THE THIRD YEAR STUDENTS’ ABILITY TO WRITE DEFINITION

BY USING COMPLEX SENTENCES AT ENGLISH DEPARTMENT OF

BUNG HATTA UNIVERSITY

THESIS

By :

JENI WAHIDA ASRAL

1610013121015

ENGLISH DEPARTMENT

THE FACULTY OF TEACHER TRAINING AND EDUCATION

BUNG HATTA UNIVERSITY

PADANG

2021

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 ACKNOWLEDGEMENTS

Alhamdulillahirabbil’alamin. The researcher would like to express her deepest

gratitude to Allah SWT, who has given her blessing, opportunity, health and mercy to finish

writing this thesis. Then sholawat and salam are also adressed to the Prophet Muhammad

SAW. Finally, the researcher could finish her thesis, entitled “The Third Year Students’

Ability to Write Definition by Using Complex Sentences at English Department of Bung Hatta

University”. The aims of this thesis is to fulfill one of the requirements to get S-1 degree at

the English Department, the faculty of Teacher Training and Education of Bunga Hatta

University.

This Thesis could not be completed without a great deal of helping from many people,

especially Dr. Lely Refnita, M.Pd, as the first advisor and Dr. Joni Alfino M.Pd as the

second advisor. They have given their times to guide the researcher in accomplishing this

thesis. Their suggestions and supports are very valuable in finishing this task.

The researcher also expresses her sincere appreciation to Drs. Khairul Harha, M.Sc. as

the Dean of Faculty of Teacher Training and Education, Dr. Syukma Netti, M.Si. as the Vice

Dean, Dra. Ernati, M.Pd. as the Head of English Department, Lailatul Husna, S.Pd., M.Pd.,as

the Secretary of English Department and also all of lecturers who helped the researcher

during learning at the English Department of Bung Hatta University.

Then, the researcher’s special pride is adressed to her beloved parents; Asral Dt.Rj

Mulia S.Pd and Masnida (Almh) for their endless love, care, pray, and motivation, and also to

her beloved brothers; Ayatusyifa Asral and Fahrijal Asral. She also thanks her boy friend Arif

Fadhillah Ahmad S.T, and best friends Rahmalia, Meriza Handayani, Eltrisa Devatura,

Nadhira Arindra, Wahyuni Lidya P, Khalisa Salsa Kirana, Ayulanda Fitri, and Sapto

Wardana for the motivation and support to finish this thesis. The researcher also says thanks

to all of her friends that could not be listed one by one in this thesis.

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 Finally, the researcher believes that this thesis may have several weakness. Therefore,

some comments, suggestions and critisms are expected to come up in order to make this

thesis better.

Padang, February 2021

The Researcher

Jeni Wahida Asral

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 ABSTRACT

Asral, J.W. 2021.The Third Years Students’ Ability to Write Definition by Using Complex

Sentences at English Department of Bung Hatta University.

Advisors: 1. Dr. Lely Refnita, M.Pd.

2. Dr. Joni Alfino, M.Pd

The purpose of this research was to find out the third year students’ ability in writing
definition by using complex sentence at Bung Hatta University. The design of this research
was descriptive. The population of this research was the third year students of English
Department, Bung Hatta University who registered in the academic year 2020/2021. The total
sample members were 23 students, and they were chosen by using total sampling technique.
The instrument used to collect the data was writing test in a form that sent by Whatsapp. The
reliability index of the test was 0.74. It means that the test was reliable.

The result of this research showed that the third year students at the English
Department of Bung Hatta University in general had very good ability in writing definition
by using complex sentences. It was proved that 19 (82%) students had very good ability, 2
(9%) students had good ability, 0 (0%) student or no student had moderate ability, and 2 (9%)
students had low ability in writing definition by using complex sentence. Specifically, 73%
students had very good ability to use grammatical structure, 82% had very good ability to
express correct meaning, and 100% had very good ability to use mechanic in writing
definition by using complex sentences .

Based on the research findings, the researcher suggests to the lecturers to give
students motivation and find the strategies to make students more interested and be easier to
understand about how to write definition by using complex sentence. For the students, the
researcher suggests the students to do more exercises in writing definition by using complex
sentences to improve their ability and knowledge about complex sentence and they also
should focus on the lecturers teaching.

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 TABLE OF CONTENTS

ACKNOWLEDGEMENT.....................................................................................................i

ABSTRACT...........................................................................................................................iii

TABLE OF CONTENTS......................................................................................................iv

LIST OF TABLE...................................................................................................................vi

LIST OF APPENDICIES…………………………………………………….....................vii

CHAPTER I INTRODUCTION

1.1 Background of the Problem ............................................................................................ 1

1.2 Identification of the Problem .......................................................................................... 2

1.3 Limitation of the Problem .............................................................................................. 3

1.4 Formulation of theProblem............................................................................................. 3

1.5 Research Questions ........................................................................................................ 3

1.6 Purposes of the Study ..................................................................................................... 4

1.7 Significance of the Research .......................................................................................... 4

1.8 Definition of Key Terms ................................................................................................ 5

CHAPTER II REVIEW OF RELATED LITERATURE

2.1 Writing ............................................................................................................................ 6

2.2 The Importance of Writing ............................................................................................. 6

2.3 The Components of Writing ........................................................................................... 7

2.4 The Types of Writing ...................................................................................................... 8

2.5 Writing Difficulties ......................................................................................................... 9

2.6 The Factors of Writing Difficulties .............................................................................. 10

2.7 Review of Related Studies ........................................................................................... 11

CHAPTER III RESEARCH METHOD

3.1 Research Design............................................................................................................ 12

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3.2 Population and Sample ................................................................................................. 12

3.3 Instrumentation ............................................................................................................. 13

3.4 The Technique of Collecting the Data .......................................................................... 14

3.5 The Technique of Analyzing the Data .......................................................................... 16

CHAPTER IVFINDINGS AND DISCUSSION

4.1 Findings......................................................................................................................... 18

4.1.1 The Third Year Students’ Ability in Writing Definition by Using

Complex Sentences with Adjective Clause ....................................................... 18

4.1.2 The Third Year Students’ Ability to Use Grammatical Structure in

Writing Definition by Using Complex Sentences with Adjective Clause ........ 19

4.1.3 The Third Year Students’ Ability to Express Correct Meaning in

Writing Definition by Using Complex Sentences with Adjective Clause ......... 20

4.1.4 The Third Year Students’ Ability to Use Mechanic in Writing Definition
by Using Complex Sentences with Adjective Clause ........................................ 21

4.2 Discussions .................................................................................................................. 22

4.2.1 The Third Year Students’ Ability in Writing Definition by Using

Complex Sentences with Adjective Clause ....................................................... 22

4.2.2 The Third Year Students’ Ability to Use Grammatical Structure in

Writing Definition by Using Complex Sentences with Adjective Clause ........ 23

4.2.3 The Third Year Students’ Ability to Express Correct Meaning in

Writing Definition by Using Complex Sentences with Adjective Clause ........ 24

4.2.4 The Third Year Students’ Ability to Use Mechanic in Writing Definition
by Using Complex Sentences with Adjective Clause ....................................... 24

CHAPTER VCONCLUSSIONS AND SUGGESTIONS

5.1 Conclussions ................................................................................................................ 25

5.2 Suggestions ................................................................................................................. 26

REFERENCES ..................................................................................................................... 27

APPENDICES ...................................................................................................................... 28

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 LIST OF TABLES

Table 3.1 : Scoring Criteria ...................................................................................................... 15

Table 3.2 : Students’ Classification Ability ............................................................................. 17

Table 4.1: The Classification of Students’ Ability in Writing Definition by Using

Complex Sentence with Adjective Clause .............................................................. 19
Table 4.2: The Classification of Students’ Ability to Use Grammatical Structure in Writing
Definition by Using Complex Sentence with Adjective Clause ............................. 20

Table 4.3: The Classification of Students’ Ability to Express Correct Meaning in Writing
Definition by Using Complex Sentence with Adjective Clause ............................. 21

Table 4.4: The Classification of Students’ Ability to Use Mechanicin Writing Definition by
Using Complex Sentence with Adjective Clause ................................................... 22

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 LIST OF APPENDICES

Appendix 1: Instrument ......................................................................................................... 28

Appendix 2: The Students’ Score in Writing Definition by Using Complex Sentences

with Adjective Clause From First Scorer.......................................................... 30

Appendix 3: The Students’ Score in Writing Definition by Using Complex Sentences

with Adjective Clause From Second Scorer .................................................... 31

Appendix 4: Calculation of Correlation of theTest in Writing Definition by Using

complex Sentences with Adjective Clause ....................................................... 32

Appendix 5: Students’ Total Score in Writing Definition by Using Complex Sentence

with Adjective Clause ....................................................................................... 34

Appendix 6 : Students’ Ability in Writing Definition by Using Complex Sentence with

Adjective Clause .............................................................................................. 35

Appendix 7 : The Students’ Score to Use Grammatical Structure in Writing Definition by

Using Complex Sentences with Adjective Clause .......................................... 36

Appendix 8 : The Students’ Ability to Grammatical Structure in Writing Definition by

Using Complex Sentences with Adjective Clause .......................................... 37

Appendix 9 : The Students’ Score to Express Correct Meaning in Writing Definition by

Using Complex Sentences with Adjective Clause .......................................... 38

Appendix 10 : The Students’ Ability to Express Correct Meaning in Writing Definition

by Using Complex Sentences with Adjective Clause ................................... 39

Appendix 11 : The Students’ Score to Use Mechanic in Writing Definition by Using

Complex Sentences with Adjective Clause .................................................. 40

Appendix 12 : The Students’ Ability to Use Mechanic in Writing Definition by Using

Complex Sentences with Adjective Clause .................................................. 41

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 CHAPTER I

INTRODUCTION

In this chapter, the researcher discusses the introduction of this research thesis which

consists of the background of the problem, identification of the problem, limitation of the

problem, formulation of the problem, research questions, purposes of the research,

significance of the research, and definition of the key terms.

1.1 Background of the Problem

Communication can be done in two ways: in oral and written forms. When someone

cannot share the ideas by speaking, he or she can use a written form to communicate with

others.Writing is one of four skills of English that has to be mastered by the English learners.

As stated by Nurgiyantoro (2001), writing is the latest skill mastered by the students after

listening, speaking, and reading skills. Writing is a way of thinking and learning. It gives a

unique opportunity to explore ideas and acquire information.

Writing is a medium of human communication that involves the representation of a

language with symbols. While not all languages utilize a writing system, those with systems

of inscriptions can complement and extend capacities of spoken language by enabling the

creation of durable forms of speech that can be transmitted across space and stored over time.

It has also been observed that the activity of writing itself can have knowledge-transforming

effects since it allows humans to externalize their thinking in forms that are easier to reflect

on and potentially rework.

There are some definitions about writing based on the some experts. Gaith (2002)

states that writing is a complex process that allows writers to explore thoughts and ideas, and

make them visible and concrete. Writing encourages thinking and learning. It motivates

communication and makes thought available for reflection when thought is written down,

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ideas can be examined, reconsidered, added to, rearranged, and changed. Moreover, Nunan

(2003) states that writing is the mental work of inventing ideas, thinking about how to

express them, and organizing them into statements and paragraphs that will be clear to a

reader.

Based on experts’ opinion mentioned previously, the researcher concludes that

writing is a process to think deeply and to convey the message to the reader by producing a

sequence of sentences arranged in a particular order and linked together in certain ways.

Definition is a sentence that gives a general explanation about an object, activity,

etc. Definitions are often used in the text of a report and refer to a specific technical or

scientific term. This definition helps the reader to know or understand terms that often appear

in an article. Example : A mosque is a place of worship for muslims (Guru Pendidikan.com).

The ability to write a definition is needed by university students in order to be able

to define a term. This topic is interesting and based on the researcher’s observation it has

never been used as a previous study, so that the researcher was interested in doing the

research on this topic.

1.2 Identification of the Problem

Definition is an explanation of something and it can be written in simple sentences.

Example, cats are four-legged mammals. Besides that, definition can be written in complex

sentences, either complex sentences with adjective clause or complex sentences with adverb

clause. Examples: 1), A doctor is a person who gives medical treatment to people and 2) The

mirror is an object for mirroring, so that the mirror is one of theitems needed. And the last,

definition can be written in a paragraph. Example, a chair is a piece of furniture which may

be used indoors or outdoors. It provides a seat for one person and has a back for support.

Sometimes a chair may have armrests. A chair is portable; it is not fixed permanently to the

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floor or wall. It may be made of wood, metal, or plastic. Some chairs are fully or partially

covered with fabrics (Refnita,2016).

Here are some of the characteristics and structure of the definition sentence

Mypurohith (2020), namely: 1) The definition sentence describes the idea of an object with

regard to classification, part, general meaning, special use or benefit, 2) The definition

sentence describes the properties and characteristics of an object, 3)Definition sentences are

often found in non-official general articles and scientific papers and 4) If the definition

sentence is reversed, it will not change the meaning of the object.

1.3 Limitation of the Problem

Concerning with the identification of the problem as mentioned before, the researcher

limitedher study to analyze the third year English Department students’ ability in writing

definition by usingcomplex sentence with adjective clause at Bung Hatta University.

1.4 Formulation of the Problem

The general problem of this research is, “How is the third year students’ ability to

write definition by using complex sentences with adjective clause at English Department of

Faculty of Teacher Training and Education of Bung Hatta University?”

1.5 Research Questions

In line with the formulation of research problem above, the researcher proposedsome

research questions as follow:

1. How is the third year students’ ability to usegrammatical structure in writing

definition by using complex sentences with adjective clause at English

Department, Bung Hatta University?

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 2. How is the third year students’ ability to express correct meaning in writing

definition by using complex sentences with adjective clauseat English

Department, Bung Hatta University?

3. How is the third year students’ ability to use mechanic in writing definitionby

using complex sentences with adjective clauseat English Department, Bung Hatta

University?

1.6 Purpose of the Study

In general, the purpose of the study is to find out the the third year students’ ability to

write definition by using complex sentences at English Department of Bung Hatta University.

In the specific, the researcher mentionedthe purposes as follows:

1. To find out the third year students’ ability to use grammatical structure in writing

definitionby using complex sentences with adjective clause at English Department of

Bung Hatta University.

2. To find out the third year students’ ability to express correct meaning in writing

definition by using complex sentences with adjective clause at English Department of

Bung Hatta University.

3. To find out the third year students’ ability to use mechanic in writing definition by

using complex sentences with adjective clause at English Department of Bung Hatta

University.

1.7 Significance of the Research

This research is considered as a significant research because its findings provide

information about the ability of third-year English Department students in writing definition

using complex sentences at Bung Hatta University. Hopefully the results of this study will be

useful for researchers, lecturers, and students. This research is expected to be able to provide

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lecturers with information about the ability of English Department students to write definition

using complex sentences.

1.8 Definiton of the Key Terms

In this research, the researcher defines the key terms for each item to avoid

misunderstanding, here as follows:

1) Ability refers to students’ performance to write definition using complex sentences.

2) Writing refers to students works aboutdefinition using complex sentences

3) Definition refers to students terms about jobs, nouns, and places using complex

sentences

4) Complex Sentence is one of grammatical features used by students to define the terms

about jobs, nouns, and places

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 CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher discussed the related reviews and they cover the

definition of writing, the importance of writing, the component of writing, the types of

writing, the writing difficulties, the factors of writing difficulties and review of related

studies.

2.1 Writing

In this point, the researcher will describe the definition, the importance of writing, the

components of writing, and the types of writing.

2.2The Importance of Writing

Writing is one of important skills which have to be mastered by the students because

writing can help them to think critically and deeply to build a good writing. Writing is

necessity component of education, livelihood, and functional basics in our society. By

learning writing, the students will get knowledge how to write effectively, how to express

ideas, how to share their thoughts with anynone else through writing. Harmer (2004: 31-33)

states that there are some the importance of learning writing. Those can be seen in the

following points:

 .Writing is often not time-bound in the way conversation is. It means that in writing

activities the students have longer time to think rather than in speaking activities.

Thus, the students can choose the appropriate word that will be used to express their

ideas. They can also have longer time to check their grammar patterns.

 Writing encourage students to focus on accurate language use because they think as

they write. It may provoke well development as they resolve problems which writing

puts in their mind.

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  Writing has always been used as a means of reinforcing language that has been

taught. Teacher uses writing skill to make a note about recently learnt grammar in

learning process.

 Writing is frequently useful as preparation for some other activities, in particular

when students write sentences. The students are given the time to think the ideas and

asked to write sentence.

 Writing can also be used as an integral part of a larger activity where the focus is on

something else such as language practice, acting out, or speaking. The teacher asks

students to write short dialogues which they will act out.

 Writing is also used in questionnaire-type activities. Students may be asked to design

a questionnaire by asking questions to their friends.

 Writing is also used to help students perform a different kind of activity (in this case

speaking and listening). Students need to be able to write to do these activities.

2.3 The Components of Writing

In writing, we should know the components of writing because it helps you to write

well.

According to Dr.Stephen Wilbers(2000),there are five elements of effective writing:

1. Central Idea. This element of good writing involves focusing on a clear, manageable

idea, argument, or thesis around which to organize your material. It includes selecting

subordinate ideas that support and reinforce your central idea.

2. Organization. This element of writing has to do with coherent arrangement of

material. It involves keeping the reader oriented to the central and subordinate ideas.

Good organization is logical and sequential. It guides the reader between divisions of

the material.

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3. Supporting Material. Explanations, examples, statistics, and quotations make the ideas

and information presented meaningful and memorable for the reader. In exposition,

the role of supporting material is to clarify; in argument, to persuade.

4. Expression, Word Choice, And Point of View. Language is clear, specific, accurate,

and appropriate to the audience, purpose, and material. Variety in sentence structure

and length creates emphasis.

5. Spelling, Grammar, And Punctuation. These elements of good writing counts only

when it’s wrong. Fair or not, your reader will notice your spelling, grammar, or

punctuation only when you make a mistake.

2.4 The Types of Writing

On the types of writing part, researcher found several types of writing from Hitesh

Bhasin (2020) at Marketing91 blog. Writing is a way to express human emotions

andknowledge. Every writer has his/her own style of writing, which reflects his personality.

However, each piece of writing requires different style and tone which can decide on the

basis of the content of the writing. No matter what you write it is very important for you to

stay focused on your purpose of writing. There are mainly four categories in which all

different type of writing fall, which are:

1. Narrative Writing:

The purpose of narrative writing is to tell a story just like a storyteller but in written

form. The story could be a fictional story or a real story. Narrative writing is considered one

of the most difficult styles of writing to write and one of the easiest writing styles for

reading. Because it requires a lot of skills to write a story in such a way that it takes the

reader in the world of the story. Writing stories need great imagination and writing skills to

convey it to the reader.

2. Expository Writing:

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 This type of writing styles is commonly found in textbooks. This types of writing is

used to explain things, people, place, relationship or an idea. Expository writing is used to

provide information about various things, therefore, it is sometimes also referred to as

information writing. In this types of writing, the author provides factual information about a

certain subject rather than voicing his / her own opinion.

3. Persuasive Writing:

The main purpose of this type of writing is to persuade its audience about something.

It includes opinion and a personal point of view of the author. The author should have known

about the other side of the topic so that he can present the strongest information to counter it.

He/she should be able to develop a well-defined and debatable topic.

4. Descriptive Writing:

Descriptive writing is describing things such as characters, places, events etc. in

details. It is like painting a picture in the minds of readers. Descriptive writing is an art of

shoeing something through words. A writer describes everything with respect to all senses.

Through words, he tells you how it looks like, feels like, smells like and sounds like.

Descriptive writing does the job of connecting the outer world with the inner world.

2.5 Writing Difficulties

Like all learning problems, difficulties in writing can be devastating to a student’s

education. Heaton (1975) stated that writing skill is complex and sometimes it is difficult to

teach. Requiring mastery are not only of grammatical and rhetorical devices but also of

conceptual and judgmental elements. As students’ progress, they are increasingly expected to

express what they know about many different subjects through writing. If a student fails to

develop certain basic skills, he will be unable to write with the speed and fluency required to

excel as these demands increase. Indeed, for a student’s struggling with a writing problem,

the writing process itself interferes with learning. Students faced with such difficult odds

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have trouble staying motivated. The basic point that makes writing difficult is the use of

language aspect or ability in written likes punctuation, spelling, grammatical, vocabulary and

so on.

According to Jordan (1997), writing is often confusing with the process of putting

words down on paper in the same structure as an outline prepared with appropriate style and

vocabulary the major ideas arranged in some often on the correction of mechanical and

grammatical errors.

Suyanto(2010) divided the problems that make writing difficult into three

categories. The first is Linguistic Difficulty. Linguistics aspect like grammar, vocabulary,

language use and choice of sentence in writing must have fully monitoring. The second is

Physiology Difficulty, which more focuses on the writer’s difficulty because there aren’t

direct interaction and feedback from the reader when they are writing. This difficulty more

focuses on difficulty in develop written material or content of composition. The third is

cognitive difficulty. Writing has to be thought through formal instruction like spelling,

punctuation, capitalization and paragraphing.

2.6 The Factors of Writing Difficulties

Based on Arifin Muslim (2014) blog, Some of the obstacles felt by students when

writing English are caused by several factors, namely:

1. Internal factors. Internal factors are obstacles that arise from within the students

themselves, for example Students do not have enough vocabulary, students can not read

in the mother tongue.

2. External factors. External factors are obstacles that arise from outside the student,

namely from the teacher himself, such as: The teacher does not provide process writing

for students, so there are no stages that can help students in making their writing. The

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 teacher does not teach writing using appropriate techniques. The teacher does not

provide interesting material or media in students' writing activities.

2.7 Review of Related Studies

Related to this research, there is one previous study which is related to this research.

The research was conducted by Yoga (2016). He found that the third year students’

grammatical error in using correlative conjunction in writing compound sentence at English

Department of Bung Hatta University. The design of this research was descriptive. The result

of this study showed that the third year students at English Department of Bung Hatta

University made grammatical errors in writing compound sentence using correlative

conjunction. It was proved by the fact that there were 49 (90%) errors in omission of s/es as

the third singular person, 57 (106%) errors in omission of ‘be’, and 52 (96%) omission of

correlative conjunction. The third year students made misformation errors in writing

compound sentence using correlative conjunction.

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 CHAPTER III

RESEARCH METHOD

In this chapter, the researcher discusses aboutresearch method that will be usein

this research. Research method contains research design, population and sample,

instrumentation, technique of collecting data, and technique of analyzing data.

3.1 Research Design

The researcher choosed descriptive research. The type of this research is quantitative

research. According to Gay (1987),descriptive research involves collecting data in order to

test hypotheses or to answer questions concerning the current status of the subject of the

study. The researcher choosed descriptive research because this research describes the third

year students’ ability in writing definition by using complex sentences at English Department

of Bung Hatta University.

3.2 Population and sample

The researcher needs population and sample to do the research. According to Refnita

(2018), a population is the group of interest to the researcher, the group to which he or she

would like the results of the study to be generalizable.

According to Refnita (2018) sampling is a process of selecting a number of

individuals for a study in such a way that the individuals represent the larger group which

they were selected.

The population were all of third year students of English Department of Bung Hatta

University who register in academic year 2020/2021.They were in one class, and the total

number of students was 23 students. The reason to choose this population is that theyhad

learned Complex Sentences in Writing Sentence at the 2nd semester, Writing Paragraph at

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the 3rd semester and Advanced Grammar at the 4th semesterat English Department of

Faculty of Teacher and Training of Bung HattaUniversity.

3.3 Instrumentation

The instrument of this research was a writing test because the researcher wanted to

know the third year student’s ability to write twenty definition by using complex sentences.

The time allocation to do the test was 40 minutes.

The criteria of good test are validity and reliability. Muijh, (2004) states that validity

is probably the single most important aspect of the design of any measurement of the

instrument in educational research. As a result, the researcher set this test according to the

curriculum, teaching material, and syllabus. Accordingto Latif, (2011)valid means correct. It

means that when the researcher claims that the result of students writing assessment is valid,

the researchers is convincedthat the writing assessment result correctly reflects the students’

writing skill as distinct from their reading skill, or from their knowledge of vocabulary

The reliability of the language skills assessment results refers to the accuracy of the

results of the language skills assessment in representing the actual skill level of the test

takers(latief, 2011)

According to Anner-self and Schreiber (2011) reliability is the consistency ior

stability of the values, weight, measurement or test scores. To find out the reliability of the

test, the researcher useinter-rater technique. It means that there were two scores (first scorers

and second scorer) to check students’ answers. The first scorer was she researcher herself,

and Ayulanda Fitri was choosed by the researcher as the second scorer because she got good

grade in Grammar and Writing subjects. This techniqueswas to minimize the subjectivity in

scoring.

The researcher used Pearson Product Momentformula to find out the reliability of the

test as suggested byArikunto (2012) as follows:

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 𝒏∑𝒙𝒚−(∑𝒙)(∑𝒚)
𝒓𝒙𝒚=
√{𝒏∑猠𝟐−(∑𝒙)𝟐 }{𝒏∑𝒚𝟐 –(∑𝒚)𝟐}

Where:

r = the coefficient correlation between variable x and y.

n = the numbers of the students who follow the test.

x = the students’ score from the first scorer.

y = the students’ score from the second scorer.

∑xy = total cross product of x and y.

According to Arikunto (2012), the degree of correlation coefficient can becategorized as

follows:

.81 - 1.00 : very high

.61 - .80 : high

.41 - .60 : enough

.21 - .40 : low

.00 - .20 : very low

Based on the result, the correlation of score by the first scorer and the second scorer in

writing definition by using complex sentences with adjective clausewas high correlation . 74

which means that the test is reliable.Arikunto (2012: 89) also says that the test will be reliable

if it has high correlation. If the test has low correlation, it is not reliable.

3.4 Technique of Collecting Data

In this research, the researcher used the procedures to collect the data as follows:

1. The researcher administered the test in 40 minutes.

2. The researcher and the second scorer checked the students’ answers and gave

scores based on certain criteria as stated in the table 3.1.

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 Table 3.1 Scoring Criteria

Component of Criteria Score

Evaluation

Grammmar (form) a. The student uses simple 0.5

present tense in writing verb.

b. The student uses correct 0.5

relative pronoun

c. The student uses correct 0.5

subject-verb-object

agreement in writing

particular characteristics.

Semantic (meaning) a. The student writes the thing 0.5

to be defined.

b. The student writes general 0.5

classs word.

c. The student writes logical 0.5

meaning of definition.

Mechanic The student uses correct 1 (0.33 for each

capitalization, punctuation, and aspect)

spelling

Maximum score for one definition 4

The scoring criteria is based on Jordan’s idea (2007) saying that a definition with

complex sentence has the following construction: thing to be defined (term), verb, general

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class word, relative pronoun, particular charactteristics. For example: A botanist is a person

who studies plants

A botanist = thing to be defined

is = verb

a person = general class word

who = relative pronoun

studies plants = particular characteristics

3.5 Technique of Analyzing Data

To analyze the data, the researcher used descriptive statistics through some steps as

follows:

1. The researcher counted the raw score of each student based on scores given by the

two scorers by using the formula as follows:

𝑆𝑐𝑜𝑟𝑒𝑓𝑟𝑜𝑚𝑡ℎ𝑒𝑓𝑖𝑟𝑠𝑡𝑠𝑐𝑜𝑟𝑒𝑟 +𝑆𝑐𝑜𝑟𝑒𝑓𝑟𝑜𝑚𝑡ℎ𝑒𝑠𝑒𝑐𝑜𝑛𝑑𝑠𝑐਍𝑟𝑒𝑟
Students score = 2

2. The researcher converted the score into Bung Hatta Universitycriteriaby using the

following formula:

𝐒𝐭𝐮𝐝𝐞𝐧𝐭 ′𝐬 𝐬𝐜𝐨𝐫𝐞
𝑪𝑺 = 𝐱 𝟏𝟎𝟎
𝐇𝐢𝐠𝐡𝐞𝐬𝐭 _𝐨𝐬𝐬𝐢𝐛𝐥𝐞 𝐒𝐜𝐨𝐫𝐞

Where:

CS : Converted Score

3. The researcher classified the students’ ability according to the criteria used at Bung

Hatta University, as seen in the table below.

16
 Table : 3.2 Student’s Classification Ability

Score Grade Ability

85-100 A
Very Good
80-84 A-

75-79 B+

70-74 B Good

65-69 B-

60-64 C+
Moderate
55-59 C

45-54 D
Low
< 45 E

4. The researcher countedthe number of students who had very good, good, moderate, and

low ability.

5. The researcher counted the percentage of students who had very good, good, moderate,

and low ability by using formula:

𝑅
𝑃= 𝑋 100%
𝑁

Where :

P = percentage of students in each level of ability.

R = the sum of students in each level ofability.

N = the total students.

6. The researcher described the research results and made a conclusion.

17
 CHAPTER IV

FINDINGS AND DISCUSSIONS

In this chapter, the researcher presents the result of the reseacrh on the second year

students’ ability in writing definition using complex sentnces with adjective clause at English

Department of Bung Hatta University.

4.1 Findings

In this sub chapter, the researcher presents research findings on students’ ability in

writing definition by using complex sentencewith adjective clause.

4.1.1 The Third Year Students’ Ability in Writing Definition by using Complex

Sentence with Adjective Clause

To measure the students’ ability in writing definition by using complex sentence with

adjective clause, the researcher counted students’ scores. The researcher found that the lowest

score was 34 and the highest score was 100 (See Appendix 5). The students’ ability was

categorized as very good if their score was between 80 until 100, good if their score was

between 65 until 80, moderate if their score was between 55 until 64, and low if their score

was the same or lower than 54. Based on these criteria, it was found that 19 students had very

good ability, 2 students had good ability, 0 student had moderate ability and 2 students had

low ability. The percentage of student for each category was shown in Table 4.1

18
 Table 4.1 : The Classification of Students’ Ability in Writing Definition by Using
Complex Sentence with Adjective Clause

Score Criterion Number of Students Percentage (%)

80-100 Very Good 19 82

65-79 Good 2 9

55-64 Moderate 0 0

≤ 54 Low 2 9

Total 23 100

4.1.2 The Third Year Students’ Ability to use Grammatical structure in writing

definition by using complex sentence with adjective clause

To measure the students’ ability to use grammatical structure in writing definition by

using complex sentence with adjective clause, the researcher counted students’ scores. The

researcher found that the lowest score was 10.25 and the highest score was 30, then the

researcher converted the score into converted score and the researcher got the lowest score

was 34.1 and the highest score was 100 (See Appendix 7).The students’ ability was

categorized as very good if their score was between 80 until 100, good if their score was

between 65 until 79, moderate if their score was between 55 until 64, and low if their score

was the same or lower than 54. Based on these criteria, it was found that 17 students had very

good ability, 2 students had good ability, 2 students had moderate ability and 2 students had

low ability. The percentage of student for each category was shown in Table 4.2.

19
 Table 4.2The Classification of Students’ Ability to Use Grammatical Structure in

Writing Definition by Using Complex Sentence with Adjective Clause

Score Criterion Number of Students Percentage (%)

80-100 Very Good 17 73

65-79 Good 2 9

55-64 Moderate 2 9

≤ 54 Low 2 9

Total 23 100

4.1.3 The Third Year Students’ Ability to express correct meaning in writing

definition by using complex sentence with adjective clause

To measure the students’ ability to express correct meaning in writing definition by

using complex sentence with adjective clause, the researcher counted students’ scores. The

researcher found that the lowest score was 3.5 and the highest score was 30, then the

researcher convert the score into converted score and the researcher got the lowest score was

11.6 and the highest score was 100 (See Appendix 9). The students’ ability was categorized

as very good if their score was between 80 until 100, good if their score was between 65

until 79, moderate if their score was between 55 until 64, and low if their score was the same

or lower than 54. Based on this criteria, it was found that 19 students had very good ability, 0

student had good ability, 2 students had satisfactory ability and 2 students had bad ability.

The percentage of student for each category was shown in Table 4.3.

20
 Table 4.3 : The Classification of Students’ Ability to Express Correct Meaningin
Writing Definition by Using Complex Sentence with Adjective Clause

Score Criterion Number of Students Percentage (%)

80-100 Very Good 19 82

65-79 Good 0 0

55-64 Moderate 2 9

≤ 54 Bad 2 9

Total 23 100

4.1.4 The Third Year Students’ Ability to use Mechanic in writing definition by using
complex sentence with adjective clause

To measure the students’ ability to use mechanic in writing definition by using

complex sentence with adjective clause, the researcher counted students’ scores. The
researcher found that the lowest score was 0 and the highest score was 20, then the researcher
converted the score into converted score and the researcher got the lowest score was 0 and the
highest score was 100 (See Appendix 11). The students’ ability was categorized as very good
if their score was between 80 until 100, good if their score was between 65 until 79,
moderate if their score was between 55 until 64, and low if their score was the same or lower
than 54. Based on this criteria, it was found that 23 students had very good ability, 0 student
had good ability, 0 student had moderate ability and 0 students had low ability. The
percentage of student for each category was shown in Table 4.4.

21
 Table 4.4 : The Classification of Students’ Ability to use Mechanic in Writing
Definition by Using Complex Sentence with Adjective Clause

Score Criterion Number of Students Percentage (%)

80-100 Very Good 23 100

65-79 Good 0 0

55-64 Moderate 0 0

≤ 54 Low 0 0

Total 23 100

4.2 Discussions

In this part, the researcher presents the discussions of the researchfindings on students’

ability in writing definition by using complex sentence with adjective clause in Grammatical

Structure, Semantix, and Mechanic.

4.2.1 The Third Year Students’ Ability in Writing Definition by Using Complex
Sentence with Adjective Clause

Based on the result of the research, the researcher found that 82% of students had very

good ability in writing definition by using complex sentence with adjective clause. Related to

the finding, the researcher found that some students still had problems in writing definition

by using complex sentence. Some of them made mistakes in grammar and semantix.Some of

the students did not read the rules well. Some of them only write simple sentence without

adjective clause. As previous chapter discussed, the grammar of a language is the set of rules

that govern its structure. Grammar determines how words are arranged to form meaningful

units (Jeffrey Coghill and Stacy Magendanz,2003). It means that grammar guides us to form

a sentence. If students don’t master grammar well, they can’t write good sentence.Greenbaum

22
and Leech(1982) defined grammar as reference to the mechanism according to which

language works when it is used to communicate with other people.

4.2.2The Third Year Students’ Ability to Use Grammatical Structure in Writing

Definition by Using Complex Sentences with Adjective Clause

Based on the data analysis, some of students have understood how to use grammatical

structure in writing definition by using complex sentence with adjective clause. Some of

students only write simple sentence using word on the box without reading the rules asking

them to write definition by using complex sentence,whereas they had to make two sentences

then combined them with adjective clause. It was proved by the fact that there were 2

students (9%) who had low ability. Acomplex sentence is the combination of two simple

statements which is connected by adjective clause. In this research, the researcher asked the

students to write the complex sentences as a definition and definate the word in the box, there

are 20 words that the students should change to be a definition by using complex sentence.

Here are some examples of students mistakes:

● Where you buy this car?

Actually this sentence is true if we asked them to write simple present tense

(introgative). But because the researcher asked the students to definate the word “Car” in the

box and write it by using complex sentence, so the sentence is not same with the rules.

● My brother wanna be a merchant when he was seventeenth years old.

This sentence is true because the sentence is a complex sentence. but, the student do

not follow the rules to write a definition sentence according to the box “merchant”.

23
4.2.3 The Third Year Students’ Ability to express correct meaning in Writing Definition
by Using Complex Sentence with Adjective Clause

Based on the data analysis, some of students have understood how to express correct

meaning in writing definition by using complex sentence with adjective clause. It was proved

by the fact that 19 (23%) students had very good ability, but some of students did not write

definition like the rules and some of them also did not write logic definition. It was proved by

the fact that there were 2 students (9%) had moderate ability and 2 students (9%) who had

low ability. In this research, the researcher asked the students to write definition based on the

words in the box, there are 20 words that the students should change to be a definition by

using complex sentence, and automatically they should write a logic definition to make the

reader understand.

Here are some examples of students’ mistakes:

● A farmer whom you help tomorrow is my uncle

The correct one is “A farmer is a person who work in ricefield”

The students’ mistake was not write the sentence as a definition sentence by using

complex sentence.

● I go to mosque when pray tarawih

The correct one is “Mosque is the place for muslims for praying”

The student made mistakes are did not write the sentence as definition sentence.

4.2.4 The Third Year Students’ Ability to Use Mechanic in Writing Definition by Using
Complex Sentences with Adjective Clause

Based on the data analysis, all of students have understood how to use mechanic in

writing definition by using complex sentence with adjective clause. It was proved by the fact

24
that 23 (100%) students had very good ability because the research is sentence so it is not

really difficult to use mechanic in writing the research.

Here are some examples of students’ truth :

 Teacher is people who works at school and teach students

 Police is a a person who works on Police Office

25
 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

In this chapter, the researcher draws some conclusions and suggestions about this

research based on the findings that has been discussed previously.

5.1 Conclusions

Based on the results of data analysis that have been discussed in theprevious chapter,

the researcher makes some conclusions of the third year students’ ability to write definition

sentences using complex sentence at English Department of Bung Hatta University. The

researcher makes five conclusions of this study as follows:

1. In general, the ability of the third year students at English Department of Bung Hatta

University to write definition using complex sentence was very good. It was indicated

by the data that 19 of 23 students (82%) had very good ability.

2. The students’ ability to use Grammatical Structure in writing definition by using

complex sentencewith adjective clause was very good. It was proved by the data that

17 of 23 students (73%) had very good ability.

3. The students’ ability to express correct meaning in writing definition by using

complex sentence with adjective clause was very good. It was proved by the data that

19 of 23 students (82%) had very good ability.

4. The students’ ability to use mechanic in writing definition by using complex sentence

with adjective clause was very good. It was proved by the data that 23 of 23 students

(100%) had very good ability.

26
5.2 Suggestions

Based on the conclusions above the researcher would like to purpose several

suggestions.

1. Thenext researchersare suggested to investigate the studentsability to write definition

by using complex sentence with noun clause to see students complete competence in

using complex sentence

2. This current study focused on the students’ ability to write definition of some jobs,

nouns, and places. Therefore, the next research is also suggested to investigate the

students ability to writethe definitionother than some jobs, nouns, and places. It can be

the definition of hobby (fishing, reading, jogging, and etc) or condition (happy, sad,

sick, and etc)

27
 REFERENCES

Anner-Self, K., Schreiber. J. (2011). Educational Research. United States of America : Acid
free paper

Arikunto, Suharsimi, Prosedur Penelitian: suatu pendekatan praktek, Jakarta: Rineka Cipta,
2006.

Bhasin, H (2020) Definition of Writing. www.marketing91.com. (Diakses Tanggal : 16

Agustus 2020)

Gay, L.R,. 1987. An Analysis Translation Procedures on Sony Ericson Live with Walkman
Startup Guide. repository.upi.edu. Universitas Pendidikan Indonesia.

Harmer, J (2004) How to Teach. England: Pearson Education. Hornby, A.S. 1974

J.B Heaton,. 1975. Writing English Language Tests, London: Longman.

Jordan, R.R.(2007). Academic Writing Course: Study Skills in English (Third Edition)
Edinburgh Gate, Harlow, Essex: Longman

Kasihani K.E. Suyanto, English For Young Learners, Jakarta: PT Bumi Aksara, 2010, 3th
Ed.

Latief, M.A,. 2011. Research methods on language learning.library.um.ac.id. (Diakses

Tanggal: 16 Agustus 2020)

Muijs, D. (2004). Doing quantitative research in education with SPSS.www.sciepub.com

London: Sage.

Muslim, A. 2014. Faktor-Faktor Kesulitan dalam Menulis. fkip.ump.ac.id. (Diakses Tanggal :

16 Agustus 2020)

Mypurohith. (2020). Characteristic and structure definition sentence. www.mypurohith.com.

(Diakses Tanggal: 15 Agustus 2020)

Nunan. (2003). Practical english language teaching. New York: Mc Grow Hill.

Pendidikan.com,G.(2014). Pengertian Kalimat Definisi dan Kalimat Deskripsi beserta

contoh. www.gurupendidikan.co.id. (Diakses tanggal : 15 Agustus 2020)

Refnita, L. (2016). Writing from Sentence to Paragraph. Padang: Bung Hatta University.

Wilbers,S (2000). Keys to Great Writing. Amazon. Writer’s Digest Books

White Edward,M. (1986). Teaching and Assessing Writing.

28
Yuniati, Dwi. 2015. The effectiveness of picture word inductive model (PWIM) for
Teaching Writing Recount Text. repository.ump.ac.id. (Diakses Tanggal : 15 Agustus 2020)

29
APPENDIX 1 (INSTRUMENT)

Name :...................................................... .

NPM :.......................................................

Time : 40 minutes

Write a definition for each word below by usingcomplex sentence with adjective clause.

1. Doctor 1. Book 1. Zoo

2. Teacher 2. Handphone 2. Hospital
3. Police 3. Car 3. School
4. Merchant 4. Wallet 4. Bank
5. Farmer 5. Television 5. Market
6. Soldier 6. Pillow 6. Tourism Object
7. Pilot 7. House 7. Mosque

Example :

A doctor is a person who gives medical treatment to people.

Answers:

1.

2.

3.

4.

5.

6.

7.

8.

9.

30
10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

Thank You

31
APPENDIX 2

The Students Score In Writing Definition by Using Complex Sentence with Adjective

Clause From First Scorer

Number of Components of Writing

Total
students Grammar Semantix Mechanic
1 28 26 20 75
2 29 29.5 20 78.5
3 28 29 20 77.5
4 20 25 20 64
5 28.5 30 20 72
6 25 30 20 72.5
7 30 29.5 20 80
8 28.5 29.5 20 78.5
9 27.5 29.5 20 76.5
10 30 30 20 80
11 6 1.5 20 31.5
12 30 30 20 80
13 30 29.5 20 80
14 30 30 20 80
15 19 1.5 20 40.5
16 27.5 28.5 20 77
17 28 28.5 20 72
18 29 4.5 20 79
19 21.5 30 20 69.5
20 14.5 28.5 20 61
21 28.5 28.5 20 76
22 27 29 20 75.5
23 19.5 22 20 53.5

32
APPENDIX 3

The Students Score In Writing Definition by Using Complex Sentences with Adjective

ClauseFrom Second Scorer

Components of Writing
Number of
Total
students
Grammar Semantix Mechanic

1 27 26 20 73
2 27.5 29.5 20 77
3 26 29 20 75
4 20.5 25 20 65.5
5 29.5 30 20 79.5
6 25.5 30 20 75.5
7 27.5 29.5 20 77
8 27.5 29.5 20 77
9 28 29.5 20 77.5
10 29.5 30 20 79.5
11 1.5 1.5 20 23
12 29.5 30 20 79.5
13 28.5 29.5 20 78
14 30 30 20 80
15 1.5 1.5 20 23
16 27.5 28.5 20 76
17 25.5 28.5 20 74
18 6 4.5 20 30.5
19 29.5 30 20 79.5
20 20.5 28.5 20 69
21 28 28.5 20 76.5
22 28.5 29 20 77.5
23 24 22 20 66

33
APPENDIX 4

Calculation of Correlation of The Test in Writing Definition by Using Complex

Sentences with Adjective Clause

Number of The First The Second x² y²

xy
Students Scorer Scorer

1 75 73 5.475 5625 5329

2 78.5 77 6.044.5 6162.25 5929
3 77.5 75 5.812.5 6006.25 5625
4 64 65.5 4.192 4096 4290.25
5 72 79.5 5.724 5184 6320.25
6 72.5 75.5 5473.75 5256.25 5700.25
7 80 77 6160 6400 5929
8 78.5 77 6044.5 6162.25 5929
9 76.5 77.5 5928.75 5852.25 6006.25
10 80 79.5 6360 6400 6320.25
11 31.5 23 724.5 992.25 529
12 80 79.5 6360 6400 6320.25
13 80 78 6240 6400 6084
14 80 80 6400 6400 6400
15 40.5 23 931.5 1640.25 529
16 77 76 5852 5929 5776
17 72 74 5328 5184 5476
18 79 30.5 2409.5 6241 930.25
19 69.5 79.5 5525.25 4830.25 6320.25
20 61 69 4209 3721 4761
21 76 76.5 5814 5776 5852.25
22 75.5 77.5 5851.25 5700.25 6006.25
23 53.5 66 3531 286225 4356
Total 1630 1589 116391 119220.75 116718.5

34
 𝑁∑𝑥𝑦−(∑𝑥)(∑𝑦)
rxy =
√𝑁∑𝑥 2 −(∑𝑥)2 (𝑁∑𝑦 2 −(∑𝑦)2

23 𝑥116.391−(1630)(1589)
rxy =
√(23 𝑥119.220,75−(1630)2 (23 𝑥116.718,5−(1589)2

2.676.993−2.590.070
rxy =
√(2.742.077,25−2656900)(2.684.525,5−2.524.921)

86.923
rxy =
√(85.177,25)(159.604,5)

86.923
rxy =
√13.594.672.397,625

86.923
rxy =116.596,19

= 0,7455046344

= 0,74 (High Correlation)

So, the result that the coefficient correlation of score by the first scorer and the second
scorer in writing definition by using complex sentence is high correlation. 74 it means that
the test is reliable.

35
APPENDIX 5

Students’ Total Score in Writing Definition by Using Complex Sentence

Students’ Score Average Score Students’

Students’ Converted Score
First Scorer Second Scorer (x+y)
Code student’s score x 100
(x) (y) 2 max.score
1 75 73 74 92.5
2 78.5 77 77.75 97.18
3 77.5 75 76.25 95.31
4 64 65.5 64.75 80.93
5 72 79.5 75.75 94.68
6 72.5 75.5 74 92.5
7 80 77 78.5 98.12
8 78.5 77 77.25 96.56
9 76.5 77.5 77 96.25
10 80 79.5 79.75 99.68
11 31.5 23 27.25 34.06
12 80 79.5 79.75 99.68
13 80 78 79 98.75
14 80 80 80 100
15 40.5 23 31.75 39.68
16 77 76 76.5 95.62
17 72 74 73 91.25
18 79 30.5 54.75 68.43
19 69.5 79.5 74.5 93.12
20 61 69 65 81.25
21 76 76.5 76.25 95.31
22 75.5 77.5 76.5 95.62
23 53.5 66 59.75 74.68

36
APPENDIX 6

Students’ ability in Writing Definition Text by Using Complex Sentence

Students’ Score Quality Number of Students Criteria of

Students’ Ability
85-100 A 17 students
Very Good
80-84 A- 2 students
75-79 B+ 0 student
70-74 B 1 student Good
65-69 B- 1 student
60-64 C+ 0 student
Moderate
55-59 C 0 student
45-54 D 0 student
Low
<44 E 2 students
Total Number of Students 23 students

Percentage of the students who have very good ability, good ability, moderate ability, and
low ability.

a. Very Good

𝑅 19
P =T x 100 % = 23 x 100 % = 82%

b. Good

𝑅 2
P =T x 100 % = 23 x 100 % = 9%

c. Moderate

𝑅 0
P =T x 100 % = 23 x 100 % = 0%

d. Low

𝑅 2
P =T x 100 % = 23 x 100 % = 9%

37
APPENDIX 7

The Students’ Score to Use Grammatical Structure in Writing Definition Test by using
ComplexSentence with adjective clause

GRAMMAR Average Score Students’

Students’ Converted Score
First Scorer Second Scorer (x+y)
Code student’s score x 100
(x) (y) 2 max.score
1 28 27 27.5 91.6
2 29 27.5 28.25 94.1
3 28 26 27 90
4 20 20.5 20.25 67.5
5 28.5 29.5 29 96.6
6 25 25.5 25.25 84.1
7 30 27.5 28.75 95.8
8 28.5 27.5 28 93.3
9 27.5 28 27.75 92.5
10 30 29.5 29.75 99.1
11 6 1.5 3.75 12.5
12 30 29.5 29.75 99.1
13 30 28.5 29.25 97.5
14 30 30 30 100
15 19 15 10.25 34.1
16 27.5 27.5 27.5 91.6
17 28 25.5 26.75 89.1
18 29 6 17.5 58.3
19 21.5 29.5 25.5 85
20 14.5 20.5 17.5 58.3
21 28.5 28 28.25 94.1
22 27 28.5 27.75 92.5
23 19.5 24 21.75 72.5

38
APPENDIX 8

Students’ ability to Use Grammatical Structure in Writing Definition by using Complex

Sentence with Adjective Clause

Students’ Score Quality Number of Students Criteria of

Students’ Ability
85-100 A 16 students
Very Good
80-84 A- 1 student
75-79 B+ 0student
70-74 B 1 student Good
65-69 B- 1 student
60-64 C+ 0 student
Moderate
55-59 C 2 students
45-54 D 0 student
Low
<44 E 2 students
Total Number of Students 23 students

Percentage of the students who have very good ability, good ability, moderate ability, and
low ability.

a. Very Good

𝑅 17
P = T x 100 % = 23 x 100 % = 73%

b. Good

𝑅 2
P =T x 100 % = 23 x 100 % = 9%

c. Moderate

𝑅 2
P =T x 100 % = 23 x 100 % = 9%

d. Low

𝑅 2
P =T x 100 % = 23 x 100 % = 9%

39
APPENDIX 9

The Students’ Score to Express Correct Meaning in Writing Definition Test by using
Complex Sentences with Adjective Clause

SEMANTIX Average Score Students’

Students’ Converted Score
First Scorer Second Scorer (x+y)
Code student’s score x 100
(x) (y) 2 max.score
1 27 26 26.5 88.3
2 29.5 29.5 29.25 97.5
3 29.5 29 29.25 97.6
4 24 25 24.5 81.6
5 23.5 30 26.75 89.1
6 27.5 30 28.75 95.8
7 30 29.5 29.75 99.1
8 30 29.5 29.75 99.1
9 29 29.5 29.25 97.5
10 30 30 30 100
11 5.5 1.5 3.5 11.6
12 30 30 30 100
13 30 29.5 29.75 99.1
14 30 30 30 100
15 1.5 1.5 1.5 5
16 29.5 28.5 29 96.6
17 24 28.5 26.25 87.5
18 30 4,5 17.25 57.5
19 28 30 29 96.6
20 26.5 28.5 27.5 91.6
21 27.5 28.5 28 93.3
22 28.5 29 28.75 95.8
23 14 22 18 60

40
APPENDIX 10

Students’ ability to Express Correct Meaning in Writing Definition by using Complex

Sentence with Adjective Clause

Students’ Score Quality Number of Students Criteria of

Students’ Ability
85-100 A 18 students
Very Good
80-84 A- 1student
75-79 B+ 0 student
70-74 B 0 student Good
65-69 B- 0 student
60-64 C+ 1 student
Moderate
55-59 C 1 student
45-54 D 1 student
Low
<44 E 1 student
Total Number of Students 23 students

Percentage of the students who have very good ability, good ability, moderate ability, and
low ability.

a. Very Good

𝑅 19
P = T x 100 % = 23 x 100 % = 82%

b. Good

𝑅 0
P =T x 100 % = 23 x 100 % = 0%

c. Moderate

𝑅 2
P =T x 100 % = 23 x 100 % = 9%

d. Low

𝑅 2
P =T x 100 % = 23 x 100 % = 9%

41
APPENDIX 11

The Students’ Score to Use Mechanic in Writing Definition Test by using Complex
Sentences with Adjective Clause

SEMANTIX Average Score Students’

Students’ Converted Score
First Scorer Second Scorer (x+y)
Code student’s score x 100
(x) (y) 2 max.score
1 20 20 20 100
2 20 20 20 100

3 20 20 20 100

4 20 20 20 100

5 20 20 20 100

6 20 20 20 100

7 20 20 20 100

8 20 20 20 100

9 20 20 20 100

10 20 20 20 100

11 20 20 20 100

12 20 20 20 100

13 20 20 20 100

14 20 20 20 100

15 20 20 20 100

16 20 20 20 100

17 20 20 20 100

18 20 20 20 100

19 20 20 20 100

20 20 20 20 100

21 20 20 20 100

22 20 20 20 100

23 20 20 20 100

42
APPENDIX 12

Students’ ability to Use Mechanic in Writing Definition by using Complex Sentence

Students’ Score Quality Number of Students Criteria of

Students’ Ability
85-100 A 23 students
Very Good
81-84 A- 0 student
76-80 B+ 0 student
70-75 B 0 student Good
65-69 B- 0 student
60-64 C+ 0 student
Satisfactory
55-59 C 0 student
45-54 D 0 student
Bad
<44 E 0 student
Total Number of Students 23 students

Percentage of the students who have very good ability, good ability, moderate ability, and
low ability.

a. Very Good

𝑅 23
P =T x 100 % = 23 x 100 % = 100%

b. Good

𝑅 0
P =T x 100 % = 23 x 100 % = 0%

c. Moderate

𝑅 0
P =T x 100 % = 23 x 100 % = 0%

d. Low

𝑅 0
P =T x 100 % = 23 x 100 % = 0%

43