19CHAPTER I INTRODUCTION 1.

1 Background Language is important feature of human life, the major means of communication, and a basis essential in our communicating society. By using language, they can express their ideas, thoughts, opinions and emissions. One of foreign language that is learned by most of Indonesia people is English. In Indonesia, English is taught to students as compulsory subject either in government school or in private school. In teaching and learning English, there is what we call language skills (reading, listening, speaking and writing) and language components (pronunciation, vocabulary, structure and grammar). These skills and components have function as a tool in developing science, technology, culture and art. Grammar is define as a description of a structure of a language and the way in which linguistics units such as words and phrases are combined to produce sentence in language. It makes the sentence meaningful and understandable. Due to the fact that students need grammar to learn the rules of how to construct a correct sentence, the point of grammar understanding has never been eliminated from the teaching materials. In KTSP curriculum (2007:8), it is stating that; Ditinjau dari segi tujuan dan kompetensi yang ingin dicapai, maka pembelajaran bahasa inggris ini menekankan pada aspek keterampilan 1

berbahasa baik lisan maupun tulisan, baik respektif maupun produktif diman siswa diharapkan mampu menggunakan keterampilan berbahasa dalam kehiduoan sosial. Based on the statement above, learning grammar is important for students in using English correctly. Surely, it can examine the sentence they produce and classify their parts calling this a noun, that a verb, and so on. In addition, it shows the students how the English language is constructed. It will try to add some insights into what goes on in the mind when they create and understand English sentence, when they apply in the real situation. One of the areas of grammar that sometimes becomes a problem to solve for students is the use of relative clauses which and who in sentences. Relative clause can be classified into two, subject relative clause and object relative clause. They describe and give more information about the noun and pronoun. However, the most common problem of students at the senior high school level like students in SMKK Ponpes Al- Khairaat Pusat Palu in learning relative clause which and who was determining whether those words is appropriate as subject relative clause or object relative clause. For example; two sentences: (1) I prefer vocations, and (2) They are very relaxing. There were still several of the students who wrote the sentences in wrong order. In this case, the students just wrote the sentence become I prefer vacation which they are very relaxing. As a result, when they were asked to combined the sentences, they get confused whether the words which and who should be taken. Furthermore, they need to

know dependent clause and independent clause; and also pay attention to the function, is it subject or object in the sentences. Clearly, if both of the sentences, combining together become I prefer vocations which are very relaxing, (without They). The sentence I prefer vacations is called independent clause, while the sentence They are very relaxing is called dependent (object) relative clause. Thinking about this fact, the writer could conclude that the students get frustrated in conducting the sentence. Looking at the reason above, the writer was interested in conducting her research entitle; Improving the ability of Grade Twelve Students of SMKK Ponpes Al- Khairaat Pusat Palu to Identifying Relative Clauses which and who through Reading Explanation Texts. The decisions of using explanation texts as the medium for conducting this research were determined by two reasons below: 1. Explanation texts state phenomenon. It tells sequence of explanation its interest for students who want to know more about the fact or event especially in nature and society. Its commonly composed in the mode of simple sentence. By reading the texts, they will get challenge in working with grammar. 2. Explanation texts include sentences (simple, compound, or complex). The students would be accustomed in looking at those relative clauses which and who. The writer decided to conduct this research in SMKK Ponpes Al- Khairaat Pusat Palu because there is recommendation of the English teacher. He always 3

triggers to ask the students to conduct and explain English sentences from fact or event their experience in sequence correctly. It has close relationship with the writer taught. So, by seeing it, the writer agreed to conduct her research entitle Improving the Ability of Grade Twelve Student of SMKK Ponpes Al- Khairaat Pusat Palu to identifying Relative Clauses which and who through Reading Explanation Texts. Since the sequences of fact or event in explanation texts commonly needs relative clauses as the grammatical feature. 1.2 Problem Statement Based on the background above, the writer provided one question as the problem of this research as follows: Could the use of reading explanation texts improve the ability of grade twelve students of SMKK Ponpes Al- Khairaat Pusat Palu in identifying relative clauses which and who?. 1.3 The Objective of Research In doing this research, the writer formulated an objective. The objective of the research was stated as follow: To prove that the use of reading explanation texts could improve the ability of grade twelve students of SMKK Ponpes Al- Khairaat Pusat Palu in identifying relative clause which and who.

1.4 The Significance of Research The result of this research expected to be: 1). A reading material for students of English Education Study Program of Tadulako University who are going to be a teacher of English. 2). An advantageous input for teacher of English. 3). A contribution for anyone who are interested in learning relative clause. 1.5 The Scope of Research In this research, the writer only focused on several words in relative clause. They are which and who, either it acts as subject relative clause or object relative clause in a sentence. 1.6 Operational Definition of Key Terms 1). Improving is an act to become or make something better or to achieve or produce something of a better standard or quality than something else. 2). Ability is the mental or physical capacity, power or skill require to do something. 3). Identify is the acts to show or prove who or what somebody or something as being a particular person or thing. 4). Relative Clause is a term to tell the readers which person or things or what kind of person or thing) the speaker means. It signs by the word used in place of noun or noun phrase. 5). Reading is an activity to look at and understand the meaning of written or printed words or symbols.

6). Explanation Text is a kind of text which tells process of relating to forming of natural, social, scientific and culture phenomena. Its to say why and how about the forming of the phenomena.

CHAPTER II RELATED LITERATURE REVIEW 2.1 Grammar Grammar is one of the important things in a language. It is needed in order to make sentences meaningful and understandable by others. N.Chomsky (1972:103-4) states: Grammar is the model of grammatical competence of the native speaker of a language. A person who knows a language has mastered a system of rules that assigns sound and meaning in a definite way for an infinite class of sentence. The person who knows the language has mastered these rules or of putting them to use nor is there any reason to supposed that this knowledge of the rules can be brought to consciousness. In brief, grammar is the set of structure rule that govern the composition of sentences, phrase and words in any natural language

(http://en.Wikipedia.Org/Wiki/English-Grammar.Agustus 2010). Grammar contains of rules of pattern found in structure. Sulaiman, (1999:2) states: Grammar is a model or description of the structure of a language as a grammatical competence of the native speaker of a language; invented and writer by competence expert. 2.2 Sentence and Clause 2.2.1 Sentence Sentence is a set of words expressing a statement, a question or a command. Sentence contains at least a subject and a verb. They begin with capital letter and end with a full stop or an equivalent mark. For example; 7

All students must study hard to keep abreast the scientific advancement; do you realize that the future will be your responsibility. Sentence may also occur emotively. It is an expression of will, or an expression of emotion, attitudes, intentions and moods come up in the speakers felling and/ or to be involved in the listener (s), for example; Sorry for telling you, you promise me; do you think you are the person I have to wait for long in such a punctual time, you had made it to be a good person someone must always remember his/ her words! 2.2.2 Clause Clause known as a group of words that includes a subject and a verb, forming a sentence or a part of sentence. Since that the sentence can be called as a clause, besides a sentence commonly contains clause. Clauses can be characterized into several concepts, such as: (1). Noun clause; a clause that does the work of a noun, for example: we expect that we shall get a prize. (Expect what?). (2). Adjective clause; one that does the work of a adjective, such as: we like a story which ends happily. The slashed described the story. (3). Adverb clause; a clause that does the work of an adverb, such as: the students went home when schools was over. The slashed word modifies about time. According to Silaiman (2004:78-80), sentence may be identified into three great classes, they are: 1). Simple sentence, 2). Compound sentence and 3). Complex sentence. 8

In the term of sentence, clause may have close relationship with it. There are two kinds of clause, independent clause and dependent clause. In this case, the writer analyzed about relative clauses which and who. 2.3 Relative Clause In the term of relative clause, a sentence or a clause is being important thing because it might be meaningful. It actually has position and a function in a sentence. Manurung (2005:1) writes: A clause is a group of words contains the main subject or a verb. An independent clause is a complete sentence. It contains the main subject and verb of sentence. A dependent clause is not complete sentence. It must be connected to an independent clause. Furthermore, an adjective clause is dependent clause which modified a noun. It describes, identifies or further information about a noun. An adjective clause is called a relative clause, because the clause is an adjective. It is positioned directly after the noun is described. Indeed, relative clause tells us which person or thing (or what kind of person or thing) the speaker means. 2.4 Using Words which and who as Relative Clause The words which and who indicate relative clause. They are also called relative pronoun. The relative pronoun acts as the subject and introduce object in a sentence. Moreover, those words above have each function as well. In writing, who is used for people and which for things.

For example; The radio which I sold last night was very old. The girl who is standing in front of the audience is my daughter. In the first sentence, word which acts as the subject. It certainly explains the radio while another sentence introduces object. In the case the use of who explains the girl. 2.4.1 Subject Relative Clause A subject relative clause follows a noun or pronoun. It describes and gives more information about the noun or pronoun. A subject relative clause is a dependent clause. It describes a noun or pronoun occurring in the independent clause. Independent clause I prefer vacations We have a classmate Dependent Subject Relative Clause Which are very relaxing Who took a trip to Bali

Furcy and Menasche (1993:93) assert that: sometimes the subject relative clause appears within the independent clause. Look at the example as follow: Beginning of Independent Clause The travel agent Places Dependent Subject Relative clause Who sold me the ticket Which are very quite Completion of Independent Clause Is very efficient Attract some vacationers

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Furthermore, they note that a subject relative clause can describe a noun or pronoun which is either the subject or the object in the independent clause. 2.4.2 Object Relative Clause An object relative clause is a dependent clause describing a noun or pronoun in the independent clause. The object relative clause follows the noun or pronoun. It describes and gives more information about the noun or pronoun. It describes and gives information about the noun or pronoun. Independent clause My sister likes the sweater I talk to everyone Dependent Object Relative Clause Which I give her Who (m) you invited to the wedding

Just like the previous explanation, the object relative clause sometimes appers within the independent clause also (Furcy and Menasche; 1993:16). Look at the example below: Beginning of Independent Clause The suit Dependent object of Relative Clause Completion of Independent clause

Which my mother bought Doesnt fit me me

The students

Who (m) we met at the Were very nice shop

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Need to note that the object relative clause can describe a noun or pronoun which is either the subject or object in the independent clause. 2.5 Reading Reading is one of four language skills that the students should have in learning English. Pallawa (2006: 12) argues: Reading is not only a passive skill but also as an active skill. When the student read the text, they must simultaneously be able to recognize structural clues by finding out the indicators of word classes and of the person and tense the verb. Student can identify the structural points by reading a text. In the text, there are parts of speech than can be paid attention. So, teaching grammar can be facilitated by reading a text. The writer was more interested to use explanation text to teach the students about relative clause which and who rather than any other kinds of texts because explanation text state phenomenon. It tells sequence of explanation. Its better for students who want know more about the fact or even especially in nature and society. So, the writer expected that the student will be interested in learning English by reading explanation texts, the student would be expected be able in identify relative clause which and who, that is found in the texts. By using the explanation text, it would easy for the student to identify relative clause which and who that is used in the texts are in simple present tense form.

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2.6 Explanation Text Commonly, explanation texts are stating phenomenon. Explanation text is a text which tells processes or relating to forming of natural, social, scientific, culture phenomena. Its to say why and how about the forming of the phenomena. It is often found in science, geography and history text. Using phenomenon in facilitating students to learn English will be a challenging activity. It is an explanation intended to exhort (meaning argue or persuade) a person to act a certain way. Typically it is associated with religious text or sermons where for example, an author explains a passage from a scripture is being a massage indicating that the reader or listener should behave a certain way.

(http://en.Wikipedia.Org/Wiki/Explanation Text. August 2010). From the definition above, we learn that explanation contains a series of assurances that relate each other and aim to give moral massage to readers. 2.7 Teaching Relative Clause which and who by Reading Explanation text In the previous page, Pallawa (2006:12) explained that students can find out structural clues by reading a text as the medium to teach the students to identifying relative clause which and who. Teacher needs to find an interesting teaching devise so that the students will not get bored in learning grammar. Nuhung (2007:39) asserts: Teaching language components can be done by exploiting a reading passage to teach structure, vocabulary and pronunciation. Therefore, by reading one passage, the teacher can design a variety of teaching

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activities, which employ the communicative approach. For example, students can be asked to identify certain verb tenses in the passage and explain how they function. From the definition above, it has been known that a passage, in this case, an explanation text, can be designed to teach relative clause. In the text, there are many parts of speech that students can be analyze, such as nouns, verbs, pronouns, preposition and so on and so forth. In this research, the writer specified to focus on words which and who as pronoun to be identify in the explanation text. The students would be asked to find out the subject of a sentence (clause). It would be only done as an extra activity to add the students knowledge since based on the scope of research in chapter I, the writer employed a method, namely reading explanation text. The students identified some words in called relative clause (pronoun) such as which and who, by reading the explanation text.

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CHAPTER III METHOD RESEARCH 3.1 Research Design In conducting this research the writer used pre- experimental research, pre-test and post-test control group design by Arikunto (2006:85). The writer conducted this research to prove the use of reading explanation texts can improve the ability of grade twelve students of SMKK Ponpes Al-Khairaat Pusat Palu in identifying relative clause. The design of the research can be seen as follow:

01

02

(Arikunto, 2006:85) Where :x O1 O2 : treatment : pre-test : post-test

3.2 Population and Sample 3.2.1 Population The population of this research was grade twelve students of SMKK Ponpes AlKhairaat Pusat Palu. The students consisted of 15 students.

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3.2.2 Sample The sample of this research was chosen from the number of the population through total sampling technique. 3.3 Research Variable In describing the variable of the study, the writer used independent and dependent variable. Creswell (2005:121) explain, A dependent variable is an attribute or characteristic that is dependent on or influenced by the independent variable, while the independent variable is an attribute or characteristic that influences or affects an outcome or dependent variable. In this case , the ability of grade twelve students of SMKK Ponpes Al- Khairaat Pusat Palu in identifying relative clause which and who was considered as the dependent variable, while reading explanation texts was considered as the independent variable. In other words, it can be seen clearly that students ability to identify relative clause which and who depend on reading explanation texts. 3.4 Procedure of Data Collection The way to get accurate data to support to successfulness of this research should be plan before using sequence of instrument. There were two kinds of instruments that were used in collecting the data namely non- test and test. In this case, the writer only used one instrument to help her collect the data. The instrument was test. There

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were two tests was applied in this research; pre-test that was be done before the treatment and post-test that was be done after the treatment.

3.4.1 Pre- test In pre- test, the writer gave the students three kinds of tests. Here was the scoring system of the test. Table 1 The Scoring System No 1.a Kinds of Tests Identifying relative clauses which and who in an explanation text. Classifying the sentences into the appropriate columns. Combining sentence by using relative clause which and who Making sentence by using the relative clause which and who Total 5 2 10 Number Of Test Score of each Correct items 1 Maximum Score 5

b. 2.

10

30

5 20

15 60

3.4.2 Treatment After analyzing the data obtained from the pre- test the writer gave the students a treatment. Here was the procedure of the treatment.

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Table 3.2 Teacher and students activities Activities Topic Teacher Students 1. Answering the questions.

Action to Reduce 1. Asking some questions to Global Warming the students about the topic. (1st meeting) 2. Distributing the text entitle Action to Reduce Global Warming. 3. Giving time to the students to read the explanation text. 4. Reading the explanation text to the students. 5. Asking some questions related to the explanation text; about the cause and effect, the moral massage, etc. 6. Giving time to the students to do exercise 1. 7. Asking some students to do the exercise on the whiteboard. 8. Discussing about the exercise. 9. Explaining about the relative clause which and who. 10.Distributing an empty table with two columns (for independent and dependent clause for each student. 11.Asking the students to identify relative clause

3. Reading the explanation text silently. 4. Paying attention to the explanation text. 5. Answering the questions.

6. Doing he exercise. 7. Doing the exercise on the whiteboard. 8. Discussing exercise. about the

11. Identifying relative clause which and who in the

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which and who in the test text and deciding either and describe either the the sentence independent sentence independent or or dependent clause then dependent clause in order to locating them into the locate them into the appropriate columns. appropriate columns. 12.Asking the students to fill 12. Filling the table on the the table on the whiteboard. whiteboard. 13.Discussing about the 13. Using about the relative relative clause which and clause which and who who in the table. in the table. 14.Giving time to do the 14. Doing the exercise. exercise 2. 15.Asking some students to do 15. Doing the exercise on the the exercise on the whiteboard. whiteboard. 16.Discussing about the 16. Discussing about the exercise. exercises. 17.Concluding the material that has been discussed. 18.Distributing the explanation text that will be discussed in the next meeting (kinds of vacation). Kinds of Vacations 1. Asking some questions to (2nd Meeting) the students about the topic that will be discussed. 2. Asking some students to read the explanation text. 3. Asking some questions related to the explanation text, about the benefits or else. 4. Giving time to the students to do the exercise. 5. Asking some students to do the exercise on the whiteboard. 6. Discussing about the exercise. 7. Explaining about the 1. Answering the questions. 2. Reading the explanation text silently. 3. Answering the questions.

4. Doing he exercise. 5. Doing the exercise on the whiteboard. 6. Discussing exercise. about the

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relative clause which and who. 8. Distributing an empty table with two columns (for independent and dependent clause for each student. 9. Asking the students to identify relative clause which and who in the text and deciding either the sentence independent or dependent clause in order to locate them into the appropriate columns. 10.Asking the students to fill the table on the whiteboard. 11.Discussing about the relative clause which and who in the table. 12.Giving time to do the exercise. 13.Asking some students to do the exercise on the whiteboard. 14.Discussing about the exercise. 15.Concluding the material that has been discussed. 16.Distributing the explanation text that will be discussed in the next meeting (House Sale). 17. Giving the students homework. House Sale (3rd meeting) 1. Collecting the students homework. 2. Asking some questions to the students about the topic. 3. Asking some students to read the explanation text. 4. Asking some questions

9.

Identifying relative clause which and who in the text and deciding either the sentence independent or dependent clause in order to locate them into the appropriate columns. 10. Filling the table on the whiteboard. 11 Discussing about the relative clause which and who in the table. 12. Doing the exercise. 13. Doing the exercise on the whiteboard. 14. Discussing about the exercise.

2. Answering the questions. 3. Reading the explanation text silently. 4. Answering the questions.

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5. 6. 7. 8. 9.

10.

11. 12. 13. 14. 15. 16. 17.

related to the explanation text, about the benefits or else. Giving time to the students to do the exercise. Asking some students to do the exercise on the whiteboard. Discussing about the exercise. Explaining about the relative clause which and who. Distributing an empty table with two columns (for independent and dependent clause for each student. Asking the students to identify relative clause which and who in the text and deciding either the sentence independent or dependent clause in order to locate them into the appropriate columns. Asking the students to fill the table on the whiteboard. Discussing about the relative clause which and who in the table. Giving time to do the exercise Asking some students to do the exercise on the whiteboard. Discussing about the exercise. Concluding the material that has been discussed. Distributing the explanation text that will be discussed in the next meeting (Motorist

5. Doing he exercise. 6. Doing the exercise on the whiteboard. 7. Discussing exercise. about the

10. Identifying relative clause which and who in the text and deciding either the sentence independent or dependent clause in order to locate them into the appropriate columns. 11. Filling the table on the whiteboard. 12. Discussing about the relative clause which and who in the table. 13. Doing the exercise. 14. Doing the exercise on the whiteboard. 15. Discussing about the exercise.

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to Face Jail Terms for Using Cell Phones). Motorist to Face 1. Asking some questions to Jail Terms for the students about the topic. Using Cell Phones. 2. Distributing the text entitle (4th meeting) Motorist to Face Jail Terms for Using Cell Phones. 3. Giving time to the students to read the explanation text. 4. Reading the explanation text to the students. 5. Asking some questions related to the explanation text; about the cause and effect, the moral massage, etc. 6. Giving time to the students to do exercise. 7. Asking some students to do the exercise on the whiteboard. 8. Discussing about the exercise. 9. Explaining about the relative clause which and who. 10. Distributing an empty table with two columns (for independent and dependent clause for each student. 11. Asking the students to identify relative clause which and who in the test and describe either the sentence independent or dependent clause in order to locate them into the appropriate columns. 12. Asking the students to fill the table on the whiteboard. 13. Discussing about the 1. Answering the questions.

3. Reading the explanation text silently. 4. Paying attention to the explanation text. 5. Answering the questions.

6. Doing the exercise. 7. Doing the exercise on the whiteboard. 8. Discussing exercise. about the

11. Identifying relative clause which and who in the text and deciding either the sentence independent or dependent clause then locating them into the appropriate columns. 12. Filling the table on the whiteboard. 13. Discussing about the

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relative clause which and explanation text which who in the table. and who in the table. 14. Giving time to do the 14. Doing the exercise. exercise 2. 15. Asking some students to 15. Doing the exercise on the do the exercise on the whiteboard. whiteboard. 16. Discussing about the 16. Discussing about the exercise. exercise. 17. Concluding the material that has been discussed. 18. Distributing the explanation text that will be discussed in the next meeting (Men are from Mars, Women are from Venus). Men are from Mars, Women are from Venus (5th meeting) 1. Asking some questions to the students about the topic that will be discussed. 2. Asking some students to read the explanation text. 3. Asking some questions related to the explanation text, about the benefits or else. 4. Giving time to the students to do the exercise. 5. Asking some students to do the exercise on the whiteboard. 6. Discussing about the exercise. 7. Explaining about the relative clause which and who. 8. Distributing an empty table with two columns (for independent and dependent clause for each student. 9. Asking the students to 1. Answering the questions. 2. Reading the explanation text silently. 3. Answering the questions.

4. Doing he exercise. 5. Doing the exercise on the whiteboard. 6. Discussing exercise. about the

9. Identifying relative clause

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identify relative clause which and who in the text and deciding either the sentence independent or dependent clause in order to locate them into the appropriate columns. 10. Asking the students to fill the table on the whiteboard. 11. Discussing about the relative clause which and who in the table. 12.Giving time to do the exercise 2. 13. Asking some students to do the exercise on the whiteboard. 14. Discussing about the exercise. 15. Concluding the material that has been discussed. 16. Distributing the explanation text that will be discussed in the next meeting (What you need to Know about Drugs). 17. Giving the students homework. What You need to Know about Drugs (6th meeting) 1. Collecting the students homework. 2. Asking some questions to the students about the topic. 3. Asking some students to read the explanation text. 4. Asking some questions related to the explanation text, about the benefits or else. 5. Giving time to the students to do the exercise. 6. Asking some students to do

which and who in the text and deciding either the sentence independent or dependent clause in order to locate them into the appropriate columns. 10. Filling the table on the whiteboard. 11 Discussing about the relative clause which and who in the table. 12. Doing the exercise. 13. Doing the exercise on the whiteboard. 14. Discussing exercise. about the

2. Answering the questions. 3. Reading the explanation text silently. 4. Answering the questions. 5. Doing the exercise. 6. Doing the exercise on the

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the exercise on the whiteboard. 7. Discussing about the exercise. 8. Explaining about the relative clause which and who. 9. Distributing an empty table with two columns (for independent and dependent clause for each student. 10 Asking the students to identify relative clause which and who in the text and deciding either the sentence independent or dependent clause in order to locate them into the appropriate columns. 11. Asking the students to fill the table on the whiteboard. 12. Discussing about the relative clause which and who in the table. 13. Giving time to do the exercise 2. 14. Asking some students to do the exercise on the whiteboard. 15. Discussing about the exercise. 16. Concluding the material that has been discussed. A Lightning Flash (7th meeting) 1. Asking some questions to the students about the topic that will be discussed. 2. Asking some students to read the explanation text. 3. Asking some questions related to the explanation

whiteboard. 7. Discussing exercise. about the

10. Identifying relative clause which and who in the text and deciding either the sentence independent or dependent clause in order to locate them into the appropriate columns. 11. Filling the table on the whiteboard. 12. Discussing about the relative clause which and who in the table. 13. Doing the exercise. 14. Doing the exercise on the whiteboard.

1. Answering the questions. 2. Reading the explanation text silently. 3. Answering the questions.

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text, about the benefits or else. 4. Giving time to the students 4. Doing he exercise. to do the exercise. 5. Asking some students to do 5. Doing the exercise on the the exercise on the whiteboard. whiteboard. 6. Discussing about the 6. Discussing about the exercise. exercise. 7. Explaining about the relative clause which and who. 8. Distributing an empty table with two columns (for independent and dependent clause for each student. 9. Asking the students to 9. Identifying relative clause identify relative clause which and who in the which and who in the text text and deciding either and deciding either the the sentence independent sentence independent or or dependent clause in dependent clause in order to order to locate them into locate them into the the appropriate columns. appropriate columns. 10. Asking the students to fill 10. Filling the table on the the table on the whiteboard. whiteboard. 11. Discussing about the 11 Discussing about the relative clause which and relative clause which and who in the table. who in the table. 12. Giving time to do the 12. Doing the exercise. exercise 2. 13. Asking some students to do 13. Doing the exercise on the the exercise on the whiteboard. whiteboard. 14. Discussing about the 14. Discussing about the exercise. exercise. 15. Concluding the material that has been discussed. 16. Distributing the explanation text that will be discussed in the next meeting (What you need to

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17. Water Lily (8th meeting)

Know about Drugs). Giving the students homework.

1. Collecting the students homework. 2. Asking some questions to the students about the topic. 3. Asking some students to read the explanation text. 4. Asking some questions related to the explanation text, about the benefits or else. 5. Giving time to the students to do the exercise. 6. Asking some students to do the exercise on the whiteboard. 7. Discussing about the exercise. 8. Explaining about the relative clause which and who. 9. Distributing an empty table with two columns (for independent and dependent clause for each student. 10 Asking the students to identify relative clause which and who in the text and deciding either the sentence independent or dependent clause in order to locate them into the appropriate columns. 11. Asking the students to fill the table on the whiteboard. 12. Discussing about the relative clause which and who in the table. 13. Giving time to do the exercise 2.

2. Answering the questions. 3. Reading the explanation text silently. 4. Answering the questions.

5. Doing the exercise. 6. Doing the exercise on the whiteboard. 7. Discussing exercise. about the

10. Identifying relative clause which and who in the text and deciding either the sentence independent or dependent clause in order to locate them into the appropriate columns. 11. Filling the table on the whiteboard. 12. Discussing about the relative clause which and who in the table. 13. Doing the exercise.

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14. Asking some students to do the exercise on the whiteboard. 15. Discussing about the exercise. 16. Concluding the material that has been discussed. 3.4.3 Post Test

14. Doing the exercise on the whiteboard.

After the treatment, post-test was conducted. It was intended to prove whether the students ability in identifying relative clauses which and who could be improved through reading explanation texts and whether the hypothesis was accepted or not. The posttest was the same as the pretest. 3.5 Technique of Data Analysis After doing the treatment, the result of both test and non-test were evaluated. The data of this research were analysed descriptively and statistically. The result of the observation was described descriptively and the test applied was analysed statistically. First of all, the writer computed the individual score of the students by using the formula proposed by Arikunto (1983:240) as follows:

=
Where:

x 10

= Nilai standar X = jumlah yang benar 28

N = Nilai maksimum In order to compute the mean score of the students, the writer used the formula proposed by Best (1981:225) as follows:

Where: X = Mean N = Number of students

x = Sum of scores
After that, the writer computed the mean differences of pre-test and post-test based on the formula proposed by Arikunto (2002:276):

Md = d N
Where: Md = Mean deviation of pre-test and post-test d = Sum of deviation N = Sum of students

Then, the square deviation was computed using the formula proposed by Arikunto (2006:308) as follows:

Where: x2d = Jumlah kudrat deviasi

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After getting the mean of pretest and posttest, the writer analyzed the effectiveness of the treatment in order to know whether the research hypothesis was accepted or rejected. The writer applyied the formula designed by Arikunto (2006:306) as follows:

Where: Md = mean dari perbedaan pre test dengan post test (post test pre test) x2d = jumlah kuadrat deviasi N = subjek pada sampel

The writer tested the hypothesis to prove whether the students ability in identifying relative clause which and who could be improved through reading explanation texts or not. If the t-counted was higher than t-table, it meant that the hypothesis (the students ability in identifying relative clauses which and who can be improved through reading explanation texts) was accepted or there was significant influence. However, if the t-counted was lower than t-table, the hypothesis was rejected or there was no significant influence to the students writing achievement.

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3.6 Testing Hypothesis The writer formulated the hypothesis as follow: The Ha: The use of reading explanation text could improve the ability of grade twelve students of SMKK Ponpes Al-Khairaat Pusat Palu in identifying relative clause which and who The Ho: The use of reading explanation text could not improve the ability of grade twelve students of SMKK Ponpes Al- khairaat Pusat Palu in identifying relative clause which and who

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