THE MASTERY OF COMPLEX SENTENCES OF THE STUDENTS OF RESEARCH PAPER WRITING IN THE ENGLISH EDUCATION STUDY PROGRAMME A THESIS Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

THE MASTERY OF COMPLEX SENTENCES OF THE STUDENTS OF RESEARCH PAPER WRITING

  IN THE ENGLISH EDUCATION STUDY PROGRAMME A THESIS Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education By Adaninggar Septi Subekti Student Number: 071214023 ENGLISH EDUCATION STUDY PROGRAMME DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

THE MASTERY OF COMPLEX SENTENCES OF THE STUDENTS OF RESEARCH PAPER WRITING

  IN THE ENGLISH EDUCATION STUDY PROGRAMME A THESIS Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education By Adaninggar Septi Subekti Student Number: 071214023 ENGLISH EDUCATION STUDY PROGRAMME DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI God sometimes does try to the uttermost those whom he wishes to bless.

  M ohandas Gandhi Victory belongs to the most persevering.

  N apoleon Bonaparte Satisfaction lies in the effort, not in the attainment, full effort is full victory. M ohandas Gandhi Woman Dr. Jang-Deok: “ A s a maid for I mperial Officers, you must learn to give up! ”

Jang-Geum Seo: “ I 'll tell you this: no-one can ever persuade me to give

up! I will never give up! ” From The Jewel in The Palace a.k.a. Dae Jang-geum (2003)

  I dedi cat ed t hi s t hesi s for :

  My bel oved mot her , Fr an si sca Susan t i , whose abun dan t l ove wi l l al way s l i n ger wher ever I go for my l i fel on g My bel oved gr eat gr an dfat her , Pet r us Tj i pt ohar dj on o, who had gi ven me pl en t y of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Adaninggar Septi Subekti

  Nomor Mahasiswa : 071214023

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

THE MASTERY OF COMPLEX SENTENCES OF THE STUDENTS

OF RESEARCH PAPER WRITING

  

IN THE ENGLISH EDUCATION STUDY PROGRAMME

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau

media lain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya atau

memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai

penulis.

  Demikian pernyataan ini saya buat dengan sebenarnya, Dibuat di Yogyakarta Pada tanggal: 19 Juli 2011 Yang menyatakan

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain

the work or parts of the works of other people, except those which were cited in

the quotations and the references, as a scientific paper should. th

  

Yogyakarta, July 19 2011

The writer

Adaninggar Septi Subekti

071214023 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT

Subekti, A. S. (2011). The Mastery of Complex Sentences of the Students of

Research Paper Writing in the English Education Study Programme. Yogyakarta:

English Language Education Study Programme, Department of Language and

Arts Education, Faculty of Teachers Training and Education, Sanata Dharma

University.

  This study reported a research conducted to find out the mastery of complex

sentences of students of Research Paper Writing in the English Education Study

Programme of Sanata Dharma University. This study had two research objectives.

First, it aimed to describe Research Paper Writing students’ mastery of complex

sentences in writing their Mid Test 1 research reports. Second, it also tried to

describe the possible problems the students faced in producing complex sentences.

This study used document analysis as the main method of data collection.

Interview for some selected participants was also conducted to triangulate the

results as well as the interpretations obtained from the document analysis process.

The participants of the research were students of Research Paper Writing class A

in 2010-2011 academic year.

  The study obtained some important findings. Regarding students’ mastery of

complex sentences, some points could be noted. First, students’ mastery of

complex sentences containing a noun clause was good. Second, their mastery of

complex sentences containing an adjective clause was good also. Third, students’

mastery of complex sentences containing an adverb clause was good, too. Their

mastery of complex sentence containing multiple clause structure, however, was

surprisingly very low in spite of the fact that the students had obtained relatively

good results on the three basic types of complex sentence mentioned earlier.

  From the analysis of the ungrammatical complex sentences that the students

wrote, the study obtained the following findings. Students’ most frequent

problems in all types of complex sentence were inconsistency of tenses, dangling

verbal, double finite verbs, subject verb agreement violation, and verb omission.

Besides those problems, there were some other grammatical problems which were

less frequent in occurrence. Those included incorrect or unnecessary use of

subordinators, use of comma, incorrect verb formation, and subject omission.

Furthermore, the study also obtained some additional findings. The first was that

the students often made incorrect parallel structures, parallel clause, more

specifically. Secondly, some sentences that students wrote could be considered

totally ungrammatical due to their lack of clarity and various grammar violations.

Based on the analysis, it was found that many of the ungrammatical sentences

were those which were quite long with complicated structures, most of which PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK

Subekti, A. S. (2011). The Mastery of Complex Sentences of the Students of

Research Paper Writing in the English Education Study Programme. Yogyakarta:

Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni,

Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

  Kajian ini membahas tentang penguasaan mahasiswa Research Paper Writing

Pendidikan Bahasa Inggris Universitas Sanata Dharma atas kalimat majemuk

bertingkat. Kajian ini memiliki dua tujuan, pertama untuk mendeskripsikan

penguasaan mahasiswa tersebut atas kalimat majemuk bertingkat, dan kedua,

untuk mendeskripsikan permasalahan yang dihadapi mahasiswa dalam menyusun

kalimat majemuk bertingkat. Kajian ini menggunakan analisis dokumen sebagai

sumber utama untuk memperoleh data. Meskipun demikian, wawancara untuk

beberapa partisipan juga dilakukan sebagai trianggulasi data dan interpretasi yang

didapatkan dari proses analisis dokumen. Mahasiswa Research Paper Writing

kelas A pada tahun akademik 2010-2011 menjadi partisipan kajian ini.

  Kajian ini memperoleh beberapa hasil penting. Pertama adalah yang berkaitan

dengan penguasaan atas kalimat majemuk bertingkat. Penguasaan kalimat yang

mengandung satu klausa nomina cukup bagus, demikian pula penguasaan mereka

pada kalimat yang mengandung klausa ajektif. Penguasaan mereka pada kalimat

yang mengandung klausa keterangan juga menunjukkan hasil sama. Meskipun

mereka telah mampu menyusun tiga tipe dasar kalimat majemuk bertingkat,

secara mengejutkan, penguasaan mereka pada kalimat majemuk bertingkat yang

mengandung struktur multi klausa sangat rendah.

  Selanjutnya, dari analisis kalimat yang salah struktur, kajian ini menemukan

beberapa hal penting. Pertama, bentuk kesalahan strukur yang paling sering terjadi

meliputi inkonsistensi bentuk waktu, dangling verbal, kata kerja ganda,

pelanggaran SV agreement, dan tidak adanya kata kerja. Selain itu, terdapat pula

beberapa permasalahan lain yaitu penulisan konjungsi yang tidak diperlukan,

tidak adanya koma, kesalahan penulisan kata kerja, dan tidak adanya subjek.

Selain hal di atas, kajian ini juga menemukan beberapa fakta tambahan. Pertama,

mahasiswa banyak melakukan kesalahan dalam penyusunan kalimat paralel,

terutama dalam paralel antarklausa. Kedua, beberapa kalimat dapat dikatakan

salah total secara struktur karena berbagai macam pelanggaran struktur yang

membuat ide kalimat menjadi kurang jelas. Melalui analisis, didapatkan fakta

bahwa banyak dari kalimat yang salah struktur merupakan kalimat yang cukup

panjang dengan struktur yang kompleks. Banyak di antara kalimat yang salah tersebut mengandung struktur multi klausa yang kurang tepat. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ACKNOWLEDGEMENTS

First of all, I would like to express my deepest gratitude to Jesus Christ, my

Lord. He is the one who performs series of miracles in my life, giving me

incredible strength and endurance to cope with the daily courses of life, including

this thesis.

  I would also like to express my deep gratitude to my beloved major sponsor,

Caecilia Tutyandari, S.Pd., M.Pd., for her great patience and precious support

during the process of this thesis completion. Magically able to wake me up from

the comfort of not working on this thesis were her smiles – her insisting loving

smiles, more precisely.

  I would also like to express my heartfelt thankfulness to Sr. Margaret O’

Donohue FCJ, for her extremely great patience in helping correct and proofread

this thesis. Her tender smiles can always make me somehow a bit shy, strangely.

  

Throughout my lifetime will I remember her kindness and priceless help to me.

  I would also give my sincere thanks to the RPW lecturer, Nugraha

Krisdiyanta, S.Pd., M.Hum., who has given me permission to conduct research

on his students’ reports. My thanks are also for all PBI lecturers and staff who

have given me great experience during my study. My gratitude goes also to all

students of Research Paper Writing class A whose reports became the objects

of the study. Special thanks are for those becoming my interviewees, without

whom I could not finish this thesis.

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and incalculable support and advice for me throughout my life. Even though I

never talk much about this thesis to him, deep in my heart, he is one of the biggest

reasons of my being at this stage.

  My thanks also go to my friends and relatives, memories with whom will

always remain all my life long. My sincere gratitude is for Kitin for her

unbearably loving “torture” verbally, most often physically, and for her leading

role in leading many others to do so. My Bee English friends, Ocha, Cisca, Dini,

Riris, Mbak Indah and Mas Deddy, make me really learn the taste of being

“tortured” in very loving circumstances. To Mbak Erna and Christina

Ayuningtyas who have diligently motivated me to finish this thesis as soon as

possible, deep thanks are for them, too.

  My thanks also go to Leonie, Aik and Keke for their willingness in giving

me their RPW reports in spite of their being shy. The latter is the fellow whom I

often ask for suggestions.

  Last but not least, I would like to thank my seniors, Maria Susana and

Krisnanto Mahardika, who were willing to share their knowledge and

experience about the world of research when it was still blur in my mind at the

very first stage of this thesis writing process.

  .:Adaninggar Septi Subekti:.

  PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI TABLE OF CONTENTS Page

  TITLE PAGE............................................................................................. i APPROVAL PAGES................................................................................. ii

DEDICATION PAGE………………………………………………….... iv

STATEMENT OF WORK’S ORIGINALITY........................................ vi

ABSTRACT................................................................................................ vii

ABSTRAK.................................................................................................... viii

ACKNOWLEDGEMENTS....................................................................... ix

TABLE OF CONTENTS........................................................................... xi

LIST OF TABLES AND FLOWCHART................................................. xiv

  CHAPTER I. INTRODUCTION A. Background………........................................................................

  1 B. Problem Formulation......................................................................

  3 C. Problem Limitation........................................................................

  4 D. Research Objectives.......................................................................

  4 E. Research Benefits...........................................................................

  4 F. Definition of Terms.........................................................................

  5 CHAPTER II. LITERARY REVIEW A. Theoretical Description.................................................................

  8

1. Types of Sentence....................................................................

  8

2. Complex Sentences in Writing.................................................

  10

3. Finite and Non-finite Dependent Clause..................................

  10

4. Subordinating Conjunctions..... ...............................................

  11

  PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI c. Adverb Clauses…............................................................

  21

6. Multiple Clause Structure…………………………………..

  26 B. Theoretical Framework….............................................................

  27 CHAPTER III. METHODOLOGY A. Research Methods.........................................................................

  29 B. Research Participants....................................................................

  30 C. Research Instruments.....................................................................

  30 D. Data Gathering Technique.............................................................

  37 E. Data Analysis Technique...............................................................

  39 F. Research Procedure.......................................................................

  42 CHAPTER IV. RESULTS AND DISCUSSION A. Students’ mastery on complex sentences......................................

  47

1. Total number of sentences.......................................................

  47

2. Classifications according to type..............................................

  49

3. Students’ mastery on complex sentence type one....................

  51

4. Students’ mastery on complex sentence type two....................

  53

5. Students’ mastery on complex sentence type three..................

  55

6. Students’ mastery on complex sentence type four....................

  57 B. Students’ problems in producing complex sentences....................

  61

  1. Students’ most frequent problems in all types of complex

sentences...................................................................................

  61 a. Inconsistency of tenses...................................................

  61 b. Dangling verbal...............................................................

  62 c. Double finite verbs..........................................................

  65 d. Subject Verb Agreement violation...................................

  66 e. Verb omission…………………………………………...

  67

  PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI c. Incorrect verb formation ……………………...................

  71 d. Subject omissions …………………………………….....

  72

  3. Additional findings ……………………………………………

  73

  a. Incorrect parallel structures………………………………

  74 b. Totally ungrammatical – confusing ideas ……………….

  75 CHAPTER V. CONCLUSIONS AND RECOMMENDATION A. Conclusion….................................................................................

  79 B. Recommendation….......................................................................

  81 REFERENCES.........................................................................................

  85 APPENDICES..........................................................................................

  87 APPENDIX 1 Introduction letter for the RPW lecturer.........................

  88 APPENDIX 2 Ungrammatical Complex Sentences Type One..............

  90 APPENDIX 3 Ungrammatical Complex Sentences Type Two……….. 101

APPENDIX 4 Ungrammatical Complex Sentences Type Three ……… 111

APPENDIX 5 Ungrammatical Complex Sentences Type Four………... 120

  LIST OF TABLES AND FLOWCHART Page Table 2.1: Examples of Subordinating Conjunctions………………………

  33 Table 3.8: Summary of students' grades…………………………………..

  59 Table 4.8: Summary of students' grades………………………………….

  57 Table 4.7: Summary of the overall numbers of grammaticality………….

  55 Table 4.6: Sentences containing multiple clause structure……………….

  53 Table 4.5: Sentences containing finite and non-finite adverb clause.…….

  52 Table 4.4: Sentences containing finite and non-finite adjective clause.......

  49 Table 4.3: Sentences containing finite and non-finite noun clause.............

  41 Table 4.1: The number of written simple, compound, and complex sentences 47 Table 4.2: The number of sentences in each type of complex sentence......

  35 Flowchart 3.1: The rationale of the analysis………………………………

  35 Table 3.12: Ungrammatical complex sentences type four………………..

  35 Table 3.11: Ungrammatical complex sentences type three……………….

  35 Table 3.10: Ungrammatical complex sentences type two…………………

  34 Table 3.9: Ungrammatical complex sentences type one…………….........

  33 Table 3.7: Summary of the overall numbers of grammaticality………….

  12 Table 2.2: Noun clauses which begin with that……………………………

  33 Table 3.6: Sentences containing multiple clause structure…………….…

  32 Table 3.5: Sentences containing finite and non-finite adverb clause….….

  32 Table 3.4: Sentences containing finite and non-finite adjective clause…..

  31 Table 3.3: Sentences containing finite and non-finite noun clause….........

  25 Table 3.1: The number of written simple, compound, and complex sentences 31 Table 3.2: The number of sentences in each type of complex sentence…..

  23 Table 2.9: How finite adverb clauses can be changed into non-finite adverb clauses……………………………………………………………………..

  21 Table 2.8: Adverb clauses indicating cause and effect relationships………

  20 Table 2.7: Adverb clauses indicating time relationships…………….........

  19 Table 2.6: Adjective clauses using which……………………………. …..

  18 Table 2.5: Adjective clauses using whose and of which…………………..

  17 Table 2.4: Adjective clauses using which and that………………………..

  13 Table 2.3: Adjective clauses using who, which and that……………..........

  59 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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CHAPTER I INTRODUCTION This research investigates Research Paper Writing students’ mastery on

  

complex sentences. This chapter presents background of the study, problem

formulation, problem limitation, research objectives, research benefits, and

definitions of terms.

A. Background

  Learning a language is not easy. It includes learning its four basic skills,

namely listening, reading, speaking and writing, and three elements, namely

pronunciation, grammar/structure and vocabulary. All of them are to be learnt in

order to master the language.

  Grammar, specifically, is one of the most important elements to learn in order

to be fluent in the four basic language skills mentioned previously. Emphasizing

the importance of grammar, Radford (1990:2) says that “a grammar of a particular

language will take the familiar form of a set of rules or principles which tells how

to speak and understand the language.” In other words, it is about principles

specifying how to form, pronounce, and interpret phrases and sentences.

  It is also noted that written language and spoken language are usually

different. Basically, written language is usually longer than spoken language PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

according to Hyland (2002) and Weigle (2007), writing is structurally complex.

  

Taking this statement into account and considering that complex arrangement of

ideas in writing is often inevitable, with writing’s long clauses and frequent use of

subordinators, the mastery of grammatical aspect is very essential in writing.

  Unfortunately, based on the writer’s observation during being a student of the

English Education Study Programme of Sanata Dharma University for about three

years, from 2007 up to 2010, some students of the study programme still find

significant problems in implementing rules of English grammar they have

obtained in Structure classes in their writing. The writer’s result of observation is

that some students may be able to make grammatically correct sentences when

they are given grammar exercises to do. They, however, may not always be able

to implement such rules when they happen to write whatever comes to their mind

to write, without any exercise to do or any instructions to hook or stimulate, as

that in Writing classes. It implies that some students do make ungrammatical

sentences regardless of the fact that they have actually learnt the patterns they

need to write.

  Among many grammatical aspects to analyse, complex sentences are chosen

based on consideration that someone is to have a relatively advanced level of

English grammar in order to be able to form a grammatical complex sentence. It is

due to the complexity of each sentence which may include a number of

grammatical rules at the same time. Having experienced all five Structure classes

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sentences, whenever they produce them in their writing. Even though it is realized

that it is not a must to convey an idea through a complex sentence when one can

say the same thing through more than one sentence, yet, in writing, very often, a

writer is supposed to convey certain information directly in a sentence to enhance

coherence and to avoid repetitions (Bramer & Sedley, 1981).

  This study, hence, is conducted in order to know how far they can implement

their knowledge on Structure through five Structure classes in their Writing

subject given right after they finish Structure V class, which is Research Paper

Writing. The study, more precisely, is expected to find out those students’ mastery

on complex sentences as shown in their Mid Test 1 research reports and describe

what can be the students’ problems in producing the sentences.

B. Problem Formulation

  The study has two main problems related to the Research Paper Writing

students’ mastery of complex sentences. Those problems, then, can be formulated

as follows.

  

1. How is the students’ mastery of complex sentences as seen in their Mid Test

1 research reports?

2. What problems do the students face in producing complex sentences?

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  C. Problem Limitation The study focuses on complex sentences, containing noun clauses, adjective

clauses, and adverb clauses. These complex sentences also include those

containing more than one dependent clause, which can be either of the same type

of clause, or of different one. The study selects one Research Paper Writing class

of the 2010-2011 academic year of the English Education Study Programme of

Sanata Dharma University to be the object of the research.

  D. Research Objectives The objective of the study is to examine or investigate the mastery of

complex sentences of Research Paper Writing students of the English Education

  Study Programme. By constructing this study, the writer intends to:

  

1. Describe Research Paper Writing students’ mastery of complex sentences in

writing their Mid Test 1 research reports

  

2. Describe the possible problems the students face in producing complex

sentences E. Research Benefits

  The findings of the study, hopefully, can be of assistance and contribution to:

  1. Students By learning from the analysis about parts of complex sentences in which

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to make optimal use of complex sentences in writing as far as the sentences

support the ideas they want to convey and those sentences can help improve the

coherence and to avoid repetitions in writing.

  2. Teachers/Lecturers This study will offer an improvement in teaching complex sentences. The

analysis of the difficult parts of complex sentences, besides giving benefits to

students, also gives benefits to teachers. Realizing this, teachers are to pay more

attention to the teaching of those difficult parts.

  3. Other researchers For other researchers, this study is aimed to become a starting point of better

research in the future by narrowing or broadening the topic with deliberate

improvement according to the future’s needs as well as contexts.

F. Definition of Terms

1. Mastery

  th Based on Oxford Advanced Learner’s Dictionary 7 Edition, mastery refers

to “great knowledge about or understanding of a particular thing.” According to

  

Fries (1952:3), more specifically, a person has learnt a foreign language when he

has, thus, within limited vocabulary, mastered the sound system (that is when he

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utterances) matters of automatic habit. Considering the focus of the study, which

is complex sentences, the writer pays attention to the second requirement of

mastery, which is, structural devices.

  Furthermore, one is considered to have mastered these structural devices if he or she: a. knows the forms and the rules underlying it

  b. know the meaning of those forms

  c. know how to use construction correctly and appropriately

  2. Complex Sentences A sentence is said to be a complex sentence if it consists of one independent

clause and one or more dependent clause (Wishon & Burks, 1987, Dumais, 1988,

Azar, 1989, & Bram, 1995). They, furthermore, go on to state that independent

clause refers to a clause that can stand alone as a complete sentence for it has a

subject and a finite verb of a sentence. They also explain that unable to stand by

itself as a complete sentence, a dependent clause must be connected to an

independent clause. Connectors connecting the dependent clause to the

independent one are called subordinating conjunctions. Such words as who,

which, how, because, as and since are some of them. As the dependent clauses of

complex sentences, in this study, there are noun clauses, adjective clauses and

adverb clauses.

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  3. Research Paper Writing Research Paper Writing is a compulsory subject in the curriculum of the

English Education Study Programme of Sanata Dharma University. It is offered in

semester six. According to Panduan Akademik Pendidikan Bahasa Inggris

(2007), in this subject, students are expected to be able to conduct minor research

and write reports of the research. These reports will, obviously, be the object of

the analysis.

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CHAPTER II LITERARY REVIEW This chapter presents the related literature as the theoretical bases on which

  

the study that has been presented in Chapter I is conducted. The literature review

consists of two parts, namely theoretical descriptions and theoretical framework.

  

The theoretical description contains the description of complex sentences on

which the study is based. Meanwhile, the theoretical framework contains the

summary of all major theories presented in theoretical description in relation to

the problems of this research.

A. Theoretical Description

  The theoretical description consists of five parts. The first and the second part

deal with types of sentence and the importance of complex sentences in writing.

  

The third and the fourth part, furthermore, introduce finite and non-finite

dependent clause in complex sentences as well as subordinating conjunctions.

  

While the next part is the elaboration of types of dependent clause in details, the

last part will be the explanation of multiple clause structure.

  1. Types of Sentence There are four types of sentence, namely simple sentences, compound

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  Simple sentence consists of a subject and at least one finite verb (Wishon &

Burks, 1987; Bram, 1995; & Eastwood, 2002). In other words, a simple sentence

consists of one independent clause, which based on Bram (1995) is defined as

clause consisting of the main subject and verb of a sentence.

  The second type is called compound sentence. It is a sentence that consists of

more than one independent clause (Bram, 1995), joined by coordinating

conjunctions (for, and, nor, but, or, yet, so), semicolons, or a semicolon

followed by a transition (Verde, 2008).

  The third type of sentence, which becomes the focus of the study, is

complex sentence. A sentence is said to be a complex sentence if it consists of an

independent clause and one or more dependent clause (Curme, 1966; Azar, 1989;

& Bram, 1995). Azar (1989) explains that unable to stand by itself as a complete

sentence, a dependent clause must be connected to an independent clause. French

(1970), furthermore, says that a dependent clause elaborates the meaning of some

words in the independent clause. The dependent clauses are noun clauses,

adjective clauses and adverb clauses.

  Finally, the fourth type of sentences is compound-complex sentences. This

type of sentence is made up of two or more independent clauses and at least one

dependent clause (Grammar, Usage, and Mechanics Workbook, 2000 & Verde,

2008). In other words, it has coordinating conjunctions connecting two or more

independent clauses, at least one of which should have a dependent clause within

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  2. Complex Sentences in Writing Vrooman (1967:105) states that in writing, “to write grammatically correct

sentences is not enough.” Since thinking is sorting out and giving order to ideas,

one must find the sentence structure that establishes the proper thought

relationship of ideas, he claims. Implicitly highlighting the significance of

complex sentence in writing, Vrooman (1967) and Ackley, Calabrese, Cavender,

Collins-Kimbell, Pohlman, & Purvis (1986) then, state that it is very important to

place the emphasized or prominent idea in the independent clause, and to arrange

the less important or deemphasized ideas in suitable subordinate constructions.

  In line with what Vrooman (1967) explains, Bram (1995) says that one can

also show, among other things, contrast, preference, reason and consequence.

  

Therefore, “the flow of thoughts will run much more smoothly, compared with

series of ideas expressed in simple sentence” (Bram, 1995:40).

  3. Finite and Non-finite Dependent Clause in Complex Sentence Curme (1966:156) states that dependent clauses “are of different fullness of

form and are of different kinds.” He also says that every dependent clause usually

has a full form with a finite verb. Alongside the full form with a finite verb,

however, are often non-finite forms. He states that those non-finite forms are more

natural and common than the full form with the finite verb.

  Radford (1990), furthermore, states that the distinction between finite and

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between ‘past’ and ‘present’, and being associated with a particular subject”

(Ackley, et al., 1986:74). Perrin (1965) and Radford (1990), then, say that a

clause is said to be non-finite, if it lacks a finite verb. Non-finite clauses “remain

invariable in form whatever the context and cannot carry finite Tense/Agreement

inflections such as present or past tense” (Perrin, 1965:9).

  Taking those definitions into account, then, there are three types of non- finite verb forms in English (Radford, 1990 and Eastwood, 2002):

a. Infinitive forms (infinitive particle) It includes simply the base or stem of the verb with no added inflection.

  Example: The man did not know where to find the ring.

b. Gerund forms It includes the base plus the –ing suffix.

  Example: Speaking in a language, people often insert some words from another language within sentences.

  c. Participle forms(perfect/passive) It includes the V 3 or past participle used both in passive or perfect.

  Example: This paper reports a research conducted to know the code switching habit of students of semester six.

  4. Subordinating Conjunctions Subordination, according to Quirk & Greenbaum (1985), holds between two