Fragment errors made by the sixth-semester students of English Department of Widya Mandala Catholic University in their composition - Widya Mandala Catholic University Surabaya Repository
FRAGMENTERRORSMADE BY THE SDMH.SEMESTERSTI'DENTSOF
ENGLISHDEPARTMENTOF WII'YA MANI}ALA CATHOLIC
UNTVERSITY
IN TIIEIR. COMPOSITION
A TIIESIS
In Peniel Frlllllncrl of Tlc Rcqrircuclts for
Ttc Serfnr PctdHilm Dqrcc in
En3llrb Lu3ur3c Tcrchir3 Fecrlty
'@
Vt:L:,
By
Elnidr Lincnr
t2rt093022
\ ( .,c,i', )
UNIVERSITAS I(ATOLIK WIDYA MAITDALA SURABAYA
FAKULTAS KEGURUAIT{DAN ILMU PENDIDIKAN
JURUSAN PENDIDIKAITI BAHASA DAIT SENI
PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS
DESEMBER, 1998
APPROVAL SHEET
(l)
'lhis
ilresis entitled FRAGMENT
ERRORS \,L\DE
BY THE
SH"I}{.SEMESTER STUDENTS OF TIIE ENGLISH DEP.ARTN{ENT OF
WIDYA N{AM)ALA
CATTIOLIC UNT\,'ERSITY iN THEIR COMPOSMON.
preparal and submitted by Elmida Limena {.121393022)has bee.napproved and
accepted as a partial fulfillment of lhe requirements for the Saqana Pendidikal
Degree in English Language Teaching Faeulty by the following advisors.
MHuru.
First Advisor
SecondAdvisor
APPROVAL SHEET
{2)
This thesis has been examined bv the Committee on Oral
Examination with the erade of
on December22. 1998.
Approvedby:
Dra. SusanaTeopilus-M.Pd.
Chairman
Member
Approved by:
of the Teacher Training Faculty
ACKNOWLEDGEMENTS
First and foremost- I would like to thank God for all of His
blessingsand guidance that He has given to me in the process of making this thesis
and also to the people below as they helped me in carryhg out my thesis:
l. Drs. M.P. Soetrisno,M.Ab my first thesis-writing advisor, who has spent his
valuable time guiding me in expressing the ideas. He guided and advised me
how to plan, write, and collect the data. Besides that, he checked my thesis
carefirlly from the beginning until its finishing touch.
2. Hendra Tedjasuksmana"M-Hum., my second thesis-writing advisor, who has
checked and read all the revisions and has spent his valuable and busy time, and
who has encouraged me to finish my thesis in iime. He has also given many
valuable suggestionsand corrections in improving this study.
3. The sixth-semester students of the English Department of Widya Mandala
University who have helped me the valuable data for my study under report.
4. My family for their support and help during the making of this thesis.
5 . Others, especially to my classmatesGroup D'93, who have supported me and
have also given me some ideas in the completion of this thesis.
Once agaiq I would like to express my deepest gratitude to all of
them.
lll
TABLE OF CONTENTS
PAGE
Approval Sheet(1)
i
Approval Sheet(2)
ii
..
Acknowledgements
iii
T a b i eo f C o n t e n t.s. . . . . . . . . . . .
1V
Tables .
ix
Abstract
xi
ChapterI : tntroduction... ... .
ofthe Study....
1.1 Background
I
of the Problem
1.2Statement
1.3Objectivesof the StudY
1.4Sigrificanceofthe Study
8
ofthe Study-..
1.5Assumptions
8
1.6 TheoreticalFramework
8
1.7Definitionof Kev Terms
9
1.8Limitationof the Studv
10
of the StudY...
1.9Organization
l1
12
Chaptertr : Reviewof RelatedLit€f,ahre
2 . IWri ti n g vs.S p e a ki n g
.- - .".."
12
2.2 Writiog Processes
15
Constructions
2.3Fragments
19
2 . 4E rro rA n a l Y si s......
30
2.5Inteianguage......
37
4l
ChapterItr : ResearchMethod
4l
.-...
3.1ResearchDesip
3.2 Instn:ment
3.3 Procedureof Data Collection
42
3.4 Procedureof Data AlalYsis
42
M
Chapter fV : Findings and Interpretati6l sf fin,'lings
-......- 44
4.1Findings
4. l. I Frequeacyof oocr:rrencesof Fragtnot Errorsbasedon Frmctions
andFormal Stnrchrcs
44
4.1.1.1Frequencyof Occrrrencesof FragmentErrors basedon
Functions
45
4.l.l.2Frequencyof Ocqnrcncesof FragmentErmrs basedon
Formal Structures
46
4.1.2Classificationsof FragrneqfErrorsBasedon Fuoctioos' ' ' ' -'
47
4.1.2.1Ext€nsionof Co'crdinatedHeadFragmentErrors...
48
4.1,2.2ExtensionofQualifierFragmentErrurs...
49
of ModifierFragmentErrors
4.1.2.3Exte,nsion
50
4.1.2.4Extensionoi SubjectFragmentErrors...-..
50
4.1.3 Classifications of
Fragment
Emrrs
Based on Formal
51
Skuchres
4.1.3.i Efiension of Co-ordinated Head Clause Fragment
5l
Errors.--.
4.l .3.2 Exteosionof Adverbial-ClauseFragmentErrors .-- .-- 52
FragmentErrors-.. 53
4.1-3.3Extensionof Prepositional'Phrase
54
FragurentErroru
4.1.3.4Exlerxionof Verbal-Phrase
FragmentErrors.'... -54
4.1.3.5Exieosionof Adjective-Clause
4.1.3.6Extensionof Co-ordinatedPhraseFragruantErrors.. 55
and Adverbial4.1.3.7Combinatim of Prepositional'Phrase
56
Clauseof CauseFragmentErors
56
4.1.3.8ExtensionofNouo-PbraseFragmentErrors
57
of Fiadings..- -.....
4.ZTntsrpretatron
4.2.1 Interpretationof FragmentErrorsFiodingsBasedon Frmctionsof
58
the Units
HeadFragmentErrors 58
4.2.1.1Interpretaticaof Co-ordinated
.-
59
of ModiEerFragmentErrors... -.. ... ..
4.2.1.3Interpr,etaticn
63
4.2.l.zlnterpretatimof QualifierFragmentErrors
4.2.l.4lnterpretatimof SubjectFragmentErrors... ... .----. . 63
111
of
4.2.2Interpretation
Fragment Errors Based on
Formal
64
Struch-ues
4.2.2.1I^lffpretation of Co-ordinatedHead Clause Fragment
65
Errors...
4.2.2.2lnternrretation
of
Adverbial-Clause
6
Errors...
4.2.2.3Interpretation of
Frarsrent
Prepositional-Phrase
Fragment
....... 68
E rro rs-..
FragmeotErrors..... 69
of Verbal-Phrase
4.2.2.4Interpretation
Fraounent
Errors.. 70
of Adjective-Clarxe
4.2.2.5Interpretation
4.2.2.6lnterpretation of
Co-ordinated Phrase Fragmeot
7l
Errors-..
4.2.2.7Interpretatioa of Combiaation of Prepositional-Phrase
and
Adve.lbialtlause
E rro rs-..
of
Reason
Fragment
........72
FragmentErrors... ... . 74
4.2.2-a Int€ryelationof Norm-Pbrase
a.3 PedagogicSuggestions
ChapterV : Conclusionand Suggestions
74
77
5-l Conclusion
77
5.2FrntherSuggestions
8l
Bibliography
82
85
Appendices
A p p e n d i Ix .........
2........
8_s
92
Appendix3 .......
102
A p p e n d i4x .........
105
A p p e n d i5x .........
l1.|t
6 .........
Ap p e n d rx
lt3
TABLES
PAGE
TABLES
4. I PercentageoftheFragmentErrorsBasedonFunctions
45
4.2 Percentageof the Fragment Errors Based on Formal Structures
47
4.3 Percentage of
the Exiension of
the Co-ordinated
Head Based on
Functions
48
4.4 Percentageof the Extension of the Quaiifier Based on Functions
49
4. 5 Percentageof the Extension of the Modifier Based on Functions
50
4.6 Percentageof tbe E:r'tensionof the SubjectBasedon Functions ... ... .... - .
50
4.7
Percentage of the Extension of the Co-ordinated Head Clause Based on
Formal Stlchres
52
4 . 8 Percentage of the Extension of the Adverbial Clause Basedon Formal
Stnrctrues
53
Based on Fomal
4 . 9 Percentageof the Extensionof the Prepositiooal-Phrase
Struchues
53
4.10 Percentage of theExte,nsion of the Verbal-Phrase Based on Formal
Struchues
54
4. I I Percentage of the Extension of the Adjective Clause Based on Formal
Struchres
55
4.12 Percentage of the Extension of the Co-ordinated Phrase Based on Formal
Structures
55
4.13 Percentage of the Extension of Combioation of Prcpositional-Phase and
Adve6ial Clause Based on Formal Structures
4. 14 Percentage of
Structures
the
Extension
56
of the Norm-Pbrase Based on Formal
57
ABSTRACT
Limena Elmida. 1998. Fragments Errors Made by The Sixth-Semesier
Students of English Department of Widya IVIandala Catholic
Universify in Their Composition (a Second Language Acquisition
Sturty). Thesis, Program Study Pendidikan Bahasa Ingris, Fakultas
Keguruan dan Ilrnu Pendidikan. Universitas Katolik Widya Mandala,
Surabaya.Advisors: (l) Drs M.P. Soehisno,M.A., (2) Drs Hendra
Tedjasuksmana,
M.Hurn.
Kel.words:Fragments,Errors,Composition,SecondIanguage AcquisitionLanguageis an instument for comrnrmicationamong humaubeingsin a
socieiv. Peopleuse the languageto expresstheir ideas, fselings, opinions, or
information. There are some ways to expressthe ideas, ;6elings, opinions, or
intbrmation,Thetwo mostcoulmon!\'aysarespeakingand writing.
When peopleare in a conversation,they often use fragments,incomplete
seoterrc€swhich are spoke,nor written as if they were corylete sentences,to
expressthoseideas,feglings,opinions,or information.In a connersation,fragmerrts
can be usedbecausethe interlautor has the facilities to answer the questionsby
using the otherfragmentsin orderrto completetheir ideas,feelings,opinions,and
information as long as the intierlocutorrmderstandwhat each of them measfragments
Besidesthat, the interloqrtorwants to be in a relax situation Howe.vetr,
camot be used in rhe formal compositionsbecausethe writer cannot use the
to exprress
the ideas,fsslings, orpinions,or information.Tbat
$p%king advantages
is oLy, fragm€Nrts
aan dishrb the readersand also desEoytb menings of the
in a composition"
serrte{rc€s
To find out uihetherthe English neearU.ent shldentsmake the fiagnents
in their compositionsor nol the writer carried out lhe shdy wder report at the
English Deparheril of Widya lv{aodalaUnirmsity by studying and aralyzing the
\Miting V final tqst. In this stuf, the sixth-semest,erstudents of English
Deparbent of Widya\4aodalaUniversitywereusedasthe subjecl
After the wriler identified,ana\zed, classified,and cormtedthe fragmeuts
occurencesas well asthercasonswhy the shrdentsmadethosefragmentsbasedon
the firocdonsand the formal skustureof the units, sberankedthem &om tbe most
to the least accordingto the freque,ncyof errors occurerrcs. Based on the
fimctions, she formd out that the most fi'agmenterrors was Co-ordinatedHead
(5526yo) and the least fragpent errors were Subject (1.32W and Modifier
(l,32Yo).Basedon tbe fumal skucturp,shefoundout tbat the most fragmenterrors
was CoordinatedHeadClause(55,26Vo)and the least fragnent errorswas Noun
Phrase(l,32Ya).
The findingsoffragment errorsbasedon the firactiousoccurredbecauseof
the shrdents'ways of tbinking. They thought tbat the tagn€Dts as meaningful
xu
uuits werethe completethoughts.Basedon the formal $Flrcture,tbe stud€ntsmade
the Fagme,nte11orsbcause they did not realize that tbe t3gneuts cannotstand
aloneas if it wereihe completesentencewhich can be uiritien by itself'
Tbe findings of fiagmentelTorscaa be categorizodinto gtobal errors.It is
because the fragments can affect the overall s€d€oce oryanization in a
composition.In addition.,the fragmenterrc'rsareprobabtydue to sirylificatio,n' the
students'tendencyin expressiagtbe target languageinio a simpler rysteo' and
in their composition
ellipsis, the students'way of thinking to e:ipressthe,mselves
that takesup the way that peoplespeak'
The-findingsof this study give us more information of wbrythe studeets
madethe fragmentsin their compositions.Besidestlat" this studyalso offers some
suggestedexercisesu'hich have the purpose to rninimize the fragmentsin a
composition so that the English Deparme,nt shrdents can make the best
Shealso suggestedthat firther shrdies
compositionswith the completese'ntrences.
and moreresearch
of this kind of sh:dyshouldbe madeby using betler
techniquesto getmorcconclusivesolution-
ENGLISHDEPARTMENTOF WII'YA MANI}ALA CATHOLIC
UNTVERSITY
IN TIIEIR. COMPOSITION
A TIIESIS
In Peniel Frlllllncrl of Tlc Rcqrircuclts for
Ttc Serfnr PctdHilm Dqrcc in
En3llrb Lu3ur3c Tcrchir3 Fecrlty
'@
Vt:L:,
By
Elnidr Lincnr
t2rt093022
\ ( .,c,i', )
UNIVERSITAS I(ATOLIK WIDYA MAITDALA SURABAYA
FAKULTAS KEGURUAIT{DAN ILMU PENDIDIKAN
JURUSAN PENDIDIKAITI BAHASA DAIT SENI
PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS
DESEMBER, 1998
APPROVAL SHEET
(l)
'lhis
ilresis entitled FRAGMENT
ERRORS \,L\DE
BY THE
SH"I}{.SEMESTER STUDENTS OF TIIE ENGLISH DEP.ARTN{ENT OF
WIDYA N{AM)ALA
CATTIOLIC UNT\,'ERSITY iN THEIR COMPOSMON.
preparal and submitted by Elmida Limena {.121393022)has bee.napproved and
accepted as a partial fulfillment of lhe requirements for the Saqana Pendidikal
Degree in English Language Teaching Faeulty by the following advisors.
MHuru.
First Advisor
SecondAdvisor
APPROVAL SHEET
{2)
This thesis has been examined bv the Committee on Oral
Examination with the erade of
on December22. 1998.
Approvedby:
Dra. SusanaTeopilus-M.Pd.
Chairman
Member
Approved by:
of the Teacher Training Faculty
ACKNOWLEDGEMENTS
First and foremost- I would like to thank God for all of His
blessingsand guidance that He has given to me in the process of making this thesis
and also to the people below as they helped me in carryhg out my thesis:
l. Drs. M.P. Soetrisno,M.Ab my first thesis-writing advisor, who has spent his
valuable time guiding me in expressing the ideas. He guided and advised me
how to plan, write, and collect the data. Besides that, he checked my thesis
carefirlly from the beginning until its finishing touch.
2. Hendra Tedjasuksmana"M-Hum., my second thesis-writing advisor, who has
checked and read all the revisions and has spent his valuable and busy time, and
who has encouraged me to finish my thesis in iime. He has also given many
valuable suggestionsand corrections in improving this study.
3. The sixth-semester students of the English Department of Widya Mandala
University who have helped me the valuable data for my study under report.
4. My family for their support and help during the making of this thesis.
5 . Others, especially to my classmatesGroup D'93, who have supported me and
have also given me some ideas in the completion of this thesis.
Once agaiq I would like to express my deepest gratitude to all of
them.
lll
TABLE OF CONTENTS
PAGE
Approval Sheet(1)
i
Approval Sheet(2)
ii
..
Acknowledgements
iii
T a b i eo f C o n t e n t.s. . . . . . . . . . . .
1V
Tables .
ix
Abstract
xi
ChapterI : tntroduction... ... .
ofthe Study....
1.1 Background
I
of the Problem
1.2Statement
1.3Objectivesof the StudY
1.4Sigrificanceofthe Study
8
ofthe Study-..
1.5Assumptions
8
1.6 TheoreticalFramework
8
1.7Definitionof Kev Terms
9
1.8Limitationof the Studv
10
of the StudY...
1.9Organization
l1
12
Chaptertr : Reviewof RelatedLit€f,ahre
2 . IWri ti n g vs.S p e a ki n g
.- - .".."
12
2.2 Writiog Processes
15
Constructions
2.3Fragments
19
2 . 4E rro rA n a l Y si s......
30
2.5Inteianguage......
37
4l
ChapterItr : ResearchMethod
4l
.-...
3.1ResearchDesip
3.2 Instn:ment
3.3 Procedureof Data Collection
42
3.4 Procedureof Data AlalYsis
42
M
Chapter fV : Findings and Interpretati6l sf fin,'lings
-......- 44
4.1Findings
4. l. I Frequeacyof oocr:rrencesof Fragtnot Errorsbasedon Frmctions
andFormal Stnrchrcs
44
4.1.1.1Frequencyof Occrrrencesof FragmentErrors basedon
Functions
45
4.l.l.2Frequencyof Ocqnrcncesof FragmentErmrs basedon
Formal Structures
46
4.1.2Classificationsof FragrneqfErrorsBasedon Fuoctioos' ' ' ' -'
47
4.1.2.1Ext€nsionof Co'crdinatedHeadFragmentErrors...
48
4.1,2.2ExtensionofQualifierFragmentErrurs...
49
of ModifierFragmentErrors
4.1.2.3Exte,nsion
50
4.1.2.4Extensionoi SubjectFragmentErrors...-..
50
4.1.3 Classifications of
Fragment
Emrrs
Based on Formal
51
Skuchres
4.1.3.i Efiension of Co-ordinated Head Clause Fragment
5l
Errors.--.
4.l .3.2 Exteosionof Adverbial-ClauseFragmentErrors .-- .-- 52
FragmentErrors-.. 53
4.1-3.3Extensionof Prepositional'Phrase
54
FragurentErroru
4.1.3.4Exlerxionof Verbal-Phrase
FragmentErrors.'... -54
4.1.3.5Exieosionof Adjective-Clause
4.1.3.6Extensionof Co-ordinatedPhraseFragruantErrors.. 55
and Adverbial4.1.3.7Combinatim of Prepositional'Phrase
56
Clauseof CauseFragmentErors
56
4.1.3.8ExtensionofNouo-PbraseFragmentErrors
57
of Fiadings..- -.....
4.ZTntsrpretatron
4.2.1 Interpretationof FragmentErrorsFiodingsBasedon Frmctionsof
58
the Units
HeadFragmentErrors 58
4.2.1.1Interpretaticaof Co-ordinated
.-
59
of ModiEerFragmentErrors... -.. ... ..
4.2.1.3Interpr,etaticn
63
4.2.l.zlnterpretatimof QualifierFragmentErrors
4.2.l.4lnterpretatimof SubjectFragmentErrors... ... .----. . 63
111
of
4.2.2Interpretation
Fragment Errors Based on
Formal
64
Struch-ues
4.2.2.1I^lffpretation of Co-ordinatedHead Clause Fragment
65
Errors...
4.2.2.2lnternrretation
of
Adverbial-Clause
6
Errors...
4.2.2.3Interpretation of
Frarsrent
Prepositional-Phrase
Fragment
....... 68
E rro rs-..
FragmeotErrors..... 69
of Verbal-Phrase
4.2.2.4Interpretation
Fraounent
Errors.. 70
of Adjective-Clarxe
4.2.2.5Interpretation
4.2.2.6lnterpretation of
Co-ordinated Phrase Fragmeot
7l
Errors-..
4.2.2.7Interpretatioa of Combiaation of Prepositional-Phrase
and
Adve.lbialtlause
E rro rs-..
of
Reason
Fragment
........72
FragmentErrors... ... . 74
4.2.2-a Int€ryelationof Norm-Pbrase
a.3 PedagogicSuggestions
ChapterV : Conclusionand Suggestions
74
77
5-l Conclusion
77
5.2FrntherSuggestions
8l
Bibliography
82
85
Appendices
A p p e n d i Ix .........
2........
8_s
92
Appendix3 .......
102
A p p e n d i4x .........
105
A p p e n d i5x .........
l1.|t
6 .........
Ap p e n d rx
lt3
TABLES
PAGE
TABLES
4. I PercentageoftheFragmentErrorsBasedonFunctions
45
4.2 Percentageof the Fragment Errors Based on Formal Structures
47
4.3 Percentage of
the Exiension of
the Co-ordinated
Head Based on
Functions
48
4.4 Percentageof the Extension of the Quaiifier Based on Functions
49
4. 5 Percentageof the Extension of the Modifier Based on Functions
50
4.6 Percentageof tbe E:r'tensionof the SubjectBasedon Functions ... ... .... - .
50
4.7
Percentage of the Extension of the Co-ordinated Head Clause Based on
Formal Stlchres
52
4 . 8 Percentage of the Extension of the Adverbial Clause Basedon Formal
Stnrctrues
53
Based on Fomal
4 . 9 Percentageof the Extensionof the Prepositiooal-Phrase
Struchues
53
4.10 Percentage of theExte,nsion of the Verbal-Phrase Based on Formal
Struchues
54
4. I I Percentage of the Extension of the Adjective Clause Based on Formal
Struchres
55
4.12 Percentage of the Extension of the Co-ordinated Phrase Based on Formal
Structures
55
4.13 Percentage of the Extension of Combioation of Prcpositional-Phase and
Adve6ial Clause Based on Formal Structures
4. 14 Percentage of
Structures
the
Extension
56
of the Norm-Pbrase Based on Formal
57
ABSTRACT
Limena Elmida. 1998. Fragments Errors Made by The Sixth-Semesier
Students of English Department of Widya IVIandala Catholic
Universify in Their Composition (a Second Language Acquisition
Sturty). Thesis, Program Study Pendidikan Bahasa Ingris, Fakultas
Keguruan dan Ilrnu Pendidikan. Universitas Katolik Widya Mandala,
Surabaya.Advisors: (l) Drs M.P. Soehisno,M.A., (2) Drs Hendra
Tedjasuksmana,
M.Hurn.
Kel.words:Fragments,Errors,Composition,SecondIanguage AcquisitionLanguageis an instument for comrnrmicationamong humaubeingsin a
socieiv. Peopleuse the languageto expresstheir ideas, fselings, opinions, or
information. There are some ways to expressthe ideas, ;6elings, opinions, or
intbrmation,Thetwo mostcoulmon!\'aysarespeakingand writing.
When peopleare in a conversation,they often use fragments,incomplete
seoterrc€swhich are spoke,nor written as if they were corylete sentences,to
expressthoseideas,feglings,opinions,or information.In a connersation,fragmerrts
can be usedbecausethe interlautor has the facilities to answer the questionsby
using the otherfragmentsin orderrto completetheir ideas,feelings,opinions,and
information as long as the intierlocutorrmderstandwhat each of them measfragments
Besidesthat, the interloqrtorwants to be in a relax situation Howe.vetr,
camot be used in rhe formal compositionsbecausethe writer cannot use the
to exprress
the ideas,fsslings, orpinions,or information.Tbat
$p%king advantages
is oLy, fragm€Nrts
aan dishrb the readersand also desEoytb menings of the
in a composition"
serrte{rc€s
To find out uihetherthe English neearU.ent shldentsmake the fiagnents
in their compositionsor nol the writer carried out lhe shdy wder report at the
English Deparheril of Widya lv{aodalaUnirmsity by studying and aralyzing the
\Miting V final tqst. In this stuf, the sixth-semest,erstudents of English
Deparbent of Widya\4aodalaUniversitywereusedasthe subjecl
After the wriler identified,ana\zed, classified,and cormtedthe fragmeuts
occurencesas well asthercasonswhy the shrdentsmadethosefragmentsbasedon
the firocdonsand the formal skustureof the units, sberankedthem &om tbe most
to the least accordingto the freque,ncyof errors occurerrcs. Based on the
fimctions, she formd out that the most fi'agmenterrors was Co-ordinatedHead
(5526yo) and the least fragpent errors were Subject (1.32W and Modifier
(l,32Yo).Basedon tbe fumal skucturp,shefoundout tbat the most fragmenterrors
was CoordinatedHeadClause(55,26Vo)and the least fragnent errorswas Noun
Phrase(l,32Ya).
The findingsoffragment errorsbasedon the firactiousoccurredbecauseof
the shrdents'ways of tbinking. They thought tbat the tagn€Dts as meaningful
xu
uuits werethe completethoughts.Basedon the formal $Flrcture,tbe stud€ntsmade
the Fagme,nte11orsbcause they did not realize that tbe t3gneuts cannotstand
aloneas if it wereihe completesentencewhich can be uiritien by itself'
Tbe findings of fiagmentelTorscaa be categorizodinto gtobal errors.It is
because the fragments can affect the overall s€d€oce oryanization in a
composition.In addition.,the fragmenterrc'rsareprobabtydue to sirylificatio,n' the
students'tendencyin expressiagtbe target languageinio a simpler rysteo' and
in their composition
ellipsis, the students'way of thinking to e:ipressthe,mselves
that takesup the way that peoplespeak'
The-findingsof this study give us more information of wbrythe studeets
madethe fragmentsin their compositions.Besidestlat" this studyalso offers some
suggestedexercisesu'hich have the purpose to rninimize the fragmentsin a
composition so that the English Deparme,nt shrdents can make the best
Shealso suggestedthat firther shrdies
compositionswith the completese'ntrences.
and moreresearch
of this kind of sh:dyshouldbe madeby using betler
techniquesto getmorcconclusivesolution-