AN ANALYSIS OF THE SENTENCE STRUCTURES IN THE DISCUSSION TEXTS (A STUDY OF THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT OF THE STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA IN THE ACADEMIC YEAR OF 20152016) A GRADUATING PAPER
AN ANALYSIS OF THE SENTENCE STRUCTURES IN THE
DISCUSSION TEXTS
(A STUDY OF THE FOURTH SEMESTER STUDENTS OF
ENGLISH EDUCATION DEPARTMENT OF THE STATE
INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA IN
THE ACADEMIC YEAR OF 2015/2016)
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial FulfillmentOf theRequirements for
the Degree ofSarjana Pendidikan(S.Pd.)
English Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
WAHYU WIDYA WARDANI
(113-11-109)
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
2016
Salatiga, November 19
th
2016 Rr. Dewi Wahyu Mustikasari, M.Pd.
The Lecturer of English Education Department State Institute for Islamic Studies (IAIN)Salatiga
ATTENTIVE COUNSELOR‟S NOTE
Case: Wahyu Widya Wardani
’s Graduating Paper
Dear, Dean of Teacher Training and Education Faculty Assalamu’alaikumwr.wb.
After reading and correcting Wahyu Widya Wardani ‟s graduating paper entitled AN
ANALYSIS OF THE SENTENCE STRUCTURES IN THE DISCUSSION TEXTS (A STUDY OF THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT OF THE STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA IN THE ACADEMIC YEAR OF 2015/2016, I have
decided and would like to propose that this paper can be accepted by the Teacher Training and Education Faculty, I hope this paper will be examined as soon as possible.
Wassalamu’alaikumwr.wb.
Counselor, Rr. DewiWahyuMustikasari, M.Pd.
NIP. 19790821 201101 2 007
MINISTRY OF RELIGIOUS AFFAIRS
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
TEACHER TRAINING AND EDUCATION FACULTY
Jl. Lingkar Salatiga Km. 2 Telp (0298) 6031364 Salatiga 50716 Website: tarbiyah.iainsalatiga.ac.id Email:tarbiyah@iainsalatiga.ac.id
A GRADUATING PAPER
“AN ANALYSIS OF THE SENTENCE STRUCTURES IN THE DISCUSSION
TEXTS(A STUDY OF THE FOURTH SEMESTER STUDENTS OF ENGLISH
EDUCATION DEPARTMENT OF THE STATE INSTITUTE FOR ISLAMIC
STUDIES (IAIN) SALATIGA IN THE ACADEMIC YEAR OF 2015/2016
”
WRITTEN BY:
WAHYU WIDYA WARDANI
NIM:11311109
Has been brought to the board of examiners of English Education Department of Teacher Training and Education Faculty at State Institute for Islamic Studies (IAIN) Salatiga on
th
March 30 2017, and hereby considered to complete the requirements for the degree of SarjanaPendidikan (S.Pd) in English Education.
Board of Examiners, Head
: Dr. H. Sa‟adi, M. Ag Secretary : Rr. Dewi Wahyu Mustikasari, M. Pd First examiner : Sari Famularsih, M. A Second examiner : Ari Setiawan, M. M
th
Salatiga, March30 2017 Dean of Teacher Training and Education Faculty Suwardi, M.Pd.
NIP. 19670121 199903 1 002
MOTTOS
When someone abuses you, it is a compliment that so far they spend a lot of time thinking
about you, even when you do not think about them.
(B.J. Habibie)
“You never fail until you stop trying”.
(Albert Einstein)
DEDICATION
This graduating paper is sincerely dedicated to: 1.
My father and my mother, Warsito, and Suwarniati who have been supporting in moral and material in my life, they always motivate me to get my dream come true.
2. My beloved sisters and brother, Emylia Noviani Rojab Bintari, Muhammad Nadhim Al- Faridz, Siti Alfiah, and Desi Wulandari, you are everything in my life.
3. My beloved inspiring person and teacher, Kyai Marwan (alm) who gave me guidance in my spiritual life
4. My partner of life, Tri Wahyudi.
5. My best friends Fani, Mita, Hima, Rifka, Indah, Intan, Heni, Dian, Ampri thank you for your helping.
6. My friends TBI D 2012, thank you for your help and spirit.
ACKNOWLEDGEMENTS
Bismillahirrahmanirrahim,In the name of Allah, the most Gracious, the most Merciful. All praises be to Allah. Because of His graciousness and mercifulness the researcher can write this graduating paper as one of the requirements for SarjanaPendidikan (S.Pd) of of English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga
Sholawat and sallam may Allah send them to our Prophet Muhammad SAW, (peace be upon him), his families, his companions, and his followers. The best messenger for people all over the world. This world becomes peace because of his hard effort in giving the human being advices.
On this opportunity, the researcher would like to express her profound gratitude, more than she can express, to:
1. Dr. Rahmat Haryadi, M.Pd. as the Rector of State Institute for Islamic Studies (IAIN) of Salatiga.
2. Suwardi, M.Pd. as the Dean of Faculty of Teacher Training and Education, State Institute for Islamic Studies (IAIN) of Salatiga.
3. Noor Malihah, Ph. D. as the Head of English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) of Salatiga.
4. Rr. DewiWahyuMustikasari, M.Pd. as the Secretary of English Education
Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) of Salatiga and as the counselor of this graduating paper. Thank you for all of the supports, advice, suggestion, and recommendation for this
ABSTRACT Wardani, Wahyu Widya 2016.“AN ANALYSIS OF THE SENTENCE STRUCTURES
IN THE DISCUSSION TEXTS (A STUDY OF THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT OF THE STATE
INSTITUTE FOR ISLAMIC SUDIES (IAIN) SALATIGA IN THE ACADEMIC YEAR OF 2015/2016 ”. Graduating Paper.English Education Department, Faculty of Teacher Training and Education, State Institute for Islamic Studies of Salatiga. Advisor: Rr. Dewi Wahyu Mustikasari, M.Pd.
Keywords: Sentence Structure, Discussion Text The objectives of this research is to find out the types of sentences and describe the profiles of types of sentences used by students in the discussion texts. This research applied qualitative method. The subject of this research was the fourth semester students of the State Institute for Islamic Studies Salatiga. The data were collected from the discussion texts that written by students.The results showed that the types of texts that used by the students are simple sentence, compound sentence, complex sentence, and compound-complex sentence. Simple sentence consists of 79 sentences (68.70%), compound sentence consists of 6 sentences (5.22%), complex sentence consists of 28 sentences (24.35%), and compound- complex sentence consists of 2 sentences (1.79%). It can be concluded that the dominant type of sentence used by students is simple sentence. There are profiles of the types of sentence used by students. First, the types of simple sentence, those are; SV, SSV, and SVV. Type of SV consists of 73 sentences (92.41%), SSV consists of 1 sentence (1.27%), SVV consists of 5 sentences (6.33%). It can be concluded that the dominant type of simple sentence is SV. Second, the types of compound sentences used by students is; SV, SV. Type of SV, SV consists of 6 sentences (100.00%). Third, the type of complex sentence used by students is;
IC DC and DC, IC. Type of IC DC consists of 26 sentences (92.86%) and the types of DC, IC consists of 2 sentences (7.14%). It can be assumed that the dominant type of compound sentence is IC DC. The last, the type of compound-complex sentence used by students is; IC, IC DC. This type of compound-complex sentence consists of 2 sentences (100.00%).
TABLE OF CONTENTS
TITLE .................................................................................................................... i DECLARATION .................................................................................................. ii ATTENTIVE CONSELOR NOTES ................................................................... iii PAGE OF CERTIFICATION .............................................................................. iv MOTTOS .............................................................................................................. v DEDICATIONS ................................................................................................... vi ACKNOWLEDGEMENTS ................................................................................ vii ABSTRACT ......................................................................................................... ix TABLE OF CONTENTS ...................................................................................... x LIST OF TABLES .............................................................................................. xii
CHAPTER I INTRODUCTION A. Background of the Research ..................................................................... 1 B. Problems of the Research.......................................................................... 4 C. Objectives of the Research........................................................................ 4 D. Benefits of the Research ........................................................................... 5 E. Limitations of the Research ...................................................................... 5 F. Definition of the Key Terms ..................................................................... 6 G. Graduating Paper Outline ......................................................................... 7 CHAPTER II LITERATURE REVIEW A. Previous Research ..................................................................................... 8 B. Sentence Elements .................................................................................... 9 C. Types of Sentence ................................................................................... 10 D. Sentence Fragment .................................................................................. 19
E.
Discussion Text ....................................................................................... 19
CHAPTER III RESEARCH METHOD A. Research Method .................................................................................... 21 B. Population and Sample ........................................................................... 22 C. Method of Data Collection...................................................................... 23 D. Method of Data Analysis ........................................................................ 23 E. Validating the Data ................................................................................. 26 CHAPTER IV FINDINGS AND DISCUSSIONS A. Types of Sentences Found in the Students‟ discussion text .................... 27 B. Profile of the Types of Texts ................................................................... 28 CHAPTER V CLOSURE A. Conclusions ............................................................................................. 46 B. Suggestions ............................................................................................. 47 REFERENCES APPENDICES
CHAPTER I INTRODUCTION A. Background of the Study As an international language, English needs to be mastered by people in the
world. English has important part in developing a country. In this modern life, English is used as the media of information flow on science, technology and culture. In Indonesia, English is taught from the primary level of education up to university levels. There are four English language skills that need to be achieved by students, namely writing, reading, speaking and listening. Writing is one of the most important skills in learning. Writing combines many aspects, such as vocabulary, grammar, and structure. According to Sapkota (2012:70), “writing is an activity of putting down the graphic symbols which has a function to present a language in order to convey some meaning so that the reader can grasp the information which the writer has tried to impart.” It can be concluded that writing is a process of transferring ideas into written form that is understandable.
Sentence is a grammatical unit of words that starts with capital letter andthe last word is followed by an end punctuation mark (period/full stop, question mark or exclamation mark).
“A sentence is made up of a number of words which when placed together convey a particular statement, question, exclamation or command” (Gatt, 2014:3).
According to Oshima and Hogue (1988:11), “there are four kinds of sentences: simple sentences, compound sentences, complex sentences, and compound-complex sentences”. Furthermore, Langan (2003:139) explains that “a simple sentence has a single subject-verb combination. A compound sentence is made up of two (or more) simple sentence. The two complete statements in a compound sentence are usually connected by a comma plus a joining word. A complex sentence is made up of a simple sentence (a complete statement) and a statement that begins with a dependent word. A compound-complex sentence is made up two (or more) simple sentences and one (or more) dependent statements.”
Sentence structure is the way to arrange, formulate and design grammatically. According to Farlex (2003),
“sentence structure is the grammatical arrangement of words in sentences ”.
In writing text, there are several types of writing, those are: descriptive, narrative, procedure, recount, report, review, news item, analytical exposition, hortatory, spoof, explanation, and discussion. It means that there are so many kinds of text. Each of them has social function, language features, and generic structures. Furthermore, it is clear to differentiate those writings. Discussion text is one of the types of text that should be learnt for undergraduate students especially in English program, the students are expected to be able to produce this text. “Discussion is a text which present a problematic discourse. This problem will be discussed from different viewpoints.
Discussion is commonly found in philosophical, historic, and social text ” (Puguh, 2011).
The main of discussion text is to discuss about the two different arguments on an issue.According to Peters & Williamson (2000:6), “Discussion texts are concerned with the analysis, interpretation, and evaluation of issues. This text type will give the student the opportunity to develop the skills of finding information to support their arguments and emphasizes the importance of anticipating arguments and responding”.
It can be concluded that in writing the discussion text, students need to focus and think clearly and critically, because each paragraph should be clearly structured with a topic sentence supported by details.
From the previous statements the researcher was interested to find out the sentence structure in students discussion texts, and make an analysis entitled
“An Analysis of the Sentence Structure in the Discussion Texts (A Study of the Fourth Semester Students of English Education Department of the State Institute for Islamic Studies (IAIN)
Salatiga in the Academic Year of 2015/2016”.
B. Problems of the Research
Based on the background of the analysis above, the problems to beanalyzed in this research are as follow:
1. What are the types of sentences exist in the discussion texts of the fourth semester students of English Education Department ofthe State Institute for Islamic Studies(IAIN) Salatiga in the academic year of 2015/2016? 2. What are profiles the types of sentences in the discussion texts of the fourth semester students of English Education Department of the State Institute for Islamic Studies
(IAIN) Salatiga in the academic year of 2015/2016? C.
Objectives of the Research
There are objectives of this research: 1. To find out the types of sentences in the discussion text used by the fourth semester students of English Education Department ofthe State Institute for Islamic
Studies(IAIN) Salatiga in the Academic Year of 2015/2016.
2. To describes profiles the types of sentences in the discussion text of the fourth semester students of English Education Department ofthe State Institute for Islamic Studies (IAIN) Salatiga in the academic year of 2015/2016.
D. Benefits of the Research
The benefits of the research are as following: 1. Academic benefit
The benefit in academic study is expected to be beneficial to the world of literature and reference to the other research of sentence structures.
2. Practical Benefits a.
The researcher believes that this research participates to the development of literary study. It is suggested to the people or students are interested in literary research.
b.
For the English Department Students who are interested in studying writing, this analysis can be useful. Furthermore, they can use this as reference for their analysis.
E. Limitations of the Research
The research is limited on the sentence structure of discussion texts made by fourth semester students of English Education Department of the State Institute for Islamic Studies (IAIN) Salatiga in the academic year of 2015/2016.The researcher analyzes the sentences based on the types of sentence.
F. Definitions of the Key Terms
The researcher clarifies key terms as a limitation of the study: 1. Sentence Structure
A sentence is a group of words that put together. According to Gornowich and Nelson (1989:7), “a sentence always begins with capital letter and ends with a period (.) or sometimes an exclamation mark (!), then it will end with a question mark (?). A sentence must be able to stand as an independent thought
”. It can be concluded that a sentence is a group of words that makes complete sense, begins with a capital letter and ends with a period.
2. Discussion Text
Discussion text is used to present different opinions on a particular issue or topic e.g. arguments for and against/positive and negative/good and bad.
“A discussion text presents differing opinions, viewpoints or perspectives on an issue, enabling the reader to explore different ideas before making an informed decision”(Barwick, 1999:92). It means that discussion text is a process in finding the solution between two different thoughts, views, or opinions.
G. Graduating Paper Outline
To make a summary about the research, in order to describe all components in this research. The researcher gives simulation as the following: Chapter I is introduction. It contents the background of the research, problems of research, objectives of the research, benefits of the research, limitations of the research, clarification of key terms, and graduating paper outline. Chapter II consists literature review. It contains of the previous research, sentence elements, types of sentence, sentence fragments, and discussion text. Chapter III shows the research method that used by the researcher to analyze sentences. It contains of the research method, population and sample, the method of data collection, and the method of data analysis.
Chapter IV presents the research findings and discussion. In this chapter, the researcher shows the data analysis. Chapter V is closure that contains conclusion and suggestions. The last part is references.
CHAPTER II LITERATURE REVIEW A. Previous Research Before the researcher writing this research entitled “An Analysis Sentence Structure of Students‟ Discussion Texts”, there are previous research related to this
research the title is “An Analysis of Sentence Structure in Tennessee Williams‟ A Streetcar Named Desire
”, (Ginting, 2009). In her research, she analyzed the types of sentence; simple sentence, compound sentence, complex sentence, and compound- complex sentence. In her research the most occurred sentence type is simple sentence; it is 205 sentences from the total number of the data. Second, compound sentence; it is 35 sentences from the total number of the data. Third, complex sentence; it is 107 sentences from the total number of the data, The last, compound-complex sentence; it is 26 sentences from the total number of the data.
Thereare two similarities between the writerresearch and the previous research, we analyzed sentence structure and we also used descriptive qualitative method to make description accurately and systematically. The differences are the object to be analyzed, here is sentence structure of play and theresearcher analyze sentence structure of students‟ discussion texts.
B. Sentence Elements Subject and predicate are the two elements to constructing sentence.
According to Frank (1972:220), “a sentence consists of a subject and a predicate.” 1.
Subject
The subject of a sentence is the person or thing about which an assertion is made or a question is asked. According to Langan (2003) Subject can be divided into: a.
Simple Subject
Simple subject composed of one person or thing. Such as: Rita, Elvie, she, he, etc.
b. Compound Subject
Compound subject consists of more than one person or thing joined together with a coordinating conjunction. Such as: my mother and my aunt, her uncle and her aunt, etc.
2. Predicate
The predicate is the part of the sentence which makes a statement or asks a question. The predicate always contains a verb. Verb must agree with its subject. For examples:Fany is reading a book.
C. Types of Sentence
A sentence is a group of words that use to communicate ideas. Every sentence is expresses a complete thought and formed from one or more clauses.
According to Oshima and Hogue (1998:152), “clauses are the building blocks of sentences. A clause is a group of words that contains at least a subject and verb
”. There are two kinds of clauses: 1.
Independent Clauses An independent clause contains a subject and a verb and expresses a
complete thought. It can be stand alone as a sentence by itself. Example: Student normally spend four years in college
2. Dependent Clauses
A dependent clause begins with a subordinator such as when, while, if,
that, or who. A dependent clause does not express a complete thought and cannot
stand alone as a sentence by itself. A dependent clause is formed with subordinator, subject, verb, complement.
Example: After the game was over. Furthermore, Oshima and Hogue (1998:160) stated that there are three kinds of dependent clause:
a. Adverb clauses
A dependent adverb clause begins with an adverbial subordinator such as when, while, because, although, if, so that, etc. Example: Although women in the United States could own property, they could not vote until 1920 (Oshima and Hogue, 1988: 160) b.
Adjective clauses
A dependent adjective (relative) clause begins with a relative pronoun such as who, whom, which, whose, or that, or with a relative adverb such as where or when. An adjective clause functions as an adjective; that is, it modifies a noun or pronoun. Example: Salatiga is a city where I was born.
c. Noun clauses
A dependent noun clause function as a noun and begins with a wh- question word, that, whether, wherever, or sometimes if. Example: I know that people have different opinions about capital punishment (Oshima and Hogue, 1988:179).
Based on the kinds of clauses, there are four types of sentences in English: simple, compound, complex, and compound-complex sentence.
1. Simple Sentence
Simple sentence consists of one independent (main clause) with no dependent clause (subordinate clause). For examples: a.
Suarez plays football every Sunday.
b.
Suarez and Messi are the best player football.
c.
The children smiled and waved at us (Langan, 2003: 139).
d.
John and Jack lubricated their car and replaced the oil filter.
The second sentence has two subjects; Suarez and Messi. This is called a compound subject. The third sentence has two verbs, smiled and waved. This is called a compound verb. Because there is only one clause, this is a simple sentence. The fourth sentence has a compound subject as well as a compound verb, but it stills a simple sentence because it has only one clause. There are four types of simple sentences: a.
Simple Subject and Simple Verb (SV) This kind of sentence has only one subject and one verb.
Example: Suarezplays football every Sunday.
S V b. Simple Sentence with a Compound Subject (SSV) This kind of sentence has more than one subject for the same verb.
Example: Suarez and Messiare the best player football.
S S V c. Simple sentence with a compound verb (SVV) Example: The childrensmiled and waved at us.
S
V V d.
Simple Sentence with Compound Subject and Compound Verb (SSVV). This kind of sentence has compound subject and compound verb.
Example: John and Jacklubricated their car and replaced the oil.
S S V
V 2.
Compound Sentence
Compound sentence mean a sentence which contains two or more independent clauses with no dependent clause joined together. There are three ways to join the clauses:
Table 2.1 Conjunction in Compound Sentence 1. With a coordinator I enjoy tennis, but I hate golf.2. with conjunctive adverb I enjoy tennis; however I hate golf. 3. with a semicolon I enjoy tennis; I hate golf
- *illustrated by Oshima and Hogue (1998:155) a.
Compound Sentences with Coordinators
A compound sentence can be formed as follows: Independent clause, + coordinator + independent clause
There is comma after the first independent clause. There are seven coordinators: for, and, nor, but, or, yet, so.
Table 2.2 Coordinating ConjunctionFor Women live longer than men, for they take better care of their health.
And Women follow more healthfull diets, and they go to doctors more often. Nor Women do not smoke as much as men do, nor do they drink as much alcohol.
But Men may exercise harder, but they may not exercise as regularly as women do.
Or Both men and women should limit the amount of fat in their diets, or they risk getting disease.
Yet He did not want to go the dentist, yet he went anyway. So Men are less cautious than women, so more men die in accidents.
- *illustrated by Oshima and Hogue (1998:156) b.
Compound Sentences with Conjunctive Adverb
A compound sentence can also be formed as follows: Independent clause; + conjunctive adverb + independent clause
A semicolon follows the first independent clause, and a comma follows the conjunctive adverb. Also, just like coordinating conjunction, conjunctive adverbs express relationships between the clauses.
Table 2.3 Conjunctive AdverbsCoordinators Conjunctive Sentences Adverb
And Besides Community colleges offer
Furthermore preparation for many occupations; moreover, they Moreover prepare students to transfer Also to a four year college or university. But However Many community colleges do not have dormitories; Yet Nevertheless however, they provide
Nonetheless housing referral services. Or Otherwise Students must take final exams; otherwise, they will receive a grade of incomplete.
So Accordingly Native and nonnative English speakers have
Consequently different needs; therefore, Hence most schools provide separate English classes for
Therefore each group Thus
- *illustrated by Oshima and Hogue (1998:158)
c. Compound Sentences with semicolon
A compound sentence can also be formed with a semicolon alone:
Table 2.4 Compound Sentence with SemicolonIndependent clause; independent clause My older brother studies law; my younger brother studies medicine
- Illustrated by Oshima and Hogue (1998:159)
This kind of compound sentence is possible only when two independent clauses are closely related in meaning. If they are not related, they should be written as two simple sentences, each ending with a period.
A compound sentence is really two separate sentences written together as one single sentence. These two sentences are very closely related each other in meaning and content. Compound subjects and compound verbs are not limited to simple sentence. They can be used in compound sentences. Here are some possibilities:
1) SV, SV
2) SVV, SSV
3) SV, SVV
4) SSV, SSV
5) SVV, SVV, etc.
Example: youshould get to class on time, or youwill miss S V S V the first part of the test. (Gornowich and Nelson,1989:27).
3. Complex Sentence
Complex sentence can be explain as a sentence which contains one of independent clause and one or more dependent clauses, and often formed by putting the subordinating conjunction (so, although, where, which, since).
In a complex sentence, one idea is generally more important than the other. The more important idea is placed in the independent clause, and the less important idea is placed in the dependent clause. A dependent clause is begins with a dependent words. Here is a list of common dependent words:
Table 2.5 Dependent WordsAfter If, Even if When, Whenever Although, Though In order that Where, Wherever As Since Whether Because That, So that Which, Whichever Before Unless While Even though Until Who How What, Whatever Whose
- *Researcher’s documentation
A complex sentence is used when you want to emphasize one idea over another in a sentence. For examples: a.
I checked my money before I invited Pedro for lunch (Langan, 2003:140).
b.
Because I forgot the time, I missed the final exam.
c.
Iniesta checked his money before he invited Messi for lunch.
In complex sentence, here are some possibilities of the types of complex sentence: a.
IC DC b. DC, IC Examples: I checked my moneybefore I invited Pedro for lunch.
IC DC Because I forgot the time, I missed the final exam.
DC
IC 4.
Compound-Complex Sentence
“A compound-complex sentence is made up of two (or more) simple sentences and on (or more) dependent statements” (Langan, 2003:146). It means that compound-complex sentence combines complex sentence and compound sentence forms.
For examples:The man who stole the jewelry and he did it in his home until he could safely get out of town. (Frank, 1972:223).
A compound-complex sentence is made from two or more independent clauses (IC), and one or more dependent clauses (DC). Here are some possibilities of the types of complex sentence: a.
IC, IC DC b.
DC, IC, IC
Example:When the power line snapped, Jack was listening to the DC
IC stereo,and Linda was reading in bed.
IC
D. Sentence Fragment
In writing, sometimes there are some common errors in sentence structure. It error sentence is called sentence fragments. Langan (2003:99) state that “every sentence must have a subject and a verb and must express a complete thought. A word group that lacks a subject or a verb and that does not express a complete thought is a fragment”. For examples:
1. Many young people who leave home at early age…
This is a fragment because the independent clause is unfinished, and that sentence does not express thought.
2. When my mother began lecturing me... (Langan, 2003:99) This is a fragment because we want to know what happened when the mother began lecturing. The word group does not follow through and express thought.
E. Discussion Text 1. Definition of Discussion Text
Discussion is a text which presents a problematic discourse. This problem will be discussed from different points of view. It presents pro and contra opinion on certain issue.
According to Peters and Williamson (2000:8), “discussion allows the participants, readers, listeners and/or viewers to examine an issue from more than angle”.Furthermore, Barwick(1999:92) states “discussion is commonly found in philosophical, historic, and social text”. Generic Structures of discussion text are: issue, supporting point, contrasting point, and conclusion.
2. Language Features of Discussion Text
Language features of discussion texts are: a. Use simple present tense. b.
Use general nouns, like alcohol, abortion, smoking, etc.
c.
Use relating verbs, like is, are, were, was, etc.
d.
Use thinking verbs, like think, feel, believe, etc.
e.
Use causal connective, like because, because of, etc.
f.
Use additive connective, like in addition, furthermore, besides, etc.
CHAPTER III RESEARCH METHOD A. Research Method
“Method is the way to doing something”. (Oxford Dictionary, 2008:277). It involves the way of work that the way to understand the object that will be researched.
“Research methodology is a way to systematically solve the research problem. It may be understood as a science of studying how research is done scientifically” (Kothari 2004:
5). Research method may be understood as all those methods/techniques that are used for conduction of research. Research methodology refers to the overall strategy followed in collecting and analyzing data. This research focused on analyzes of the student‟s discussion text on fourth semester of English Education Department. It focused in analyzing the sentence structure.
To analyze sentence structure, the researcher use a descriptive qualitative method. Qualitative research is descriptive, because the conclusion of the research are phenomenon or occurrences based on the texts. According to Hancock, Ockleford, and Windridge (2009:7), “qualitative research is concerned with developing explanations of soc ial phenomena”. It aims to help us to understand the social world in which we live and why things are the way they are. It can be concluded that qualitative research is development of concepts which help us to understand social phenomena in natural settings, giving due emphasis to the meanings, experiences and views of the participants.
B. Population and Sample 1.
Population According to Hanlon and Larget (2011:7) “A population is all the individuals or units of interests”. The population of this research was the fourth semester of
English Education Department students of IAIN Salatiga in the academic year of 2015/2016.
2. Sample Sample consists of one or more observations drawn from the population.
According to Kumar (2004:176), “sample is a few part of population that the researchers interested in”. Sampling in qualitative research is mostly purposive with specific criteria in mind. This means participants are selected because they are likely to generate useful data for the project.
In this research, the researcher has 31 data. After selecting data, there are 22 data correct, and the other are incorrect, because some of students write discussion text incorrectly, such as wrong in the use of grammar and generic structure. The incorrect data also causes of wrong in writing sentences, such as misplace of punctuation, conjunction, and capital letter. Then, the researcher decided to analyze 22 data.
C. Method of Data Collection
The process of collecting data always occurs in a research. According to Hancock, Ockleford, and Windridge (2009:16), “there are several methods of collecting data: interviews, focus groups, observation, documentation (letters, diaries, photographs), collection of narrative, open ended question in questionnaires (other aspects of are covered in the resource pack surveys and questionnaires)”. In this research, the researcher used documentation as the primary method.
Documentation is technique of data collection which indirectly aimed to subject research. Documents contain text (words) and images that have been recorded without a researcher‟s intervention (Bowen, 2009:27). In this research, the researcher used the discussion texts written by the students, and the data was documented in the past and used as research data.
D. Method of Data Analysis The data analysis methodapplied in this research is content analysis method.
Qualitative content analysis is one of numerous research methods used to analyze text data. According to Hsieh and Shannon (2005: 1278), “qualitative content analysis is defined as a research method for subjective interpretation of the text data through the systematic classification process of coding and identifying patterns
”. There are steps to analyzing data in analysis the sentence structures:
1. Categorizing
In this research, the researcher categorized every sentence of student‟s discussion texts based on the types of sentence. Here is the example of categorizing discussion text: A.
Internet for Children (Written by Dewi Mariam) Computer, tablet, mobile phone, and other devices connected to
Simple Sentence
internet have been the most outstanding innovation in the history of mankind. As with every single innovation,internet has its advantages
Simple Sentence
and disadvantages.With internet we can communicate in a fraction of secondwith
Complex Sentence
a person who is sitting in the other parts of the world. We can avail the facilities of e-mail, we can chat for hours with our loved ones.With
Compound Sentence help of some services, it has become very easy to establish a kindof
Simple Sentence global friendship.
On the contrary. internet very dangerous for children,related to
(Data error because there is misplace in punctuation)
children‟s healthy mental life. light of computer, tablet, or mobile can
(Data error because wrong in capital letter) damage eyes of children.
In my opinion internet for children very usefull, but children must
(Data error because wrong in grammar) becompannied by parent.
B.
Coding Coding bridges the gap between unitized texts and someone‟s reading of them. Here the example of coding in analyzing the data: R1/S1 R1 : Text 1 S1 : Sentence 1 C. Analyzing the types of sentence
In this activity, the reSQsearcher analyzed every sentence based on the types of sentence. In simple sentence and compound sentence, the researcher categorized by subject and verb, in complex sentence and compound-complex sentence the researcher categorized by independent clause and dependent clause. Here is the example of analyzing the types of sentence:
3.2 Type of Sentences
No Sentence Type of Coding sentences
1 Development of era also affects the Simple sentence R1/S1 S V amount of energy consumption needs
2 Wecan avail the facilities of e- Compound R6/S4 S V sentence mail, wecan chat for hours with S V our loved ones.
3 With internet we can communicate Complex R6/S3
IC Sentence in a fraction of second with a personwho is sitting in the other
DC parts of the world.
4 I thinkon balance, some Compound- R4/S11
IC Complex homework is good idea but it Sentence should only given at the weekend
IC when children have more time DC E.
Validating the Data
In this research, the data have been validated by Risa Suryani. She is a part time lecturer of English subject for Bahasa Inggris I and II in IAIN Salatiga. She helps the researcher to validate the data, so the data could be better.
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION A. Types of Sentences Found in the Students’ Discussion Texts In this chapter the researcher describes of the total numbers of each sentence
in the table below:
Table 4.1 Total Number of Sentence Structure in Discussion TextsFrom the table above, the simple sentences that found in the students discussion texts are 79 sentences (68.70%), compound sentences consists of 6 sentences (5.22%), complex sentences consists of 28 sentences (24.35%), and compound-complex sentences consists of 2 sentences (1.74%). It can be concluded that the dominant sentence is used by fourth students is simple sentence. As it is also showed in the diagram 4.1:
Diagram 4.1 Types of Sentences
No Types of Sentences Occurances The number In percentage (%)
1 Simple Sentence 79 68.70%
2 Compound Sentence 6 5.22%
3 Complex Sentence 28 24.35%
4 Compound- Complex Sentence 2 1.74%
Total 115 100.00%
Types of Sentences Simple Sentence
1,74% Compound
24,35% Sentence
68,70% 5,22% Complex Sentence Compound- Complex Sentence B.
Profile of the Types of Texts
There are four types of sentences found in the students‟ discussion texts: 1.
Simple Sentence
There are four types of simple sentence: a. Simple Subject Simple Verb (SV) b.
Simple Sentence with a Compound Subject (SSV) c. Simple sentence with a compound verb (SVV) d. Simple Sentence with Compound Subject and Compound Verb (SSVV)
To know the total number of each types of simple sentence, the researcher will be showed in the table below:
Table 4.2 Types of Simple SentenceFrom the table above, it can be concluded that the form of SV consists of 73 sentences (92.41%), SSV consists of 1 sentence (1.27%), SVV consists of 5 sentences (6.33%), and there is no sentence that consists of SSVV types. It can be concluded that the dominant types of simple sentence is used by the fourth semester students is the form of SV. As it is also showed in the diagram 4.2