AN ANALYSIS OF DEPENDENT CLAUSES IN LOOK AHEAD 1, A TEXT BOOK FOR SENIOR HIGH SCHOOL STUDENTS YEAR X A GRADUATING PAPER Submitted to the Board of Examiners as a partial fulfillment of the
AN ANALYSIS OF DEPENDENT CLAUSES IN
LOOK
AHEAD 1, A TEXT BOOK FOR SENIOR HIGH
SCHOOL STUDENTS YEAR X
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I)
English Education Department of Teacher Training and Education
Faculty State Institute for Islamic Studies (IAIN) Salatiga
By:
YAHYA SETIYA WAHYUDI
11310072
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2015
DECLARATION
In the name of Allah, The Most Gracious and Most Mercifull.Hereby the writer fully declares that this Graduating Paper is written by the writer and it is not containing materials writen or has been published by other people except the information from references and also the writer is capable of accounting for this Graduating Paper if in future this is can be proved of containing ot her‟s ideas, or in fact, the writer imitates the others‟ graduating paper.
In addition, the writer really hopes that this declaration can be understood for all human being.
th
Salatiga, August 11 2015 The Writer
Yahya Setiya Wahyudi
NIM. 11310072
MINISTRY OF RELIGIOUS AFFAIRS STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
Jl. Stadion 03 Telp (0298) 323706, 323433 Fax. 323433 Salatiga 50721 Websitemail:administrasi@stainsalatiga.ac.id th
Salatiga, August 11 2015 Noor Malihah, Ph.D. The Lecturer of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga
ATTENTIVE CONSULTANT’S NOTE Case : Yahya Setiya Wahyudi’s Graduating Paper
Dear, Dean of Teacher Training and Education
Faculty Assalamu‟alaikum Wr.Wb After reading and correcting Yahya Setiya Wahyudi‟s graduating paper entitle AN
ANALYSIS OF DEPENDENT CLAUSES IN LOOK AHEAD 1, A TEXT
BOOK FOR SENIOR HIGH SCHOOL STUDENTS YEAR X, I have decided
and would like to propose that if it could be accepted by Teacher Training and Education Faculty, I hope it would be examined as soon as possible.
Wassalamu‟alaikum Wr. Wb.
Consultant Noor Malihah, Ph.D.
NIP. 19771128 2006040 2 002
GRADUATING PAPER
AN ANALYSIS OF DEPENDENT CLAUSES IN LOOK AHEAD 1, A TEXT
BOOK FOR SENIOR HIGH SCHOOL STUDENTS YEAR X
WRITTEN BY:
YAHYA SETIYA WAHYUDI
NIM: 11310072
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, in August 29
th
2015 and hereby considered to completely fulfill the requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I) in English and Education.
Boards of examiners, Head : Hanung Triyoko, S.S.M.Hum.,M.Ed. __________________ Secretary : Noor Malihah, Ph.D. __________________ 1st Examiner : Setia Rini, M.Pd. __________________ 2nd Examiner : Rr. Dewi Wahyu Mustikasari, M.Pd. __________________
Salatiga, August 29
th
2015 Dean of Teacher Training and Education Faculty Suwardi, S.Pd.,M.Pd. NIP. 19670121 199903 1 002
MOTTO
Actually the challenging is not about how to manage the time, but how to manage our self.
“Mario Teguh”
Dedication
This graduating paper is dedicated for : 1.
Allah SWT 2. Prophet Muhammad SAW 3. My beloved Father (Nur Sholeh), Mother (Khoiriyah) , Brother (Yufit), and also my beloved sister (Vanesa)
4. My beloved Grandmother (Mursiti), my beloved aunts (Farida and Ismiati)
ACKNOWLEDGEMENT
Alhamdulillahirabbil „alamin, thanks to Allah because the writer could complete this research as one of the requirements for degree of Sarjana
Pendidikan Islam (S.Pd.I) in English Education Department of Teacher Training
and Education Faculty at State Institute for Islamic Studies (IAIN) Salatiga in 2015.
This research would not have been completed without supports, guidance, advice, and help from individual‟s institution. Therefore, the writer would like to express deep appreciation to:
1. Dr. Rahmat Hariyadi, M.Pd., the Rector of State Institute for Islamic Studies (IAIN) Salatiga.
2. Suwardi, M.Pd., the Dean of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga.
3. Noor Malihah, Ph.D., the Head of the English Education Department of State Institute for Islamic Studies (IAIN) Salatiga and the consultant of this research. Thank you for suggestion and recommendation for this research from beginning until the end.
4. All lecturers of English Education Department, the writer deeply thank you all for your advice, knowledge, and kindness.
5. All of staffs who help the writer in processing the research administration.
6. All of the librarians who help the writer in finding the research references.
7. All of my friends TBI 2010, thank you for everything.
8. All of you who I cannot mention one by one, thanks for your support and kindness.
th
Salatiga, August 11 2015 The writer
Yahya Setiya Wahyudi 113 10 072
ABSTRACT
Wahyudi, Setiya Yahya. 2015. Analysis of Dependent Clauses in Look Ahead 1,
A Text Book for Senior High School Student Year X . A Graduating Paper,
Educational Faculty, English Department, State Institute for Islamic Studies (IAIN).Consultant: Noor Malihah, Ph.D.
Key words: Clause, Dependent Clause, Sentence
This study deals with the dependent clause used in textbook of Look
Ahead 1 for Senior High School Student Year X. The objectives of the study,
namely (1) to identify and to describe the types of Dependent Clause used in the text of Look Ahead 1. (2) To identify the most dominant types of Dependent clause used in the text of Look Ahead 1.This research applies the descriptive qualitative method.The objects are the dependent clauses, and the analyzed data are sentences and/or phrases containing the dependent clauses are used in the texts of Look Ahead 1. Based on the analysis, the writer found that there are three types of dependent clauses used in text book Look Ahead 1; Adverbial Clause, Noun Clause, and Adjective Clause. The most dominant types of dependent clause used in text book Look Ahead 1 is Adverbial Clause (58%), Noun Clause (26%) and the least frequent is Adjective Clause (16%). In addition, the writer also looked at sub-types of dependent adverbial clause in T ext Book “Look Ahead 1”. From 22 adverbial clauses, the writer identified five sub-types of Adverbial Clause;
Adverbial Clause of Time, Adverbial Clause of Cause, Adverbial Clause of Result, Adverbial Clause of Condition, and Adverb Clause of Concession. Among the five types, the most dominant adverbial in this data is adverbial clause of time (55%).
TABLE OF CONTENTS
TITLE................................................................................................................... i DECLARATION ................................................................................................. ii ATTENTIVE COUNSELOR NOTES ................................................................ iii STATEMENT OF CERTIFICATION …………………………………………...iv MOTTO............................................................................................................... v DEDICATION.................................................................................................... vi ACKNOWLEDGMENT .................................................................................... vii ABSTRACT……………………………………………………………………...xi TABLE OF CONTENT ....................................................................................... x LIST OF FIGURE AND TABLE ..................................................................... xiii
CHAPTER I: INTRODUCTION A. Background of the Study ............................................................................. 1 B. Limitation of the Study ............................................................................... 4 C. Statements of the Problem .......................................................................... 4 D. Objectives of Study ..................................................................................... 5 E. Benefits of the Research ............................................................................. 5 F. Definition of the Key terms ......................................................................... 6
G.
Graduating Paper Organization ................................................................... 7
CHAPTER II: THEORITICAL FRAMEWORK A. Sentence ..................................................................................................... 9 B. Clause ....................................................................................................... 17 C. Independent Clause ................................................................................... 19 D. Dependent Clause ..................................................................................... 21 CHAPTER III: METHODOLOGY A. Type of the Research ................................................................................ 29 B. Object of the Research .............................................................................. 30 C. Data Source .............................................................................................. 30 D. Method of Collecting Data ........................................................................ 31 E. Technique of Analysis Data ...................................................................... 33 CHAPTER IV: DATA ANALYSIS A. Types of Dependent Clause....................................................................... 34 B. Adverb Clause .......................................................................................... 41 CHAPTER V : CLOSURE A. Conclusions .............................................................................................. 51 B. Suggestions............................................................................................... 52
REFERENCES APPENDICES
LIST OF FIGURE AND TABLE
...................................................................................Figure 3.1 Coding of the Data32 Figure 4.1 Distribution of Dependent Clause Type ………………………………...
35 Figure 4.2 Distribution of Adverbial Clause Types ............................................. 42
Table 2.1 Independent Clause ............................................................................ 20Table 2.2 Dependent Clause ............................................................................... 22Table 2.3 Subordinating Conjunctions ............................................................... 25Table 4.1 Distribution of Dependent Clause Types ............................................. 34Table 4.2 Distribution of Adverbial Clause Types…….………………………...42
CHAPTER I INTRODUCTION A. Background of the Study Language is the most important thing for the people. They use
language to communicate and deliver messages to other. Besides that, language is used by the people to get information. Language enables people to communicate and cooperate with each other. Through the language, the people are able to create and get everything that they want. The language makes the interaction happened. When the interactions are happened, the people need effort to understand about the language that they use. It is caused in the language there are explicit and implicit meaning.
However, common people make interaction and communication unstructured, but still the most important is that their speech can be understood and accepted by others. As Parker (1986:12, cited in Sartika, et al., 2013:1) argues that what people have to do in communication is how they use language to communicate rather than the way of language is structured internally.
Yule (1996:47) also says that in the effort to express and asserting himself, people are not only produce grammatical structure sentences, but they also produce or show actions in that language. Because of that the study of language is needed. The study of the language is not separated with the history behind it.
In the study of language, gaining the main message in every single sentence is very important for the students in understanding what the true meaning of given text by the teacher. It means that they have to automatically identify all kind of sentences that they will probably face. According to Duffield et al (2007:1, cited in Abadi, 2011:1), proper identification and treatment of complex sentence contains of clauses are needed.
There are some kinds of sentence; simple sentence, complex sentence, compound sentence, compound-complex sentence. One of kinds of sentence is a complex sentence. A complex sentence is constructed by two kinds of clauses and those are well known as independent clause and dependent clause. Similarly, Sekali (2012:2) argues that:
A complex sentence is defined as multiple-clause sentence, i.e. a sentence composed of at least two verbs (or predicates) linked within a hierarchical complementing structure (subordination) or conjoined in a non-embedded structure (coordination).
He determines that complex sentence is defined as combination of two clauses which are linked by specific morpheme such as and, or, and but or in equivalent morpheme. Furthermore, when independent clause is located at the beginning clause in complex sentence, it must be followed by competition such as adverbial, adjective and noun (and, or, and but). In other condition that when dependent clause is located at the first clause inside complex sentence, it must be followed by comma. Thus, within complex sentence, there are some marks or conjunctions to identify where the independent and dependent clause are located in a complex sentence.
A single independent clause can be a sentence, by itself. However, dependent clauses are used to make sentences more complete and more interesting. Using conjunctions and proper punctuation, dependent and independent clauses can be joined together to create interesting and complex compound sentences that are fun and engaging to read. Below are examples dependent and independent clause:
(1) When I went to the store, I didn't buy any bread. (2) I didn't buy any bread when I went to the store. (3) I went to the store.
From the example (1), there are dependent clause (DC) “when I went
to the store
” and independent clause(IC) “I didn’t buy any bread”. The construction is
“DC, IC”. The example (2), the construction is “IC DC” that
are independent clause(IC) “I didn’t buy any bread” and dependent clause (DC) “when I went to the store”. The last example (3) is absolutely identified as independent clause.
Bossone (1997:38), explains, basically, independent and dependent clause have the same pattern of sentence because both of them have subject and predicate, but each of them has different characteristic and function. Independent clause can stand alone without any supporting complement and it is the main message that writer or speaker deliver to the reader.
In the language learning for the tenth grade students, Look Ahead 1 is used as the learning material. In the Look Ahead 1 book, there is many of using complex sentences almost in each text. From those reason, the students have to understand about independent and dependent clause as an arranger of the complex sentence. From the thing, the students able to understand the text well. By that condition, the writer is interested to analyze the using of independent and dependent clause in the Look Ahead 1 book. Finally the writer conducts the research entitled “AN ANALYSIS OF DEPENDENT
CLAUSES IN LOOK AHEAD 1, A TEXT BOOK FOR SENIOR HIGH SCHOOL STUDENTS YEAR X .” B.
Limitation of the Study
The study focuses on analyzing of the dependent clause in the texts of the textbook entitled Look Ahead 1 for senior high school year X. The writer uses this limitation in order to give a clear description of discussion in this study. The writer expects the results of this study can help not only for student to be aware of the importance of dependent clause but also for the lecturers of English to develope effective measure for teaching English especially to teach the dependent clause material.
C. Statements of the Problem
Based on the background of the study, the writer has some questions that are mentioned as below:
1. What types of dependent clauses are used in the text book: Look Ahead 1 for Senior High School Students year X?
2. What is the dominant dependent clause used in of the text book: Look Ahead 1 for Senior High School Students year X? D.
Objectives of the Study
In accordance with the prolem above, the objectives or the aims of the study are:
1. To find the types of dependent clause found in the text book: Look Ahead 1 for Senior High School Students year X.
2. To find the most dominant dependent clause found in the text book: Look
Ahead 1 for Senior High School Students year X? E.
Benefits of the Study
The study contributes some positive impacts for the lecturers, students, other writers, and institution
1. Students This study gives clear explanation about the construction of dependent and independent clause that are used in the text of Look
Ahead an English Course Book for Grade X of Senior High School 2. Lecturer
This study is to develop the lecturer‟s insight by dealing with the dependent and independent clause in different perspectives.
3. Other Writers This study gives more information to the next writer who will conduct this study or want to discuss with the related study.
4. Institution This study is expected to be useful for the institution as reference for the students in studying sentence, especially about the dependent and independent clause.
F. Definition of Key Terms
There are some key terms in this paper. The writer wants to clarify the meaning briefly to avoid misunderstanding; some key terms are defined as listed below: 1.
Analysis
Analysis is a separation into parts possibility with coment and judgement (Hornby, 1974:29).
2. Clause
Srijono (2001:65) states that clause is an occurrence of a subject and predicate in a string of meaning words. Clause can be divided into independent or main clause and dependent or sub clause.
3. Dependent Clause
Dependent clause can be a noun clause, adjective clause, and adverb clause (Srijono, 2001:65).
4. Independent Clause The independent clause can be a sentence (Srijono, 2001:65).
Independent clause can stand alone without any supporting complement and it is the main message that writer or spoken delivers to the reader
5. Look Ahead
Look Ahead is an English Course Book for the student of senior high school written by Sudarwati (2007).
G. Graduating Paper Organization
This study consists of five chapters. The Writer organizes the graduating paper to make readers more easily in comprehending the content.
Chapter I: Introduction that includes Background of the Study, Statement of the Problems, Objectives of the Study, Benefitsof the Study, Clarification of Key Terms, and Graduating Paper Organization. Chapter II: Review of Related Theories such as theoritical foundation
wich includes the meaning of Analysis, Clause, Independent dan Dependent Clause.
Chapter III: Research Method. This chapter describes type of research,
object of research, data and data source, method of collecting data, and technique of analysis data.
Chapter IV: Data Analysis. It concerns with data analysis of research finding.
Chapter V: Closure which consists of Conclusion and Suggestion. The last part is References and Appendices.
CHAPTER II
THEORITICAL FRAMEWORK Chapter II describes some theories which are related to the topic of thisstudy. The writer discusses the sentence, clauses, independent clause, and dependent clause.
A. Sentence
In the study of language many definitions about the sentence. One of them is explained by Frank (1972:220), he explains the sentence as follow: Traditional grammar defines a sentence in one of two ways. The first by meaning, according to this definition, a sentence is a “complete thought.” Such a definition is inadequate, however, b ecause, of the vagueness of the term “complete thought.” By seeing or hearing a statement, how do we know it is a “thought,” and what makes it “complete”? Then by function, according to this definition, a sentence consists of a subject and a predicate. This definition is more satisfactory because it is actually possible to identify the structural functions of subject and predicate n a sentence. Fromkin (1988:164) adds some points about a sentence. He argues that sentences are not general random sequence of words and morphemes nevertheless conform to detail pattern determined by the syntactic rule of the language. It means sentences are not ordinary form, but they have to be constructed by the description of what speakers do. Sentence is a group of word that has at least a subject (the main of sentence) and one predicate and it has the perfect (complete) meaning.
Similar to Frank, Lehman (1976) in Srijono (2001:65) defines sentence as the sequence of particular syntactic items adjoined into a unit and must be illustrated by certain patterns of arrangement, alteration, and inflection in any specified language. The example Mother bought fried chicken is a sentence which adjoined from some words with a certain pattern of arrangement, alteration, and inflection agrees with Lehman‟s definition of sentence. From the explaining of the definition of the sentence above the writer can summarize that sentence is the largest unit for analyzed, because sentence are formed by a group of words that not only has a simple form but can be combined in various ways to form complex sentence. There are many kinds of sentence, simple sentence, complex sentence, and compound sentence.
1. Simple Sentence
According to Mas‟ud (1992:62), a simple sentence is a sentence that consists of one subject and one predicate. Besides that, Risdiyanto (2010:38) explains that a simple sentence is also called as an independent clause. An independent clause consists of a subject and a verb, and that clause states the complete thought. Risdiyanto illustrates examples of simple sentence in (1), (2), (3) :
(1) writes a letter.
He
Subject Predicate (Verb) (2) is not writing a letter now.
He
Subject Predicate (Verb)
(3) yesterday.
didn’t come
He
Subject Predicate (Verb)
The third examples above are the simple sentence. The underlined words are the major part of the simple sentence, which are subject and predicate. Both of the elements are formed the complete thought in the sentence. The differentiate of the sentences above is about the tenses that is used. The data (a) is simple present, data (b) is present continuous, and data (c) is simple past.
2. Complex Sentence
According to Mas‟ud (1992:64), complex sentence consists of the main clause (principal clause) adjoined with one or more dependent clause (subordinate clause). In further explanation, Sekali (2012:2) as cited by Abadi (2011:50) describes that a complex sentence is defined as group of words which contains two different clauses. A complex sentence is also composed by at least two predicates linked within a hierarchical complementing structure or conjoined in a non embedded structure. In brief, the forms of complex sentence are a dependent clause joined to an independent clause. Sekali describes the forms of complex sentence in (4), (5), (6).
(4) Although he is being sick, he goes to school today.
Dependent clause Independent clause (5) I was at the airport before you arrived from London. Independent clause Dependent clause (6) Meta introduces her new friend, who has blonde hair.
Independent clause Dependent clause
(7) Linda, who is the winner at model competition, is my best friend.
Dependent clause In the complex sentence, the independent clause can be located after or before the dependent clause. It can be seen in the example (5) and
(6). It is also for the dependent clause, it can come at first sentence (example 4). Dependent clause can also be occurred in the middle of the sentence (example 7). The complex sentence always has the subordinator words; they are
“because”, “since”, “after”, “although”, or “that”, “who”, “which”.
Risdianto (2010:40).
3. Compound Sentence
Mas‟ud (1992:63) explains that a compound sentence is a sentence that consists of the two or more equivalent sentences, it means that each sentence does not hanging one other. The following is an example of a compound sentence from Mas‟ud.
(8) Father went to Jakarta and mother went to Bandung
I II
In the example above, when one of the clauses is deleted, the other one has the complete meaning. If clause (I) is deleted, the clause (II) constantly has the meaning. The other way, if the clause (II) is deleted, the clause (I) constantly has the meaning too. The clauses in the compound sentence are called the independent clause (coordinate clause).
In addition, Risdiyanto (2010:38) describes the compound sentence is a sentence that consists of two clause independently and they are connected by the coordinator. The coordinator are for, and, nor, but, or, yet, so.
4. Parts of the Sentence
Sentence has a structure in that there are rules that decide the units that can co-occur in the sentence. As we know that a sentence is a group of word that has at least a subject and one predicate and it has the complete meaning. It means that the structure of sentence can be the constituents: Subject (S) + Predicate (P). The explanation about Subject and Predicate are define as follow;
a. Subject
Wren and Martin (2000:2) describe that subject is the part of sentence which names the person or thing we are speaking about. The subject of a sentence usually comes first, but occasionally it is put after the predicate.
Morley (2000:92) states that the subject is inherently associated with specification of anentity (or 'thing', as it is frequently referred to in systemic literature), whether abstract orconcrete, animate or inanimate. Syntactically, it is typically associated with a nominal phrase orclause. In view of its agreement with the verb, the subject therefore answers the question 'Who/whatdoes/did the verbing?' or 'Who or what is/was the complement?' or, in respect of a passive sentence, 'Who or what is/was verbed?' As described above, from the perspective of its meaning function the subject inherently names a participating entity/participant/thing (and is thus labeled nominative), it may also denote possession of the 'thing' ('whose?') - or other relationships of associative 'ownership' - rather than the thing itself.
They are expressed by a genitive phrase or possessive pronoun. The following is examples from Morley.
(9) Mine is fine but Jill's needs a new battery. (10) Bill's was the most surprising reaction.
Very occasionally, in meaning terms the subject may refer not to an entity but to a feature, characteristic, property or quality, an
attribute , and thus be an attributive subject, e.g.
(11) Very red would be too dazzling. (12) Fresh and clean is what we want. (13) In good condition would be more acceptable.
Therefore, that the use of 'attributive' here expresses what might be thought of as a semantically adjectival subject, not the modifying role of an adjective within the structure of a nominal phrase (Morley,
2000:95). Much less rarely it may refer to a circumstance and thus be a circumstantial subject, e.g.
(14) Tomorrow / now / in the evening would be best. (15) Under the table / behind the chair / just there is a good place.
(16) By train / on foot would be quicker.
Syntactically, attributive and circumstantial subjects behave in the standard way: as elements of structure they control the form of the verb, they can be substituted by a pronoun.
b. Predicate
Regarding Wren and Martin (2000:2), a predicate is the part of sentence which tells something about the subject. Greenbaum and Nelson (2002:21) state that the predicate consists of the verb and any other elements of the sentence apart from the subject:
(17) I learned all this much later.
Subject Predicate (18) The chef is a young man with broad experience of the world.
Subject Predicate (19) The fate of the land parallels the fate of the culture.
Subject Predicate The most important constituent of the predicate is the verb. Indeed, it is the most important constituent in the sentence, since regular sentences may consist of only a verb: imperatives such as Help! and
Look ! The verb of the sentence may consist of more than one word: could
have been imagining . The main verb in this verb phrase comes last:
imagining. The verbs that come before the main verb are auxiliary verbs (helping verbs), or simply auxiliaries: could have been.
According to Morley (2000:95), the Predicator is associated with the verbal phrase and realizes the process, of which there are three main semantic types recognized in systemic literature: Material (earlier called 'action' process) e.g. wash, climb, cook, etc. Mental processes are processes of 'sensing', in that in place of an actorthey involve a senser and a phenomenon in processes of perception (e.g. see, hear), affection(e.g. like, fear) and cognition (e.g. think, know). Relational processes are processes of' being', of which there are two types - identification and attribution. For example;
Material: (20) Jill has washed the clothes already.
(21) We shall be climbing Ben Nevis on Tuesday.
Mental: (22) The decision pleased me.
(23) I liked the orchestral accompaniment.
Relational: (24) Jean is a student now.
(25) This machine has become a boon.
B. Clause
Warriner (1982:93) defines the clauses in English as group of words which grammatically contain of the subject and predicate. According to Miller (2002:6), the clause is the construction between verbs and phrases in different types. A perfect clause contains a phrase referring to an action or position, a phrase or phrases referring to the people and things include in the action or position and possibly phrases referring to place and time. In line with the statement, Bossone (1981:38) as cited by Abadi (2011:39) defines a clause is a group of words that contains of a subject and a predicate.
In further explanation, Srijono (2001:65) states that a clause is an occurrence of a subject and predicate in a string of meaning words. A clause can be divided into independent or main clause and dependent or sub clause. The independent clause can be a sentence, besides dependent clause can be a noun clause, adjective clause, and adverb clause. Miller (2002:62) gives the explanation that put clauses together into sentences, for this activity, the main clauses and the different types of subordinate clause are essential. Some sentences in texts consist of a single main clause, but many consist of several clauses. Depending on what types of clause are combined, two types of multi- clause sentence are distinguished.
Moreover, Frank (1972:222) states that a clause may be defined in the same way as a sentence. It is full predication that contains a subject and a predicate with a finite verb. There are two kinds of clause, independent and dependent clause. The independent clause is a full predication that may stand alone as a sentence. The dependent clause has a special introductory word that makes the predication “depend” on an independent clause.
In short, the difference between independent clause and dependent clause is very clear because independent clause has different function with dependent clause in a complex sentence. Clauses although divide become two types, but in developing the dependent clause, the clause can be expanded into three types dependent clauses such as adverbial clause, adjective clause and noun clause. Below are examples of clauses;
(26) I read. (independent clause) (27) I borrow your pen. (independent clause) (28) Reading many books is my hobby. (independent clause) (29) As you are in the room. (dependent adverbial clause) (30) Who is the first popular person. (dependent
adjective/relative clause)
(31) That he is a rich man. (dependent noun clause)
C. Independent Clause
Kriptrayoch and Sojisirikul (2005:1) describe an independent clause (IC) has one subject and verb combination and expresses a complete thought. It can be a sentence by itself. Independent clause is a group of words which grammatically not only contain both subject and predicate but also can stand alone without any following complement. A simple sentence is an independent clause e.g.
(32) Paris has excellent art museums. (33) It was cold and windy yesterday.
Bossone (1981:39) as cited by Abadi (2011:42) explains that an independent clause can be a very simple sentence with just a subject and verb, or it contained additional words or phrase. Here are examples of them as follow;
(34) He walked into the disco. (35) The music pounded in our ears. (36) It was fantastic night.
Table 2.1 Independent ClauseMeaning Coordinators Conjunctive Example Adverbs in addition, Women follow more healthful
To add an furthermore, diets, and they go to doctors more
And idea moreover, also often. first, second, then, First, robots can perform
To show next, later, repetitive tasks without becoming
time meanwhile, tired or bored. Second, they can
or finally fulfill tasks requiring pinpoint sequence accuracy. therefore, thus, Native and nonnative English consequently, speakers have different needs;To show So as a result therefore, most schools provide result separate classes for each group. otherwise Students must take final exams; To otherwise, they receive a grade of introduce Or incomplete. an alternative in fact, of course, The little girl hated spiders; in
To indeed, certainly fact, she was terrified by them.
emphasize for example, In the operating room, robotic for instance equipment can assist the surgeon. To provideFor instance, a robot can kill a an example brain tumor. in general, Hermes is not only the messenger To overall, in short of Zeus, but the patron of thieves.
generalize In general, he is the god of
or authorized and unauthorized summarize transfers.
Source: Yale Graduate School Writing Center. Online Tutorial. Retrieved at November
th 3 2014, time 15:54D. Dependent Clause
Dependent clause is defined as clause which embedded independent clause in complex sentence (Koutsoudas, 1966:269 cited by Abadi, 2011:42).
Bossone (1977:40), furthermore says that dependent clause depends on (need) an independent clause to make sense (1977:40). In other words, existing of dependent clause in complex sentence is just to support independent clause in complex sentence. Moreover, dependent clause usually modifies the adverb, adjective and noun.
Kriptrayoch and Sojisirikul (2005:1) describe a dependent clause (DC) is an independent clause with a subordinating conjunction added to the beginning of it. They illustrated DC in example (37) - (39):
(37) ….because it has excellent art museums…. (38) ….although it was cold and wind yesterday…. (39)
….after we finished our homework and cleaned up the kitchen….
A dependent clause does not express a complete thought, so it is not a sentence by itself. It needs to be joined to an independent clause to make sense as we can see from the examples below:
(40) Art students should visit Paris because it has excellent art museums .
Art students should visit Paris Independent Clause because it has excellent art museums Dependent Clause
(41) We went on a hike although it was cold and windy .
yesterday We went on a hike Independent Clause
although it was cold and windy yesterday Dependent Clause
(42)
We watched TV after we finished our homework and cleaned up the kitchen .
We watched TV Independent Clause
after we finished our homework and cleaned up the kitchenDependent Clause Commonly, grammarians divide dependent clause become three types such as adverbial clause, adjective clause and noun clause. All kinds of dependent summarized in table 2.2.
Table 2.2 Dependent Clause Types of clauses Subordinators Exampleswhat, where, why, He knows that his
1. Noun clauses
how, where, when, business will be who whom, which, successful. whose, whether, That there is a hole in that, if the ozone layer of the earth’s atmosphere is well known. who, whom, Men who are not
2. Adjective clauses which, whose, married are called that, where, when bachelors.
Last year we traveled to San Francisco, which is famous for its architecture. when, before, When he won the
a. time
3. Adverb clauses after, until, since, money, he decided to as soon as buy a car. where, wherever She drove wherever
b. place she wanted. because, as, since She got a parking
c. cause ticket because she parked illegally. so that, in order He drove fast so that
d. purpose that he could get to work on time. so ... that, such ... He drove so fast that
e. result that he got a speeding ticket. if, unless If
f. condition she hadn’t won the lottery, she would have been very unhappy.
Although she thought
g. concession although, even though she was a good driver, she got a lot of tickets for speeding.
Source: Yale Graduate School Writing Center. Online Tutorial. Retrieved at
thNovember 3 2014, time 15:54
The table above shows the kind of dependent clause. Each of them is described in clear explanation bellow:
1. Dependent (adverbial) clause
Dependent adverbial clause is employed as a supporting to adverb in a complex sentence. Furthermore, Wren and Martin (2000:186) notice that adverb clause in a complex sentence is a subordinate clause which does the work of an adverb, and so qualifies some noun or pronoun in the main clause. In particular, the meaning is that adverbial clause elaborates adverb to be more detail than a simple word adverb.
According to Frank (1972:234), most types of adverbial clauses are considered as modifying the verb of the main clause, some more loosely than others. A few types, such as clause of time or clauses of places, are sometimes interpreted as modifiers of the entire sentence. Combining adverbial clause and independent clause in complex sentence can be exchanged construction clause‟s location between first and second clause. In detail, independent clause is sometime located at the first clause but sometime dependent clause takes at the first position. Below are examples of the adverbial clauses; (43) Independent clause takes the first clause and followed by adverbial clause.
Linda did not come to my birthday party because she was very tired.
Subordinating conjunction
(44) Dependent clause takes at the first clause and then followed by independent clause.
If I were a rich, I would help the poor.
Subordinate conjunction
At the first example (43), the independent clause is located in the first clause, there does not need special supporting punctuation mark (comma).