combined to produce sentences in the

language. It usually takes into account the meanings and functions of the

sentences in the overall system of the language. It may or may not include the

description of the sounds of a language (Richards and Schmidt, 2002:230).

Therefore, grammar is part of linguistic units or structure can be used to guide the

student how to combine the word or phrases into a good sentences.

9

Moreover, De Capua (2008:1) states that grammar is a set of rules

language, often considered as arbitrary or unrealistic. On account of the belief

that the grammar must be explicitly; grammar is absolute and fixed, a target or

goal that must achieve to be good speakers or writers of the language; grammar is

difficult and confusing, its only can clear for teacher, language mavens, or

linguistic. Grammar is set of rules that can be used to generate all well-formed. It

use combined to form words, words that are put together to form phrases, phrases

combined to form clauses, and clauses assembled to form sentences. These

grammars strive for internal consistency and are mainly accessible to those who

have been trained in that particular paradigm. It means that grammar can be only

understood well by those who have mastered and study grammar intensively

(Purpura, 2004:5-6).

In accordance with Jackson (2005:13) there are three definition of

grammar: (1) grammar is the structure of the language that we speak and write, (2)

grammar is the set of rules, conventions and principles, together with their

exception, that we have stored in our heads as a consequence of acquiring or

learning the language and (3) grammar is the set of descriptive statement,

expressed in appropriate terminology and within a consistent theory, that we use

to account for „grammar‟ in senses 1 and 2.

Therefore, Nelson and Greenbaum (2002:5) states grammar is the set of

rules that allow us to combine words in our language into larger units. Grammar is

the central component of language. It mediates between the system of sounds or

of written symbols, on the one hand, and the system of meaning, on the other.

10

Dykes (2007: 16) states that the simplest definition of grammar is „a

language to talk about language‟. Grammar is like a motor engine functions

without naming words for its parts and their specific actions, so it is impossible to

explore the function of words and the part they play in forming meaningful

language without a naming procedure. We all use grammar that we can speak in

clearly sentences, because grammar deals with system of rules of a person‟s

language mastery against their native language. Moreover, grammar is part of the

study forms or structure in language. Grammar has been concerned with analysis

at the level of sentence. Thus a grammar is a description of the rules that govern

how a language‟s sentence is formed (Thornbury; 2002:1).

On the other hand, grammar is a set of English language rule or a form

or structure that is very familiar in our mind and was taught in graduate school.

By studying grammar, we can learn how to arrange or combine the word in to a

sentence, make a sentence or paragraph and make passage, and poem in literary.

Grammar is part of our life, if we speak to other people we must concern with our

language that should be polite and based on the rule of English. If the people say

that grammar not very important, but now grammar is still needed to

communicate in the society.

2.1.2 The Importance of English Grammar

Grammar is the study of words and the ways words work together.

Grammar guides us to arrange words together into sentences. Some people say

English grammar is important for you to write correctly. According to Williams

(2007:41), he says that the more important is that grammar is related to the fact

that language use to define ourselves and the world around us. In addition,

11

knowledge of grammar is often used in writing. It gives information about form

and function that enables students to study language and how they communicate.

When teachers and students share a common vocabulary, discussions of writing

can be more efficient and clear. Thus, grammar itself does not lead to better

writing, but grammar study gives us tools that allow for more effective teaching of

writing.

A language consists of words and grammar. Grammar it self has two

part: morphology deals with the structure of word, e.g. the fact that un-

friendliness consists of four parts (called morphemes), each of which has

meaning, and laughing of two morphemes and the second component grammar,

syntax, deals with the way in which word are combined together (Dixon, 2005:5).

Langacker (2008:3) states grammar allows us to construct and symbolize the more

elaborate meanings of complex expressions (like phrases, clauses, and sentences).

It is thus an essential aspect of the conceptual apparatus through which we

apprehend and engage the world.

Nelson and Greenbaum (2002:6) state that there are several applications

of grammatical study: (1) a recognition of grammatical structures is often

essential for punctuation; (2) a study of one‟s native grammar is helpful when one

studies the grammar of a foreign language; (3) a knowledge of grammar is a help

in the interpretation of literary as well as nonliterary texts, since the interpretation

of a passage sometimes depends crucially on grammatical analysis; (4) a study of

the grammatical resources of English is useful in composition: in particular, it can

help you to evaluate the choices available to you when you come to revise an

earlier written draft.

12

We need to learn tenses, prepositions, pronoun, adverb, and other

important grammar content in using relative pronoun in our lives because they are

sets of rule which is used in daily life and simple term or basic tenses of grammar.

And, if you want to get good scores in some English tests, you need to learn

grammar. In addition, to speak in a clearer and more effective manner we must

study grammar. A person who has unconscious knowledge of grammar may be

sufficient for simple language use, but the ones who wish to communicate in good

manner, understanding and proficiency that the study of grammar provides. Thus,

people here usually spend a lot of time studying grammar and they learn it from

the very beginning of their learning.

2.1.3 The Definition of Relative Pronoun

Andrea DeCapua (2008:319) states that relative caluse are generally

introduced by relative pronoun. A relative caluse is a group of words that

describes as a noun or noun phrase. Relative clause are also referred to as an

adjective clause because the function of these clause is to describes or modifying

a proceding noun phrase. In other words, relative clause describes or provides

information about someone or something in the main clause, very similar to the

modifying function of adjectives. English has five relative pronoun: who, whom,

that, which and whose.

There are two types of relative clauses, essential and nonessential.

Different grammar books may call these two types of relative clause restrictive

and nonrestrictive or defining and non-defining. Regardless of the label, the

distiction between the two types of caluse is based on whether or not a relative

clause is necessary for the sentence to have meaning.

13

Dutwin (2010:67) argue that relative pronoun is pronoun that relates the

relative clause to the noun that it modifies. Relative pronoun shows the

relationship between a subordinate clause and the main clause. The main clause is

always the one that can stand alone, while the subordinate clause cannot stand

alone. A relative clause links the main clause and the subordinate clause. Of

course, since these words are pronouns, they just as all other pronouns can stand

in for noun.

2.1.4 The Assessment of Relative Pronoun

Assessment is a systematic approach to collect information and make

inferences about the ability of a student or the quality or success of a teaching

course on the basis of various sources of evidence. Assessment may be done by

test, interview, questionnaire, observation, etc (Richard and Schmidt, 2005:35).

Brown (2004:4) states that assessment is defined as ongoing process

that encompasses a much wider domain. Whenever a student responds to a

question, offers a comment, or tries out a new word or structure, the teacher

subconsciously makes an assessment of the student‟s performance. In addition,

Miller et al. (2009:28) state that assessment is a general term that includes the full

range of procedures used to gain information about students learning (observation,

ratings and performance or project, paper-and-pencil test) and the formation of

value judgments concerning learning progress.

There are four type of assessment (Brown, 2004:5-6) they are as

follows: (1) informal assessment can take a number of forms, starting with

incidental unplanned comment and respond, along with coaching and other

impromptu feedback to the student. Example saying nice job or good work. (2)

14

formal assessment are exercises or procedures specifically designed to tap into a

storehouse of skills and knowledge. They are systematic, planned sampling

technique constructed to give teacher and students an appraisal of student

achievement. (3) formative assessment is evaluating sudents in the process of

“forming” their competencies and skills with the goal or helping them to continue

that growth process. (4) summative assessment aims to measure, or summarize,

what a student has grasped, and typically occurs at the end of a course or unit of

instruction. Final exam is examples of summative assessment.

Brown (2004:3) defines test in simple terms, he states that test is a

method of measuring a person‟s ability, knowledge, or performance in a given

domain. Moreover, Thornbury (2007:129) writes we need to test the students

because without testing, there is no reliable means of knowing how effective a

teaching sequence has been. Testing provides a form of feedback, both for

learners and teachers. Moreover testing has a useful backwash effect; if learners

know they are going to be tested on their grammar, they may take grammar

learning more seriously.

Miller at al (2009:171) define that the types of the test are objective test

item are: 1) Short answer items have two forms there are short answer and

completion item both are test item that can be answered by a word, phrase,

number, or symbol. They are essentially the same, different only in the method of

presenting the problem. The short answer item uses a direct question, whereas the

completion items consist of an incomplete statement. 2) Matching items consist of

two parallel columns with each word, number or symbol in one column being

matched to a word, sentence, or phrase in other columns. 3) Multiplechoice is a

15

test which consists of a problem and a list of suggested solution, the students

usually answer the best correct answer. 4) True false is a test that the student

answers the question to mark true or false, correct or incorrect, yes or no, fact or

opinion, etc.

In other word, teaching and test have a close relation. The teacher does

not only teach the material but also we must give a test or assessing their ability

during the study the material. When we give a test we can get the objective data

but in make is the test, we must know the rule. We should consider the test which

has good validity and reliability of the test itself for the students. In this study,

researcher takes the multiple choice test to assessing of relative pronoun to the

students.

2.2 Empirical Review

The discussion of the relative pronoun is a good topic to be investigated

by the other researchers. One of the reasons because materials of grammar are

essential to be learnt and taught. It is important for mastering English in grammar

by mastering the relative pronoun first. Relative pronoun makes the sentence to be

meaningful.

Research relevant to this study conducted by Ni Wayan Rini

Yusmayanti in the thesis entitled “The Acquistion Of Relative Pronoun By The

Eleventh Grade Students Of SMAN 1 Abiansemal In Academic Year 2011/2012”.

The result of the data computation by means of norms reference measure of five

standard values showed that (1) 5 subjects or 16.67% out of 30 students under

investigation showed excellent acquisition in relative pronoun, (2) 3 subjects or

10.00% showed good acquisition in relative pronoun, (3) 15 subjects or 50.00%

16

showed sufficient acquisition in relative pronoun, (4) 5 subjects or 16.67%

showed insufficient acquisition in relative pronoun, (5) 2 subjects or 6.66%

showed poor acquisition in relative pronoun. This research findings are very

beneficial for the researcher as a reference for this result study.

Another research relevant of this study is research conducted by Ni

Putu Dianita Safitri in the thesis “An Analysis of Relative Pronoun in Complex

Sentences Made by The Tenth Grade Students of SMAN 2 Mengwi in Academic

Year 2012/2013. The result of the study concluded that there were 3 (6%) students

out of 50 students that showed very good ability in relative pronoun, 14 (28%)

students showed good ability in relative pronoun, 14 (28%) students showed

sufficient ability, 15 (30%) students showed insufficient ability and 4 (8%)

students showed poor ability. These research findings showed there will be 62%

students were successful, whereas 38% students were unsuccessful in relative

pronoun. So the students were considered to have sufficient abilities because the

percentage of successful students more than the students who failed in relative

pronoun. This research findings are very beneficial for the researcher as a

reference for this result study.

17

CHAPTER III

RESEARCH METHOD

3.1 Research Design

This study which deals with the acquisition of relative pronoun by the

tenth grade students of SMA Parisada Amlapura in the academic year 2013/2014

used an ex post facto research design with descriptive analysis. Cohen et al

(2007:264) states that ex post facto research is a method to find out possible

antecedents of events that have happened and cannot be controlled, engineered or

manipulated by the investigator. In consideration about conception of an ex post

facto study above, the present study selected and used ex post facto research

design because the English grammar especially relative pronoun as the researcher

variable had already taken place prior the undertaking study. The selection and

use of an ex post facto research study suggest to the researcher should be more

careful in interpreting and discussing the established research findings because

they have rather limited validity and reliability.

3.2 Population and Sample

Richards and Schmidt (2002:406) argue that population is any set of

items, individuals, etc. that share some common and observable characteristics

and from which a sample can be taken. Thus, one can speak of comparing test

scores across a sample of a population of students. The population of this study

consisted of the tenth grade of SMA Parisada Amlapura in the academic year

2013/2014. There were five classes which the numbers of the students were 168

students altogether.

18

3.3 Research Instrument

The selection and construction of appropriate, valid and reliable

research instruments are very essential step of a scientific investigation. The

preparation of making a research instrument should be reliable and valid those

determine the result of the research completely. The research instrument utilized

in this study used multiple choice test consisted of 40 items. The researcher took

the information of question material based on the relative pronoun that had been

taught by the teacher. To establish the validity and reliable of the test, the test had

been tried out to tenth grade students of SMK Saraswati Amlapura in December

31, 2013 and January 2, 2014. The researcher administered the instrument to 30

students and they required 75 minutes to finish the test. The discussion on the

validity and reliability of the research instrument were presented in the following

selections.

3.3.1 Validity

Brown (2004:22) states that by far the most complex criterion of an

effective test and arguably the most important principle is validity. Validity is

extent to which inferences made from assessment result are appropriate,

meaningful, and useful in terms of the purpose of the assessments. The validity of

the test may be appropriate to examine the extent to which a test calls for

performance that matches that of the course or unit of study being tested. There

are three types of validity of the test such as content validity, construct validity,

and face validity.

Richards and Schmidt (2002:575) note that a number of different

statistical procedures can be applied to a test to estimate its validity. Such

19

procedures generally seek to determine what the test measures, and how well it

does so.

Face validity is an important facet of consequential is the extent to

which “student view the assessment as fair, relevant, and useful for improving

learning. Face validity refers to the degree to which a test looks right, and appears

to measure the knowledge or abilities it claims to measure, based on the subjective

judgment of the examinees who take it, the administrative personnel who decided

on it use and other psychometrically unsophisticated observed.

Richards and Schmidt (2002:12) state that construct validity is a type of

validity that is based on the extent to which the items in a test reflect the essential

aspects of the theory on which the test is based. For example, the greater the

relationship that can be demonstrated between a test of communicative

competence in a language and the theory of communicative competence, the

greater the construct validity of the test.

Table 3.1

Table of Grammar Test Item Specification Showing The Content Validity

Testing

Objective

Grammatical Aspect Test Item Total

The students are

able to answer

grammatical test

items correctly

which are

constructed in

the form of

Relative Pronoun

1. Who

4, 5, 7, 8, 15, 16, 20,

31, 32, 34, 35, 36, 44,

46, 50, 53, 54, 58

18

2. Whom 10, 12, 19, 23, 25, 26,

38, 41, 52, 59

10

3. Which 1, 3, 9, 11, 18, 22, 29, 11

20

multiple choice

test items.

33, 40, 45, 56

4. That 2, 6, 17, 21, 30, 37,

42, 43, 48, 57

10

5. Whose 13, 14, 24, 27, 28, 39,

47, 49, 51, 55, 60

11

Total 60

3.3.2 Reliability

In addition to being valid of the test, a test which is used should be also

reliable. Heaton (1975:162) argues that reliability is another necessary

characteristic of any good test; for it is valid at all, a test must first be reliable as a

measuring instrument. If the test is administered to the same indicates on different

occasions (with no language practice work taking place between the occasions),

then, to the extent that it produces differing results, it is not reliable. Then if we

test on different occasions and we get comparable result, we may say that the test

is reliable. With regard to reliable Brown (2004:20) also writes a reliable test is

consistent and dependable. Moreover, reliability refers to the extent to which the

test is consistent in measuring whatever it does measure. Specifically, reliability

refers to the extent to which an individual scores nearly the same in repeated

measurements, as indicated by a high reliability coefficient. It can be computed in

various ways, depending on the source of error being considered.

There are some formula that can be computed the reliability coefficient

of a test such as K-R20, K-R21, or internal consistency. Each formula would

produce quite similar or comparable computation of the reliability coefficient. In

21

calculating the reliability coefficient of the test of this present study will be

established by using Kuder-Richardson 21 (K-R21) formula which runs as follow:

Where:

K-KR21 = reliability coefficient

K = the number of the test items

M = means scores of the test for all items

S = squared standard deviation of all test score

The mean (M) and the standard deviation (SD) of questions tags test were

respectively computed by using the following formulas:

Where

M = Mean Score

X = The sum of total score

D = The sum of square deviation

N = Number of the samples

SD = Standard deviation

M =

SD2 =

22

Table 3.2

Showing the Set of the Students’ Total Score and the Standard Deviation

Subjects Score(x) M D (x-M) D2

1 51 36.7 14.3 204.49

2 49 36.7 12.3 151.29

3 48 36.7 11.3 127.69

4 48 36.7 11.3 127.69

5 47 36.7 10.3 106.09

6 45 36.7 8.3 68.89

7 45 36.7 8.3 68.89

8 45 36.7 8.3 68.89

9 45 36.7 8.3 68.89

10 44 36.7 7.3 53.29

11 44 36.7 7.3 53.29

12 44 36.7 7.3 53.29

13 42 36.7 5.3 28.09

14 41 36.7 4.3 18.49

15 41 36.7 4.3 18.49

16 36 36.7 -0.7 0.49

17 36 36.7 -0.7 0.49

18 34 36.7 -2.7 7.29

19 34 36.7 -2.7 7.29

20 33 36.7 -3.7 13.69

23

Subjects Score M D (x-M) D2

21 32 36.7 -4.7 22.09

22 29 36.7 -7.7 59.29

23 28 36.7 -8.7 75.69

24 27 36.7 -9.7 94.09

25 26 36.7 -10.7 114.49

26 25 36.7 -11.7 136.89

27 25 36.7 -11.7 136.89

28 23 36.7 -13.7 187.69

29 18 36.7 -18.7 349.69

30 16 36.7 -20.7 428.49

1101 2852.30

M=

=

= 36.7

SD2 =

=

= 95.07

24

= -

-

= 0.85

In order to know whether a test has high reliability or low reliability,

then the reliability coefficient of the test should be computed. A good research

instruments should ideally have reliability coefficient ranging between 0.50 to

1.00.

3.3.3 Item Analysis

Being valid and reliable is not the final judgment of the characteristic of

a good test. Thus, good test item should be acceptable in Facility Value (FV) and

Discrimination Value (DV). It means there are two aspects that should be

carefully analyzed, that are the facility value and the discrimination value.

Heaton (1975:179) states that is generally assumed that items should

not be too easy or too difficult for the population for whom the test has been

designed. Items with facility values around 0.5 are therefore considered to be ideal

with an acceptable range being from around 0.3 to 0.7. The facility value of the

test items, which will be used to collect the data, was computed by using the

following formula:

FV =

Where:

FV = Facility value

U = The number of correct answer of the upper half group

L = The number of correct answer of the lower half group

n = The number of students in one group

25

The discrimination value (DV) of an item indicates the extent to which

the items discrimination between the higher ability and lower ability of the test

takers. It indicates that the students who perform well on the test tended to do well

or badly in each items. A test item considered as a good test if the students in

higher ability do well on the item and the lower ability students do badly on the

same item. The discrimination index can be calculated as the following formula:

DV =-

Where:

DV = Discrimination Value

U = The number of correct answer of the upper half group

L = The number of correct answer of the lower half group

n = The number of students in one group

Table 3.3

The Summary of the Facility Values (FVs) and Discrimination Values (DVs)

of Structure Test

No U L U+L U-L FV DV Acceptable Items

1 7 7 14 0 0.47 0.00 Unacceptable

2 13 8 21 5 0.70 0.33 Acceptable

3 10 5 15 5 0.50 0.33 Acceptable

4 9 12 21 -3 0.70 -0.20 Unacceptable

5 11 4 15 7 0.50 0.47 Acceptable

6 11 6 17 5 0.57 0.33 Acceptable

7 3 4 7 -1 0.23 -0.07 Unacceptable

8 12 7 19 5 0.63 0.33 Acceptable

26


9 10 4 14 6 0.47 0.40 Acceptable

10 8 1 9 7 0.30 0.47 Acceptable

11 11 6 17 5 0.57 0.33 Acceptable

12 14 13 27 1 0.90 0.07 Unacceptable

13 10 5 15 5 0.50 0.33 Acceptable

14 13 7 20 6 0.67 0.40 Acceptable

15 11 9 20 2 0.67 0.13 Unacceptable

16 10 5 15 5 0.50 0.33 Acceptable

17 12 7 19 5 0.63 0.33 Acceptable

18 14 9 23 5 0.77 0.33 Acceptable

19 9 4 13 5 0.43 0.33 Acceptable

20 10 13 23 -3 0.77 -0.20 Unacceptable

21 12 7 19 5 0.63 0.33 Acceptable

22 12 4 16 8 0.53 0.53 Acceptable

23 7 9 16 -2 0.53 -0.13 Unacceptable

24 8 3 11 5 0.37 0.33 Acceptable

25 4 6 10 -2 0.33 -0.13 Unacceptable

26 8 3 11 5 0.37 0.33 Acceptable

27 10 5 15 5 0.50 0.33 Acceptable

28 8 4 12 4 0.40 0.27 Unacceptable

29 8 3 11 5 0.37 0.33 Acceptable

30 12 8 20 4 0.67 0.27 Unacceptable

27


31 10 4 14 6 0.47 0.40 Acceptable

32 12 7 19 5 0.63 0.33 Acceptable

33 14 4 18 10 0.60 0.67 Acceptable

34 11 6 17 5 0.57 0.33 Acceptable

35 13 8 21 5 0.70 0.33 Acceptable

36 10 5 15 5 0.50 0.33 Acceptable

37 8 2 10 6 0.33 0.40 Acceptable

38 5 6 11 -1 0.37 -0.07 Unacceptable

39 9 4 13 5 0.43 0.33 Acceptable

40 10 5 15 5 0.50 0.33 Acceptable

41 8 7 15 1 0.50 0.07 Unacceptable

42 14 7 21 7 0.70 0.47 Acceptable

43 14 8 22 6 0.73 0.40 Acceptable

44 5 2 7 3 0.23 0.20 Unacceptable

45 9 2 11 7 0.37 0.47 Acceptable

46 10 9 19 1 0.63 0.07 Unacceptable

47 9 6 15 3 0.50 0.20 Unacceptable

48 7 6 13 1 0.43 0.07 Unacceptable

49 12 7 19 5 0.63 0.33 Acceptable

50 7 7 14 0 0.47 0.00 Unacceptable

51 8 2 10 6 0.33 0.40 Acceptable

52 8 7 15 1 0.50 0.07 Unacceptable

28


53 10 5 15 5 0.50 0.33 Acceptable

54 10 4 14 6 0.47 0.40 Acceptable

55 9 4 13 5 0.43 0.33 Acceptable

56 9 10 19 -1 0.63 -0.07 Unacceptable

57 7 2 9 5 0.30 0.33 Acceptable

58 12 7 19 5 0.63 0.33 Acceptable

59 12 7 19 5 0.63 0.33 Acceptable

60 12 7 19 5 0.63 0.33 Acceptable

Table 3.3 shows that test items number 2, 3, 6, 5, 8, 9, 10, 11, 13, 14,

16, 17, 18, 19, 21, 22, 24, 26, 27, 29, 31, 32, 33, 34, 35, 36, 37, 39, 40, 42, 43, 45,

49, 51, 53, 54, 55, 57, 58, 59, and 60 are acceptable items. Hence, there are 41

items out of 60 items. Therefore, there were only 40 items used in next research.

3.4 Data Collection

The data required for this study was gathered by utilizing research

instruments clarified in the previous section mentioned. The data about the

acquisition of simple tenses were quantitatively gathered by using multiple choice

tests. This is done by informing the subjects to anticipate that the results of the test

will not influent their final grade in English yet they hard to try their best to

answer the test. The researcher was given one point for every correct answer and

zero point for every incorrect answer.

29

3.5 Data Analysis

In this data showed the students’ degrees in relative pronoun of the

tenth grade student of SMA Parisada Amlapura. The data obtained from the score

of completion result test. The formula of data analysis which was used as follow:

a. M =

Where:

M = Mean of score

= Number of score

N = Number of students taking the test

b. SD =

Where:

SD = Standard Deviation

= Duration of each score from the mean

N = Number of students taking the test

c. The score of mean (M) and the standard deviation (SD) was converted to the

five norms formulas as follows:

≥M + 1.5 SD = A/Excellent acquisition

M + 0.5 SD = B/Good acquisition

M – 0.5 SD = C/Sufficient acquisition

M - 1.5 SD = D/Insufficient acquisition

<M -1.5 SD = E/Poor acquisition

30

CHAPTER IV

FINDING AND DISCUSSION

4.1 Findings

The data needed for this study were collected by administering the

research instrument. The data obtained from this study which was in the form of

score showing the acquisition of relative pronoun by the subject, the tenth grade

students of SMA Parisada Amlapura in academic year 2013/2014 can be tabulated

as follow:

Table 4.1

Raw Score Showing the Acquisition of Relative Pronoun by the Tenth Grade

Students of SMA Parisada Amlapura in academic year 2013/2014

No Subject Raw Sore

1 Ni Kadek Rista Windiadnyani 33

2 Ni Wayan Suarningsih 30

3 Ni Nengah Sukni 30

4 Desak Made Suryaningsih 29

5 I Wayan Agus Putrayasa 29

6 Ni Nengah Aprianti 28

7 Ayu Agung Darmawati 26

8 Ni Made Widiani Eka Putri 25

9 Desak Gede Suci Paramita 24

10 I Komang Agus Astawa 23

11 I Wayan Budiasa 23

12 Ni Made Diana Puspita 23

31

No Subject Raw Score

13 I Made Andika Saputra 22

14 I Gusti Ngurah Adi Rudangga 22

15 I Nengah Hendra Pratama 21

16 Ni Wayan Novianingsih 21

17 Ni Ketut Sri Ariyanti 21

18 Devi Okvita Sari 20

19 I Wayan Hari Kusuma Nanda 18

20 I Made Rikan 18

21 I Wayan Sugatra 17

22 I Gede Aryantara 16

23 I Kadek Deni Ariawan 16

24 Desak Gede Sagitari Dewi 14

25 Ni Nengah Krisiani 13

26 Ni Ketut Sutiarni 13

27 Ni Luh Murti Sari 12

28 Ni Kadek Sariani 11

29 I Wayan Susila 10

30 I Gede Adut Wahyudi 10

618

32

4.2 Data Analysis

The data required for this study were collected by administering the

research instrument to the subject.

Table 4.2

Computation of the Estimated Mean Deviation Squared (D2)

of Raw Scores in Relative Pronoun

Subject Raw Sore D D2

1 33 12.4 153.76

2 30 9.4 88.36

3 30 9.4 88.36

4 29 8.4 70.56

5 29 8.4 70.56

6 28 7.4 54.76

7 26 5.4 29.16

8 25 4.4 19.36

9 24 3.4 11.56

10 23 2.4 5.76

11 23 2.4 5.76

12 23 2.4 5.76

13 22 1.4 1.96

14 22 1.4 1.96

15 21 0.4 0.16

16 21 0.4 0.16

17 21 0.4 0.16

33

Subject Raw Score D D2

18 20 -0.6 0.36

19 18 -2.6 6.76

20 18 -2.6 6.76

21 17 -3.6 12.96

22 16 -4.6 21.16

23 16 -4.6 21.16

24 14 -6.6 43.56

25 13 -7.6 57.76

26 13 -7.6 57.76

27 12 -8.6 73.96

28 11 -9.6 92.16

29 10 -10.6 112.36

30 10 -10.6 112.36

618

1227.2

After finding the amount of the number of score ( ), continued find

out the mean. The means (M) was obtained by counting up all the scores divided

by the number of the subjects under study. The mean (M) for the present study

was computed by using the following formula:

a. M =

=

= 20.6

34

The standard deviation (SD) is another way of showing the spread of

the score. The standard deviation (SD) of the raw scores was obtained by counting

up the grained sores then divided by number of the subjects under study. The

standard deviation (SD) was used to find out the degrees of the scores deviation

from the mean. The standard deviation (SD) of the raw scores for the present

study was computed by using the following formula:

b. SD =

=

= 6.39

After the Mean (M) and Standard Deviation (SD) of the raw scores

obtained by the subjects under study had been respectively computed, then the

converted standard scores using norm-reference measure of five standard values

can be computed as the following:

1. ≥ M + 1.5 SD

= 20.6 + 1.5 (6.39)

= 30.18 (A/Excellent acquisition)

2. M + 0.5 SD

= 20.6 + 0.5 (6.39)

= 23.79 (B/Good acquisition)

3. M – 0.5 SD

= 20.6 - 0.5 (6.39)

= 17.41 (C/Sufficient acquisition)

35

4. M - 1.5 SD

= 20.6 - 1.5 (6.39)

= 11.02 (D/Insufficient acquisition)

5. ≤M -1.5 SD

= 20.6 - 1.5 (6.39)

= 11.02 (E/Poor acquisition)

The data obtained for this study had been descriptively analyzed. The

result of the data analysis by mean of norm-reference measure of five standard

values, as shown above, pointed out the converted scores of 30.18, 23.79, 17.41,

and 11.02 respectively showing excellent achievement (A), good achievement

(B), sufficient achievement (C), and insufficient achievement (D) in the

acquisition of relative pronoun by the subject, the tenth grade students of SMA

Parisada Amlapura in academic year 2013/2014. The converted score which was

smaller than 11.02 showed poor or low achievement in the acquisition of relative

pronoun the subject under study, the tenth grade students of SMA Parisada

Amlapura in academic year 2013/2014, and their corresponding converted scores

in the acquisition of relative pronoun by answering multiple choice tests could

tests could be tabulated as the following:

Table 4.3

Converted Scores Showing the Acquisition of Relative Pronoun by the

Subject Under Study, the Tenth Grade Students of SMA Parisada

Amlapura in Academic Year 2013/2014.

Subject Raw Score Converted Score

1 33 30,18 (A/Excellent Grade)

2 30 23.79 (B/Good Grade)

36









10 23 22.95 (B/Good Grade)

11 23 22.95 (B/Good Grade)

12 23 22.95 (B/Good Grade)

13 22 17.41 (C/Sufficient Grade)








21 17 11.02 (D/Insufficient Grade)




37





28 11 11.02 (E/Poor Grade)

29 10 11.02 (E/Poor Grade)

30 10 11.02 (E/Poor Grade)

The result of the data analysis by means of norm reference measure of

five standard categories can be summarized in Table 4.4 below:

Table 4.4

Summary of the Findings

No Range of Scores Converted Scores Total Percentage

1 33-31 30.18 1 3%

2 30-24 23.79 11 37%

3 23-18 17.41 8 26%

4 16-12 11.02 7 23%

5 12 ≤11.02 3 10%

30 100%

4.3 Discussion

This study dealt with assessing the acquisition of relative pronoun by

the subjects under study, the tenth grade students of SMA Parisada Amlapura in

academic year 2013/2014. The result of the data analysis by using Norm

Reference Measures of five standard values clearly showed that (1) there were 1

38

subject or 3% (3/30x100%) out of whole subjects under study showed excellent

ability in relative pronoun, (2) there were 11 subjects (37%) out of whole subjects

under study showed good ability in relative pronoun, (3) there were 8 subjects

(27%) out of whole subjects under study showed sufficient ability in relative

pronoun, (4) there were 7 subjects (23%) out of whole subjects under study

showed insufficient ability in relative pronoun, and (5) there were 3 subjects

(10%) out of whole subjects under study showed poor ability in relative pronoun.

If the result of the study were used as the bases to assign level or grade to the

subjects under study, then there are 10 students (33%) out of 30 students were

unsuccessful or failed in answering and learning relative pronoun. It means that

67% of them have sufficient ability.

These finding can be used as informative feedback in planning much

better teaching and learning process. In this case the students should be given

more change and exercise to be active in the teaching and learning process. They

must be encourged to be able to understand the use of grammar and able to apply

it in their daily life.

39

CHAPTER V

CONCLUSION AND SUGGESTIONS

The discussion of this study which dealt with the assessment of the

acquisition relative pronoun by the tenth grade students of SMA Parisada

Amlapura in the academic year 2013/2014 could be finally concluded in this

chapter. In reference to the findings of the study, some practical suggestions are

also suggested in this chapter.

5.1 Conclusion

Grammar guided us to arrange words together into sentences.

Therefore, we have to start studying from a more basic or simple grammar is by

relative pronoun. Relative pronoun usually used in our daily language and

communication and it simple rules to study grammar. This study which dealt with

the acquisition of relative pronoun by the tenth grade students of SMA Parisada

Amlapura in the academic year 2013/2014 used an ex post facto research design.

There were five classes which the numbers of the students were 168 students

altogether. The valid and reliable research instruments can be used to gather the

valid and reliable required data. The research instrument utilized in this study used

multiple choice test consisted of 40 items which are accurate and acceptable.

The result of the data analysis by using Norm Reference Measures of

five standard values clearly showed that (1) there was 1 subject or 3%

(3/30x100%) out of whole subjects under study showed excellent ability in

relative pronoun, (2) there were 11 subjects (37%) out of whole subjects under

study showed good ability in relative pronoun, (3) there were 8 subjects (27%) out

40

of whole subjects under study showed sufficient ability in relative pronoun, (4)

there were 7 subjects (23%) out of whole subjects under study showed insufficient

ability in relative pronoun, and (5) there were 3 subjects (10%) out of whole

subjects under study showed poor ability in relative pronoun. If the result of the

study were used as the bases to assign level or grade to the subjects under study,

then there were 10 students (33%) out of 30 students considered as unsuccessful

or failed in answering and learning relative pronoun. It means that the acquisition

of relative pronoun by the tenth grade students of SMA Parisada Amlapura is

sufficient. The finding of this study can be used as guidance of teaching English

grammar especially relative pronoun for the teacher to find the best technique or

teaching method in order to make the students are motivated to learn English

grammar.

5.2 Suggestions

In reference to the finding of this study then the researcher would like

to suggest the following practical things:

1. The tenth grade students of SMA Parisada Amlapura are suggested to have

more practice in learning tenses. They can do some exercise that provided

in the grammar book.

2. The teacher should be more active and creative in using different

technique or method in teaching relative pronoun depending on the

particular classroom situations. It is expected that the attention and

motivation of the students in learning English can be increased especially

for those who get insufficient and poor grade.

41

Meanwhile, the teacher are suggested to give a good motivation which

could attract the student’s interest to learn English especilly in grammar.

The teacher also suggested to give more explanation and new vocabulary

to the students. One of those ways could be done by providing more

exercises or drills to the students and giving the students some tests after

finishing the lesson to evaluate their ability and regular homework.

3. The SMA Parisada Amlapura can support the teacher and student in

increasing the grammatical ability by giving a good facilities or providing

library which has many books about English tense so the student feel easy

to find the book and happy to learn it.

53

TRY OUT-TEST

Choose the best answer!

1. She can’t believe his act .......... is really bad and worthless at all.

A. who

B. whose

C. which

D. whom

2. There are some companies.......... need many employees.

A. whom

B. that

C. whose

D. who

3. The colourful candles .......... Ria brought from Singapore were lighted.

A. who

B. which

C. whose

D. whom

4. An ant bites Renita .......... is busy thinking about something in the yard.

A. whose

B. whom

C. that

D. who

5. The dog barks Andre .......... has stolen Mr. Andrew golden spoon loudly.

A. who

B. which

C. whom

D. whose

6. The doctor suggests preventing some disease .......... viruses transmit.

A. who

B. whom

C. that

D. whose

7. I don’t really know about Bryan ......... sends me a flower a day.

A. whom

B. who

C. that

D. which

8. This letter will be translated into France by Monica .......... is a translator.

A. who

B. which

C. whom

53

D. whose

9. The big rabbit tries to reach the two carrots .......... have been brought by my mother in the

market this morning.

A. whom

B. whose

C. which

D. who

10. Some friends of mine .......... I have never seen for a year move to England.

A. who

B. which

C. that

D. whom

11. Audy is wearing a glamorous gown ......... designed by her aunt.

A. whose

B. who

C. which

D. whom

12. Alex .......... the police investigated to collect the data is the manager of this restaurant.

A. whom

B. that

C. who

D. which

13. There is her unique cat .......... tail is very long accros the river.

A. whom

B. which

C. whose

D. that

14. An old witch .......... five magic fingers came to my dream.

A. which

B. whose

C. that

D. who

15. A stranger approached Agustina .......... was looking for a cute black dog.

A. that

B. which

C. whom

D. who

16. The old man .......... is sitting on the ground uneasily opens a small antique box.

A. who

B. whose

C. whom

D. that

53

17. Mobile phones .......... enable the users to connect each other in long distance are

sophisticated tools.

A. whose

B. who

C. that

D. whom

18. The luxurious car .......... she saw passing by her house yesterday stops in front of the

mall.

A. whose

B. which

C. who

D. whom

19. The singer .......... the audiences welcomed enthusiastically sang a song amazingly.

A. who

B. which

C. that

D. whom

20. Rianita .......... has taken a course for two months speaks good Japanese.

A. whom

B. which

C. who

D. that

21. Plants .......... produce oxygen through photosythetic support human life.

A. whom

B. that

C. whose

D. who

22. It is the latest news .......... I watch on TV.

A. which

B. whose

C. who

D. whom

23. The two foreigners .......... my uncle picks up at the airport are kind.

A. whom

B. that

C. who

D. which

24. Jefry .......... biography I have read is the top model of the year.

A. which

B. whom

C. that

D. whose

53

25. Rihana to .......... the guest talk is an intellectual person.

A. whom

B. whose

C. who

D. that

26. Kevin .......... Reynald hit hardly was the troublemaker in Bernard’s party.

A. who

B. which

C. whom

D. that

27. Joining that organization makes Ratna .......... parents are apart confident.

A. that

B. whom

C. whose

D. who

28. Newspaper .......... content covers actual facts is important for some people.

A. which

B. who

C. that

D. whose

29. The six birds .......... are written on the paper are meaningful.

A. which

B. that

C. whose

D. whom

30. Drama perpormance .......... plays a story with a certain theme is an artistic cooperative

work.

A. that

B. whose

C. whom

D. who

31. The person .......... phoned me last night is my English teacher.

A. whom

B. who

C. whose

D. that

32. He paid the money to the man .......... had done the work.

A. who

B. which

C. whom

D. that

53

33. The picture .......... he looking at museum was beautiful.

A. who

B. whose

C. whom

D. which

34. Do you know the girl .......... bought his motor cycle?

A. who

B. whom

C. which

D. that

35. This is the man .......... broke the window.

A. whom

B. that

C. who

D. which

36. In Yangzhou lived a boatman called Big Yang, ........... was very generous and ready to

help others.

A. that

B. whose

C. who

D. whom

37. Technology .......... helps the people to ease the works moves more advanced from time

to time.

A. that

B. whose

C. whom

D. who

38. The picture was published by Ryan .......... Dion called last night.

A. which

B. who

C. that

D. whom

39. The rings .......... Dwan Dweny is interested are made of silver.

A. whose

B. that

C. which

D. whom

40. The secret .......... is about the death of the princess will be always kept.

A. whom

B. whose

C. who

D. which

53

41. The teacher wants to meet Billy ......... Olga pushes to the ground.

A. which

B. whom

C. that

D. who

42. Professional workers .......... do the job responsibly always come on time.

A. that

B. whom

C. whose

D. who

43. Heritages .......... are sources of the historical perionds must be conserved.

A. whose

B. that

C. which

D. who

44. The bell surprised the lady .......... was seriously looking for something.

A. which

B. whom

C. that

D. who

45. Ricky wants to have a plate of fried rice .......... is cooked by his daughter.

A. whom

B. who

C. which

D. whose

46. I want to see Shireen .......... has signed this agreement.

A. who

B. that

C. whom

D. whose

47. Lady Diana ......... face is beautiful never grumbles in every situation.

A. whom

B. whose

C. who

D. that

48. The governments build public places .......... are free to be visited.

A. whose

B. that

C. whom

D. who

49. Dewe Restaurant ......... service is good is always full of customers.

A. that

53

B. which

C. whose

D. whom

50. Donald .......... books deluxe room for a week is an American.

A. who

B. which

C. whom

D. that

51. I catch a bird .......... voice is beautiful.

A. whose

B. which

C. that

D. whom

52. The owner of this elegant house is Barbara .......... Michell guards all the time.

A. whom

B. which

C. that

D. who

53. The children .......... are reading a book in the library are clever.

A. which

B. who

C. whom

D. whose

54. Yeni .......... school in the high school is his girlfriend.

A. who

B. which

C. whom

D. that

55. The girl .......... hair is long is a smart student in my class.

A. whom

B. that

C. whose

D. who

56. The TV program .......... he watching were funny and interesting.

A. which

B. whose

C. whom

D. who

57. Remote controll .......... helps the viewers find the other channel is very useful.

A. that

B. whom

C. whose

53

D. who

58. I saw the thief .......... stolen her car last week.

A. who

B. which

C. whom

D. that

59. Johny .......... Rina loved is the supervisor in the Pojok Restaurant.

A. whose

B. who

C. whom

D. which

60. The glassess .......... Rini is unique and limited edition made by Harmers.

A. which

B. whose

C. that

D. whom

54

ANSWER KEY

1. C

2. B

3. B

4. D

5. A

6. C

7. B

8. A

9. C

10. D

11. C

12. A

13. C

14. B

15. D

16. A

17. C

18. B

19. D

20. C

21. B

22. A

23. A

24. D

25. A

26. C

27. C

28. D

29. A

30. A

31. B

32. A

33. D

34. A

35. C

36. C

37. A

38. D

39. A

40. D

41. B

42. A

43. B

44. D

45. C

46. A

47. B

48. B

49. C

50. A

51. A

52. A

53. B

54. A

55. C

56. A

57. A

58. A

59. C

60. B

55

ANSWER SHEET

Name :

Class :

Date :

NO

1 A B C D

2 A B C D

3 A B C D

4 A B C D

5 A B C D

6 A B C D

7 A B C D

8 A B C D

9 A B C D

10 A B C D

11 A B C D

12 A B C D

13 A B C D

14 A B C D

15 A B C D

16 A B C D

17 A B C D

18 A B C D

19 A B C D

20 A B C D

21 A B C D

22 A B C D

23 A B C D

24 A B C D

25 A B C D

26 A B C D

27 A B C D

28 A B C D

29 A B C D

30 A B C D

NO

31 A B C D

32 A B C D

33 A B C D

34 A B C D

35 A B C D

36 A B C D

37 A B C D

38 A B C D

39 A B C D

40 A B C D

41 A B C D

42 A B C D

43 A B C D

44 A B C D

45 A B C D

46 A B C D

47 A B C D

48 A B C D

49 A B C D

50 A B C D

51 A B C D

52 A B C D

53 A B C D

54 A B C D

55 A B C D

56 A B C D

57 A B C D

58 A B C D

59 A B C D

60 A B C D

60

RESEARCH INSTRUMENT

Choose the best answer!

1. There are some companies.......... need many employees.

A. who

B. that

C. whose

D. who

2. The colourful candles .......... Ria brought from Singapore were lighted.

A. whom

B. which

C. whose

D. whom

3. The dog barks Andre .......... has stolen Mr. Andrew golden spoon loudly.

A. which

B. who

C. whom

D. whose

4. The doctor suggests preventing some disease .......... viruses transmit.

A. who

B. whom

C. that

D. whose

5. This letter will be translated into France by Monica .......... is a translator.

A. who

B. which

C. whom

D. whose

6. The big rabbit tries to reach the two carrots .......... have been brought by my mother in the

market this morning.

A. whom

B. whose

C. which

D. who

7. Some friends of mine .......... I have never seen for a year move to England.

A. who

B. which

C. that

D. whom

8. Audy is wearing a glamorous gown ......... designed by her aunt.

A. whose

B. who

60

C. which

D. whom

9. There is her unique cat .......... tail is very long accros the river.

A. whom

B. which

C. whose

D. that

10. An old witch .......... five magic fingers came to my dream.

A. which

B. whose

C. that

D. who

11. The old man .......... is sitting on the ground uneasily opens a small antique box.

A. who

B. whose

C. whom

D. that

12. Mobile phones .......... enable the users to connect each other in long distance are

sophisticated tools.

A. whose

B. who

C. that

D. whom

13. The luxurious car .......... she saw passing by her house yesterday stops in front of the

mall.

A. whose

B. which

C. who

D. whom

14. The singer .......... the audiences welcomed enthusiastically sang a song amazingly.

A. who

B. which

C. that

D. whom

15. Plants .......... produce oxygen through photosythetic support human life.

A. whom

B. that

C. whose

D. who

16. It is the latest news .......... I watch on TV.

A. which

B. whose

60

C. who

D. whom

17. Jefry .......... biography I have read is the top model of the year.

A. which

B. whom

C. that

D. whose

18. Kevin .......... Reynald hit hardly was the troublemaker in Bernard’s party.

A. who

B. which

C. whom

D. that

19. Joining that organization makes Ratna .......... parents are apart confident.

A. that

B. whom

C. whose

D. who

20. The six birds .......... are written on the paper are meaningful.

A. which

B. that

C. whose

D. whom

21. The person .......... phoned me last night is my English teacher.

A. whom

B. who

C. whose

D. that

22. He paid the money to the man .......... had done the work.

A. who

B. which

C. whom

D. that

23. The picture .......... he looking at museum was beautiful.

A. who

B. whose

C. whom

D. which

24. Do you know the girl .......... bought his motor cycle?

A. who

B. whom

C. which

60

D. that

25. This is the man .......... broke the window.

A. whom

B. that

C. who

D. which

26. In Yangzhou lived a boatman called Big Yang, ........... was very generous and ready to

help others.

A. that

B. whose

C. who

D. whom

27. Technology .......... helps the people to ease the works moves more advanced from time

to time.

A. that

B. whose

C. whom

D. who

28. The rings .......... Dwan Dweny is interested are made of silver.

A. whose

B. that

C. which

D. whom

29. The secret .......... is about the death of the princess will be always kept.

A. whom

B. whose

C. who

D. which

30. Professional workers .......... do the job responsibly always come on time.

A. that

B. whom

C. whose

D. who

31. Heritages .......... are sources of the historical perionds must be conserved.

A. whose

B. that

C. which

D. who

32. Ricky wants to have a plate of fried rice .......... is cooked by his daughter.

A. whom

B. who

C. which

60

D. whose

33. Dewe Restaurant ......... service is good is always full of customers.

A. that

B. which

C. whose

D. whom

34. I catch a bird .......... voice is beautiful.

A. whose

B. which

C. that

D. whom

35. The children .......... are reading a book in the library are clever.

A. which

B. who

C. whom

D. whose

36. Yeni .......... school in the high school is his girlfriend.

A. who

B. which

C. whom

D. that

37. The girl .......... hair is long is a smart student in my class.

A. whom

B. that

C. whose

D. who

38. Remote controll .......... helps the viewers find the other channel is very useful.

A. that

B. whom

C. whose

D. who

39. I saw the thief .......... stolen her car last week.

A. who

B. which

C. whom

D. that

40. Johny .......... Rina loved is the supervisor in the Pojok Restaurant.

A. whose

B. who

C. whom

D. which

61

ANSWER KEY

1. B

2. B

3. A

4. C

5. A

6. C

7. D

8. C

9. C

10. B

11. A

12. C

13. B

14. D

15. B

16. A

17. D

18. C

19. C

20. A

21. B

22. A

23. D

24. A

25. C

26. C

27. A

28. A

29. D

30. A

31. B

32. C

33. C

34. A

35. B

36. A

37. C

38. A

39. A

40. C

62

ANSWER SHEET

Name :

Class :

Date :

NO

1 A B C D

2 A B C D

3 A B C D

4 A B C D

5 A B C D

6 A B C D

7 A B C D

8 A B C D

9 A B C D

10 A B C D

11 A B C D

12 A B C D

13 A B C D

14 A B C D

15 A B C D

16 A B C D

17 A B C D

18 A B C D

19 A B C D

20 A B C D

NO

21 A B C D

22 A B C D

23 A B C D

24 A B C D

25 A B C D

26 A B C D

27 A B C D

28 A B C D

29 A B C D

30 A B C D

31 A B C D

32 A B C D

33 A B C D

34 A B C D

35 A B C D

36 A B C D

37 A B C D

38 A B C D

39 A B C D

40 A B C D

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