The Analysis of Noun Clauses in Students’ Ability of Hortatory Text (A Study in Writing 3 of IAIN Salatiga in the Academic Year 2015/2016) A Graduating Paper - Test Repository
The Analysis of “Noun Clauses” in Students’
Ability of Hortatory Text
(A study in Writing 3 of IAIN Salatiga in the academic
year of 2015/2016)
A GRADUATING PAPER
Submitted to the Board of Examiners in Partial Fulfillment of the Requirement for the Degree of SarjanaPendidikan(S.Pd) in English Department of Educational Faculty
Written by: ZAENAL ARIFIN
113-12-003
ENGLISH DEPARTMENT
TEACHER TARINING AND EDUCATION FACULTY
STATE INSTITUT FOR ISLAMIC STUDIES
(IAIN) SALATIGA
2016/2017
MOTTO
IF YOU DON‟T GIVE UP, YOU STILL HAVE A CHANCE (Jack. MA)
DEDICATION
This graduating paper sincerely dedicated to: 1.
My God Allah SWT, I believe that you never sleep. You are the great see and hear.
2. My beloved family, especially for my mother “NADHIFAH” and my father “FATKHAN” who gives supports pray and facilitates from the beginning until now. My beloved sister “HIDAYATUL MASRUROH” and “SILVIYATUL AULIYA” thanks for your support and pray. I love you so much.
3. My beloved best friends, especially LisnaOktavia, UlinNiam, LatifahListiyanti, and all of my friends in TBI A, thanks for your support, memories, togetherness, happiness, loyalty. I would remember you in my life.
4. All of my friends in IAIN Salatiga especially my English department in academic year 2012 remember me and our story in your heart.
5. All my friends in Salatiga.
ACKNOWLEDGEMENT
In the name of Allah, The Most Gracious, The Most Merciful, The Lord of the Universe. Because of Him, the writer is able to finish this graduating paper as one of the requirements for the degree of SarjanaPendidikan in English Department of Teacher Training and Education Faculty of IAIN Salatiga. Peace and salutation always be given to our prophet Muhammad SAW who has guided us from the darkness to the lightness.
However, this success would not be achieved without supports, guidance, advice, help and encouragement from individuals and institution, and the writer somehow realizes this is an appropriate moment for him to deepest gratitude to:
1. Dr. RahmatHariyadi, M.Pd.as the head of State Institute for Islamic Studies of Salatiga.
2. Suwardi, M.Pd, the Dean of Teacher Training and Education Faculty of
IAIN Salatiga 3. Noor Malihah, Ph.D, the Head of English Education Department of IAIN
Salatiga 4. My counselor Sari Famularsih, MA, thanks for suggestion and guidance for this graduating paper from beginning until the end.
5. All of lectures in IAIN Salatiga, thanks for teaching and give me any knowledge.
6. All of staffs in IAIN Salatiga.
7. My lecture NurMutmainnah, M. Pd who give the data in this research
8. My big family, Father, Mother, and Sister thank you for support and give me spirit.
9. all of my friends who help me to finish this graduating paper
Finally, this graduating paper is expected to be able to provide useful knowledge and information to the readers.
rd
Salatiga, March 13 2017 The Writer ZaenalArifin NIM.113 12 003
ABSTRACT
Arifin, Zaenal. 2017. The Analysis of Noun Clauses in
Students’ Ability of Hortatory Text (A Study in Writing 3 of IAIN Salatiga in the Academic Year 2015/2016) A Graduating Paper. English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga. Counselor: Sari Famularsih, M.A.
The title of this research is THE ANALYSIS OF NOUN CLAUSES IN STUDENTS‟ABILITY OF HORTATORY TEXT (A STUDY IN WRITING 3 OF IAIN SALATIGA IN THE ACADEMIC YEAR 2015/2016). This study is mainly describing the functions of noun clauses in hortatory text made by students of writing 3 of IAIN Salatiga. This study has two objectives, they are 1) how far do the students understand in using noun clause in making hortatory text in paragraph for writing 3 of IAIN Salatiga in academic year 2015/2016, and 2) what the dominant functions of noun clauses used by the students in making hortatory text for writing 3 of IAIN Salatiga in academic year 2015/2016. The writer uses descriptive qualitative method by describing and analyzes the data taken from 28 texts made by students. The writer uses documentation method for collecting data. In this research, the writer analyzed student‟s task and identifying which noun clause used by students according to its function. Right after get the result; the writer concludes that the dominant functions of noun clauses used by students are: noun clause as direct object (23.6%) and noun clause as adjective complement (21.8%).
Keywords: Grammar, Noun Clause, Hortatory text.
TABLE OF CONTENT A.
TITLE PAGE ………………………………………………………….. i B. DECLARATION………………………………………………………. ii C. ATTENTIVE COUNSELOR NOTE …………………………………. iii D. CERTIFICATION PAGE …………………………………………….. iv E. MOTTO ………………………………………………………………...
V F.
DEDICATION ………………………………………………………… vi G.
ACKNOWLEDGEMENT ……………………………………………... vii H. ABSTRACT ……………………………………………………………. ix I. TABLE OF CONTENT ………………………………………………..
X CHAPTHER I INTRODUCTION A.
BACKGROUND OF THE STUDY ………………………………….
1 B.
STATEMENT OF THE PROBLEM …………………………………
5 C.
LIMITATION OF THE STUDY ………………………………………
5 D.
OBJECTIVE OF THE STUDY ………………………………………
5 E.
BENEFIT OF THE STUDY …………………………………………
6 F.
PREVIOUS STUDIES …………………………………………………
6 G.
DEFINITION OF KEY TERM ………………………………………...
8 H.
GRADUATING PAPER OUTLINE …………………………………...
12 CHAPTER II REVIEW OF RELATED LITERATURE A.
WRITING ……………………………………………………………... 13 B. NOUN …………………………………………………………………. 18 C. CLAUSE ………………………………………………………………. 22 D.
25 NOUN CLAUSE…...…………………………………………………..
E.
28 TEXT ………………………………………………………………… F.
33 HORTATORY TEXT…………………………………………………..
CHAPTER III RESEARCH METHOD A. RESEARCH METHODOLOGY ………………………....................... 37 B. GENERAL SITUATION OF IAIN SALATIGA................................... 38 C.
39 RESEARCH SUBJECT..........................................................................
D.
39 POPULATION AND SAMPLE ……………………………………..
E.
DATA COLLECTION METHOD ……………………………………. 40 F. DATA ANALYSIS METHOD ……...………………………………... 41
CHAPTER IV DATA ANALYSIS A. DATA ANALYSIS ……………………………………………………. 45 B. DATA PRESENTATION…..………………………………………….. 46 CHAPTER V CLOSER A. CONCLUSION ……………………………………………………....... 89 B. SUGGESTION………………………………………………………... 89 REFFERENCE CURICULUM VITAE APPENDIX
CHAPTER I INTRODUCTION A. Background of the Study Accoding to Sapir (1949:8), language is purely human and non-
instinctive method of communicating ideas, emotions, and desire by means of a system of voluntarily produced symbols. These symbols are, in the first instance, auditory and they are produced by the so-called
“organs of speech.” There is no discernible instinctive basis in human speech as such, however much instinctive expression and the natural environment may serve as a stimulus for the development of certain elements of speech, however much instinctive tendencies, motor and other, may give a predetermined range or mold to linguistic expression. Such human or animal communication, if “communication” it may be called, as is brought about by involuntary, instinctive cries is not, in our sense, language at all.
According to Harmer (2001:1), English is not the language with the largest number of native or „first‟ language speakers; it has become a lingua franca. A lingua franca can be defined as a language widely adopted for communication between two speakers whose native language are different from each other‟s and where one or both speakers are using it as a „second‟ language. Huddleston and Pullum (2005:1) English is probably the most widely used language in the world, with around 400 million native speakers and a similar number of bilingual speakers in several dozen partially English-speaking countries, and hundreds of millions more users in other countries where English is widely known and used in business, government, or media.
Huddleston and Pullum (2005:11), sentences are made up from words in regular ways, and it is possible to describe the involved regularities by giving general statements or rules that hold for all the sentences in the language. According to English Grammar Simplified (2003:43-45) sentences have six elements, they are: subject, predicate, complement, modifier and independent element. Modifier is simple subject, word, phrase, or clauses that describe or limited the meaning of the noun or pronoun. Analyzing sentences may use structural or constituent analysis.
Pharr and Buscemi (2005:652) says that all clauses, whether independent or dependent, must contain a subject and a predicate. A subject is the noun, pronoun, phrase, or clause that functions as the “actor” in the sentence. The subject
“act” through the verb or verb phrase which is the basis of the predicate, the verb along with it modifier. Goh and Silver (2004:3) a clause is a larger grammatical unit, typically containing at least one noun phrase (as grammatical subject) and verb phrase. A clause can form a sentence or part of sentence. Frank (1993:222), a clause may be defined in the same way as a sentence: it is a full predication that contains a subject and a predicate with an infinite verb. There are two kinds of clauses, independent and dependent. Ihemere (2006:299-300), noun clauses occur in one of two syntactic positions following the verb of their superordinate clause: the object position or the adverbial position. A noun clause may also follow an adverbial clause introducer, in which case it can be taken to be part of a larger adverbial clause. Equally, there is little or no evidence in Nigerian Pidgin to suggest the existence of categories like the „copular‟, „adjective‟, or „intransitive verb‟, hence a noun clause that does not occupy the adverbial position can be said to be the syntactic object of the verb of the clause to which it is subordinate.
According to Sudarwatiand Susanto as quote by Fajaryani (2015:6) said that hortatory exposition is a type of spoken or written text that is intended to persuade the listeners or readers that something should or should not happen or be done. Hortatory is similar to analytical exposition but if we have to differentiate both from one to each other. We have one useful too; by making analysis on the generic structure. What makes hortatory different from analytical exposition is the last finalizing step which analytical exposition is ended by reiteration while hortatory exposition is finalized by certain a recommendation.
Spratt, Pulverness and Williams (2005:26) say that writing is one of the four language skills: reading, writing, listening and speaking.
Writing and speaking are productive skills. That means they involve producing language rather than receiving it. Verify simply, we can say that writing involves communicating a message (something to say) by making signs on a page. To write we need a message and someone to communicate it to. We also need to be able form letters and words, and to join these together to make words, sentences or a series of sentences that link together to communicate that message.
Nunan (1991: 91), writing is a complex process, and competent writing is frequently accepted as being the last language skill to be acquired. Few people write spontaneously, and few feel comfortable with a formal writing task intended for the eyes of someone else. Writing is commonly seen as a three stages process: pre-writing, writing and rewriting. Although this is very much an over simplification, it is helpful one. In the past teachers concentrated on the end of the second stage, after the writing had been done. They did not see how they could intervene at the pre-writing and writing stages as all three stages as part of the writing process and try to help students master the process by participating in it with them, rather than contenting ourselves with criticizing the product.
Based on the explanation above, then the writer tries to conduct a study entitle “The Analysis of Noun Clauses in
Students’ Ability of
Hortatory Text (A Study in Writing 3 of IAIN Salatiga in academic
year 2015/2016)”.
B. Statement of the problem
To clarify the problems that are going to be analyzed, the statements of the problems are formulated as follows:
1. How far do the students understand in using noun clause in making hortatory text in paragraph for writing 3 ofIAIN Salatiga in academic year 2015/2016? 2. What the dominant functions of noun clauses used by the students in making hortatory text for writing 3 of IAIN Salatiga in academic year
2015/2016? C.
Limitation of the Study
In this research, the writer focused on “noun clauses” in students making hortatory text. The writer analyzes students‟ ability in making hortatory text especially about “noun clauses”. The subject of this research is the students of Writing 3 of IAIN Salatiga in the academic year of 2015/2016.
D. Objective of the Study
The objectives of the study are: 1. To find out how far the students understand in using noun clause in making a hortatory text, (a study of Writing 3 of IAIN Salatiga in the academic year 2015/2016).
2. To find out the dominant functions of noun clauses used by students in making hortatory text, (a study of Writing 3 of IAIN Salatiga in academic year 2015/2016).
E. Benefit of the Study 1.
Theoretical By conducting this research, the writer expects this study can contribute students‟ ability in making paragraph in a text especially in making hortatory text.
2. Practical Benefits a.
It gives a clear explanation about noun clauses and hortatory text, so the reader can use both appropriately.
b.
It can be used as references for the other research in future.
F. Previous Research Review
The writer found a previous related study conducted by Maghviroh, SitiUmatul (2015), entitled
“Students’ Comprehension of Noun Phrase plus Adjective Phrase toward Students’ Writing Skill (A Correlational Research in the Third Semester of English Department Students of STAIN Salatiga in the Academic Year of 2013/2015)”. In
her research, the main objectives of the study are to find out the significant correlation between students‟ comprehension of noun phrase plus adjective phrase toward their writing skill of the third semester of English department of STAIN Salatiga in the academic year of 2014/2015. The methodology of research was quantitative research. The techniques of collecting data were documentation and test. To find out the significant correlation between students‟ comprehension of noun phrase plus adjective phrase and their writing skill the writer used noun phrase, adjective and writing test to know how score the students‟ comprehension of noun phrase, adjective phrase and their writing skill.
The second one is research by Wahidah, Zahrotul, (2011), entitled
”A Syntactical Analysis of English Noun Phrase in Sentences of
Opinion Column at The Jakarta post newspaper on Saturday,
February 19, 2011 Edition”. This study aimed at describing English
noun phrase found in opinion column at The Jakarta post. There are three objective of the research namely: 1) To describe the sentence pattern of English noun phrase in sentences used in opinion column issued by The Jakarta post Saturday, February 19, 2011 edition, 2) To find out the type sentences of English noun phrase used in opinion column issued by The Jakarta post Saturday, February 19, 2011 edition, 3) To know the form of English noun phrase used in opinion column issued by The Jakarta post Saturday, February 19, 2011 edition.
The third is research by DiahMawarniAyuningsih (2007), entitled Noun Phrase Construction Found in Report Genres in First Year Senior High School Students‟ Textbooks. This thesis analyzes about types of Noun Phrase construction. Based on the Standard content, Senior High School students are hoped to get informational level. It means that the students are expected to create report texts. In creating text it is important to the students to know about the structure or grammar. Written text needs correctness of grammar, lexical density and also punctuation. To create a good report text which has lexical density students‟ can do it by learning construction of noun phrase.
These researches mentioned above are similar on its purpose. But in this paper the writer focused on noun clauses. This paper used qualitative case study as the method and text analysis as the data collection technique as the three previous researches, to know about how far the students‟ problem in writing hortatory text and analysis the problem, especially using noun clauses in paragraph.
G. Definition of key term
In order to make this paper can be understood easily, here is the description of some key terms:
1. Noun
According to Yule (2006:82) noun are words used to refer to people (boy), object (backpack), creatures (dog), places (school), qualities (roughness), phenomena (earth-quake), and abstract ideas (love) as if they were all “things”. Frank (1993:6) the noun is one of the most important parts of speech. Its arrangement with the verb helps to form the sentence core which is essential to every complete sentence. In addition, it may function as the chief or “head” word in many structures of modification.
2. Clause Warriner (1982:93) a clause is a group of words that contains a verb and its subject and is used as a part of sentence. Pharr and
Buscemi (2005:652) says that all clauses, whether independent or dependent, must contain a subject and a predicate. A subject is the noun, pronoun, phrase, or clause that functions as the “actor” in the sentence. The subject “act” through the verb or verb phrase which is the basis of the predicate, the verb along with it modifier. And according to Goh and Silver (2004:3) a clause is a larger grammatical unit, typically containing at least one noun phrase (as grammatical subject) and verb phrase. A clause can form a sentence or part of sentence. Frank (1993:222) a clause may be defined in the same way as a sentence: it is a full predication that contains a subject and a predicate with a infinite verb. There are two kind of clauses, independent and dependent.
3. Noun clauses Azar (1992:346) a noun clause is a dependent clause and cannot stand alone as a sentence. It must be connected to an independent clause (a main clause). Ihemere (2006:299-300), noun clauses occur in one of two syntactic positions following the verb of their superordinate clause: the object position or the adverbial position.
A noun clause may also follow an adverbial clause introducer, in which case it can be taken to be part of a larger adverbial clause. Equally, there is little or no evidence in Nigerian Pidgin to suggest the existence of categories like the „copular‟, „adjective‟, or „intransitive verb‟, hence a noun clause that does not occupy the adverbial position can be said to be the syntactic object of the verb of the clause to which it is subordinate. Frank (1993:283-303), wrote in his book there are some functions of noun clause:
1. Subject 2.
Subject complement 3. Direct object 4. Object complement 5. Indirect object 6. Prepositional complement 7. Adjective phrase complement 8. Appositive 4. Text
According to Mark Andersons and Kathy Andersons (2003:1), human being lives in a world of words. When these words are put together to communicate a meaning, a piece of text is created.
When speaking or writing to communicate a message, there are constructing a text. When reading, listening or view a piece of text, there are interpreting its meaning. Wiratno (2003: 3-4), in general, text is an article which often read. It is the language unity that expresses the meaning contextually. The limitation of the text is that the text is not measure the number of sentence or page, but the text is measured from the meaning expressed and context. Thus, the quality of the text is not measured from the quantity of the sentences.
5. Hortatory Text
According to Sudarwatiand Susanto as quote by Fajaryani (2015:6) hortatory exposition is a type of spoken or written text that is intended to persuade the listeners or readers that something should or should not happen or be done. Hortatory is similar to analytical exposition but if we have to differentiate both from one to each other.
We have one useful too; by making analysis on the generic structure. What makes hortatory different from analytical exposition is the last finalizing step which analytical exposition is ended by reiteration while hortatory exposition is finalized by certain a recommendation. Setiasih (2015:181), hortatory exposition is the text contained the author's ideas about problems around us. The goal was to persuade, influence, and suggest the reader that it might be understood that the case is discussed that should, or should not be, to be the problem.
H. Graduating Paper Outline
This thesis consists of five chapters. Each chapter has different element as follows: Chapter I tell about introduction. The writer explains about general background of the problem, statement of the problem, limitation of the study, objectives of the study, benefits of the study, definition of the key terms, research method, and graduating paper outline.
Chapter II describe about theoretical review. The writer takes some books written by many experts as references which explains more about the theoretical review of definition analysis and explains noun clauses and hortatory text.
Chapter III describes the research method. The writer used Qualitative research to analysis of “noun clause” in students‟ hortatory text. (A study in Writing 3 of IAIN Salatiga in the academic year of 2015/2016)
Chapter IV presents Research Findings and Discussion. It includes the analysis of noun clauses in hortatory text. Chapter V is conclusions and suggestions. It contents all of data analysis and gives some suggestions of the problems discussed. References Curriculum Vitae Appendix
CHAPTER II LITERATURE FRAMEWORK A. Writing 1. Definition of writing According to (Harcourt, 2012:7) writing is mind traveling,
destination unknown. Let this statement be a reminder that when you write, you may be engaged in uncharted thinking, mind traveling, so to speak. As you go along, you may stumble upon old memories, face realities of the present, and speculate on what might be. You would not necessarily know where you writing will take you, at least not at the beginning. Your destination will only become clear as you travel further and further into your writing. This is why writing may frustrate you. You feel you must know exactly where you are going before you start each journey. But effective writing seldom works that way. Instead, writing often works best when it is the product of an unexpected detour, a surprising thought burst, an ordinary idea gone haywire. That is why writing is thought of as a process; it cannot be rushed, and it cannot be fully scripted beforehand. In other words, it requires mind traveling.
In addition, according to Spratt, Pulverness and Williams (2005:26) say that writing is one of the four language skills: reading, writing, listening and speaking. Writing and speaking are productive skills. That means they involve producing language rather than receiving it. Verify simply, we can say that writing involves communicating a message (something to say) by making signs on a page. To write we need a message and someone to communicate it to. We also need to be able form letters and words, and to join these together to make words, sentences or a series of sentences that link together to communicate that message.
2. Writing as a skills
The most important reason for teaching writing is that it is a basic language skill, just as important as speaking, listening, and reading. Students need to know how to write letter, how to put written reports together, they need to know some of writing‟s special convention such as punctuation, paragraph construction, etc just as they need to know how to pronounce spoken English appropriately. It could be said that writing is an important language skill. It is productive skill that shows how skillful the student is in writing and discovers the talented students in this field. In addition, writing as a way that a student can express his ideas or thought on the paper. In conclusion, writing is an activity that supports students to analyze and synthesize their discrete knowledge about language items into a text that is acceptable in an English writing convention by using the appropriate paragraph structure.
3. Writing process
According to (Brown and Hood, 1998:6) as quoted by Harsyaf et al (2009:7-11) in fact they are three main stages of the writing process: preparing to write, drafting and revising.
1. Preparing to write We can also call this stage as the stage of planning or pre-writing (Lee and Vanpatten, 1995-217). Whatever type of writing a student is attempting, this stage can be the most important. This is when students gather their information, and begin to organize it into a cohesive unit. There are a number of sub-processes entailed in this stage, among them: generating ideas, organizing ideas, and goal setting. In doing so, we usually need to use a brainstorming technique.
2. Drafting It is the process or the stages in which writers render through into visible language, or we can call it as the physical act of writing. Here, the student transfers the information they have gathered and organized into a traditional format. This may take the shape of a simple paragraph, a one-page essay, or a multi-page report. Up until this stage, they may not be exactly certain which direction their ideas will go, but this stage allows them to settle on the course the paper will take. Teaching about writing can sometimes be as simple as evaluation good literature together, and exploring what makes the piece enjoyable or effective. It also involves helping a student choose topics for writing based on their personal interest. Modeling the writing process in front of our students also helps them see that even adults struggle for words and have to work at putting ideas together.
3. Revising
Revising or editing is usually the least favorite stage of the writing process, especially for beginning writers. Critiquing one‟s own writing can easily create tension and frustration. But as you support your young writers, remind them that even the most celebrated authors spend the majority of their time on this stage of the writing process. Revising can include adding, deleting, rearranging and substituting words, sentences, and even entire paragraphs to make their writing more accurately represent their ideas. It is often not a one-time event, but a continual process as the paper progresses. When teaching revision, be sure to allow your child time to voice aloud the problems they see in their writing. This may be very difficult for some children, especially sensitive ones, so allow them to start with something small, such as replacing some passive verbs in their paper with more active ones.
In addition according to Harcourt (2012:9) explain the steps in the writing process are:
1. Prewriting The first step in the writing process involves selecting a specific topic, gathering details about it, and organizing those details into a writing plan.
2. Writing During this step the writer completes the first draft using the prewriting plan as a guide. This draft is a writer‟s first chance to get everything in paper.
3. Revising During revising, the writer reviews the draft for five key traits: ideas, organization, voice, word voice, and sentence
After deciding what changes to make, the writer fluency. deletes, moves, adds to, and rewrites parts of the text.
4. Editing Then the writer edits the revised draft for the conversions of punctuation, capitalization, spelling, and grammar, and proofreads the final copy before sharing it.
5. Publishing
Finally, the writer published the work by preparing a final copy and sharing with others.
B. Noun 1.
Definition of Noun According to Yule (2006:82) nouns are words used to refer to people (boy), object (backpack), creatures (dog), places (school), qualities (roughness), phenomena (earth-quake), and abstract ideas (love) as if they were all “things”. Frank (1993:6) the noun is one of the most important parts of speech. Its arrangement with the verb helps to form the sentence core which is essential to every complete sentence. In addition, it may function as the chief or “head” of word in many structures of modification.The noun arrangement with the verb helps form the sentence core which is essential to every complete sentence. In addition it may function as the chief or “head” of word in many structures of modification. Frank (1993:6)
A noun is parts of speech that name a person, place, or thing. Many different kinds of nouns are used in the English language. Some are specific for people, place, or events, and some represent groups or collections. Some nouns are not even nouns; they are verbs acting like nouns in sentences. Noun can be singular, referring to one thing, or plural, referring to more than one thing. Nouns can be possessive as well; possessive nouns indicate ownership or a close relationship. Regardless of the type, nouns should always agree with their verbs in sentences; use singular verb with singular nouns and plural verbs with plural nouns (Eggenschwiler and Biggs,2001:3).
2. Types of noun
There are five types of nouns classified by its meaning according to Frank (1993:6-7): a.
Proper nouns A proper noun begins with a capital later in writing. It includes (a) personal names (Mr. John Smith); (b) names of geographic units such as countries, cities, rivers, etc. (Holland, Paris); (c) names of nationalities and religions (a Dutchman, Christianity); (d) names of holidays (Easter, Thanksgiving Day); (e) names of time units (Saturday, June); (f) words use for personification in other words a thing or abstraction treated as a person (Nature, Liberty). As opposed to proper nouns, all other nouns are classified as common nouns.
b.
Concrete or abstract nouns A concrete noun is a word for a physical object that can be perceived by the sense or we can see, touch, and smell the object
(flower, girl). An abstract nouns is a word for a concept, it is an idea that exist in our minds only (beauty, justice mankind). c.
Countable or Non-countable nouns A countable noun can usually be made plural by the addition of
- –s (one girl, two girls). A non-countable noun is not used in the plural. Mass nouns form one type of non-countable noun. They are words for concrete objects stated in an undivided quantity (coffee, iron). Abstract nouns (including names of school subjects and sports) are non-countable. Some non-countable nouns may also be used in a countable sense and will therefore have plural. In the sentence we had chicken for dinner, chicken is a mass noun; in there were many chickens in the yard, chicken is a countable noun. In addition, a non-countable noun may be used in the plural with the special meaning of kinds of
- – Many fruits were displayed at the fair.
d.
Collective nouns A collective noun is a word for a group of people, animals or objects considered as a single unit. Examples of collective nouns are audience, committee, class, crew, crowd, enemy, faculty,
family, flock, folk, government, group, herd, jury, majority,
In American minority, nation, orchestra, press, public, and team. English a collective noun used as subject usually takes a singular verb
- – The committee has decided to make some recommendation. However, if attention is being drawn to the individual members of the unit, than a plural verb is used
- – The committee have disagreed
With some of these collective noun, British among themselves. usage prefers a plural verb
- – The government (or the public) where
asked to cooperate. Collective nouns are countable nouns, they
may be used in the plural
- – All the committees have now made their recommendations.
Then noun classified by its form there is Noun compounds. The term compound, as it is used for a part of speech, refers to a group of word
- – usually two, but sometimes more – joined together into one vocabulary unit that function as a single part of speech. Noun compounds consist of the following composite form: 1.
Noun + noun – bathroom, department store, grammar book This kind of noun compound is most common. Noun + noun compounds are more likely to be hyphenated in British English than in American English.
2. Possessive noun + noun – lady’s maid, artist’s model,
traveler’s checks, sometimes the „s is omitted from the first
noun – a woman college, a citizens bank.
3. Adjective + noun – blackbird, common sense, blue print An adjective + noun compound is usually not hyphenated.
C. Clause 1.
Definition of clause Warriner (1982:93) a clause is a group of words that contains a verb and its subject and is used as a part of sentence. Pharr and
Buscemi (2005:652) says that all clauses, whether independent or dependent, must contain a subject and a predicate. A subject is the noun, pronoun, phrase, or clause that functions as the “actor” in the sentence.
The subject “act” through the verb or verb phrase which is the basis of the predicate, the verb along with it modifier. And according to Goh and Silver (2004:3) a clause is a larger grammatical unit, typically containing at least one noun phrase (as grammatical subject) and verb phrase. A clause can form a sentence or part of sentence. Frank (1993:222) a clause may be defined in the same way as a sentence: it is a full predication that contains a subject and a predicate with a infinite verb. There are two kinds of clauses, independent and dependent.
2. Types of clause a.
Independent clauses Bossone (1997:38-45) said there are two types of clauses: or main clauses and dependent, or subordinate,
independent
clauses. Independent clauses express complete thoughts. They are sentences and can stand alone; they are very simple and contain one main clause and nothing else. An independent clause can be a very simple sentence with just a subject and verb, or it can contain additional words or phrases.
b.
Dependent clause 1)
Adverbial clauses Both independent clauses and dependent clauses contain subjects and verbs, but dependent clauses cannot stand alone. They depend on (need) an independent clause to make sense. Dependent clauses are only parts of sentences; they begin with special words known as subordinating conjunction. Such as after, although, as, because, before, if, since, than, though, unless, until, when, whenever, where, wherever, while.
Dependent clauses that start with the subordinating conjunctions provide the same kinds of information that adverbs do. They tell when, where, how, and why. 2)
Relative clauses Dependent clauses start with one of the relative pronouns such as: Who, Whose, Whom, Which, and That.
Because they start with relative pronouns, these clauses are often called relative clauses. Here are some examples:
a) Acapulco, which is in Mexico, has a beautiful beach.
The relative clause works as an adjective, modifying the noun “Acapulco.” b) Esther Weinberg, who is a teacher, is going to Italy.
The relative clause works as an adjective, modifying the noun “Esther Weinberg.” c) Jane has a dog that can stand on its hind legs.
The relative clause works as an adjective, modifying the noun “dog.” 3)
Noun clauses Noun clauses begin with such words as: what, where,
These words are also used in adverbial why, when, who, that. and relative clauses. A noun clause is used only where a noun could be used, such as: subject of the sentence, direct object, and object of the preposition. Below are some examples of noun clauses in sentences: a) That he could be an enemy spy is impossible.
The noun clause is used as the subject of the sentence.
b) I discovered what the secret was.
The noun clause is used as the direct object of the verb “discovered.”
c) Tom showed us where the spies met.
The noun clause is used as the object of verb “showed.”
D. Noun clause 1.
Definition of noun clause According to Warriner (1997:63) the noun clause used as an appositive has been omitted from the text because it is difficult for students to distinguish this kind of clause from an adjective clause and because no harm is done if they call such a clause adjectival.
In addition, Sholahudin (2008:120) explains that noun clause is subordinate clauses that function like a noun. Noun clause always begins with subordinate conjunctions that are:
How What … for
Whose How old Whether How often What Whom That Where How many When Whoever If Who How far Whatever Why
How soon Which Whose Example: (compare each examples of noun clause and noun phrase) a.
What she said was interesting. (Noun clause) Her story was interesting. (Noun phrase) b. I heard what she said. (Noun clause)
I heard her story. (Noun phrase) 2.
Functions of noun clause in sentences a.
Noun clause as a subject Example: 1) What you have written is very interesting. 2) Where he is going is a secret.
b.
Noun clause as a subject complement Example: 1) That was what he always wanted to do. 2) This is what I think.
c.
Noun clause as direct object Example: 1) We didn‟t understand what our lecturer explained. 2) I know what his name is.
d.
Noun clause as indirect object Example: 1) Give whoever comesa meal.
2) We will elect whoever has ability to lead as a chairman.
e.
Noun clause as object of prepositions Example: 1) Give the cake to whoever is in the room. 2) She worried about how he was.
f.
Noun clause as object complement Example: 1) Eva will name her baby whatever her husband likes.
g.
Noun clause as appositive Example: 1) The fact that Anderson is innocent should be noted. 2)