CONJUNCTIONS IN SENIOR HIGH SCHOOL ENGLISH TEXTBOOK.

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CONJUNCTIONS IN SENIOR HIGH SCHOOL ENGLISH

TEXTBOOK

A THESIS

Submitted to the English Department, Faculty of Languages and Arts, State University of Medan, in Partial Fulfillment of the Requirements

for the Degree of Sarjana Pendidikan

By :

DIEMAM FERZHAWANA

Reg. NO. 2101121013

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

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ACKNOWLEDGMENT

First of all, the writer would like to express his deepest gratitude to Allah SWT the most almighty and the most merciful for His amazing grace, uncountable blessing, loves, opportunity and strength given to the writer during her study. Next, peace be upon to Prophet Muhammad SAW who brought human being from the dark ages to the bright one in the world and in completing this thesis which entitled: Conjunctions in Senior High School English Textbook. This thesis is aimed to fulfill one of the requirements for the degree of Sarjana Pendidikan of the English Department, Faculty of Languages and Arts, State University of Medan (UNIMED).

In completing this thesis, the writer realized that she faced some problems and she had received the academic guidance, suggestions, and comments and got a lot of assistance and moral support from many people. Therefore, the writer would like to express his gratitude and special thanks to:

 Prof. Dr. Ibnu Hajar Damanik, M.Si., as the Rector of State

University of Medan.

 Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages

and Arts, State University of Medan.

 Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department, Dra. Masitowarni Siregar, M.Ed., as the Head of English Education

Study Program, who took the role of being his reviewer and examiner.

 Dra. Meisuri, M.A., her Thesis Advisor, who has given his valuable

advice, guidance and spent her precious time in the process of completing this thesis.

 Dr. Siti Aisah Ginting, M.Pd., he Academic Advisor, who has

supported his throughout the academic years.

 Dra. Rahmah, M.Hum., as her reviewer and examiner, who has

given his precious time, suggestions, and comments.

 All the Lecturers of English Department who have taught, guided,

and advised his throughout the academic years.

 Mam Euis, as the Administration Staff of English Department, for her

attention, assistance, and information in completing it.

 Susiani, S.Sos., as the Cordinator of Reading room of Faculty, who

had given permission to her during the observations in Reading Room of Faculty.

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 Her beloved parents, Surya and Mami, her lovely younger brother

and sister, Gagah Dwiva and Swas Hanna Yakaty, and all her families for their endless love, pray, inspiration, motivation, mental and everything that they have given to the writer.

 Her friends in Reguler Dik. B’ 2010, especially Fatin, Rosa, Linda and Lidya as his great class for the love and togetherness throughout

four years; her friends in PPLT SMP Negeri 1 T. Mengkudu 2013 especially Sarika and Meida for many experiencies and togetherness.

The writer realizes that this thesis still has the paucity, he conveniently welcomes any suggestions, comments critics, and advices that will improve the quality of this thesis. She hopes that this thesis would be useful for those who are read and interested in the field of this study.

Medan, Juli 2014 The writer,

Diemam Ferzhawana Reg. No. 2101121013

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ABSTRACT

Ferzhawana, Diemam. 2101121023. Conjunctions in Senior High School English Textbook. A Thesis. Faculty of Languages and Arts, State University of Medan. 2014.

This study is aimed at finding out the kinds, the functions and how conjunctions are developed in five discussion texts of the English textbook. The data were words or phrases categorized as conjunctions. The study was conducted by applying descriptive qualitative research.The research findings indicate that a). There are four type of conjunctions found in five discussion texts of the English textbook. The total number of conjunctions used were 229 conjunctions. Additive (110), adversative (18), causal (79) and temporal (22); b). The functions of additive (to indicate an addition of facts or idea, an alternative and additions), adversative (to indicate opposition or concession and contrast new information with previous information), causal (to show cause-effect relationship like giving reason, result, or purpose from a statement), temporal (to make sequence in time expressed by when, while, before, after and had function to indicate a conclusion or summary); c). Discussion texts are developed based on taxonomy bloom system arranged from the easiest level to the highest level of difficulty. The first text contained simple conjunctions catagorized remembering and understanding conjunctions while starting from the second, third, forth and the last text used conjunctions catagorized applying, analysing and evaluation conjunctions.

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Page

ABSTRACT ... i

ACKNOWLEDGEMENT ... ii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... vi

LIST OF APPENDIXES ... vii

CHAPTER I INTRODUCTION ... 1

A. The Background of the Study ... 1

B. The Problem of the Study ... 4

C. The Objective of the Study ... 5

D. The Scope of the Study ... 5

E. The Significance of Study ... 6

CHAPTER II REVIEW OF LITERATURE ... 7

A. Theoretical Framework ... 7

1. Text ... 7

2. Cohesion ... 8

a. Lexical Cohesion ... 8

b. Grammatical Cohesion... 8

1) Reference ... 9

2) Ellipsis ... 9

3) Substitution ... 10

4) Conjunction ... 10

a) Additive Conjunction ... 11

(1) Simple Additive Relations ... 11

(2) Complex Additive Relations: Emphatic ... 11

(3) Complex Additive Relations: De-emphatic ... 12

(4) Comparative Relations ... 12

( 5) Appositive Relations ... 13

b) Adversative Conjunction ... 14

(1) Adversative Relations: Proper ... 14

(2) Contrastive Relations ... 14

(3) Corrective Relations ... 15

(4) Dismissive Relations ... 15

c) Causal Conjunction ... 16

(1) General Causal Relations ... 16

(2) Specific Causal Relations ... 16

(3) Reversed Causal Relations ... 16

(4) Conditional Relations ... 16

(5) Respective Relations ... 17

d) Temporal Conjunction ... 18

(1) Simple Temporal Relations ... 18

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(3) Conclusive Relations ... 20

(4) Correlative Relations ... 20

(5) ‘Here and Now’ Relations ... 20

(6) Summary Relations ... 21

1) Coordinating Conjunction ... 22

2) Subordinate Conjunction ... 23

3. Texbook ... 24

4. Reading Text ... 25

5. Genre ... 26

6. Discussion Text ... 27

B. Conceptual Framework ... 29

CHAPTER III RESEARCH METHOD ... 32

A. Research Design ... 32

B. Data and Source of Data ... 31

C. The Technique of Collecting data ... 33

D. The Technique of Analyzing data ... 33

CHAPTER IV DATA AND DATA ANALYSIS ... 34

A. The Data ... 34

B. Data Analysis ... 35

C. Research Findings and Discussions ... 53

CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 56

A. Conclusions ... 56

B. Suggestions ... 57

REFERENCES ... 58

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LIST OF TABLES

Page

Table 4.1 The distribution of conjunction phrases ... 34

Table 4.2 The classification of Additive conjunctions... 35

Table 4.3 The distribution of Additive conjunctions ... 37

Table 4.4 The classification of Adversative conjunctions ... 40

Table 4.5 The distribution of Adversative conjunctions ... 41

Table 4.6 The classification of Causal conjunctions ... 43

Table 4.7 The distribution of Causal conjunction ... 44

Table 4.8 The classification of Temporal conjunctions ... 47

Table 4.9 The distribution of Temporal conjunctions ... 48

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LIST OF APPENDIXES

page

Appendix 1 Pros and Cons of Using Blackberry in The Work Place .... 60

Appendix 2 Pros and Cons of Young Marriage ... 61

Appendix 3 Pros and Cons of School Uniform ... 62

Appendix 4 Weighning The Pros and Cons of Credit Cards ... 63

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CHAPTER I

INTRODUCTION

A. The Background of The Study

The word “text” is used in linguistic to refer to any passage, spoken or written of whatever length that formed a unified whole. A text can be defined as a unit of language in use, it means that language was contextual, the whole system of language lives in the context where the language can be accepted in spoken or written.

Nowadays, the English language learning concernes with discourse competence that had a deal with language and context to make the text acepted in daily life. According to Curriculum of KTSP, one of the objectives of learning English in Senior high school is to develop the students’ ability in communicate in spoken or written language with the more formal and complicated language seen from the structure and the linguistics used, so the students will use the acceptable language according to the context of the language itself.

Context consists of three systems, they are context of situation (register), context of culture (genre) and context of ideology. Context of cultures creates many kinds of text that we called genre. There are thirteen kinds of academic texts (genre) that senior high school students should understand. They are: descriptive spoof, recount, procedure, report, news item, anecdote, analytical exposition, hortatory, narrative, explanation, discussion and review. every text has its own

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characteristics, different communicative objective and used certain structure and linguistics and linguistics element.

All those genre are covered in textbook and those are arranged in the form of structure. Textbook takes important rule in teaching and learning process so every school provides textbook to revise the students’ ability especially in English. It is designed based on curriculum and it fullfilled the students’ needs in teaching and learning process. Textbook coveres various of topics in learning, one of them was conjunction. Conjunction can be seen in the written text in the textbook. Moreover, conjunction is important to be studied because it is a very important means in a language that makes sentences or clauses cohesively related. As a result, it makes the sentences or clauses clearly interpreted and easy to be understood especially in the text.

But when the writer was in the research in field (PPL) in SMA, the writer found that the students have difficulty with conjunction in writing activity and even in comprehending the text. They did not use good variation of the types of conjunction in their writing text. They only used one or two kinds of conjunction, e.g: and, or, but, because. Although, there were many kinds of conjunction that

they could use in writing, they also couldn’t understand the meaning of

conjunction in reading text, because they didn’t understand it clearly. It made

them difficult in comprehending a reading text. So, that’s why the writer wanted

to analyze the use of conjunction in reading text especially in discussion text as the input for the students in developing and improving their knowledge in reading a text.

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Discussion texts in the textbook was analyzed. The writer analyzed the 3rd

year of senior high school English textbook published by Grafindo Media Pratama

entitled Advance Learning English 3. As we know that the 3rd year of senior high

school students will face the national examination, so they need information and need to understand the reading text in English textbook easily in order to enable them to understand text in the exam.

This study hopefully could build the students’ willingness in developing their habit of reading preparation before the examination and also made them think critically about the text given. Furthermore, this study had the implication for teaching, especially for teacher. Teacher could explore creatively the types and functions of conjunction as a material discussion and teaching with the students.

The study of analyzing conjunction in textbook has been done by Philip (2012) who conducted research entitled, “Conjunctions in Malaysian Secondary

School English Language Textbooks” using Celce-Murcia and Larsen-Freeman

theory. The result showed that coordinating conjunctions were the most frequent conjunctions that occurred in the five textbooks followed by subordinating and correlative conjunctions. The ranking of the different types of conjunctions in the Textbook Corpus was similar to that of the reference corpus. The next research

was conducted by Ketabi (2012) entitled, “A Corpus-based Study of Conjunction

Devices in English International Law Texts and its Farsi Translation” using Halliday and Hasan Theory. The result showed that both ELTs and FTTs share more similarities than differences in the use of cohesive device of conjunction because of the informative function and stylistic features of law texts. The

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majority of cohesive devices are maintained in Farsi translation for precision, clarity and logicality. The next research was conducted by Huyen (2012) entitled “Analysis of cohesive devices in the esp textbook on accounting at university of labor and social affairs” using Halliday and Hasan Theory. The result showed that lexical cohesive devices are used more often in the textbooks than grammatical cohesive devices.

In order to have an understandable research, the writer gave an underlying theory that explained the types and functions of conjunction based on what was proposed by Halliday and Hassan theory that explained conjunctions clearly. In addition the writer also used Wren and Martin theory. This research aimed at

analyzing “Conjunctions in Senior High School English Textbook”.

B. The Problem of Study

The problems in this study were formulated as follows.

1. What types of conjunction used in discussion texts of the English

textbook?

2. What were the functions of the conjunction used in discussion texts of the

English textbook?

3. How were conjunctions developed in discussion texts of the English

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C. The Objective of The Study

This research was aimed at analyzing conjunctions in the English textbook. And the objectives were stated as follows.

1. To find out the types of conjunction used in discussion texts of the English textbook.

2. To describe the functions of conjunction used in discussion texts of the English textbook.

3. To explain how conjunctions were developed in discussion texts of the English textbook.

D. The Scope of The Study

Cohesion consist of two main parts, grammatical cohesion and lexical cohesion. This research was limited to the study of grammatical cohesion, which was conjunction. Grammatical cohesion could be exposed to the people through some media such as textbook, news paper, magazine, etc. This study was limited to the study of conjunctions in the 3rd year of senior high school English textbook published by Grafindo Media Pratama entitled Advance Learning English 3. In English textbook, there were some reading texts including narrative, explanation, discussion and review. Only five discussion texts were taken into analysis based on Halliday and Hasan (1984) Theory since they provided more detail explanations about the types of conjunction than other linguists.

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E. The Significance of The Study

This research was expected to have both theoretical and practical perspective:

1. Theoretical perspective.

a. For teaching materials designers, it could be used as an alternative information to design the teaching materials especially conjunctions. 2. Practical perspectives.

a. For the English teachers, it could be inspiring to give more

explanations about conjunctions clearly.

b. For the English students, it could be used to study about conjunctions.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A.Conclusions

In reference with analyzing the conjunctions in five discussion texts of the 3rd year of senior high school English textbook published by Grafindo Media Pratama entitled Advance Learning English 3. It could be concluded that:

1. There were four types of conjunction used such as additive, adversative, causal and temproal. Furthermore, the result showed that the total of conjunctions used in five Discussion texts were 229. Yet, corrective adversative, dismissive adversative, respective causal and summary temporal could not be found in the data.

2. The functions of conjunction based on the types of conjuction like, additive conjunction had functions to indicate an addition of facts or idea, an alternative, addition that reduced the weight of what have been stated before, a comparison of dissimilarity and similarity and exposition oe exemplication. Adversative conjunction had functions to indicate opposition or concession and contrast new information with previous information. Causal conjunction had functions to show cause-effect relationship like giving reason, result, or purpose from a statement. Temporal conjunction had functions to make sequence in time expressed by when, while, before, after and had function to indicate a conclusion or summary

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based on taxonomy bloom arranged from the easiest level to the highest level of difficulty. The first text contained simple conjunctions catagorized remembering and understanding conjunctions while starting from the second, third, forth and the last text used conjunctions catagorized applying, analysing and evaluation conjunctions. It meaned that the distribution of conjunctions in the last text was the most complicated.

B.Suggestions

In relation to the conclusions, the writer would like to propose some suggestions both theoretical and practical perspective:

1. Theoretical perspective.

a. For teaching materials designers, it could be used as an alternative information to design the teaching materials especially conjunctions. 2. Practical perspectives.

a. For the English teachers, it would be inspiring to give more

explanations about conjunctions clearly.

b. For the English students, it could be used to study about conjunctions.

c. For those who interested in conducting further study about

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Discussion texts in the textbook was analyzed. The writer analyzed the 3rd year of senior high school English textbook published by Grafindo Media Pratama entitled Advance Learning English 3. As we know that the 3rd year of senior high school students will face the national examination, so they need information and need to understand the reading text in English textbook easily in order to enable them to understand text in the exam.

The study of analyzing conjunction in textbook has been done by Philip (2012) who conducted research entitled, “Conjunctions in Malaysian Secondary School English Language Textbooks” using Celce-Murcia and Larsen-Freeman theory. The result showed that coordinating conjunctions were the most frequent conjunctions that occurred in the five textbooks followed by subordinating and correlative conjunctions. The ranking of the different types of conjunctions in the Textbook Corpus was similar to that of the reference corpus. The next research was conducted by Ketabi (2012) entitled, “A Corpus-based Study of Conjunction Devices in English International Law Texts and its Farsi Translation” using Halliday and Hasan Theory. The result showed that both ELTs and FTTs share more similarities than differences in the use of cohesive device of conjunction because of the informative function and stylistic features of law texts. The

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majority of cohesive devices are maintained in Farsi translation for precision, clarity and logicality. The next research was conducted by Huyen (2012) entitled

“Analysis of cohesive devices in the esp textbook on accounting at university of

labor and social affairs” using Halliday and Hasan Theory. The result showed that lexical cohesive devices are used more often in the textbooks than grammatical cohesive devices.

B. The Problem of Study

The problems in this study were formulated as follows.

1. What types of conjunction used in discussion texts of the English textbook?

2. What were the functions of the conjunction used in discussion texts of the English textbook?

3. How were conjunctions developed in discussion texts of the English textbook?

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C. The Objective of The Study

This research was aimed at analyzing conjunctions in the English textbook. And the objectives were stated as follows.

1. To find out the types of conjunction used in discussion texts of the English textbook.

2. To describe the functions of conjunction used in discussion texts of the English textbook.

3. To explain how conjunctions were developed in discussion texts of the English textbook.

D. The Scope of The Study

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E. The Significance of The Study

This research was expected to have both theoretical and practical perspective:

1. Theoretical perspective.

a. For teaching materials designers, it could be used as an alternative information to design the teaching materials especially conjunctions. 2. Practical perspectives.

a. For the English teachers, it could be inspiring to give more explanations about conjunctions clearly.

b. For the English students, it could be used to study about conjunctions. c. For those who interested in conducting further study about conju

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In relation to the conclusions, the writer would like to propose some suggestions both theoretical and practical perspective:

1. Theoretical perspective.

a. For teaching materials designers, it could be used as an alternative information to design the teaching materials especially conjunctions. 2. Practical perspectives.

a. For the English teachers, it would be inspiring to give more explanations about conjunctions clearly.

b. For the English students, it could be used to study about conjunctions. c. For those who interested in conducting further study about

CONJUNCTIONS IN SENIOR HIGH SCHOOL ENGLISH TEXTBOOK.