STUDENTS’ ABILITY IN ANALYZING AMBIGUOUS PERSONAL REFERENCE IN WOMEN’S MURDER CLUB: THE TRIAL NOVEL

This research discussed students’ ability in analysing ambiguous reference in written text. The objectives of this research were to find out students’ ability and the way of the seventh-semester students of English and Literature Department (2016) in analysing the given extracts. The researchers used quantitative and qualitative methods for collecting and analysing data. The data source was the seventh-semester students of English and Literature Department (2016). The researchers used paper test (close-ended and open-ended question) as the instrument to get the data. As the procedure of collecting data, the researchers assessed the students and gave instruction to answer the test. The researchers then collected the paper after the students answered the tests. The researchers used Halliday and Hasan’s reference theory which focusing on personal reference. On preliminary research, the researchers found that 1 student possessed excellent ability, 2 students got good ability, 5 students belonged to fair ability, and 2 students obtained weak ability. As the conclusion, the seventhsemester student of English and Literature Department (2016) had fair ability (67.09) in analysing ambiguous personal references. It was proved by their mean score through the paper test (multiple choice). And the researchers also concluded that analysed the given extracts by 3 ways. Those were by the context, good sense, and guessing. It was proved by their answers got through open-ended questionnaire.

A. INTRODUCTION
nglish and Literature students read texts such as English novels in their leisure. Novel is one of the favourite literature work for the students to enjoy, but it is not rare when students get struggle in identifying the antecedents of some reference items in what they read (novel). The novel's writer knows who or where he is referring to when he is writing, so he will not simply notice that he puts an ambiguous reference. An ambiguous personal pronoun (personal reference) occurs when there are more than one possible antecedents exist. It is stated by Stone (2016:1) that a pronoun takes the place of a noun, but a pronoun must always clearly refer to its antecedent, that is the noun which the pronoun replaces. If the antecedent is unclear, then the sentence will be unclear as well.
Students have been learning personal reference (called as personal pronoun in most of schools) since elementary school and even the college students learn about this subject, but it has never been explained that caused big impact if the reader refers to incorrect antecedent caused by an ambiguous reference item in written text. If the reader gets an incorrect antecedent of the reference item in reading a novel, it will affect the perception of the reader so that misreference and misunderstanding about the story will occur. Nuttal in Puspita (2017:12) categorizes that there are five aspects considered as difficulties often faced by students in understanding a text. One of the difficulty is identifying references. E Volume 6, Number 02, December 2020 364 Pronoun error and ambiguous pronoun are different; pronoun error is when the reference does not match with the antecedent or breaks the pronoun agreements. The reference and its antecedent are already matched in ambiguous reference; the problem is that the reference can be referred to more than one antecedents.
There is also hadith related to the ambiguity in Islam. In the authority of Abu 'Abdullah al-Nu'man bin Bashir (May Allah SWT be pleased with him) who said: Translation: "That which is lawful is clear and that which is unlawful is clear and between the two of them are doubtful (or ambiguous) matters about which not many people are knowledgeable. Thus, he who avoids these doubtful matters certainly clears himself in regard to his religion and his honor. But he who falls into the doubtful matters falls into that which is unlawful like the shepherd who pastures around a sanctuary, all but grazing therein. Verily every king has a sanctuary and Allah's sanctuary is His prohibition." (Almath, 1995:212) Based on that hadith, Nawawiy (Hadith Commentary, 2014) argues that human affairs are divided into three categories. First, there are cases where the halalness is very clear and not vague anymore; such as bread, fruits, oil, and other foods. Also, clearly halal actions, such as speaking, seeing, walking, and other deeds that are clearly halal, and there is not the slightest doubt. Second, there are also cases that are clearly haram. For instance, alcohol, pork, carcass, and urine. Similarly, adultery, lying, and harassment. Third, there are also vague cases that are not yet clear whether it is halal or haram. Therefore, many people do not know these cases, and they also do not understand their legal status. (Nawawiy, Syarah Al-Nawawiy 'Ala Sahih Muslim, Juz 11/27). "Doubtful thing" or "ambiguous" in this hadith talks about something that is not known whether it is halal or haram. Based on the hadith and Nawawiy's argument, the researchers relate them to the research topic that the researchers conducted. The researchers concluded that if Muslims are ordered to avoid something ambiguous in its law because it plunged them into something haram, the same thing can happen in writing.
Ambiguous word in the written text could be big trouble for the reader to catch what the writer of the text meant. Among various studies that can be conducted to shape the interpretation of literary work, the researchers put his interest in students' ability. He is interested in this study because he wants to test the ability of the students if they find ambiguous pronoun in written text.
Further, ambiguous reference can be shaped into different interpretations by different readers or they will shape the same interpretation. Considering that reason, the researchers has the initiative to conduct a research entitled Students' Ability in Analysing Ambiguous Personal Reference in "Women's Murder Club: The Trial" Novel by James Patterson to know the students' ability towards ambiguous personal references in the novel.
Based on the background above, the researchers formulated the research questions as follow: How is the ability of the seventh-semester students of English and Literature Department batch 2016 in analyzing the antecedents of ambiguous personal references in Women's Murder Club: The Trial novel by James Patterson? and How do the seventh-semester students of English and Literature Department batch 2016 analyze ambiguous personal references in Women's Murder Club: The Trial novel by James Patterson?. This research was aimed to find out students' ability in analyzing ambiguous personal reference in Women's Murder Club: The Trial novel by James Patterson. The researchers limited the topic of his research to analyze only one of three reference types which are classified by Halliday and Hasan (1976:43-57) that is personal reference (subject, objective, and adjective pronoun).

B. REVIEW OF LITERATURE
Some previous findings that support and contribute to the topic of students' ability and ambiguous personal reference. The results of the previous finding and the analysis were presented based on the topic. In this section, the researcher took three researches.
There are some related researches to this topic. The first is the research which was conducted by Nilawati (2015) entitled Students' Ability of SMAN 1 Sungguminasa in Using Subordinate Conjunction. The result of her research showed that the students of SMAN 1 Sungguminasa had good ability (78,66) in using subordinate conjunctions. It was proved by the mean score of students obtained through the test in the multiple-choice and fill in the blank. The second research is the research which was conducted by Rivai (2008) entitled Reference Analysis on Azia Yezierska's The Fat of the Land. The result of Rivai's research explained the antecedent of the reference items found in the text based on 3 types of reference which are classified by Halliday and Hasan, those are personal, demonstrative, and comparative reference. The last research is the research which was conducted by Darwis (2011) entitled The Analysis of Anaphora and Cataphora in the Novel "Heist Society" by Ally Carter. As the result of Darwis' research, she found that the anaphoric references which are used in the novel are more dominant than cataphoric reference.
The differences between three of the researches above and the research which was conducted by the researchers that he combined those three topics of the research; students' ability from Nilawati, reference in types from Rivai, and reference in terms by Darwis). Furthermore, no one of those three researches above analyzed students' ability towards ambiguity in reference while ambiguity in the written text could be big trouble for the reader to catch where the writer is referring with the pronoun. Considering that reason, the researcher initiated to conduct a research Novel by James Patterson.

The Concept of Discourse Analysis
Linguists define discourse as text plus the context in which it appears. Discourse has generally been considered by particular linguists as anything beyond the sentence. A text itself can be interpreted in many ways. Bahaziq (2016:112) stated that language could be interpreted differently depending on the context in which the discourse occurs. The word shooting can be implied at least 3 meanings in 3 different aspects. Shooting in football means someone kicks the ball, shooting in photography means someone filming with a camera, and shooting in military means discharge a bullet from a gun. People use language in many different contexts, and understanding those contexts is necessary to understand what the speaker means. Discourse analysis is the approach of analyzing sign, vocal, and written language in use. As stated by Sutherland (2016:x) that discourse analysis means "the study of language in use". McCarthy in Emmiyati, 2015:1) also states that discourse analysis is the way of describing and understanding how language is used. In short, discourse analysis is the observation of the relationship between the text itself and the context.

Text Concept
Text is mostly defined as utterances without context. It contrasts with a discourse that is defined as the text within the context. Petkunaite (2013:6) states if every language consists of linguistic units: text, sentence, clause, word, and morpheme. He further added that this means a group of linguistic units cannot form a text if the relation of them is lack of meaning. Halliday & Hasan (1976:1) use text for the term of discourse. They claimed that "A text may be spoken or written, prose or verse, dialogue or monologue". The collection of words, clauses, and sentences must be tied to each other by meaning to become a text. Sutherland (2016:3) also states that linguists use text to mean "a set of coherent words that present a message". From those definitions, the researchers drew conclusion that text is a set of coherent words that can be speeches by one person (monologue), conversations that include many speakers (dialogue), novel, newspaper, article, journal, and so on which are conveying a message.

Cohesion Concept
All of the words in the text work together, that is, they are coherent, to create a message bigger than any one word on its own. Petkunaite (2013:6) defined cohesion as it exists within a text. Sutherland (2016:4) states that the first thing to consider when looking at what defines a text is to think about how the words in the text are connected in a way that makes it clear that they belong together. Halliday & Hasan (1976:6) state that cohesion is a semantic relation (relation of the meaning) between an element in the text and some other elements. They state that the concept of cohesion is a semantic relation, it is not a structural relation. Cohesion is a part of the language system. Cohesion is a substantial aspect of discourse analysis. Halliday and Hasan organize this concept by classifying it into two big types of distinct categories: grammatical cohesion and lexical cohesion. Grammatical cohesion category is represented in the text by particular features, those are reference, substitution, conjunction, and ellipsis. As explained above, the researchers focused his research only on one type of four grammatical cohesion types that is: reference.

Theory of Reference
Petkunaite (2013:11) claims that reference shows something which is said in preceding or succeeding sentence that is creating cohesion. He also added that reference occurs when several elements are linked in order to avoid re-stating the nouns many times. Bahaziq (2016:112) emphasizes that the most used grammatical devices are conjunction and reference. The researchers focus on discussing reference in this research. M. Bloor & T. Bloor in Bahaziq (2016:113) state that Reference may either be exophoric or endophoric. It is strengthened by the theory from Halliday & Hasan (1976:31) who distinguish general reference into two special terms those are endophoric reference as a term of reference within the text (textual reference), and exophoric reference as a special term for situational reference (contextual reference).
Further Halliday and Hasan distinguish endophora into two different usages, those are anaphora and cataphora. Those which refer back in the text for the interpretation is called anaphoric reference, and those which refer forward in the text for interpretation is cataphoric reference. Exophoric reference is a reference where the interpretation of a text lies outside the text, in the context of a situation which plays no part in textual cohesion. Exophoric reference contributes to the creation of text by linking the language with the context of the situation, but it does not contribute to the integration of one passage with another. In this research, the researchers limited his research only on one type of two special terms of general reference that is endophora.
Three types of reference are classified by Halliday and Hasan, those are Personal, Demonstrative, and Comparative reference. Considering what has been stated above, it can be concluded that reference is a device that is used for pointing to particular objects. The different reference depends on the placement of the object it refers to, whether it is out of or within the text. Three dominants types of reference are to indicate person, demonstrate and compare object.
In this research, the researchers limited his research only in one type of three classifications of reference types that is personal reference. Benner (2004:1) says that every pronoun should refer clearly and unmistakably to one particular noun and that noun is called as the antecedent. He then emphasizes his statement before saying that a pronoun should have only one antecedent (the noun it refers to). Eggenschwiler & Volume 6, Number 02, December 2020 368 Biggs (2001:28) states that personal pronouns represent person, people or things who have different in forms according to the context. Petkunaite (2013:14) strengthened it that personal reference is one of reference items that indicates something which is being referred to by the usage of person, oriented pronouns or adjectives. Sutherland (2016:7) then lately defines personal references are those which are often used for people.
The category of personal includes three classes of personal pronouns, possessive pronouns, and possessive adjectives. The differentiation in terms of traditional categories of person is that between the first and second person (I, you, we include the objective case of each: me, you, us; possessive adjective; my, your, our; possessive pronoun: mine, yours, ours; possessive adjective: my, your, our) and third person (he, she, it, they, one includes objective case: him, her, it, them, one; possessive adjective: his, her, its, their, one's; possessive pronoun: his, hers, theirs).

Theory of Ambiguous Pronoun
Rauf (2014:140) argues that people can express their opinion, ambition, willing, or what they feel through language. But language cannot exist without ambiguity because one word itself can have more than one meaning. A word, phrase or sentence is ambiguous when it can be interpreted in more than one meaning. Sennet (2016:3) states that ambiguity is either speech acts or sentences in which the sentences are used. There is no guarantee that every ambiguous sentence will result in any un-clarity regarding what was expressed or meant by the speaker. There is also no guarantee that unambiguous utterances will result in clear understanding either. Zhang (1998:5) defines ambiguity as expressions that have more than one semantically unrelated meaning. Further, Zhang (1998:8) states that an ambiguous expression has more than one meaning, and they are semantically unrelated. Zhang argues that ambiguity can be eliminated if the ambiguous word occurs in a certain context. Sari (2017:2) states that the importance of studying ambiguity is that to reduce the judgment in which some people are learning the language assess that their friends' interpretation is wrong. Irawan (2009:103) states that the readers will not understand the meaning of the word or sentence if there are too many possible interpretations.
Nuttal (in Puspita, 2017:12) categorized five aspects regarded as difficulties that the students encounter in comprehending a text.

Determining the main idea
The main idea is a complete statement that the writer tells in the topics. In determining ideas, the students hope that they can comprehend the topics that are told in the texts. The students can find the main idea in a specific location such as the first, the middle or the last sentence of a paragraph but it can give the students difficulties finding the main idea because they are confused to get the main idea of the topics and where the main idea located.

Finding Specific Information
Scanning means Seeing quickly through a text to find a particular piece of information in the text. To find out the specific information, the students have to read all of the content of the text.
Sometimes the students have difficulties to differentiate between important and unimportant information in the texts.

Making Interference
The students hope that they will understand what the topic is and they can find the conclusion in making an inference. Therefore, sometimes it gives the students difficulties to make inference because the meaning of the statement is not implied in the text.

Identifying Reference
Reference is the relationship between a grammatical unit (usually a pronoun). Pronoun refers to another grammatical unit such as noun or noun phrase (Rainbolt and Dwyer in Puspita: 2017).
Identifying reference can make the students understand the pronouns in the sentences whether the pronouns are used to show the place, people or situation.

Understanding the Meaning of Word
Vocabulary is a major component that is fundamental in the reading process for the students.
Therefore, unfamiliar vocabularies in the text should be mastered before reading the material so the students can understand the texts.
Based on the theory above, one of the difficulties that may occur in comprehending text is identifying reference. Most people are not conscious about Linguistics which is not considered whether right or wrong. What they must realize is that the way of language is appropriate or not in use. Sagi & Rips (2014:1) emphasize that statement by saying that readers and listeners who face pronouns are sometimes given antecedents' choices. When the pronouns and the antecedents span separate sentences, two or more antecedents can each produce grammatical discourse, and the reader must use semantic and contextual clues to find out which is right.
Stone (2016:1) also states that "A pronoun takes the place of a noun, but a pronoun must always refer clearly to its antecedent, which is the noun that the pronoun replaces. If the antecedent of the pronoun is unclear, then the sentence will be unclear as well. An ambiguous pronoun occurs when more than one possible antecedent exists". In the conclusion, ambiguity occurs when a word or bigger element can be interpreted to more than one meaning or when the interlocutor or the reader can not directly get the point of what the speaker or the writer is talking about. Getting the real meaning of ambiguity in the written text will be more difficult than getting real meaning in spoken language. If the interlocutor is listening to the speaker and he finds an ambiguous word or sentence, the interlocutor can directly ask about it to the speaker to get feedback. Even more, the Volume 6, Number 02, December 2020 370 speaker can support his sentence with body language to make his sentence clearer. The obstacles in written text, both direct feedback and body language cannot be got.
Pronoun error and ambiguous pronoun are different, pronoun error occurs when the pronoun breaks the pronoun agreements where the reference agrees to the antecedent in point of view, number, and gender. For instance: Tasbih wants to borrow my pen, but I need them too.
In the case of the sentence above, them is the reference and pen is the antecedent. It is called error because pen is singular, while them (reference of pen) is plural. The antecedent and the reference must be matched, if the antecedent is plural, so is the reference. If the antecedent is singular, so is the reference. The correction of the pronoun error above can be: Tasbih wants to borrow my pen, but I need it too.
The reference and its antecedent are already matched in ambiguous reference. The problem is, the reference can be referred to more than one antecedents. It could give so much confusion for the reader in getting what the writer really meant. Students have been learning personal reference (called as pronoun in most of schools) since elementary school and even the college students learn about this subject, but it is never being explained that how substantial the impact in putting an ambiguous reference item in written text. In reading a novel, if the reader gets a wrong antecedent of the reference item, it will affect the perception of the reader so that misunderstanding about the story will occur. Eggenschwiler & Biggs (2001:36) gives some other instances for ambiguous pronoun reference as follow: The counsellor was speaking to Dave, and he looked unhappy. Eggenschwiler (2001:36) questions that "who looked unhappy in the sentence above? the counsellor or Dave?". Eggenschwiler then shows the second sentence as follows: After the girls left the hotel rooms, the maids cleaned them.
Eggenschwiler describes that in the second instance, the reader's good sense tells him or her that the maids cleaned the rooms and didn't clean the girls. According to him, the reader can figure out which antecedent is represented by the pronoun by relying on the context or using a good sense when facing ambiguous personal pronoun. But sometimes in some circumstances, the reader couldn't rely on the context or him or her good sense to help him or her figure out which antecedent is represented by the pronoun. And what about the first sentence? No clue exists as to whether the counsellor or Dave looked unhappy. This theory is emphasized by the statement from Sagi & Rips (2014:1) in their theory, that the readers who face ambiguous pronouns must use semantic and contextual clues to find out which is right.

Rauf and Amanda, Students' Ability in Analyzing…
371 Eggenschwiler & Biggs (2001:37) gives the solution that the problem above can be solved in various ways, including changing the structure of the sentence or eliminating the pronoun. He added that be sure to read the sentence carefully to make sure that ambiguity is avoided. Irawan (2009:104) also says that ambiguity needs to be thought deeply, exposed and eliminated. Further, it is stated also by Wakhidah (2018:2) that some possible ways to disambiguate ambiguous sentence are by paraphrasing, adding preposition, and using pictures.

C. METHOD
The researchers used mixed method in this research. Creswell (2014:43) defines that mixed methods is the combination or integration of quantitative and qualitative research. He added that quantitative data commonly consists of close-ended responses, for instance, a questionnaire. While he defines that qualitative data contains open-ended without prearranged responses. The researchers used quantitative method to show students' scores. As Sugiyono (2013:7) states that the quantitative method is a research method where the data are in the form of numbers and analysis using statistics. Then, the researchers used qualitative method to interpret students' reasons in analyzing the test.

Respondents
The population of this research were active English and Literature seventh semester students

Instruments
The researchers applied the instruments to collect the data were both open-ended question and close-ended question (Creswell, 2008: 225). The paper test used by the researchers contained 2 parts, they were close-ended question and open-ended question. The researchers used closeended (multiple choices) to get the students' answers. The researchers also used open-ended to find out the way of the students analyzed the test so the collected data would be more accurate. It Volume 6, Number 02, December 2020 372 is in line with the argument from Creswell (2014:239) that in open-ended question, the researchers asking general question the respondents which allows them to provide their views freely.
The researchers applied free response question (Creswell, 2014: 239) to let all respondents deliver their answer freely based on what they think and what they know in which will rise vary answers. The researchers gave the identification text which consists of 14 items which each of them contains ambiguous personal pronoun. The extracts were taken from Women's Murder Club: The Trial novel by James Patterson based on the theory of ambiguous pronoun by Eggenschwiler (2001). The researchers put the extracts randomly. The contents of the test developed by consulting it with the lecturers who are specialists in the related subject.

Procedures
The test and interview process were done face to face. Before conducting the test and the interview, the researchers firstly asked for the respondent's right time, so then the atmosphere of the interview would be better so that the data obtained will be more complete and accurate, as suggested by Sugiyono (2013:141) that made the researchers held the test and interview at different times for each respondent. The researchers used these following steps in collecting the data by distributing the question sheets to the students, Explaining and giving the instruction for the students to answer the test, and, interpreting all of the collected data.

Data analysis
The researchers analyzed the data using quantitative and qualitative method. Total of the students (Ananda, 2018:72) The researchers used a formula below to find out the 4 levels of criteria of student's ability:

D. FINDINGS AND DISCUSSION
The results were presented as data descriptions that were taken from 10 students of the seventh semester of English and Literature Department batch 2016. There are 2 types of data that had been applied in this research. The data were taken using multiple choices and fill in the blank.
All data from tests 1 and 2 are presented in this part. The students' ability of the seventh-semester The researchers presented the result about students' ability in analyzing ambiguous personal reference found in Women's Murder Club: The Trial novel by James Patterson and the way the students analyzed the extracts. The researchers firstly showed the overall score of the students in a table, then the table was described into some extracts with description. At last, the researchers accumulated the overall score obtained by the students by decreasing some scores of some students due to their wrong reason. The researchers used 2 types of instruments that were multiple choices to ease the students find the possible antecedents, and fill in the blank which was used to get the reason of the students in choosing the antecedents. The reason gave by the students showed the way they analyzed the ambiguous pronoun in each extract.
The researchers used some abbreviations, they are: Volume 6, Number 02, December 2020 374 R5  C  C  C  C  C  C  C  I  C  I  C  I  C  C  78.5   R6  C  I  C  C  I  I  C  C  C  I  C  I  I  C  57.1   R7  I  I  I  C  I  I  C  I  C  I  C  I  I  C  42.8   R8  I  C  I  C  I  I  I  I  C  I  C  C  C  I  50   R9  I  I  I  C  C  C  I  C  C  I  C  C  C  C  64.2   R10  I  C  C  C  I  I  C  C  C  C  C  C  C  C  78.5   50%  80%  40%  100%  30%  40%  80%  60%  100%  40%  100%  70%  50%  100%  67.09   Table 1. Score Obtained by the Students The table shows the overall result of the students' answers whether they answer the correct or incorrect antecedents. The table shows that the ability of the seventh-semester students had fair ability (67.09) in analyzing pronoun in 14 given extracts. By seeing their reasons in choosing their answers, some of the students were detected as guessing (answering the extract correctly but giving wrong reason and even not giving any reason). Then in the preceding, the table is described into some extracts with the reasons of the students who answers the correct antecedents.
"Call came in to 911 about ten minutes ago," Conklin said as we tore up California Street. "A kitchen worker said he recognized Kingfisher out in the bar. He was still trying to convince 911 that it was an emergency when shots were fired inside the club." From 10 respondents, 5 students chose kitchen worker and the other 5 students chose Kingfisher as the antecedent of the pronoun he in the extract above. It is found that 50% of respondents refer the pronoun he incorrectly to Kingfisher which means that they are confused by the existence of the ambiguous personal reference he which can refer anaphorically whether to kingfisher or kitchen worker. The respondents had poor ability (50%) in analyzing the pronoun he in the extract 1 because their average score in this extract is in the interval between 10-55.
After reading the respondents' reason in choosing the antecedent, the researchers found that the respondents' who answered the correct antecedent, they were R1, R2, R3, R5, and R6. They gave their reasons that previous sentence explained kitchen worker is referred by the pronoun he. Specifically, R1 gave a reason that "he refers to kitchen worker because the one who was trying to convey the incident was kitchen worker". It can be seen that generally, the respondents analyzed the pronoun he contextually by saying that the incident was conveyed by kitchen worker.
Richie yanked the wheel hard left to avoid an indecisive panel truck, then jerked it hard right and took a turn onto Sansome.
There were 8 students who chose the wheel as the antecedent of it correctly from 10 students in total, the 2 rest of the respondents chose the correct antecedent that is panel truck. The finding shows that 80% of the student can refer the pronoun it correctly to the wheel where the pronoun it can refer anaphorically whether to the wheel or panel truck. The respondents had good ability

Percentage of Correct Answer
(80%) in analyzing the pronoun it in the extract 2 because their average score in this extract is in the interval between 76-85.
The students who answered the correct antecedents were R1, R2, R3, R4, R5, R7, R8, and R10. Most of them gave a reason that it refers to the object that is the wheel, so it is the pronoun of the wheel. Specifically, R5 gave a reason that "the first sentence in the extract above shows an action to the wheel". That reason means that most of the students analyzed the extract 2 contextually by seeing the structure of the text.
There was 1 student who answered the correct antecedent at the extract 2 but gave the incorrect reason, that was R7. The R7 gave the reason for choosing the wheel as the antecedent of the pronoun it was that because the wheel was the subject which would be replaced by the pronoun. It seems that the R7 analyzed the pronoun it in extract 2 through the context. Obviously, the R7 correctly analyzed that the pronoun it refers to the wheel but she was wrong by determining the position of the word the wheel as the subject. As a matter of fact, the wheel in extract 2 stands as an object. R7 seems to need to study more about the classification of pronouns.
There were also one student (R3) answered the correct antecedent but didn't gave any reason in choosing the antecedent.
Shooters inside the Vault were using the granite doorframe as a barricade as they leaned out and fired on the uniformed officers positioned behind their car doors.
From 10 respondents in total, 6 of them chose shooters as the antecedent of the pronoun their. As a matter of fact, the correct antecedent is uniformed officers. This result shows that 60% of the students were confused by the existence of the ambiguous pronoun their where it can refer anaphorically to shooters and uniformed officers. The ability of the respondents in analyzing pronoun their in this extract was fair (60%) because their average score is in the interval between 56-75.
Regarding the reason of the students who answer the correct antecedent, that are R1, R5, and R10. Generally, they said that the ones who positioned behind the car were the officers, as stated specifically by the R1 that the shooters used granite doorframe as barricade and the ones who positioned behind the car were the officers. It means that generally, the students analyze the pronoun their according to the context by saying that the ones who positioned behind the car were the officers.
There was also 1 student who chose the correct antecedent in extract 3 but stated the wrong reason. The student was R5, she stated that the pronoun their refers to officers because of the position of the word "barricade" in the second sentence which stands as a subject from uniformed officers. That analysis was wrong, the subject of the officers in the extract 3 is the pronoun they which refers Volume 6, Number 02, December 2020 376 to shooters which stands as the subject. In that case, the researchers assumed that R5 might answer extract 3 by guessing.
Based on the data in findings, the researchers found that the seventh-semester students of English and Literature Department batch 2016 analyzed ambiguous pronoun reference in the given extracts by using 3 ways, they were context, good sense, and guessing. While Eggenschwiler (2001:37) in his theory mentioned two ways only, they are by relying on the context or using a good sense.
As the result, it was found that the students who analyzed the pronoun correctly were the pronouns and the antecedents span separate sentences, two or more antecedents can each produce grammatical discourse, and the reader must use semantic and contextual clues to find out which is right. On the other hand, it was found that there were students who answered an extract correctly but the student gave the wrong reason and that is determined that the student answered the extract by guessing.
Through this research, the researchers got some other findings from the discussion above, as follow: a. There were 2 students answered the correct antecedent but giving the wrong answer.
The factor was because the students were lack of knowledge or a minor understanding of the classification of pronoun whether it is subject or object, b. There was a student answered the correct antecedent but had no idea of the reason for choosing the antecedent, and that is classified as guessing.
The students' score showed that the mean score they got through the test was 67.09, but it could be assumed that their ability is quite below of that score because of the fact found that some students answered the correct antecedent but gave the wrong answer, and another fact that there was student answered the correct antecedent but didn't give any reason of choosing it. That facts prove that the score they obtained doesn't represent accurately their true ability in determining ambiguous personal references in Women's Murder Club: The Trial novel by James As a matter of fact, the reader should not have to struggle in identifying the antecedent of a pronoun. The writer is the one who must make the pronoun reference refer clearly to its antecedent in his writing, he must read his sentences carefully to make sure that he has avoided unclear pronoun reference.
The reader should not have to struggle in identifying the antecedent pronoun. The writer is the one who must make the pronoun reference refer clearly to its antecedent, he must read his sentences carefully to make sure that he has avoided unclear pronoun reference. Some experts had given some ways to resolve that problem. Eggenschwiler (2001:37) himself states that we can solve the ambiguity problem by changing the sentence structure or eliminating the pronoun. The result was in line with Sennet's (2016:3) statement which states that there is no guarantee that every ambiguous sentence will result in any unclarity regarding what was expressed or meant by the speaker. There is also no guarantee that unambiguous utterances will result in full univocal clear understanding either. The result was also in line with the theory stated by Nuttal in Puspita (2017: 12-14) who categorizes that there are five aspects considered as difficulties often faced by students in understanding a text. One of the difficulty is identifying references.

E. CONCLUSION
The seventh-semester students of English and Literature Department batch 2016 (AG 1-6) had fair ability in analyzing ambiguous reference. It is based on the mean score of the students obtained through the multiple-choice. Their score was 65.2 where it was in the interval between 56-75. It could also be seen that 1 student possessed excellent ability, 2 students got good ability, 5 students belonged to fair ability, and 2 students obtained poor ability. The findings also showed that the respondents gave varied reasons in analyzing ambiguous pronoun reference even though they chose the same answer. From that findings, the researchers also concluded that in analyzing ambiguous personal reference, the respondents answered the extracts in 3 ways, they were by analyzing it contextuality, analyzing it by relying on their good sense, and analyzing it by guessing.
The proof that there was a student who answered the extract by guessing, they were R3 and R8 who chose the correct antecedent but had no reason in choosing their answer.
This research is still far from perfect. Besides having many weaknesses, of course, this research has also its own potency compared with the research which was conducted by Nilawati Nilawati in her research only used quantitative method that was less effective because the Volume 6, Number 02, December 2020 378 respondents might have a big potential to answer the questionnaire by guessing. For that reason, the researchers in this research used 2 types of research methodologies that were quantitative and qualitative. The researchers used quantitative method to get students' answer, then he used quantitative method to know the way of the respondents analyzing the extracts. It is not so accurate measuring the students' ability just by seeing their score in statistic, but it is needed to do follow up interviews for getting further information about the respondents' understanding. It could also show whether the student answers the given test with their true ability or not. Relating the findings to the related hadith and Nawawiy's argument in chapter 2 that it is a must to avoid ambiguous things because it will plunge someone into something haram. That is also applicable in using a pronoun reference in writing especially. It is a must to avoid ambiguous pronoun because it will plunge the reader into confusedness in determining the antecedent.


The Effect of Interpersonal Communication and Teacher Competence on the Quality of Character Education and Student Learning Achievement

MTsN 01 Kota Gorontalo and MTsN 01 Bone Bolango are educational institutions that focus on character development and have programs that can shape the character of their students. The results showed that: First, interpersonal communication has a positive and significant effect on the quality of character education at MTsN 01 Kota Gorontalo and MTsN 01 Bone Bolango. Second, Teacher Pedagogic Competence has a positive and significant effect on the Quality of Character Education at MTsN 01 Kota Gorontalo and MTsN 01 Bone Bolango. Third, interpersonal communication and teacher pedagogic competence together have a positive and significant effect on the quality of character education at MTsN 01 Kota Gorontalo and MTsN 01 Bone Bolango. Fourth, Interpersonal Communication has a positive and significant effect on Student Learning Achievement. Fifth, Teacher Pedagogic Competence has a positive and significant effect on Learning Achievement at MTsN 01 Kota Gorontalo and MTsN 01 Bone. Sixth, interpersonal communication and teacher pedagogical competence together have a positive and significant effect on learning achievement at MTsN 01 Kota Gorontalo and MTsN 01 Bone Bolango.

A. INTRODUCTION
There are many factors that influence students (Madrasah) in achieving, namely from the system implemented to the methods used in the learning process, and considering their position as middle-level learners are still seen by some psychologists as individuals who are in a transitional stage in a series. the development process of a child, namely from the childhood period to the adult period. The transitional period is commonly referred to as adolescence or puberty. Generally they do not want to be called children, but if they are called adults, they are actually not ready to hold the title as adults.
The phenomenon that exists in the world of Indonesian education today is that there are still many teacher behaviors that are not in accordance with the guidance such as lack of morals, lack of showing affection, lack of patience, lack of discipline, and lack of understanding of the character of students. This condition can lead to an inadequate educational process so that teachers' communication styles are not optimal, as well as competencies that are not in line with state expectations. In the end, this situation will certainly make a negative contribution to the quality of student education.
With regard to teacher competence, teachers must be equipped with pedagogical competence, personal competence, social competence, and professional competence (article 8 of Law No. 14 of 2005). In terms of pedagogy, the teacher must have sufficient understanding and insight regarding the art of teaching in order to develop student potential, in terms of personality competence the teacher must have the characteristics of noble character, wisdom, wisdom, dignity and honesty. In terms of social competence, teachers must be part of school and community members who can interact socially well. In terms of professional competence, teachers must be able to provide knowledge and concepts in depth and broadly according to their respective fields. Nowadays, many teachers have not been able to actualize their profession according to the expectations of the state. Regarding the communication style, the teacher must have an effective, efficient and attractive communication style for students. However, based on the phenomena in the field, the teacher has a limited communication style and does not have good role models. So that the communication techniques used by the teacher have not been able to contribute optimally to student development.
Another phenomenon in the field is that the characteristics of Indonesian students are not as expected, this is indicated by the frequent occurrence of student brawls, truancy to play in the mall, student involvement in drugs, free sex behavior, and other negative behaviors. All of the above conditions represent that the existing quality of character education has not been able to run well. Another contemporary phenomenon is related to learning achievement. As we all know, there are many Indonesian students who have achievements that are not in line with the government's expectations. This is indicated by the high rate of failing national exams / final exams in various schools in Indonesia. This is in line with the students' desire to continue their education to a higher level, which is still very limited. This condition is of course very concerning because students should be encouraged to have better learning achievements, so that they can be competent both nationally and globally.
In adolescence, there is a growing desire to learn or use a foreign language, whether formal such as English, Arabic, or others, or non-formal languages such as slang or code language that is only understood by the group. The desire to read also increases, especially fantastic and aesthetic. General skills are developing rapidly and special skills are starting to show their direction. Teachers should apply an individual or small group approach to the learning system. The teacher also provides opportunities for superior students to have an impact on slow students, for example with the peer tutoring method.
The period of human development from adolescence to adulthood is as follows (Prayitno & Amti, 1994 :  Based on the human development period above, SMP / Madrasah Tsanawiyah students who are on average 12-16 years of age are in their early adolescence (early adolescence). The tasks of adolescent development are: (1) Achieving new and more mature relationships with peers, (2) Achieving social roles for both men and women, (3) Accepting their physical condition and using their bodies effectively, (4) Expecting and achieving Responsible social behavior, (5) Achieving emotional independence from parents and other adults, (6) Obtaining a set of values and an ethical system as a guide for behaviordeveloping ideology (Hurlock, 1990 : 209-210).
Young adolescents are more likely than children to produce choices, examine situations from multiple perspectives, anticipate the consequences of decisions and consider the credibility of sources. However, young adolescents are less competent in decision-making skills than older adolescents (Hurlock, 1990). So it should be assumed that older Madrasah students / students are more competent in making decisions than younger Madrasah students / students.
The factors that influence adolescent attitudes towards education are: (1) peer attitudes; school-oriented or work-oriented, (2) parents' attitudes; perceives education as a stepping stone towards social mobility or simply as an obligation because it is required by law, (3) Values, indicating academic success or failure, (4) Relevance or practical value of various subjects, (5) Attitudes towards teachers -teachers, administrative staff, and academic wisdom and discipline, (6) Success in various extracurricular activities, (7) Degree of social support among classmates (Hurlock, 1990 : 221).
Furthermore, there are three kinds of adolescents who are not interested in education and usually hate school, namely: (1) Teens whose parents have unrealistic high aspirations towards academic, athletic or social achievement who constantly press to achieve the desired goals, (2) Teens who are less accepted by classmates, who feel that they do not experience the joy as experienced by classmates in various extracurricular activities, (3) Teens who mature early who feel physically much bigger than their classmates and because their appearance is older than their actual age, often expected to perform better than their abilities (Hurlock, 1990 : 220-221

Theoretical Framework 1. Interpersonal Communication
Interpersonal communication is communication between people face to face, which allows each participant to capture the reactions of others directly, either verbally or nonverbally (Mulyana, 2000).
In essence, interpersonal communication is communication between communicators and communicants, this type of communication is considered the most effective in an effort to change a person's attitude, opinion or behavior, because of its dialogic nature in the form of conversation. Backflow is direct, the communicator knows the communicant's response right away. When communication is launched, the communicator knows for sure whether the communication is positive or negative, successful or not. If he can give the communicant the opportunity to ask as widely as possible (Sunarto, 2003).

Teacher Competence
Competence is knowledge, skills, and abilities related to work, as well as abilities needed for jobs. In the Big Indonesian Dictionary, competence is defined as the authority (power) to determine (decide something). The Decree of the Minister of National Education number 045 / U / 2002 regarding the Core Curriculum of Higher Education states "Competence is a set of intelligent actions, full of responsibility that a person has as a condition to be considered capable by the community in carrying out tasks in certain fields of work". Association K.U. Leuven defines that the notion of competence is the integration of knowledge, skills, and attitudes that make it possible to carry out an effective way.

Character Education
According to Victoria Neufeld & David B. Guralink defines character as a distinctive trait, distinctive quality, moral strength, the pattern of behavior found in an individual or group. Meanwhile, according to Ratna Megawati, this character is similar to the morals that come from the word khuluk, which is the character or habit of doing good things. (Megawangi, 2007). Imam al-Ghazali described that character (morals) is the behavior of someone who comes from a good heart (al-Ghazali, 2008). Al-Ghazali also held the view that character (morals) is something that resides in the soul, with which actions arise easily without thinking (al-Ghazali, 2008). The same definition is also put forward by Dharma Kesuma which states that the meaning of the word character is character, morals, morals, affection, morals, character, and character have the same meaning (Kesuma, 2011 : 24). Character is influenced by genetic factors and environmental factors of a person. In terms of environmental factors, a person's character is mostly shaped by other people who are close to him or who often influence him, then he starts imitating it to do so.

B. METHOD
To be able to provide deeper objectivity to this research, the researchers tried to do with the Quantitative Method. To conduct research with this method, the researcher used an explanatory sequential strategy, namely by collecting and analyzing quantitative data in the first stage followed by the collection and analysis of qualitative data which was built on the initial quantitative results. More weight or priority is given to quantitative data. The process of mixing (mixing) data in this strategy occurs when the initial quantitative results inform the qualitative data collection process, for this reason, these two types of data are separate but still connected (Creswell, 1994).

The Effect of Interpersonal Communication on the Quality of Character Education in MTsN 01 Kota Gorontalo and MTsN 01 Bone Bolango
The understanding of character has been expressed by many experts. According to experts like Hornby and Parnwell, character is a mental or moral quality, moral strength, name or reputation. Suyanto explains character as a way of thinking and behaving that characterizes each individual to live and work together, both within the sphere of family, society, nation, and state .
The results of the study are in line with the statement above which shows that Interpersonal Communication has a positive and significant effect on the Quality of Character Education at MTsN 01 Gorontalo City and MTsN 01 Bone Bolango with an indirect effect of 15.9% greater than the direct effect of 6.2%, which means that it is getting better. Interpersonal communication supported by the teacher's pedagogical competence will have an impact on the quality of character education which is getting better too.

The Effect of Teacher Pedagogical Competence on the Quality of Character Education in MTsN 01 Gorontalo City and MTsN 01 Bone Bolango
The purpose of National education as stipulated in Law Number 20 of 2003 article 3 concerning the National Education System is to develop capabilities and form a dignified national character and civilization in order to educate the nation's life, aiming at developing the potential of students to become faithful and righteous human beings. to God Almighty, have a noble character, are healthy, knowledgeable, capable, creative, independent and become democratic and responsible citizens (Depdiknas, 2003). One of the goals of the National Education System that has been mentioned above includes character education. The ability of teachers to manage learning greatly determines the success of students in completing the teaching material provided. For this reason, pedagogical competence is needed so that teachers can provide effective and efficient learning, and achieve maximum or desired results. In this case, the desired result by teachers and students is to have a good working character.
The results of this study are in line with the statement above which shows that Teacher Pedagogical Competence has a positive and significant effect on the Quality of Character Education in MTsN 01 Kota Gorontalo and MTsN 01 Bone Bolango with a direct influence of 40.7%, which means that the better Pedagogic Competence given by the teacher directly. will directly have an impact on the quality of character education which is getting better too. The results of this study are in line with the results of research conducted by Imam Fauzi Yusuf (2013) that the professional competence of teachers has a significant effect on the work character of students at SMK Negeri 1 Magelang.

The Effect of Interpersonal Communication and Teacher Pedagogical Competence on the Quality of Character Education in MTsN 01 Kota Gorontalo and MTsN 01 Bone Bolango
The results of this study are in line with the statement above which shows that interpersonal communication and teacher pedagogical competence together have a positive and significant effect on the quality of character education at MTsN 01 Gorontalo City and MTsN 01 Bone Bolango. With a coefficient of determination of 0.756, these results indicate that the variables of Interpersonal Communication and Teacher's Pedagogical Competence have an effect of 75.6% on the Quality of Character Education. While the remaining 24.4% is influenced by other variables outside the known model.

The Effect of Interpersonal Communication on Learning Achievement at MTsN 01 Kota Gorontalo and MTsN 01 Bone Bolango
Interpersonal communication is personal communication, either directly without the media, or directly through the media. Interpersonal communication is considered the most effective in changing a person's attitude, opinion or behavior, because it is dialogical. As expressed by William F. Glueck in his Widjaja, interpersonal communication is one of the communications that is considered to be the most effective communication because it is carried out directly between the communicator and the communicant, so that it can influence one another. Creating good communication requires communication skills such as writing, reading, listening, speaking and the ability to reason. In essence, the teaching and learning process is a communication process, namely the process of delivering messages from message sources, namely educators through certain channels to message recipients, namely students. The role of educators always describes the expected behavior patterns in various interactions with students.
School is one of the educational institutions whose role is to educate the nation's life. Giving birth to future leaders of the nation is not an easy job, it requires struggle and the capacity of a qualified educator. Ability and skills in conveying knowledge to students in this case students are needed to achieve effective teaching and learning activities. Teachers and students are two components that have mutually beneficial roles for one another. If only one component is active, of course the resulting impact will not be optimal.
To create a reciprocal relationship with the teacher's good communication skills, students as learners should also have good communication skills with the teacher. It is necessary to know that to see the effectiveness of interpersonal communication that is taking place, it can be seen from the feedback between the giver and the recipient of the message. Feedback can be in the form of statements, attitudes and actions. The most important thing in interpersonal communication is how to communicate properly so that the process of forming relationships in achieving goals can run well and meet the needs of all parties. The relationship between teachers and students in the teaching and learning process is a very important factor in creating a pleasant learning atmosphere, so that students are motivated to achieve.
The results showed that Interpersonal Communication had a positive and significant effect on Learning Achievement of MTsN 01 Gorontalo City and MTsN 01 Bone Bolango with an indirect effect of 17.2% greater than the direct influence of 8.1%, thus good Interpersonal Communication and supported by Pedagogical Competence A good teacher will have an impact on increasing learning achievement better as well. This study supports the research that has been conducted by Awaludin Fitra (2014) who concluded that there is a significant influence between interpersonal communication skills on the mathematics learning achievement of students of SMP Kemala Bhayangkari 1 Medan in the 2014/2015 academic year.

The Effect of Teacher Pedagogic Competence on Learning Achievement at MTsN 01 Kota Gorontalo and MTsN 01 Bone Bolango
Education is a conscious and planned effort to create an atmosphere of learning and the learning process so that students actively develop their potential to have religious spiritual strength, self-control, personality, intelligence, noble character, and skills needed by themselves, the community, the nation and the state (Depdiknas, 2003 : 3). In Law no. 14 of 2005 concerning teachers and lecturers in article 1 paragraph (10) states explicitly that competence is a set of knowledge, skills, and behaviors that must be possessed, lived in, and controlled by teachers or lecturers in carrying out their duties and professionalism. A teacher must have the competence referred to in Law No.14 of 2005 article 8 covering pedagogical competence, personality competence, social competence and professional competence through professional education. (Depdiknas, 2005). One of the main factors determining the quality of education is the teacher. It is the teacher who is at the forefront of creating human resources. Teachers face to face with students in class through the teaching and learning process. In the hands of the teacher will be quality students, both academically, skillfully, emotional maturity, and morally and spiritually. Thus, future generations will be produced who are ready to live with the garden of their time. Therefore, a teacher who has high qualifications, competence and dedication is needed in carrying out his professional duties (Kunandar, 2008 : 40). Akiri's research (2013) with 300 teachers as respondents shows that effective teachers produce better performing students (Akiri, 2013). Similar results were obtained by Wamala and Seruwagi (2013), it was found that high teacher competence affects students' high academic achievement in reading and arithmetic (Wamala & Seruwagi, 2013


The Effectiveness of SAVI Approach-based Teaching Materials Oriented to Mathematical Connection Ability

This study aims to analyze the effectiveness of SAVI approach-based teaching materials developed for mathematical connection ability. This study was research and development. The subjects were 36 Grade 8 students and a mathematics teacher and the objects were the SAVI approach-based teaching materials oriented to the mathematical connection ability. The effectiveness of the teaching materials measured by four aspects: (1) the observation of the teacher's ability to manage the learning should at least be in the "good" category, (2) six of the eight aspects of students activities are within the ideal time interval, (3) the students' mastery learning are fulfilled both individually and classically, and (4) the student and teacher questionnaire responses show positive responses. The results revealed that the effectiveness criteria were fulfilled. The observation of the teacher's ability to manage the learning was in the very good category (4.22). The student activities in learning was within the threshold for achieving the ideal time. Also, The students’ mathematical connection ability satisfied the mastery learning individually and classically (84.11%). The teacher and student questionnaire responses showed positive responses. Thus, the SAVI approach-based teaching materials oriented to mathematical connection ability are feasible as a learning resource for students in learning mathematics.

Introduction
Teaching materials are important for the implementation of learning in schools. It allows teachers to implement their learning activities easier and helps students learn (Depdiknas, 2008).
Teaching materials can be varied depending on the needs to achieve the learning objectives. The teacher can also customize the teaching materials based on the students' characteristics and problems they face. Yet, today, the development of teaching materials has not been satisfactory because the preparation of the teaching materials is solely based on the estimates or assumptions of what students will learn through a certain study path. These teaching materials will not yield optimal learning outcomes (Mulyana, 2012).
Teaching materials have a systematic structure and sequence, explain the instructional objectives, motivate students to study, anticipate the students' difficulties, provide students with many exercises, provide summaries, and are generally oriented to individual students (Aryaningsih, Sudiana, & Martha, 2013;Darmadi, 2009;Majid, 2011;Retno, Insani, & Rosita, 2013). Teaching materials can help students in their learning process, so they do not necessarily rely on the teacher as the only source of information. Also, students can learn independently in achieving learning competencies (Aryaningsih et al., 2013;Retno et al., 2013;Sholichah, Andajani, & Suherjanto, 2013).
To support the success of learning, several aspects should be considered and prepared to engage the students. One of which is designing the materials based on the principles and characteristics of a learning approach. In this study, the teaching materials were developed based on Somatic, Auditory, Visual and Intellectual (SAVI) approach. Siagian and Sembiring (2018) argued that the SAVI approach enables the learning activities to be more optimal because it involves students' entire senses. Learning using somatic can enrich students' learning experiences.
The learning process is more meaningful and learning by involving the auditory senses can help students record and understand the information. The involvement of visual senses is no less important because it can visualize real-life ideas, and most human beings are equipped with the thinking ability to be empowered by education so that students can practice critical thinking, reason, identify, find, create, construct, solve problems and apply them in daily life (Rizky, Ariyanto, & Sutrisno, 2017;Umam & Azhar, 2019).
SAVI is a learning approach emphasizing learning to utilize all senses of students (Meier, 2000). The term SAVI itself stands for Somatic, that are body movements (hand-on, physical activity), learning by experiencing and conducting; Auditory that learning must be done by listening speaking, presenting, arguing, suggesting, and responding; Visually, that meaningful learning should use the senses through observing, drawing, demonstration, reading, using media and props; And intellectuals, that learning should use minds-on and concentration, and they should be practiced through reasoning, investigating, identifying, discovering, creating, constructing, solving problems, and implementing (Meier, 2000;Ngalimun, 2013).
So far, the teaching materials used by students mostly focus on the content and concepts of the mathematics materials itself. The 2013 curriculum document (Kemdikbud, 2013) implied that the nature of learning is textbook-oriented, while ideally, it should be contextual. Textbooks only contain discussion materials, whereas ideally, they should contain material and learning processes, assessment systems, and expected competencies. Therefore, it is necessary to have teaching materials (other than textbooks) as complementary materials that can excel students in learning. In this regard, the availability of teaching materials is needed to support the learning process and improve students' mathematics learning achievement, one of which is by applying the SAVI approach.
The development of the SAVI approach-based teaching materials is a promising solution because it is structured between learning materials and student activities through discovery and exploration. The learning process tends to be student-centered, as Cai, Perry, Wong, and Wang, (2009) stated that teachers must prepare well-structured learning, so it is student-centered. The development of the SAVI approach-based teaching materials is expected to achieve the objectives in mathematics learning. Depdiknas (Wardhani, 2008) explained that the objectives of mathematics learning are: (1) understanding mathematical concepts, explaining the correlation between concepts and applying concepts or algorithms flexibly, accurately, efficiently, and precisely in problem-solving; (2) using reasoning on patterns and properties; (3) solving the given problems; and (4) communicating ideas with symbols, tables, diagrams, or other media; and (5) appreciating the usefulness of mathematics in life. On the other hand, NCTM (2000) sets the standards for mathematical ability required by learners, such as problem-solving, reasoning and proving, communication, connection, and representation.
One of the mathematical abilities students lacking is mathematical connection ability.
Generally, learners have low mathematical connections (Badjeber & Fatimah, 2015;Sulistyaningsih, Waluya, & Kartono, 2012). Saminanto and Kartono (2015) also found that the average mathematical connection ability of high school students is poor (only 34%) because students are not accustomed to facing problems oriented toward mathematical connection ability.
The availability of teaching materials also contributes to this issue, where the available resources only focus on the concepts, without oriented to mathematical connection ability. Mathematical connection ability enables students to see the interconnectedness and usefulness of mathematics (NCTM, 2000). Coxford (1995) defined mathematical connection the ability as the ability to connect the conceptual and procedural knowledge, use mathematics on different topics, apply mathematics in real-life activities, and acknowledge the connections between topics in mathematics.
Several studies have been conducted using the SAVI approach in mathematics learning.
The SAVI approach is effective in cultivating and improving students' mathematical modeling skills (Khusna & Heryaningsih, 2018). It affects mathematics learning and can improve students' mathematics learning achievement. The SAVI approach enables the emergence of an objective attitude, curiosity to solve problems well, and critical thinking (Sahara, Mardiyana, & Saputro, 2018). It also promotes communication skills because students are actively involved and interact with each other in the learning (Abda & Fonna, 2020). However, limited research has been found discussing the effectiveness of teaching materials based on the SAVI approach oriented toward students' mathematical connection ability. Hence, this study employed the SAVI approach-based teaching materials oriented to mathematical connection ability.
To ensure that the teaching materials developed meet the quality standards, and achieve goals in fostering students' mathematical connection skills, the developed teaching materials must satisfy the criteria of validity, practicality, and effectiveness. This article specifically discusses the effectiveness of the SAVI approach-based teaching materials oriented to mathematical connection ability. Teaching material is said to be qualified if it meets the effectiveness aspect (Nieveen, 1999).

Method
This development research used a 4D development model: Define, Design, Develop and Disseminate (Thiagarajan, Semmel, & Semmel, 1974). The subjects in this study were a mathematics teacher and 36 Grade 8 students from one of public junior high schools in Medan, Indonesia, while the object in this study was the SAVI approach-based teaching materials oriented to the mathematical connection ability. This article discusses the effectiveness of the developed teaching materials or the 'Develop' stage of the 4D development model. Effectiveness refers to the extent to which the intervention's experiences and outcomes are consistent with the intended aims (Nieveen, 1999).
The instruments used to measure the effectiveness of the SAVI approach-based teaching materials were observation sheet, questionnaire, and mathematical connection ability test. The data were then analyzed descriptively by reviewing the effectiveness aspects of teaching materials, including 1) the results of the observation of teacher's ability in conducting lessons; 2) the results of students' activities within the interval of ideal time; 3) the results of students' mathematical connection ability test meet the minimum criteria of mastery learning; and 4) the results of students and teacher questionnaires showing a positive or very positive response to the teaching materials. The following section explains each effectiveness aspect.

1) The results of the observation of teacher's ability in conducting lessons
The observation focuses on seven aspects of: preparation; delivering learning material; practice (the process of solving mathematics problems); presenting work results; closing activities; time-management in the learning; and classroom climate (Sinaga, 2007). The observation results of teacher's ability to conduct lessons were analyzed by the following stages. NKG is the score of the teacher's ability to conducting lessons m is the number of categories The NKG category is the interval for determining the level of the teacher's ability to manage learning with the SAVI approach-based teaching materials (Sinaga, 2007), as described in Table 1.  Sinaga, 2007) To meet the effectiveness aspects, the score of teachers' ability to conduct lessons should at least be in the "good" category.
2) The results of students' activities within the interval of ideal time Data analysis to determine whether the students' activities are within the interval of ideal time in learning (PW1) was based on the presentation of time used in each aspect of learning activities, the formula used is as follows, and the criteria are presented in Table 2.  (Source: Sinaga, 2007) 3) The results of students' mathematical connection ability test The students' learning outcomes were reviewed based on the results of the mathematical connection ability test. The mastery learning criteria refer to the minimum mastery learning criteria or KKM (66) and 80% of students have satisfied the classical mastery learning. The results of the students' mathematical connection ability test are classified in Table 3. to be positive if the percentage of "yes" response to each aspect is greater than 70%. The response criteria is illustrated in Table 4.
Responses = ∑ teacher/student who responds positively ∑ teacher/student who responds

Results and Discussion
The teaching materials developed manifest a good quality if they meet the effectiveness criteria. Hence, the SAVI approach-based teaching materials would be appropriate to be used if they positively impact the users. To examine the effectiveness of teaching materials, they were implemented in the learning of circles for five lessons. The results of the development of teaching materials are presented in the following sections.

The Results of The Observation of Teacher's Ability in Conducting Lessons
Data on the teachers' ability to conduct the learning is obtained from observations conducted by two observers. The observation results are presented in Figure 1.  Figure 1 shows that the ability of teachers is classified as "excellent" in the aspects of preparation (1), delivering the learning materials (2), practicing (the process of solving math problems) (3), closing activities (5), and classroom climate during the learning process (7). While, it is categorized as "good" in the aspect of presenting work results (4) and time-management in the learning (6). Overall the learning using SAVI approach-based teaching materials is categorized as "good". This is also evident from the enthusiasm of students and teachers in the learning process. Based on observations of the teachers's ability to conduct the learning, it can be concluded that the SAVI approach-based teaching materials are effective to be used in learning.

The Results of Students' Activities Within the Interval of Ideal Time
In determining the percentage of the ideal time of student activities, the researcher was assisted by two observers observing the students' activities based on the indicators that have been described previously. The results can be seen in Table 5. Table 5 shows the average percentage of ideal time of student activities during the learning process using the SAVI approach-based teaching materials for the five lessons is 10.66%, 16.98%, 18.9%, 7.87%, 16.25%, 12.57 % 8.24% and 8.53%. The highest percentage of time spending by students is to read student books and ask questions between students in solving problems/discovering the solution to problems on student activity sheets and in student books (18.89%, within the effective limit based on the indicators). While the smallest proportion of time spending by students is students asking questions between students and teachers to solve problems/ discovering the solution to problems (7.87% of the established criteria threshold). In the learning process, using the SAVI approach-based teaching materials requires students to be more active in constructing concepts. Thus, the teacher's role in learning is as a facilitator.
The time spent by students in recording things relevant to teaching and learning activities is ideal (8.236%, within the threshold of the criteria set). It can be interpreted that students can do things that have been determined during the learning so that activities irrelevant to learning are not significant. Based on Table 5, it can be concluded that student activities have reached the achievement percentage of ideal time. From the eight indicators, it can be seen that the percentage of student activities is still within the threshold of the achievement percentage of ideal time or the tolerance interval of a predetermined category.

The Results of Students' Mathematical Connection Ability Test
The effectiveness of a teaching material that has been developed and used by students is indicated by the learning outcomes. In this study, students' learning outcome was the mathematical connection ability. The mathematical ability test was given at the end of each lesson to investigate how the students' mastery of the materials they have learned. The test results are also used as an evaluation material for researchers to make the required improvement. The following is the problem given to students.
(a) Kemukakanlah caramu untuk menghitung keliling kebun Pak Lukman!; (b) Berapakah panjang pagar yang diperlukan Pak Lukman?; dan (c) Berapakah biaya pemasangan pagar yang harus dibayar oleh Pak Lukman jika harga pemasangan pagar Rp 27.500,00/m? Mr. Lukman has a garden plot like the picture below, so that the garden plants are not disturbed by animals Mr. Lukman wants to put a fence in his garden: (a) Tell us your method of calculating the circumference of Mr. Lukman's garden!; (b) What length of fence does Mr Lukman need?; and (c) How much is the cost of installing the fence that Mr. Lukman must pay if the price for installing the fence is Rp 27,500.00/m? Based on the problem above, it was found that two students had mastery in the very low category, eight people were in the low category, 19 people were in the medium category, and seven students were in the high category. Figure 2 illustrates the solution provided by the low category students.
Based on students' solution in Figure 2, it can be seen that the student had not been able to come up with the ideas requested in solving the problem. Conceptually the students had already understood, but she/he was careless in the calculations so that the results were incorrect. Students' errors in answering the questions in point (b) influenced the solution of point (c). Students are said to meet the individual mastery learning if their scores are ≥ 70. While classically, the percentage of mastery learning of student learning outcomes should be ≥ 80%. The overall results of the mathematical connection ability test are presented in Table 6. Figure 2. Solution provided by a low category student Table 6 reveals the outcomes of students' mathematical connection ability test have met classical mastery learning. Table 7 provides the classification of the level of students' mastery of teaching materials.
Overall, from the results of students' mathematical connection ability tests meet the minimum percentage criteria for classical mastery learning, i.e., 80% of the total number of students. The average percentage of classical mastery learning achieved by students is 84.11%.
So, it can be concluded that the results of students' mathematical connection ability tests have satisfied both classical and individual mastery learning criteria.

The Results of Students and Teacher Response Questionnaires
The teacher and student questionnaire were first validated so that it was appropriate to be used in measuring responses to the SAVI approach-based teaching materials. This questionnaire was administered to examine the extent of teacher and student interest in using the teaching materials, satisfaction, novelty, and their understanding of teaching materials being developed, such as the content of instructional materials, formats, pictures, and activities in teaching materials.

The results of Teacher Response Questionnaire
The teacher questionnaire was given to the teachers involved in implementing learning using the SAVI approach-based teaching materials to investigate the extent to which these teaching materials had a positive impact on the learning process. The results of the teacher questionnaire are presented in Table 8.
Based on the results of the teacher questionnaire, it can be concluded that the components of teaching materials developed using the SAVI approach can help teachers in the learning process. In addition, the components of teaching materials are also different from the common ones. These components enable the teacher to get a new understanding of mathematical connection the ability, one of the competencies that must be mastered by students in learning mathematics. Overall the teacher's responses to the components of teaching materials developed were very positive.
Based on Table 9, it is concluded that students' responses to the SAVI approach teaching materials were very positive. Thus, based on the results of student questionnaire responses to the components of teaching materials developed, it can be said that the responses for all aspects are positive so that this component of teaching materials is effective for use. Hence, based on the results of the practitioners or expert teams' assessment and the analysis results of the use of the SAVI approach-based teaching materials, it can be concluded that all aspects of the teaching materials developed have satisfied the effectiveness criteria.
One of the goals of research and development is to produce a product that is suitable for user needs. In this article, the discussion focuses on the effectiveness aspect of the of teaching materials developed. First, the observations of the teacher's ability to conduct learning is categorized as "good", indicating that it meets the criteria for the teacher's ability to conduct the learning using the SAVI approach-based teaching materials. Teachers can apply the teaching materials well based on the steps prepare following the SAVI approach. Thus, this has an impact on the achievement of students' mathematical connection ability. This finding is in line with Muanifah and Sa'diyah research (2018), who found that the SAVI approach is an alternative learning approach that can be used to help teachers improve student learning outcomes in mathematics. These components are very good, especially very different from the usual ones, because the questions and problems that are related to the students' daily lives. And as the researchers explained, this book aims to improve connection ability, mathematically, and this is quite new for me because I didn't know it before. Aspect What is your opinion if teaching materials based on the SAVI approach are applied and used as the main strategy in learning mathematics? Teacher comment: If every learning has components like this, I think learning will be better, but it must vary, so it is not monotonous. Aspect In your opinion, what obstacles did you encounter during the learning process by using teaching materials based on the SAVI approach? Teacher comment: The obstacle lies with students because so far, students are not accustomed to learning like this, so they must be guided and directed so that the use of teaching materials in learning runs well.
Second, the percentage of student activities in the learning process using the SAVI approach-based teaching materials has met the criteria. Based on observations, the students spent the highest percentage of their time is to read students' books and ask questions between students in solving problems/finding solution to problems on student activity sheets and in student books. Haerudin (2013) explained that the SAVI approach provides greater opportunities for students to develop their mathematical abilities. All senses are involved in the learning process. The somatic element was developed for students to have a creative attitude and the courage to express their opinion. The auditory is also directed so that students have the ability to speak and listen carefully to others. The visualization is directed so that students have good observations and they can provide directed responses that are in line with what is expected. Finally, the intellectual element is developed so that students can think well, be creative, and solve problems well. In the developed teaching materials, the material is presented by emphasizing student-centered activities in constructing concepts by utilizing simple objects and tools. For example, when students are directed to find the approximate value of π to determine the circumference and area of a circle.
Students are asked to take measurements on circular objects that they have such as coins, drink bottle caps, rubber bands, watches, and so on using simple tools that students have such as a ruler. This is in line with the view that introducing mathematical concepts can be motivated through properly designed direct activities supported by manipulative material. Such activities must integrate rich mathematical ideas with familiar physical tools (Abramovich, Grinshpan, & Milligan, 2019). Third, the results of student mathematical connection ability test also meet individual and classical mastery learning criteria. This shows that the SAVI approach-based teaching materials developed oriented to the mathematical connection ability positively influence the achievement of students' mathematical connection ability. With learning applying the SAVI approach principles, students can easily understand the abstract concepts, the learning process can provide an interesting and meaningful impression for students and learning outcomes will retain longer.
By optimizing physical movements, hearing, vision and thinking processes in students in the learning process, the learning quality will be better and memorable. Students will obtain the desired learning experience, which in turn will enhance students' motivation to learn and improve the learning outcomes (Yohani, Rakhmat, & Mulyana, 2014). Several studies have also shown that the application of the SAVI learning model and its modification is effective in supporting the growth of students' mathematical abilities (Pujiastuti, Waluya, & Mulyono, 2018;Siagian & Sembiring, 2018). Besides that, in this teaching material, the mathematical problems given to students are presented in the form of story questions (essays), so that these trains and fosters students' mathematical connection skills. Teachers can see students' abilities through responses that are reflected in the steps that students take. Essay tests encourage students to understand the subject matter more deeply. Students who are accustomed to doing essay tests can better understand the problems faced so that they can find the right solution. When taking an essay test, students cannot rely on luck just by choosing random answers, identical to when taking a multiplechoice test (Wijaya, 2016). The ability of mathematical connections can be seen through how students connect previous knowledge with existing problems so that they can solve these problems with their understanding (Dudung & Oktaviani, 2020).
Fourth, the results of student and teacher questionnaires showed positive responses to teaching materials because the SAVI approach-based teaching materials encouraged students to be active in the learning process. The SAVI approach emphasizes learning based on activities, actively moving while learning by utilizing as many senses as possible, and enabling the whole body or mind involved in the learning process. As revealed by Meier (2000), "learning doesn't automatically improve by having people stand up and move around. But combining physical movement with intellectual activity and the use of all sense can have a profound effect on learning.
This gives a positive impression in the learning process so that students and teachers are very interested in using the SAVI approach-based teaching materials. This is also supported by previous research developing teaching materials using the SAVI approach as characteristics of teaching materials. They indicated that teaching materials with the SAVI approach could foster student motivation in learning and improve student learning outcomes (Koderi, 2017;Novitayani, Sukarmin., & Suparmi, 2016;Sari, Jufri, & Sridana, 2017;Widyarini, Syahri., & Muhaimin, 2018).

Conclusion
Based on the results of the study, it is concluded that the SAVI approach-based teaching material has met the effectiveness criteria; thus, it is appropriate for use in learning. Four indicators of the effectiveness of teaching materials have been satisfied, including the observation of the teacher's ability to conduct the learning (with an average of 4.22), the percentage of student activities in learning within the interval of ideal time, the students' individual and classical mastery learning (84.11%), and student and teacher questionnaire showing positive responses.
The findings of this study are expected to be used as a reference in helping schools and teachers to grow and increase students' interest in learning mathematics. Schools and teachers are expected to be able to create creative and innovative learning to increase students' interest and motivation by developing teaching materials using other learning approaches. Teaching materials designed by the characteristics of students will be more effective in helping students to understand the content of the material; this is because students feel the benefits of the concepts they learn when the problems presented in teaching materials are related to their everyday life.