A DESCRIPTIVE STUDY ON THE STUDENTSâ MASTERY OF CONJUNCTIONS: BUT, AND, OR, BEFORE, AND AFTER A Case Study of the Eleventh Year Students of SMUN I Wiradesa.

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A DESCRIPTIVE STUDY ON THE STUDENTS’

MASTERY OF CONJUNCTIONS: BUT, AND, OR,

BEFORE, AND AFTER

A Case Study of the Eleventh Year Students of SMUN I Wiradesa

FINAL PROJECT

Submitted in a Partial Fulfillment of the Requirements for the Degree of

Sarjana Pendidikan English

Erika Septianingrum 2201403027

ENGLISH DEPARTMENT

FACULTY OF LANGUAGE AND ARTS

SEMARANG STATE UNIVERSITY

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APPROVAL

The Final Project was approved by the Board of Examiners of the English Department of the Faculty of Languages and Arts of Semarang State University on September 9, 2007.

Board of Examiners 1. Chairman :

Prof. Dr. Rustono

NIP. 131281222

2. Secretary :

Dr. Dwi Anggani L. B, M.Pd

NIP. 131813665

3. First Examner : Drs. Warsono, M.A

NIP. 130350484

4. Second Advisor as Second Examiner : Drs. L. Elyas Nugraha, M.A

NIP. 130812912

5. First Advisor as Third Examiner : Drs. Suprapto, M.Hum

NIP. 131125925

Approved by :

The Dean of Languages and Arts Faculty

Prof. Dr. Rustono NIP. 131281222

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ACKNOWLEDGEMENT

First and foremost I would like to praise Allah the Almightly, the Merciful and the One God for the blessings and miracles given to me during my study and in completing this final project. I should like to give my deepest gratitude to Drs. Suprapto, M.Hum; as the first advisor for leading me and showing enthusiasm throughout the development of my final project. Many thanks I dedicate to Drs. L. Elyas Nugraha, M.A; my second advisor for giving me his best guidance in finishing my final project. I also thank to Drs. Warsono, M.A for giving me detailed suggestions in completing my final project. I owe my appreciation to all lecturers of the English Department that have given me experience and valuable knowledge. My also go to my friends at English community for a wonderful experience. Finally, I am grateful to my father and mother that have given me spirit and careful attention. My apology goes to other contributors that may have been missed.

Semarang, 7 September 2007

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DEDICATION

This is dedicated with love and gratitude to my beloved father and mother, my brothers and sisters, and my beloved in Samarinda who always gives me spirit and careful attention.

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MOTTO

Kemuliaan seseorang itu bergantung kepada agamanya. Kepribadiannya bergantung pada akalnya.

Dan kehormatannya bergantung pada akhlaqnya.

Sukses atau kegagalan dalam kehidupan terutama tergantung dari kepribadian, bukan kepada nasi, kesempatan, uang atau bantuan orang lain.

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TABLE OF CONTENT

ACKNOWLEDGEMENT ……… ... i

TABLE OF CONTENT ……… ... ii

ABSTRACT ………. ... iii

CHAPTER I INTRODUCTION ……… ... 1

1.1 The Background of the study………. ... 1

1.2 The Reasons for Choosing the Topic ……. ... 2

1.3 The Limitation of the Study ……… ... 2

1.4 The Problem of the Study ……… ... 3

1.5 The Aims of the Study ………... 3

1.6 The Uses of the Study ……… ... 3

1.7 The Clarification of the Key Term ………… ... 3

1.8 The Organization of the Study ……… ... 4

CHAPTER II REVIEW OF RELATED LITERATURE . ... 6

2.1. Teaching English In Senior High School ... 6

2.2. Brief View of Conjunctions……… ... 9

2.2.1. Definition of Conjunctions ... 9

2.2.2. Kinds of Conjunctions …………. ... 10

2.3. The Uses of Conjunctions but, and, or, Before, after ... 11

2.4. Conjunctive Adverb ……… ... 13

2.5. Semantic Implication of Coordinating and Subordinating Conjunctions ... 14

2.5.1. Semantic Implication of Coordinating Conjunction by But ……… ... 14

2.5.2. Semantic Implication of Coordinating Conjunction by And ……… ... 14

2.5.3. Semantic Implication of Coordinating Conjunction by Or ……… ... 15

2.5.4. Semantic Implication of Subordinating Conjunction by Before ……. ... 16

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2.5.5. Semantic Implication of Subordinating

Conjunction by After ….………… ... 16

2.6. The Brief Look Error ………... 16

2.6.1. The Procedure of Error Analysis …. ... 18

2.6.2. The Sources of Error Analysis …… ... 19

2.7. The Practical Uses of Error Analysis …… ... 22

CHAPTER III THE RESEARCH METHOD ………. ... 23

1.1. The Meaning of Research Method …… ... 23

1.2. The Characteristtic of the Study ………... 23

1.3. The Subject of the Study ……… ... 24

1.3.1. Population ………... 24

1.3.2. Sample ………. ... 25

1.3.3. Sampling ………... 25

1.4. The Technique of Collecting the Data.… ... 26

1.5. The Technique of Analysing the Data…… ... 28

CHAPTER IV THE RESULT OF THE STUDY ……… ... 30

1.1. The Preparation of the Research………… ... 30

1.2. Constructing the Test ………. ... 30

1.3. The Data Description ………….………… ... 31

1.4. The Data Analysis ………. ... 34

CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION ……… ... 42

5.1. Conclusion ……… ... 42

5.2. Implilcation ………... 43

5.3. Suggestion ……… ... 43 BIBLIOGRAPHY

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ABSTRACT

Erika Septianingrum. NIM : 2201403027. English Department. The Faculty of Language and Art Semarang State University 2007. A Descriptive Study on the Students Mastery in Using Conjunctions But, And Or, Before, After A Case Study of the Eleventh Year Students of SMUN I Wiradesa.

Conjunction is important to be learn. The reasons for choosing the topic are that topic is very interesting for the writer and she wants to know the students’ mastery in using conjunctions: but, and, or, before, after. The aim of this study is to find the answer of the problem, “How is the mastery of eleventh year students of SMUN I Wiradesa in using conjunctions but, and, or, before, and after ?”

In getting the data, the writer gave the test consisting of 100 items to students of grade XI IPA 1 and XI IPS 1 of SMUN I Wiradesa. To know the whether the test is valid or not, the writer had tried-out the test at SMUN I Wiradesa. The tried-out consists of 110 items. 100 items were valid and 10 items were not.

The population in this study is all students of grade XI IPA and IPS of SMUN I Wiradesa. The number of the population is 280 students that are grouped into seven classes.The writer gave the data on June 7, 2007.

After collecting the data, the writer did analysis by using table identification to identify the result of the test. From the table it can be seen that there are 18 students who got very good scores, 48 students who got good scores, and 14 students got fair scores.

Based on the description above, it can be interpreted that most of the students got good scores in using conjunctions but, and, or, before, and after. Based on the general capability, the students have mastered the materials. However, the capabilities vary. They make different numbers of errors in mastery conjunctions but, and, or, before, and after in sentences.

The highest score from the test is 88 gained by 2 students and the lowest score is 60 gained by 1 student.

From the result, the writer can get concludes that the students must study harder to get better mark and the teacher of SMUN I Wiradesa must make the teaching and learning process succesfull and efective and give motivation to the students to study hard. So the students can get good mark.

By knowing the conjunctions: but, and, or, before, and after, the students will be encouraged to be active in improving their vocabulary skills. By knowing the result of this study the teacher can understand the students mastery in using conjunctions. The teacher should give more exercises and more attention to the teaching of English subject especially conjunctions: but, and, or, before, and after. The errors made by the students show that they faced some difficulties. When the result exercises are not satisfactory, the teachers should explain the topic again.

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CHAPTER I

INTRODUCTION

1.1 The background of the Study

Language is the most important means of communication. We cannot live alone, so we need communication with one another to fulfill our necessities. The function of language is usually in the form of such phrases as by which man communicate (Corder, 1973:32). It means that someone who wants to communicate with another has to use a language as a means of communication. It is important to study language because without language we cannot communicate with each other.

In Indonesia, English is the first foreign language which is taught since elementary schools until universities. English is the primary international language. Every international meeting always uses English as a means of communication. Thus, English is not only used in the country that has the same historical background but also spoken by many other countries in the world.

So, the students in Indonesia learn it. If we know about English, we can communicate with foreigners. So, English is important to be learned especially for the students. Many books of sciences are written in English.

English is difficult to study. It is because of the differences between English and Indonesian. The different system of English and Indonesian happens not only in grammar but also vocabulary, pronunciation and spelling. So the students often make errors in studying the foreign language.

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The mastery of the structure is one of the keys to success in learning English.. Someone must master structure to make good sentences because structure is a basic of languge skills such as listening, reading, speaking and writing. If someone can masters structure he will be able to master the four basic skills fluently.

Lado (1957:93) states that the usual mistake happen in the beginning of studying a foreign language through writing system. It means that in foreign language learning, the students make mistakes or errors when they write in English. They are influenced by mother tongue. The students who want to write in English sometimes get some difficulty in using conjunctions.

1.2 The reasons for Choosing the Topic

The reasons that encourage the writer to choose the topic are as follows: 1. The topic is very interesting for the writer, because conjunctions are very

important to make good sentences.

2. The writer want to know the students mastery on using conjunctions but, and, or, before, and after.

1.3 The Limitation of the Study

For the sake of clarity, the writer wants to limit the study in order not to make misunderstanding between the writer and the reader as follows : 1. The subject of the study is limited to the eleventh year students of SMUN 1

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2. The study is limited to conjunctions but, and, or, before, and after.

1.4 The Problem of the Study

Based on the background of the study; the writter would like to state the problem that can be formulated as follows :

How is the mastery of eleventh year students of SMUN I Wiradesa in using conjunctions: but, and, or, before, and after ?

1.5 The Aims of the Study

The aims of the study are:

1. To know the mastery in using conjunctions but, and, or, before, and after among the eleventh year students of SMUN I Wiradesa.

2. To know the difference of each conjunctions. 3. To give a little contribution to teaching English.

1.6 The Uses of the Study

After knowing the result of the study, it is expected to be useful :

1. To give a description of the mastery on using conjunctions: but, and, or, before, and after faced by the eleventh year students of SMUN I Wiradesa. 2. As important information for the teaching English in Senior High School. 3. To enlarge the knowledge and science that the writer get before.

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1.7 The Clarification of the Key Terms

To clarify the meaning of the title, the writer wants to explain the terms as follows :

2. A Descriptive Study

Descriptive is an adjective which means serving to describe, fond of describing. (Hornby, 1974:233). Study is a noun which means the act of studying one or more subjects that attracts investigation. In this study the word descriptive study means to describe the students mastery in using conjunctions but, and, or, before, and after.

3. Mastery

Complete control on knowledge (Hornby : 523). In this final project meant by mastery is the students knowledge to understand English conjunctions but, and, or, before, and after.

4. Conjunctions but, and, or, before, and after.

Conjunctions are words that join together sentence or part of sentences (Curme, 1970:29). In this study the writer choose conjunctions but, and, or, before, and after.

1.8 The Organization of the Study

The study consists of five chapters. Chapter I is introduction. It consists of the background of the study, the reasons for choosing the topic, the limitation of the study, the problem of the study, the aims of the study, the uses of the study, the clarificattion of the key terms.

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Chapter II is review of related literature. It consists of the definition of conjunctions, the kinds of conjunctions, the uses of conjunctions, conjunctive adverb, and semantic implication of coordinating.

Chapter III is research method. It consits of the characteristics of the study, the subject of the study, the technique of collecting data, and thae technique of analysing data.

Chapter IV is the result of the study. It consists of the preparation of the study, constructing the test, the Data Description, the data analysis.

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CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Teaching English in Senior High School

We know that English is the first foreign language which is taught in Indonesia, as the decree of the Minister of Education and Culture 096/1967 says that ‘Fungsi bahasa inggris di negara kita adalah sebagai alat mempercepat proses pembangunan bangsa dan negara, sebagai alat pembentuk persahabatan bangsa lain, serta sebagai alat untuk menjalankan politik luar negeri kita’. Depdikbud statement means that the function of English in Indonesia is to accelarate the development of the country, and to do our foreign policy.

English is one of the compulsory subjects at Senior High School.As a compulsory subject at Senior High School English functions as a means for the students to develop their knowledge, skills and attitudes in areas of science, technology and arts. So they can participate in the development of the nation.

The success in teaching and learning English is influenced by the teacher. Teaching is an interaction of process between the teacher and the students or group of the students to get knowledge, skill, attitude and to stable what they are learning. The teacher has quite an important role to make the students succeesful in learning process. Therefore, the teacher must work effectively. Howard (1968:20) suggests that an effective teacher is enthusiastic about his subject, class and job. He enjoys teaching and communicates in English to his students. He does

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not complain about his work or his students. He is creative and flexible. He tries new methods and new tehnique, and he is always on the look for a better way to do the job. If the lesson does not succeed the teacher tries another approach. The statement above explains that a teacher has the character of enthusiasm, creativity and flexibelity. He has to encourage to stimulate and to make the students interesting lessons of English.

Ramelan ( 1994:1 ) says that “ Teaching English in Indonesia is teaching a language to students whose native language is quite different both

phonologically and grammatically from the foreign language”. It is therefore understandable why it is difficult for Indonesian students to learn English.

Teaching a foreign language is not easy. The problems may relate to the phonological and grammatical aspects of the language. In solving that problem, teachers need to be creative and inovative. Teachers should always make a great effort in order to be good teachers and effective teachers. If they could not conduct and manage the class effectively, the purposes of teaching and learning process would not be achieved.

Teaching English at Senior High Schools uses KTSP curriculum. KTSP English curriculum of Senior High School explains about how students understanding in the text types, such as spoof, report, narrative, analytical exposition, hortatory. Although KTSP curriculum adopts from curriculum KBK, but the realization of this curriculum does not succesfully because most of the teacher still misunderstand with using KTSP curriculum.

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By the end of the program, the student will have been understood with text types . Every English teacher should serve as a model of good reader, listener, speaker as well as writer. In addition, English teachers way still need to have a good mastery of the English grammar because they should be able to diagnose their students. The students get difficulties in using English, the role of grammar has been determined as just one of the components besides, vocabulary and pronounciation to support the mastery of the language skills and the teaching of grammar as separate teaching ability only be conducted if it is necessary to support the mastery of the language skills.

2.2 A Brief View of Conjunctions

2.2.1 Definitions of Conjunctions

In English there are certain words related of two or more sentences. These words are usually called as connector.

Gerage E. Wishon and Julio. M. Burk (1987:135) state there are four kinds of connector they are : coordinate conjunctions, correlative conjunctions, conjunctive adverbs, and transition expression.

Curme (1970:29) states conjunction are words that join together sentences or part of sentence. Most conjunctions are historically derived from other part of speech.

Marcella Frank (1972:206) says there are two classes of conjunctions, there are : coordinate conjunction and subordinate conjunction.

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E. Wishon and Julio M. Burk (1987:141) state there are certain adverb which have function as conjunction those are called conjunctive adverbs. The following are complete discussion about conjunction.

So, conjunction is words that join together sentence or part of sentences.

.2.2.2 Kinds of Conjunctions

2.2.2.1 Coordinate conjunction but, and, or

It is called the coordinate conjunction for these conjunctions related words phrase or clauses of equal meaning. If we discuss about coordinate conjunctions, we must be familiar with compound sentence and complex sentence.

Examples :

1. Rudi and Iwan went to Medan. 2. Budi was tired but happy.

3. Are you going to the party or staying at home ?

2.2.2.2 Subordinate conjunction after, before, until, as well as, unless, therefore, while.

A subordinate conjunction introduces a clause that depends on main, or independent clause. The subordinate conjunction is grammatically part of the clause it introduces; it is never separated from its clauses by a comma.

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1. Tono sent me a letter after he got my letter on Sunday. 2. Dewi has breakfast before she goes to school.

3. Deby acts as well as her mother.

4. He was reading a book when his mother called him. 5. Rina listens to the radio while Rudi reads the novel

6. The Palapa satelite functions therfore telecomunication in Indonesia improve a lot.

2.2.2.3 Correlative conjunction both-, and, either-, or, neither, -nor, not only-, but also.

When and, or, but join coordinate elements, the first item may also be preceded by a conjuntion. Such pairs conjunctions are called correlative conjunctions.

Examples :

1. Both Rina and Yuli go to the party. 2. She is both beautiful and inteligent.

3. Mrs. Damara neither speaks French nor English.

4. Not only are banks important in investment but they are also controling the circulation of money.

2.3 The Uses of Conjunctions but, and, or, before, and after

If two sentences or more join together, they will form compound sentences. For joining those sentences conjunctions are needed. The uses conjunctions but, and, or, before, and after are as follows :

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1. Conjunctions and is used to show addition or to show that sentences that are joined paralel.

Examples :

1. Ary studies book keeping and Rini studies administration. 2. Father went to Semarang and to Medan.

3. Rina picked a flower and she showed it to mother. 4. He said “good bye” and mother cried loudly. 5. Adi said “good night” and went to bed.

2. Conjunction but is usually used to show contrast. Examples :

1. They did not go to school but played truant. 2. I agreed to go with you but my parent forbade me.

3. Ani wants to buy a new bag but she does not have any money. 4. I called you just now but you did not hear me.

3. Conjunction or is usually used to show contrast or alternative (choice). Examples :

1. We may have a rest or go on working. 2. You should go home now or stay outside. 3. Do you prefer to go with us or stay at home ? 4. Are your shirt black or white ?

4. Conjunction before is usually used to show something happened earlier in time.

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1. I like to read in bed before I go to school. 2. Before going out , I phoned Sarah.

3. Jack left before the end of the meeting, he had to go home early. 4. We have got a little time before the train leaves.

5. Conjunction After is usually used to show that something happened later in time.

Examples :

1. After Lucy had done all her shopping , she went for a cup of coffee. 2. Why do not you visit the museum after lunch? I said to them. 3. It is reported that many people are homeless after the floods. 4. I will come straight back home before it starts raining.

2.4 Conjunctive Adverbs.

These adverbs, like coordinate and correlative conjunctions, are used to connect basic sentence patterns and make compound sentences. However, unlike the coordinate conjunctions, they are grammatically a part of the sentences they introduce and could be moved to an internal position in the sentence. The main conjunctive are the following:(however, therefore,

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otherwise, moreover, nevertheles, furthermore, hence also, internal only, beside, consequently, likewise, meanwhile, thus).

Examples :

1. Irna moved to New York, however her mother stayed in Boston (contrast). 2. You have disregarded my advice therefore, I will not keep you (result). 3. The leaders setled the argument otherwise, therefore would have been war (result).

4. Dyanapura is kind moreover, he is generous (argumentation).

5. Mr. Tom was invalid all his life, nevertheles, he had an active career (contrast).

6. We must meet the declaine, hence, a decision is needed now (result). 7. Television is entertaining, furthermore, it is sometimes, intructive (argumentation).

8. I live to far a way to visit you, besides you are never home (argumentation). 9. He requested on opportunity to make of the work he had missed,

accordingly his teacher gave him special help (result)

10. The road was wet and slippery, therwere many accidents (result)

2.5 Semantic Implication of Coordinating and Subordinating

Randolph Quick and Sidney Greenbaum (1973 : 259), point out that coordinate and subordinate conjunctions have semantic implication which may be different one and another.

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2.5.1 Semantic Implication of Coordinating Conjunction by but. But denotes a contrast.

a. The contrast may be because what is said in the second conjoin is unexpected in view of what is said in the first conjoin.

Example : John is poor, but he is happy.

He did not want their help, but he had to except it.

b. The contrast may be a restatement in affirmative terms of what has been said or implied negatively in the first conjoin.

Example : John did not spare his time in week before the exam, but studied hard every evening.

2.5.2 Semantic Implication of Coordinating Conjunction by and.

And denotes a relationship between the contrast of clauses. We can visually make relationships explicity by adding an adverbial. We must illustrate this with parenthesized items in most of which following examples :

a. The event is the second clause is a concequency or result of the even in the first.

Example : He heard an explosion and phoned the police.

b. The event is in the second clause is chronologically sequent to the event in the first.

Example : She washed the dishes and she cried them.

c. The second clauses introduce a contrast. And could be replaced by but when this implication is present.

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Example : Robert is secretive and David is candid.

d. The second clause introduces an element of surprise in view of the content of the first.

Example : He tried hard and he failed.

2.5.3 Semantic Implication of Coordinating Conjunction by or.

a. Usually or is exclusive expressing the idea that only one of the possibility can be realized.

Example : You can sleep on the chair or you can go to hotel, or you Can go back to London..

b. Sometimes or is understood as inclusive, allowing the realization of combination of alternatives and we can explisitly include the third clause.

Example : You can boil an egg, or you can make some cheese sandwich or you can do both.

c. The alternatives expressed by or correction of what is said in the first conjoin.

Example : He began his educational career, or in other words he started to attend the local kindergarten.

e. Or may imply a negative condition.

Example : Give some money or I will shoot you.

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2.5.4 Semantic Implication of Subordinating Conjunction by before.

Sometimes before is also function as prepositions of time, and are followed by either:

1. A temporal noun phrase.

Example : She is back from Samarinda Before next week. 2. A subjectless V-ing clause.

Example : She is breakfast before leaving school.

3. A noun phrase with a deverbal noun or some other noun phrase interpreted as equivalent to a clause.

Example : We started sleeping before midnight.

2.5.5 Semantic Implication of Coordinating Conjunction by after.

a. After in referring to a sequence of past events, can be followed either by a past perfect or by a simple past tense verb.

b. After can be used to introduce an adverb clause.

2.6 The Brief Look of Error

The activity of learning something is fundamentally a process that involves the making of mistakes. The mistakes that had been made by the learner are very important aspect of learning any skill, because they are used to obtain feedback and the learners are able to make new attempts which are more closely appropriate to desired goals.

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In language learning, the sees is like other people learning. Moreover learning a foreign language is difficult, task for more people (D A. Wilkin 1972:133). It means that commonly learning a foreign languge will get some difficulties. The difficulties are logical because the learners have limited linguistic system. However by taking feedback from others carefully, the learners slowly but surely will learn to produce the acceptable speech in their new language. Therefore, the learners will make mistake in the process of acquisition inevitably, and indeed will even impede that process if they do not commit error and then benefit from feedback on those errors.

A learner’s errors are significant in (that) they provide to the researcher evidence of how language is learned or acquired, what strategies or procedures the learners is employing in the discovery of the language

(Corder in Sujoko, 1988:4). It means that the researchers or teachers of second language soon realize that the error made by the learners in the process of constructing a new system or language needs to be analyzed carefully.

In analyzing learners error, it is important to make a distinction between mistake and error, because technically they are very different phenomena. A mistake refers to a performance error that either a random guess or “A Slip” in that it is a failure to utilize a known system correctly. An error is a noticable deviation from the adult grammar of native speaker, reflecting the interlanguage competence of the learner (Sujoko, 1989:5). It is understood that mistake is seen from the performance, error is seen from the competence.

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2.6.1 The Procedure of Error Analysis.

In analyzing learners errors researchers or teachers should be careful, because the system of each language is different. They must take conclusion after analysing production and comprehension data. Therefore they should master the language system to analyze tha data. The procedure to analyze the errors are by identifying the errors, the duty of researchers or teachers are choosing or selecting the errors and the correct ones.

After being identified, the errors should be described on a rather global level, errors can be described as errors of addition, omision, substitution and ordering following standard mathematical categories (Sujoko, 1988:11). It means that in standard mathematical categories, there are four errors, addition error is an error in making sentences in which one or more elements are added, for example : Does can he sings ? The second error is omission. In which one or more elements of the sentence are omitted. For example : What colour your pen ? The next is substitution, in which one or more elements are substituted like : I lost my road. The last errors is ordering, in which one or more elements are ordered in wrong position, like : I have a pen blue ?

According to the standard of linguistic categories, there are four levels of the language that can be considered : phonology or orthography, lexican, grammar and discourse. It is difficult to distinguish different levels of errors, because a word with a faulty

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pronounciation, might hhide a syntactic or lexical error. For example : I like the delicious food, grmmatically correct but might be mispronouncing to be : I like the delicious food. It can show the researchers or teachers where the learner is in terms of his own system.

In the standard of systematicity, ther are three stages what (Corder, 1973) in Sujoko (1998:11-13) calls a presystematic stage in which the learner is only vaguely aware that there is some systematic order to a particullar class of items. At this stage the learner is not to explain the error. The second stage is systematic, in Corder, is conceptualization of term, usually cannot be corrected by the learner but he can explain his error in the sense of providing the different wording or structures, alternative linguistic massages that get his point across and let the hearer know what he was driving at. The last stage is postsystematic, when he makes an error he can both explain and correct it. It is found when the learner is quite consistent in his language. It is important to know the stages and to describe errors however, globally the stages of systematicallydo not describe a learner’s total second language system, it can be seen when a person might be in a presystematic stage when he respects to a verb while certain a preposition usage exhibits systematic errors.

Those are the way to describe errors made by learners after the errors are identified.

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2.6.2 The Sources of Errors.

There are hundreds of second language error sources or even countless. This study, therefore, will be to outline a number of major sources of learners errors, they are : interlingual transfer, intralingual transfer, context of learning,

and communication of strategies (Sujoko, 1988:15-28). 2.6.2.1 Interlingual Transfer.

These errors are caused by interference as native language to target language. For example Indonesian student that is learning is interfered by the structure of Indonesian in using or applying phrases: like: a book good instead of a good book, or a car red. Instead of a red car.

2.6.2.2 Intralingual Transfer.

Errors here happen because of the target language rules being learned. For example: an English learner is studying modal auxiliaries in simple present tense for this third person singular that has been studied before, like: John cans sing instead of John can sing.

2.6.2.3 Context of Learning.

This error source is the faulty learning of the target language. It can be caused by the teacher or the text book. The term is called: False concept (Richard: 1971) or induced errors (Stenson: 1974) as quoted by Sujoko (1988:18) and the social

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context of language acquisition will produce other types of errors. Corder calls the term idiosyncratic dialect.

2.6.2.4 Communications Strategies.

It is a strategy in communication to hide errors. It overlaps both inter- and intralingual transfer and context of learning. These are several communication strategies that will be explained here:

2.6.2.4.1 Avoidance

It is the srategy to aviod difficult words to produce the same sense. It might be syntactic or lexical avoidance, phonological avoidance or topic avoidance.

2.6.2.4.2 Prefabricated Patterns

It is the strategy to make communication runs smoothly by memorizing certain stock phrases or sentences without internalized knowledge of the components of the phrases.

2.6.2.4.3 Cognitive and Personality Styles

It is the source of errors caused by one’s own personality styles of thinking.

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It is the strategy in communication to ask to the authority directly. The authority here might be someone or something that knows the difficulty.

2.6.2.4.5 Language Switch

It is the strategy to make the communication run well by swithching the target language into the native language.

2.7 The Practical Uses of Error Analysis

Corder in Sujoko (1998:48) states that the most obvious practical use of the analysis of errors is the teacher:

1. Errors provide feedback, they tell the teacher something about the effectiveness of his teaching materials and his teaching techniques.

2. They show him what parts of the syllabus he has been following have been inadequately learned or taught and need further attention.

3. They enable him to decide whether be must devote more time to the item he has been workingon. This is the day-to day value of errors but in the terms of broader planning and with anew group of learners.

4. They provide the information for designing a remedial syllabus or a programme of reteaching.

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CHAPTER III

THE RESEARCH METHOD

3.1 The Meaning of the Research Method

In carrying out the research, the writer needs to collect, analyze, and interpret data systematically, therefore, the existence of research methodology is important. The word methodology comes from the word method. According to Hornby (1974:533), method means a way of doing something. In this research, methodology means science dealing with the how to do something. It deals with investigated education problem, what procedures and method are used in gathering and analysing data, so that the conclusion represents the requirement of inductive study.

Research is an activity to answer a problem through scientific approach in order to find out the continued answer because as the answer is found, it needs more perfect answer. In this study, the writer uses the descriptive method by using the techniques qualitative and quantitative analysis. Mohammad Ali (1987:20), states that the purpose of description study is to give clear description of something by qualitative and quantitative analysis.

3.2 The Characteristics of the Study

There are some kinds of method which can be used in research. Choosing the method depends on the aim of the research and the topic.The characteristic of

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this study is a descriptive study. Here, the writer wants to describe the students error in using conjunctions but, and, or, before, and after.

The writer uses the steps as suggested by Arief Furchan (1982:436) as follows:

1. The statement of the study

In doing the research the writer uses the clear statement of the problem in order to decide the variable that will be researched.

2. Identification of the information that is used to solve the problem. In this study, the writer collects the information and states that the characteristics of the information are qualitative and quantitative.

3. Choosing the instrument used to collect the data. 4. Identification of the population in using a sample. 5. Making a procedure of collecting the data.

6. Collecting data.

3.3 The Subject of the Study

3.3.1 Population

Suharsimi Arikunto (1993:102) in the book “Prosedur Penelitian Suatu Pendekatan Praktik” states that population is all members of research subject. In accordance with the definition, population is all of individuals from whom the data are collected.

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In this study, the population is eleventh year student of SMUN I Wiradesa. The number of the population is 380 that are grouped into seven classes.

3.3.2. Sample

Sample is a representative of population (Kartono). Sutrisno Hadi (1987:221) defines sample as a group of individuals whose are than that a population. Sample has to posses at least one similar characteristics. In this research the writer takes one class f grade of XI IPA and one class of grade of XI IPS of SMUN I Wiradesa as a sample. So the number of research sample are 80 students

3.3.3. Sampling

Sutrisno Hadi (1987:71) states that sampling means a technique to get the sample. There are two kinds of sampling. There are random sampling and non random sampling. In random sampling all individuals of the population have equal chance being the sample, but in non random sampling all members of the population have not equal chance being the sample, the way to take the sample by regarding the proportional, of the sample which can represent the population. In this study the writer uses proportional random sampling. The writer uses proportional random sampling because in this research the writer takes one class f grade of XI IPA and one class of grade of XI IPS of SMUN I Wiradesa as a sample. So the number of research sample are 80 students.

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3.4 The Technique of Collecting the Data

There are many instruments that can be used to collect the data. In this research the writer uses a test as an instrument.

The test consists of 100 items. The items consist of the application of conjunctions but, and, or, before, and after.

3.4.1 Validity

A test is called valid if the items are able to measure what must be measured. To measure the validity of the test, the writer uses empirical validity. It is stated that the validity can show the suitable degree between the result of the computation and the real fact (Waluyo, 1989:143).

To know that the test is valid or not it must be tried-out to the students. The writer chooses SMUN I Wiradesa of grade XI IPA 1 as a try-out group and then the result of the try out group is counted by being related with the students score given by the teacher as a criterian by using a product memont formula. If the result of the product moment is more than the score of the product moment coefficient table, the test called valid, but if the result of the product moment formula is less than the score of the product moment coefficient, the test is not valid. Here is person product moment formula in Waluyo (1989:143).

rXY =

} )

( 2

2 }{ )

( 2

2 {

) )( (

Y Y

N X X

Y X XY N

Σ − Σ Σ

− Σ

Σ Σ − Σ

Notes :

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X : The score of the try out test.

Y : The students English score from the teacher. N : The number of the students.

Here is the computation of the validity of the test: X

Σ = 37 ΣY = 3155 ΣX 2

= 37

ΣY 2

= 267047 ΣXY = 2989

rXY =

} ) ( 2 2 }{ ) ( 2 2 { ) )( ( Y Y N X X N Y X XY N Σ − Σ Σ − Σ Σ Σ − Σ

{

₄₀ ₃₇

( )

₃₇

(

}

{

₄₀

) (

₂₆₇₀₄₇

)

(

₃₁₅₅

)

}

3155 37 2989 40 − − − x x

{

₁₄₈₀ ₁₃₆₉

}{

₁₀_.₆₈₁_.₈₈₀ _9954025

}

735 . 116 560 . 119 − − −

{ }{

₁₁₁ ₇₂₇₈₅₅

}

2825 = 905 . 791 . 80 2825 = 44 . 8988 2825 = 0,314

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The coefficient of correlation from the computation above is 0,314. The result is greater than it is required in the product moment table for 40 sample (N=40). The value of rXY required for at 1% level of significance is 0,257. Therefore the test instrument can be considered valid.

3.4.3 Practicality

The test is called to be practical if it is economical, easily administered, easily scored, and easily interpreted. (Waluyo, 1989:53-54)

3.5 The Technique of Analyzing the Data.

After the data have been obtained, they requireto be analyzed. In analyzing the data, the writer uses the percentage. It is used to know how many percent the studentsmastery of the test.

The first step in treating the data is scoring. In this case, the data are the result of the students test. In scoring the data, each item gets 1 points. The number of the item is100, so the total is 100 which is divided by 10. For example: a student gets right answer 75, it becomes 75 x 1 = 75/10 = 7,5. So his score is 7,5.

The next analysis is description of the data into formula. S = x100%

N R

Notes :

S : The students mastery in %. R : The students score.

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N : The number of the test.

The next step is that the writer classifies the scores into two parts, quantitative scores and qualitative scores. In this case, the writer uses the category proposed by Suharsimi Arikunto (1993:294). Which can be seen below:

No. Quantitative scores Qualitative scores 1.

2. 3. 4. 5.

8.1 – 10 6.6 – 8.0 5.6 – 6.5 4.1 – 5.5 0 – 4.0

Very Good Good

Fair Poor Fail

The final analysis is counting the sum of the students who get very good, fair, poor, or fail categories.

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CHAPTER IV

THE RESULT OF THE STUDY

4.1 The Preparation of the Research

The writer commits some preparations before getting the data. The steps are as follows :

a) He choose the research location in SMU, because he has friend as a teacher in SMUN I Wiradesa. So it is easy to deal with everything concerning it.

b) He got the data by using a test, so he can plan the test first before making a test instrument.

c) The other preparation is that the writer took the research sample by using the proportional random sampling method.

This way has been elaborated in previous chapter.

4.2 Constructing the Test

The material to be used in getting the data was taken from Understanding and Using English Grammar in Use by Betty Azhar S. and English Grammar in Use by Raymond Murphy.

The total number of the test items are 100 that consists of conjunctions but, and, or, before, and after and those items can be described as follows :

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a. Conjunction but.

It consists of 22 items, they are number 1, 5, 13, 14, 23, 29, 31, 32, 34, 35, 40, 45, 51, 54, 56, 58, 62, 65, 66, 72, 73, 76.

b. Conjunction and.

It consists of 31 items, they are number 2, 3, 8, 11, 24, 25, 30, 33, 36, 38, 39, 50, 53, 55, 59, 61, 68, 69, 70, 71, 77, 78, 79, 89, 90, 91, 92, 93, 96, 97, 100. c. Conjunction or.

It consists of 23 items, they are number 16, 18, 20, 21, 22, 26, 27, 28, 37, 41, 42, 60, 75, 80, 81, 82, 83, 84, 86, 87, 88, 98, 99.

d. Conjunction before.

It consists of 6 items, they are number 6, 10, 12, 15, 17, 35. e. Conjunction after.

It consists of 18 items, they are number 4, 7, 9, 19, 43, 44, 46, 47, 48, 49, 52, 57, 63, 64, 67, 74, 94, 95.

The data that will be show the result of the study must be true and accurate. As started before, the writer uses a test in collecting the data.

4.3 The Data Description

After the data have been collected from the sample, the writer wants to describe the result of the study. The result of the study presented here covers the result of the test on using conjunctions but, and, or, before, and after. Done by the sample.

In this study, the writer gets the data from eleventh year students of SMUN I Wiradesa in 2007.

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4.4 The Data Analysis

4.4.1 Data Classification.

In this case, the writer wants to describe the students scores in detail according to the topic tested. This description will be reflected in the form of right and wrong answers and exposed in the percentage. By knowing the percentage of right and wrong answers, the result of the test will be recognized whether the students master each topic or not, or whether the students face many difficulties or not in using conjunctions but, and, or, before, and after. The descriptions of each topic will be presented bellow:

In the next steps is the writer would like to find out the frequency distribution of the students scores according to conjunctions and the mean scores of each conjunctions. This can be seen in the following table.

Table 3 : The students scores according to conjunctions.

No Quantitative Category Qualitative Category

Frequency conjunctions 1.

2. 3. 4. 5.

8.1 – 10 6.6 – 8.0 5.6 – 6.5 4.1 – 5.5 0 – 4.0

Very Good Good

Fair Poor Fail

18 48 14 - -

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Table 4 : Means Scores of each Conjunctions

No Conjunctions Mean

1. 2. 3. 4. 5. 6.

But And Or Before After

But, and, or, before, after

17,37 24,49 16,1 4,17 12,64 74,75

The writer got mean scores of conjunctions by formula: The total right scores

1. Conjunction but

Conjunction but = 1389 : 80 = 17,37 2. Conjunction and

Conjunction and = 1959 : 80 = 24,49 3. Conjunction or

Conjunction or = 1288 : 80 = 16,1 4. Conjunction before

Conjunction before = 333 : 80 = 4,17 5. Conjunction after

Conjunction after = 1011 : 80 = 12,64 6. Conjunction but, and, or, before, after

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From the table above it can be seen that the students distribution of frequency of scores are 18 students get very good scores, 48 get good scores, and 14 students get fair scores.

Based on the description above, it can be interpreted that the most students get good scores in using conjunctions but, and, or, before, and after. Based on the general capability, the students have mastered the materials. However capabilities are different. So that they, make different number of errors in mastery conjunctions but, and, or, before, and after in sentences.

The highest score from the test is 88 gained by 2 students and the lowest score is 60 gained by 1 student.

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CHAPTER V

CONCLUSION, IMPLICATION AND SUGGESTION

5.1 Conclusion

The population in this study is the eleventh year students of SMUN I Wiradesa. The number of population are 280 students, while the sample of the population is 80 students. The writer used the proportional random sampling technique to get the data, the writer gives the test to collect the data. They were collected and analyzed by using table identification.

The highest scores from the test is 88 gained by 18 students and the lowest scores is 60 gained by 3 students. The number of the students who give the wrong answer in item number 65 is the highest that is 38 students and in item number 1, 2, 14, 24, 56, 61, 73, 75, 76, 77, 88 is the lowest, that is 11 students.

5.2 Implications

5.2.1 By knowing the conjunctions but, and, or, before, and after it will encourage the students to be active in improving their vocabulary skills to make mastery of the English sentences easily.

5.2.2 By knowing the result of the thesis the teacher can be understand the students’ mastery in using conjunctions. The teacher should give more exercises and more attention to teaching of English subject especially conjunctions but, and, or, before, and after . The errors made by the

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students show that they get some difficulties in mastering it. The exercises should be given to overcome the difficulties. When the result

exercises are not satisfactory. The teachers should explain the subject again.

5.3 Suggestion

5.3.1 To English teachers

Hopefully English teachers will make the teaching and learning process succesfull and efective. The writer thinks that the teacher should explain the conjunction to the students clearly by using variation of teaching technique, explaining the different of each conjunctions but, and, or, before, and after with many example. Making stimuluting to the students to master the conjunctions and giving motivation to the students to study hard.

5.3.2 To the students

Based on the previous discussion we know that th conjunctions but, and, or, before, and after sometimes make the students confused as learners of students they should:

1.1 Love to study English first 1.2 Make notes on the material

1.3 Try to memorize the use of conjunctions but, and, or, before, and after.

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5.3.3 To the reader

The writer is aware that this thesis is not perfect and it is not final. There are so many weaknesses which are out the writer observation theory, method and thought which must be complete.

So the writer need correction and suggestion because at the limited ability and skill. Hopefully this thesis is usefull.

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BIBLIOGRAPHY

Arief Furchan. 1982. Pengantar Penelitian Dalam Pendidikan. Malang : Usaha Nasional Surabaya Indonesia.

Corder, S. P. 1973. Introducing Applied Linguistics. Pertama. Harbour. Penguin book Ltd.

Departemen Pendidikan dan Kebudayaan. 2004. English Curriculum for Senior High School.

Frank, Marcelle. 1972. Modern English : A Practical Reference Guide. New Jersey : Prentice Hall.

Herman J, Waluyo. 1989. Prinsip- Prinsip Penelitian Pengajaran Berbahasa dan Sastra. Surakarta : Sebelas Maret University Press.

Hornby, A. S. 1974. Oxford Advanced Learners Dictionary of Current English. London : Oxford University Press.

Lado, Robert. 1957. Linguistics Across Culture. Michigan : the University of Michigan.

Muhammad Ali. 1987. Penelitian Kependidikan. Prosedur dan Strategi. Bandung : Angkasa.

Quirk, Randolph and Sidney Greenbaum. 1973. A University Grammar of English.

London : Longman Group Ltd.

Suharsimi Arikunto. 1993. Prosedur Penelitian. Jakarta : Rineka Cipta.

Sutrisno Hadi. 1987. Methodology Research. Yogyakarta : Fakultas Psikologi UGM.

Raymond, Murphy. 2002. English Grammar In Use. Cambridge University Press. Jakarta : Erlangga.

Betty, Schrampfer Azar. 1992. Understanding and Using English Grammar. Jakarta : Binarupa Aksara.

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39 Table of validity.

No Respondent X Y X2 Y2 XY

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 103 91 102 89 48 71 83 101 82 79 106 80 102 102 61 76 105 62 106 59 57 56 61 90 60 29 45 100 98 64 101 50 79 106 67 67 46 94 69 108 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 10609 8281 10404 7921 2304 5041 6889 10201 6724 6241 11236 6400 10404 10404 3721 5776 11025 3844 11236 3481 3249 3136 3721 8100 3600 841 2025 10000 9604 4096 10201 2500 6241 11236 4489 4489 2116 8836 4761 11664 103 91 102 89 48 71 83 101 82 79 106 80 102 102 61 76 105 62 106 59 57 56 61 90 60 29 45 100 98 64 101 50 79 106 67 67 46 94 69 108

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Table Percentage of Conjunctions; but, and, or, before, after.

NO Kinds of conjunctions Total Percentage No of Questions 1.

2. 3. 4. 5.

And Or But After Before

39 30 27 24 7

30.8% 23.7% 21.2% 18.8% 5.5%

31 23 21 19 6

Total 127 100% 100

1. And : 39 x 100 %

127

: 30.8 % 2. Or : 30 x 100 %

127

:23.7 %

3. But : 27 x 100 % 127

: 21.2 % 4. After : 24 x 100 %

127

:18.8 %

5. Before : 7 x 100 % 127

: 5.5 % Sources :

1) Yudhistira 2) Aneka Ilmu

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Table 1 : The Students scores of each conjunctions.

NO NAME GROUP

1 2 3 4 5 6

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. Ari Nurtin Niken Widyaningrum Sukaesih

M. Abdul Kholik Titik Tri Harsiwi Nidhakhul Khoirijah Khaerul Amri Zaenudin Rizqon Afri Susanto Wahyu Dwi P Taufik Apriadi Miftakhul Yusro M. Komarudin Rosalina Arif Hilmawan Anny Maryam Fery Oktavianda Rosalina Yuantini Kahrudin Dian Indriani Farida Noviyanti Hendro Ari Wibowo Tri Atmoko

Sumarsi Nanda S. M Rizqi Y. H Moh. Maksum Suciarti Mulyono Viala Sesia Muhar K Septi Pinta W Maria P. N. P Eky Retno H Nani Wijaya Endah Muktiani Herlina M Siti Khotijah M. Ibrohim Afifah

Adi Kurniawan P Afifah

Alan Faisal M Anin Patmawati Anindita Putri Arif Firdaus 12 18 17 16 20 19 19 17 18 17 16 16 18 18 19 16 20 17 20 17 19 18 14 13 19 19 18 19 20 20 16 18 19 16 20 19 19 17 16 16 19 16 17 17 20 17 25 25 20 29 26 26 24 23 23 24 29 28 25 25 27 27 29 29 28 30 28 27 22 21 28 28 29 28 26 26 24 27 26 28 29 27 28 21 20 19 25 24 21 21 25 20 14 14 18 15 12 13 19 15 18 16 18 15 16 17 16 17 17 15 17 17 16 17 16 16 16 16 15 16 17 16 16 18 15 18 18 17 17 17 12 14 18 18 13 13 18 13 3 5 4 5 6 6 5 4 6 3 5 5 4 4 3 6 6 3 6 3 4 5 6 5 5 5 5 5 4 5 6 3 4 4 5 4 4 4 1 3 4 4 4 3 5 5 11 14 15 14 13 14 13 17 11 17 17 16 18 18 14 18 16 11 17 15 17 17 16 16 13 17 16 17 17 14 15 12 13 11 10 17 17 13 11 12 10 11 10 11 10 12 65 76 74 79 77 78 80 76 76 77 85 80 81 82 79 84 88 75 88 82 84 84 74 71 81 85 83 85 84 81 77 78 77 77 82 84 85 72 60 64 76 77 76 65 78 67

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42 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. Arinda Pramesti Chandra Y Chyntia Dhilla P Dadang Irwanto Daniek K Dedy P Devina Y Dimas Tri K Dita Santi P Dwi Intan Erwin Dharma Evan Dwi Finnashima Y Fitriana Sari Ayu D Hadi Setiawan Hendra Wijaya Irawan Hadi Kezia M Lia Apriani M. Nur Nizhar Syamlan Paramitha Eka Poppy Sukma Prihanita K Puspita P Rahmawati P Resti Dian Puspatiwi Rizka Ari Rizki Aditya Wahyuning P S Yudhias Ario Yudi A 18 20 16 17 18 17 19 16 17 21 17 18 17 17 17 16 17 18 17 17 17 16 17 16 17 18 18 18 17 16 17 16 13 12 25 25 28 21 25 24 25 19 20 24 24 25 24 23 23 22 23 24 23 21 21 20 24 19 23 24 23 24 25 27 21 22 25 25 18 18 18 13 18 18 17 13 13 17 17 18 17 17 17 17 17 16 17 13 13 17 17 18 17 17 17 17 17 16 17 13 13 17 4 4 5 4 5 4 4 5 2 2 5 2 5 4 4 4 5 4 5 5 5 4 5 3 2 4 5 3 3 4 4 4 5 5 10 9 10 9 9 11 9 12 12 12 12 12 12 9 9 9 12 12 10 10 10 12 10 12 10 10 11 12 9 10 10 12 11 10 71 76 77 64 75 74 73 65 64 76 75 75 75 70 70 68 74 74 72 66 66 69 73 68 69 73 74 74 71 63 69 67 67 69

TOTAL 1389 1959 1288 333 1011 5980

Notes :

1 : Scores of Conjunction but. 2 : Scores of Conjunction and. 3 : Scores of Conjunction or. 4 : Scores of Conjunction before. 5 : Scores of Conjunction after

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Table 2 : The Distribution of Right and Wrong Answer of each item

No Topic Item

Number Right WRONG Total

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. But But But But But But But But But But But But But But But But But But But But But But And And And And And And And And And And And And And And And And And And And And 1 5 13 14 23 29 31 32 34 35 40 45 51 54 56 58 62 65 66 72 73 76 2 3 8 11 24 25 30 33 36 38 39 50 53 55 59 61 68 69 70 71 69 41 63 69 80 64 66 65 68 68 66 68 67 69 43 67 12 80 80 69 69 56 69 17 62 69 64 66 68 68 67 66 67 67 62 66 68 69 80 67 58 65 11 39 17 11 0 16 14 15 12 12 14 12 13 11 37 13 68 0 0 11 11 24 11 63 18 11 16 14 12 12 13 14 13 13 18 14 12 11 0 13 22 15 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80

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No Topic Item

Number Right WRONG Total

43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86. And And And And And And And And And And And Or Or Or Or Or Or Or Or Or Or Or Or Or Or Or Or Or Or Or Or Or Or Or Before Before Before Before Before Before After After After After 77 78 79 89 90 91 92 93 96 97 100 16 18 20 21 22 26 27 28 37 41 42 60 75 80 81 82 83 84 86 87 88 98 99 6 10 12 15 17 35 4 7 9 19 69 65 66 64 68 68 67 54 13 68 64 56 45 67 62 44 66 67 60 51 44 18 68 69 46 16 60 80 67 66 56 69 68 80 67 23 80 23 58 65 68 66 51 58 11 15 14 16 12 12 13 26 67 12 16 24 55 13 18 56 14 13 20 29 36 62 12 11 34 64 20 0 13 14 24 11 12 0 13 57 0 57 22 15 12 14 29 22 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80

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No Topic Item

Number Right WRONG Total

87. 88. 89. 90. 91. 92. 93. 94. 95. 96. 97. 98. 99. 100. After After After After After After After After After After After After After After 43 44 46 47 48 49 52 57 63 64 67 74 94 95 61 35 35 68 68 68 55 47 68 68 64 67 80 56 19 15 15 15 12 12 25 33 12 12 16 13 0 14 80 80 80 80 80 80 80 80 80 80 80 80 80 80

Total 6164 1829 8000

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Table Percentage of Conjunctions; but, and, or, before, after.

NO Kinds of conjunctions Total Percentage No of Questions 1.

2. 3. 4. 5.

And Or But After Before

39 30 27 24 7

30.8% 23.7% 21.2% 18.8% 5.5%

31 23 21 19 6

Total 127 100% 100

1. And : 39 x 100 %

127

: 30.8 % 2. Or : 30 x 100 %

127

:23.7 %

3. But : 27 x 100 % 127

: 21.2 % 4. After : 24 x 100 %

127

:18.8 %

5. Before : 7 x 100 % 127

: 5.5 % Sources :

1) Yudhistira 2) Aneka Ilmu

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Table 1 : The Students scores of each conjunctions.

NO NAME GROUP

1 2 3 4 5 6

Sumarsi Nanda S. M Rizqi Y. H Moh. Maksum Suciarti Mulyono Viala Sesia Muhar K Septi Pinta W Maria P. N. P Eky Retno H Nani Wijaya Endah Muktiani Herlina M Siti Khotijah M. Ibrohim Afifah

Adi Kurniawan P Afifah

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47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 80.

Arinda Pramesti Chandra Y Chyntia Dhilla P Dadang Irwanto Daniek K Dedy P Devina Y Dimas Tri K Dita Santi P Dwi Intan Erwin Dharma Evan Dwi Finnashima Y Fitriana Sari Ayu D Hadi Setiawan Hendra Wijaya Irawan Hadi Kezia M Lia Apriani M. Nur

Nizhar Syamlan Paramitha Eka Poppy Sukma Prihanita K Puspita P Rahmawati P Resti Dian Puspatiwi Rizka Ari Rizki Aditya Wahyuning P S Yudhias Ario Yudi A

18 20 16 17 18 17 19 16 17 21 17 18 17 17 17 16 17 18 17 17 17 16 17 16 17 18 18 18 17 16 17 16 13 12

25 25 28 21 25 24 25 19 20 24 24 25 24 23 23 22 23 24 23 21 21 20 24 19 23 24 23 24 25 27 21 22 25 25

18 18 18 13 18 18 17 13 13 17 17 18 17 17 17 17 17 16 17 13 13 17 17 18 17 17 17 17 17 16 17 13 13 17

4 4 5 4 5 4 4 5 2 2 5 2 5 4 4 4 5 4 5 5 5 4 5 3 2 4 5 3 3 4 4 4 5 5

10 9 10

9 9 11

9 12 12 12 12 12 12 9 9 9 12 12 10 10 10 12 10 12 10 10 11 12 9 10 10 12 11 10

71 76 77 64 75 74 73 65 64 76 75 75 75 70 70 68 74 74 72 66 66 69 73 68 69 73 74 74 71 63 69 67 67 69

TOTAL 1389 1959 1288 333 1011 5980

Notes :

1 : Scores of Conjunction but. 2 : Scores of Conjunction and. 3 : Scores of Conjunction or. 4 : Scores of Conjunction before. 5 : Scores of Conjunction after

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Table 2 : The Distribution of Right and Wrong Answer of each item

No Topic Item

Number Right WRONG Total

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42.

But But But But But But But But But But But But But But But But But But But But But But And And And And And And And And And And And And And And And And And And And And

1 5 13 14 23 29 31 32 34 35 40 45 51 54 56 58 62 65 66 72 73 76 2 3 8 11 24 25 30 33 36 38 39 50 53 55 59 61 68 69 70 71

69 41 63 69 80 64 66 65 68 68 66 68 67 69 43 67 12 80 80 69 69 56 69 17 62 69 64 66 68 68 67 66 67 67 62 66 68 69 80 67 58 65

11 39 17 11 0 16 14 15 12 12 14 12 13 11 37 13 68 0 0 11 11 24 11 63 18 11 16 14 12 12 13 14 13 13 18 14 12 11 0 13 22 15

80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80

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No Topic Item

Number Right WRONG Total

43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86.

And And And And And And And And And And And Or Or Or Or Or Or Or Or Or Or Or Or Or Or Or Or Or Or Or Or Or Or Or Before Before Before Before Before Before After After After After

77 78 79 89 90 91 92 93 96 97 100

16 18 20 21 22 26 27 28 37 41 42 60 75 80 81 82 83 84 86 87 88 98 99 6 10 12 15 17 35 4 7 9 19

69 65 66 64 68 68 67 54 13 68 64 56 45 67 62 44 66 67 60 51 44 18 68 69 46 16 60 80 67 66 56 69 68 80 67 23 80 23 58 65 68 66 51 58

11 15 14 16 12 12 13 26 67 12 16 24 55 13 18 56 14 13 20 29 36 62 12 11 34 64 20 0 13 14 24 11 12 0 13 57 0 57 22 15 12 14 29 22

80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80

(6)

No Topic Item

Number Right WRONG Total

87. 88. 89. 90. 91. 92. 93. 94. 95. 96. 97. 98. 99. 100.

After After After After After After After After After After After After After After

43 44 46 47 48 49 52 57 63 64 67 74 94 95

61 35 35 68 68 68 55 47 68 68 64 67 80 56

19 15 15 15 12 12 25 33 12 12 16 13 0 14

80 80 80 80 80 80 80 80 80 80 80 80 80 80

Total 6164 1829 8000

A DESCRIPTIVE STUDY ON THE STUDENTSâ MASTERY OF CONJUNCTIONS: BUT, AND, OR, BEFORE, AND AFTER A Case Study of the Eleventh Year Students of SMUN I Wiradesa.