AN ANALYSIS OF THE SENTENCE STRUCTURES PRODUCED BY THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT OF STATE INSTITUTE FOR ISLAMIC STUDIES SALATIGA IN THE ACADEMIC YEAR 20152016 A GRADUATING PAPER
AN ANALYSIS OF THE SENTENCE STRUCTURES
PRODUCED BY THE FOURTH SEMESTER STUDENTS OF
ENGLISH EDUCATION DEPARTMENT OF STATE
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the requirements for the Degree of Sarjana Pendidikan (S.Pd) English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies
BY :
LUKAS KRIS MUNANDAR
113 09 035
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2016
DECLARATION
In the name Allah, Hereby the writer declares that this graduating paper is made by the writer himself. This paper does not contain any materials which have been published by other people; and it does not cite any other people’s ideas except the information from the references. This declaration is written by the writer to be understood.
th
Salatiga, September 15 2016 The writer
LUKAS KRIS MUNANDAR NIM. 113 09 035
Salatiga, 15 September 2016
Rr Dewi Wahyu Mustikasari, S. S, M. Pd
The Lecturer of English Education Department State Institute for Islamic Studies Salatiga ATTENTIVE COUNSELOR'S NOTE: Case: Lukas Kris Munandar’s Graduating Paper
Dear The Dean of Teacher Training and Education Faculty
Assalamu’alaikum, Wr. Wb After reading and correcting Lukas Kris Munandar’s graduating paper entitled
“AN ANALYSIS OF THE SENTENCE STRUCTURES PRODUCED BY THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT OF STATE INSTITUTE FOR ISLAMIC STUDIES SALATIGA
IN THE ACADEMIC YEAR 2015/2016" I have decided and would like to purpose that it if could be accepted by Teacher Training and Education Faculty, I hope this graduating paper can be examined as soon as possible. Wassalamu’alaikum, Wr. Wb.
Salatiga, 15 September 2016 Counselor Rr Dewi Wahyu Mustikasari, S. S, M. Pd NIP. 19790821 201101 2007
MINISTRY OF RELIGIOUS AFFAIRS STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
TEACHER TRAINING AND EDUCATION FACULTY
Jl. Lingkar Salatiga Km. 2 Telp (0298) 6031364 Salatiga 50716 Website: tarbiyah.iainsalatiga.ac.id Email: [email protected]
A GRADUATING PAPER AN ANALYSIS OF THE SENTENCE STRUCTURES PRODUCED BY THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT OF STATE INSTITUTE FOR ISLAMIC STUDIES SALATIGA
IN THE ACADEMIC YEAR 2015/2016 Written by :
LUKAS KRIS MUNANDAR NIM : 113 09 035
Has been brought to the board of examiners of English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN)
th
Salatiga on Friday, September 30 , 2016 and hereby considered to complete the requirement for the degree of Sarjana Pendidikan (S.Pd.).
Board of Examiners, Head : Noor Malihah, M.Hum., Ph.D _________________ Secretary : Rr. Dewi Wahyu Mustikasari, S.S., M.Pd _________________ First examiners : Setia Rini, M.Pd _________________ Second examiners : Mashlihatul Umami, M.A _________________
Salatiga, 4 October 2016 Dean of Teacher Training and Education Faculty Suwardi, M.Pd NIP. 19670121 199903 1 002
MOTTO
Education is the most powerful weapon in which you can use to
change the world
(Nelson Mandela)
DEDICATION
This graduating paper is dedicated to :
1. Allah SWT who gives me guidance and strength in my life, especially to finish my graduating paper.
2. My mother and father who teach me everything with love and knowledge.
Thanks for everything that you do to me until now.
3. My uncle and my aunt who give me chances to grow better with you.
4. My brother and sister, and all of my big family that cannot be mentioned one by one.
ACKNOWLEDGEMENTS
In the name of Allah, The Most Gracious and The Most Merciful, The Lord of Universe. Because of Him, the writer could finish this graduating paper as one of the requirement for Sarjana Pendidikan (S.Pd) in English Education Department of Teacher Training and Education faculty State Institute for Islamic Studies (IAIN) Salatiga. Secondly, 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,
,
advices, helps, and encouragements from individual and institution. Therefore, in this moment the writer would like to express his deepest gratitude and appreciation to:
1. Dr. Rahmat Hariyadi, M.Pd. as the Rector of State Institute for Islamic Studies (IAIN) Salatiga
2. Suwardi, M. Pd, as the Dean of Teacher Training and Education Faculty
3. Noor Malihah, M.Hum,. P.hD. as the head of English Education Department
4. Rr Dewi Wahyu Mustikasari S.S., M.Pd. as a counselor who has educated, supported, directed and given the writer advices, suggestions, and recommendations for this graduating paper from beginning until the end
5. Hanung Triyoko, M.Hum, M.Ed as an academic counselor who has supported and guided the writer during this time in English Education Department of State Institute for Islamic Studies (IAIN) Salatiga
6. All of the lecturers in English Education Department, the writer deeply thanks to you all for your knowledge, advices, kindness and for everything
7. My lovely mother and father, thanks for everything you do to me until now
8. My lovely brother and sister, thanks for your motivation, kindness, and love
9. My dearest classmates of TBI especially TBI-B 2009
10. My lovely friends in SMC, thanks for togetherness during this time in State Institute for Islamic Studies (IAIN) Salatiga
11. All of my friends who cannot be mentioned one by one. May Allah bless you Finally this graduating paper is expected to be able to provide useful knowledge and information to the readers. The writer is pleased to accept more suggestion and contribution from the readers for the improvement of the graduating paper.
th
Salatiga, September 15 2016 The writer
LUKAS KRIS MUNANDAR NIM. 113 09 035
TABLE OF CONTENTS TITLE ....................................................................................................... i DECLARATION ..................................................................................... ii ATTENTIVE COUNSELOR NOTES ................................................... iii STATEMENT OF CERTIFICATION ................................................... iv MOTTO ................................................................................................... v
DEDICATION ........................................................................................ vi ACKNOWLEDGEMENT ..................................................................... vii TABLE OF CONTENTS ........................................................................ ix LIST OF TABLES .................................................................................. xi LIST OF DIAGRAMS ........................................................................... xii ABSTRACT .......................................................................................... xiii
CHAPTER I : INTRODUCTION ........................................................ 1 A. Background of the Study ............................................ 1 B. Problems of the Study ................................................ 3 C. Objectives of the Study .............................................. 3 D. Limitations of the Study ............................................. 4 E. Benefits of the Study .................................................. 4 F. Definition of the Key Terms ....................................... 5 G. Organization of the Graduating Paper......................... 8 CHAPTER II : THEORITICAL FRAMEWORK ................................ 9 A. Previous Studies ......................................................... 9 B. Sentence..................................................................... 9
C. Sentence Structure ................................................... 10
D. Conjunction ............................................................. 16
E. Text ......................................................................... 17
F. Genre of Text ........................................................... 17
G. Descriptive Text ....................................................... 19
H. Language Features Of Descriptive Text.................... 20
CHAPTER III : METHODOLOGY OF THE RESEARCH ............... 21 A. Research Design ...................................................... 21 B. Object of the Study .................................................. 21 C. Method of Data Collection ....................................... 22 D. Method of Data Analysis .......................................... 23 E. Validating the Data .................................................. 26 CHAPTER IV : FINDINGS AND DISCUSSION ................................ 27 A. Type of Sentence Structure ...................................... 27 B. Profile of Sentence Structure .................................... 28 CHAPTER V : CLOSURE .................................................................. 49 A. Conclusions ............................................................. 49 B. Suggestions .............................................................. 49 REFERENCES APPENDIXES
LIST OF TABLES
4.12 Examples of "although" as subordinating conjunction................... 40
4.19 Examples of compound complex sentence ..................................... 46
4.18 Example of "while" as subordinating conjunction ......................... 46
4.17 Examples of "when" as subordinating conjunction ........................ 45
4.16 Examples of "that" as subordinating conjunction .......................... 44
4.15 Example of "since" as subordinating conjunction .......................... 44
4.14 Examples of "if" as subordinating conjunction .............................. 42
4.13 Examples of "because" as subordinating conjunction .................... 41
4.1 Types of sentence structure ........................................................... 27
4.2 Patterns of simple sentence ........................................................... 28
4.10 Kinds of subordinating conjunction in complex sentence .............. 37
4.9 Example of "so" as coordinating conjunction ................................ 37
4.8 Examples of "but" as coordinating conjunction ............................. 36
4.7 Examples of "and" as coordinating conjunction ............................ 34
4.6 Kinds of coordinating conjunction in compound sentence ............. 32
4.5 Examples of SVV pattern ............................................................. 31
4.4 Example of SSV pattern ............................................................... 31
4.3 Examples of SV pattern ................................................................ 29
4.11 Example of "after" as subordinating conjunction .......................... 39
LIST OF DIAGRAMS
4.1 Types of sentence structure ............................................................... 27
4.2 Patterns of simple sentence ............................................................... 29
4.3 Kinds of coordinating conjunction in compound sentence ................. 33
4.4 Kinds of subordinating conjunction in complex sentence .................. 39
ABSTRACT
Kris Munandar, Lukas. Graduating Paper. 2016. “An Analysis of the Sentence Structures Produced by the Fourth Semester Students of English Education Department of State Institute for Islamic Studies Salatiga in the Academic Year 2015/2016”
This study is intended to investigate the structure of the sentences in the students' descriptive texts Writing 3 assignment. This study is qualitative. The collected data is analyzed by the writer after documentating the descriptive text written by the students. The questions of the study are 1) What sentence structures exist in the descriptive text?. 2) What are the profile of the sentence structures which are written by the students?. The results of this study show that 1) The type of sentence structure are simple sentence (89.8%), compound sentence (4.0%), complex sentence (5.8%), and compound complex (0.4%). 2) The profile of the sentence structures : the most dominant of simple sentence is Subject Verb pattern (98%), compound sentence is "and" as coordinating conjunction (72.2%), and complex sentence is "because" as subordinating conjunction (30.7%).
Key Word: Sentence, Sentence structure.
CHAPTER I INTRODUCTION A. Background of the Study Generally, one of the target of teaching and learning in English at school is to create the students are able to communicate both in spoken and
in written language. Writing has important part besides the other three skills in English (listening, speaking, and reading). By writing, the students can communicate with others across places and time. However, the students’ inability to communicate through written language becomes a problem at school. Most of students are still poor writers. The students' has difficulties in writing. It can be seen when students have to write a simple essay, simple paragraph or sentence. They often look confuse about what they have to write. It happens because the students are still confuse to think abstractly, so that this influence the students learning process.
Heaton (1988:135) states that "writing is complex and difficult to teach and also to learn, requiring mastery not only of grammatical but also conceptual and judgmental elements". From this statement, writing skill requires some aspects of English such as mastery of structure, grammar and vocabulary. Even, the students who have ideas and master many vocabularies cannot write a good composition. The teachers usually teach their students by using grammar translation method that is asking the students' sentence structures and making them in paragraph. To make a good paragraph, it must be constructed according to the rules or conventions of target language. The students must apply the five general components of the writing process ; content, form, grammar, style, and mechanic. However, the students are still influenced by Indonesian sentence structures in making and composing the structure of English sentence in writing sentence, paragraph, and essay.
The sentence structures can be learned more in syntax. Parker (1986:47) suggests that "in syntax we learn how to construct phrases, clauses, and sentences". Meanwhile, Atkinson (1982:145) says that "syntax focuses on the composition of meaningful degrees of sentence". Thus, we conclude that syntax concerns in the construction of sentences and its meaning.
According to Langan (2003:139), there are four types of sentence structures, those are simple sentence, compound sentence, complex sentence, and compound complex sentence. Some students usually do not write all of types of the sentence structure in their English assignment, may be only one or two types of the sentence structures that used by the students. The writer is interested about the variation of sentence structures written by the students. So the writer are able to know their tendency in writing their assigment.
Based on the condition above, the writer wants to know the students' sentence structures when they write some assignments from the lecturer. Furthermore, the writer inspires to apply
“AN ANALYSIS OF THE SENTENCE STRUCTURES PRODUCED BY THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT OF STATE INSTITUTE FOR ISLAMIC STUDIES SALATIGA IN THE ACADEMIC YEAR 2015/2016".
B. Problems of the Study
Based on the previous background, the writer formulates a research question as follows :
1. What types of sentence structure produced by the fourth semester students of English Education Department of State Institute for Islamic Studies Salatiga in the academic year 2015/2016?
2. How is the profile of types of sentence structure produced by the fourth semester students of English Education Department of State Institute for Islamic Studies Salatiga in the academic year 2015/2016?
C. Objectives of the Study
This research has some purposes, namely :
1. To find out the types of sentence structure produced by the fourth semester students of English Education Department of State Institute for Islamic Studies Salatiga in the academic year 2015/2016.
2. To find out the profile of types of sentence structure produced by the fourth semester students of English Education Department of State Institute for Islamic Studies Salatiga in the academic year 2015/2016 D. Limitations of the Study In this analysis, the writer analyzes the sentences of students' descriptive texts assignment written by the fourth semester students of
English Education Department.
E. Benefits of the Study
This research is conducted in order to give theoretical and practical benefits.
1. Theoritical benefit This analysis enhances the study of writing, especially concerning with the type of sentence structures. It can help both the teachers and students to improve in learning process, that is writing skills in descriptive text.
2. Practical benefits This research findings can be used by the students, lecturer, and other researchers. It will also be useful to other researchers who are interested in writing analysis.
a. For students 1) This graduating paper can improve their skill in writing of descriptive text.
2) The students are able to write a composition using correct sentences' structures and grammatical pattern.
3) The students are able to know the types of sentences in writing text.
b. Other researchers This analysis is useful for English Education department students who are interested in studying syntax. Furthermore, they can use this graduating paper as a reference for their analysis.
F. Definition of the Key Terms
1. Sentence A sentence is a group of words which is usually a grammatically complete statement. A sentence generally is a group of words which are together and tell an idea, event or description. Function of sentence can be defined a full of predication containing a subject plus a predicate with a finite verb”. A sentence consists of full group of words conveying a message and appropriate to the grammatical rule of a language (Hurford 1983:18).
2. Sentence structure Farlex (2009) defined that sentence structure is the grammatical arrangement of words, phrases, and clauses in a sentence. The grammatical meaning of a sentence is dependent on this structural organization, which is also called syntax or syntactic structure.
In traditional grammar, the four basic types of sentence structures are the simple sentence, the compound sentence, the complex sentence, and the compound-complex sentence. Frank (1972:222-223) devided sentence based on the number of full predications into 4 types : a. Simple sentences
The sentences have only one full predication in the form of an independent clause.
b. Compound sentences The sentences have two or more full predications in the form of an independent clauses.
c. Complex sentences The sentences also have two or more full predications. One of these is an independent clause (or, main clause) that is similar to the form of the simple sentence, and one or more of these are dependent clauses (or, subordinate clauses).
d. Compound-complex sentences.
Compound-complex sentences contain two or more independent clauses and one or more dependent clauses.
3. Conjunction According to Ansell (2000:454), "a conjunction may be used to indicate the relationship between the ideas expressed in a clause and the ideas expressed in the rest of a sentence. In English, there are 3 kinds of conjunctions :
1. Coordinating conjunction Coordinating conjunction is words that connect two sentences or words that involved with others in the same level.
There are seven coordinating conjunction : for, and, nor but, or, yet, so.
2. Subordinating conjunction Subordinating conjunction is a word to connect the subordinate clause (dependent clause) and main clause
(independent clause). There are after, before when , while , as, if, because , until, etc.
3. Correlative conjunction Correlative conjunction is used in pairs, in order to show the relationship between the ideas expressed in different parts of sentence. There are both...and, either...and, neither...nor, etc.
4. Text A text is a stretch of language which seems appropriately coherent in actual use. That is, the text ‘coheres’ in its real-world context, semantically and pragmatically, and it is also internally or linguistically coherent.
G. Organization of the Graduating Paper
In this section, there are five chapters and the writers want to discuss some parts of systematic of writing paper. Chapter I is introduction. It contains of the backgrounds of the study, problems of the study, objectives of the study, limitations of the study, benefits of the study, definitions of the key terms, and organization of the graduating paper. Chapter II is theoritical framework. It contains of the previous studies, definition of sentence, sentence structure, conjunction, discourse, text, genre of text, descriptive text and the language feature of descriptive text. Chapter III is research method. It contains of research methodology, object of the research, method of data collection, and method of data analysis. Chapter IV is finding and disccusion. It presents the data analysis which have collected . Chapter V is closure. It contains of conclusion and suggestion.
CHAPTER II THEORITICAL FRAMEWORK A. Previous Studies The writer took the study that related to this graduating paper. There were two study that related to this graduating paper. Those were Kurnia's
graduating paper (2015), and Ginting's thesis (2009). The differences between Kurnia's graduating paper and my study are the object of the study and the focused sentences' structures. The object of previous study is hotel brochure, but my object of the study is the students' writing assignment of Writing 3. The previous study focused on simple and compound sentences, but my study focused on simple sentence, compound sentence, complex sentence, and compound complex sentence.
The differences between Ginting's thesis and my study are the object of the study and the focused sentences' structures. The object of her thesis is Tennessee Williams' A Streetcar Named Desire play, but my object of the study is the students' writing assignment of Writing 3. The similarity of her thesis and my study was focused on simple, compound, complex, and compound complex sentences.
B. Sentence
A sentence is a group of words which is usually a grammatically complete statement. A sentence generally is a group of words which are together and tell an idea, event or description. Function of sentence can be defined a full of predication containing a subject plus a predicate with a finite verb”. A sentence consists of full group of words conveying a message and appropriate to the grammatical rule of a language (Hurford 1983:18). It means that to make a sentence, it must consists of two or more words. At lease subject and verb in a sentence.
C. Sentence Structures
Farlex (2009) defined that sentence structure is the grammatical arrangement of words, phrases, and clauses in a sentence. The grammatical meaning of a sentence is dependent on this structural organization, which is also called syntax or syntactic structure.
Langan (2003:139) devided sentence structure into 4 types :
a. Simple sentences A simple sentence can be two words, three, or more. It just has to have a verb (an action, or being, or possessing) and a subject (something or someone that’s doing the verb). Simple sentence also called an “independent clause”. According to Langan (2003:139), there are four kinds of simple sentences and examples of simple sentences. 1) Simple sentence has a single subject-verb combination. (S V) Example : - Children play.
- The game ended early.
- My car stalled three times last week.
- The lake has been polluted by several neighboring streams
2) Simple sentence may have more than one subject. (S S V) Example : - Lola and Tony drove home.
- The wind and water dried my hair. 3) Simple sentence may have more than one verb. (S V V) Example : - The children smiled and waved at us.
- The lawn mower smoked and sputtered. 4) Simple sentence may have more subject and verb. (S S V V)
Example : - Manny, Moe, and Jack lubricated my car, replaced the oil filter, and cleaned the spark plugs.
It can be concluded that there are 4 types of simple sentence. That are subject + verb pattern, subject + subject + verb pattern, subject + verb + verb pattern, subject + subject + verb + verb pattern.
b. Compound sentences A compound sentence has two independent clauses. An independent clause is a part of a sentence that can stand alone because it contains a subject and a verb and expresses a complete thought. A compound sentence is made up of two (or more) simple sentences. According Langan (2003:140), The two complete statements in a compound sentence are usually connected by a comma plus a joining word. Those joining words are: 1) For (S V, for S V) Example : He didn’t come last night, for he fell asleep.
2) And (S V, and S V)
Example : Vina and Amel wake up at 5:00 am, and they go to school at 6:30 am.
3) Nor (S V, nor S V) Example : Arleen’s could not play with that boy, nor could she play with that other boy.
4) But (S V, but S V) Example : I need to go to the store, but I’m feeling too sick to drive.
5) Or (S V, or S V) Example : You could cry like a baby, or you can clean your room like a man.
6) Yet (S V, yet S V) Example : The little boy did not like to go to school, yet he went anyway.
7) So (S V, so S V) Example : I wanted to buy a new house, so I started to save my money.
Compound sentence express more than one complete thought and a conjunction always followed by comma, except for short sentence. It can be concluded that there are 7 types of coordinating conjunction of compound sentences. That are for, and, nor, but, or, yet, so as coordinating conjunction in compound sentence. c. Complex sentences A complex sentence is an independent clause joined by one or more dependent clauses. A dependent clause either lacks a subject or a verb or has both a subject and a verb that does not express a complete thought. Such sentences also have two or more full predications. One of these is an independent clause (or, main clause) that is similar to the form of the simple sentence, and one or more of these are dependent clauses (or, subordinate clauses). According to Langan (2003:142), a complex sentence is made up of a simple sentence (a complete statement) that begins with dependent word. Those dependent word are : 1) After
Example : After she cleaned the windows, she decided to stop working for a while.
2) Although Example : I didn’t like the movie although the actor is so famous.
3) As Example : The zoo is very big as I thought.
4) Because Example : Because she had free time during last holiday, she rearranged her house.
5) Before Example : Before it’s too late, it is better to start it up right now.
6) Even though Example : Diana is beautiful even though she looks pale.
7) How Example : Dad knows how to fix a car.
8) If Example : If you don’t want to be with me anymore, I will never bother you again.
9) In order that Example : You need to smile in order that she likes you.
10) Since Example : He always study hard since he got bad score in math.
11) That Example : It is the car that I has dreamed for many years ago.
12) Unless Example : You may sign the attendance list unless you come on time.
13) Until Example : We’ll stay at home until you come back
14) What Example : She always like what I do with my car.
15) When Example : He was cleaning the kitchen when he found a lot of expired food.
16) Where Example : This is the restaurant where we met at the first time.
17) Which Example : I love that picture which can make me happy.
18) While Example : My sister is an excellent cook, while I can’t even fry an egg.
19) Who Example : The girl who is reading a novel is my sister.
20) Whose Example : I know the person whose has this bag.
It can be concluded that there are 20 types of subordinating conjunction of complex sentences. That are after, although, as, because, before, even though, how, if, in order that, since, that, unless, until, what, when, where, which, while, who, and whose as subordinating conjunction in complex sentence.
d. Compound-complex sentences.
According to Langan (2003:146), a compound complex sentence is made up of two (or more) simple sentences and one (or more) dependent statements. It means that compound-complex sentences contain two or more independent clauses and one or more dependent clauses. The sentence are combined according to the same rules that apply to compound and complex sentences. Example : 1. When the power line snapped, Jack was listening to the stereo, and Linda was reading in bed.
2. After I returned to school following a long illness, the math teacher gave me makeup work, but the history instructor made me drop her course.
D. Conjunction
According to Ansell (2000:454), "a conjunction may be used to indicate the relationship between the ideas expressed in a clause and the ideas expressed in the rest of a sentence. In English, there are 3 kinds of conjunctions :
A. Coordinating conjunction Coordinating conjunction is words that connect two sentences or words that involved with others in the same level. There are seven coordinating conjunction : for, and, nor but, or, yet, so.
B. Subordinating conjunction Subordinating conjunction is a word to connect the subordinate clause (dependent clause) and main clause (independent clause). There are after, before when , while , as, if, because , until, etc.
C. Correlative conjunction Correlative conjunction is used in pairs, in order to show the relationship between the ideas expressed in different parts of sentence. There are both...and, either...and, neither...nor, etc. E. Text A text is a meaningful linguistic unit in a context. A linguistic unit is a phoneme or a morpheme or a phrase or a clause, or a sentence or a discourse.
(Siahaan, 2008:1). Meaningful is full of meaning. Context refers to either linguistic context or non linguistic context. Linguistic context is the linguistic unit before and after a text. Non linguistic context is outside a text. So a text is any meaningful linguistic unit in both linguistic context and non linguistic context.
F. Genre of Text
“Genre is used to refer to particular text-types, not to traditional varieties of literature, and it is a type or kind of text, defined in terms of its social purposes; also the level of context dealing with social purpose” (Hartono, 2005:6). The meaning of the genres intended is that students are able to understand the concept and they would be able to identify a kind of texts that students will have to write.
Genre are kind of text that each of them has communicative purpose, text structure and characteristics of linguistic. Language is social phenomena and that to use language – to speak or write is to be engaged in an entirely social activities (Smith:1990) as quoted by (Himawati, 2009:21). It means that anything about language is the kind of words. We use sentences, we construct ways, we interact with language has social reason and social effect.
According Hartono (2005:6), There are fourteen types of genre text, those are :
1. Recount is a kind of genre used to retell events for the purpose of informing or entertaining.
2. Narrative is a kind of genre used to amuse, to entertain and to deal with actual or various experiences in different ways.
3. News story is a factual text which informs readers events of the day which are considered newsworthy or important.
4. Anecdote is a kind of genre used to share with others an account of an unusual or amusing incident.
5. Spoof is a kind of genre used to retell an event with a humorous twist.
6. Procedure is a kind of genre used to describe how something is accomplished through a sequence of actions or steps.
7. Explanation is a kind of genre used to explain the processes involved in the formation or workings of natural or socio-cultural phenomena.
8. Report is a kind of genre used to describe the way things are, with reference to arrange or natural, manmade and social phenomena in our environment.
9. Analytical exposition is a kind of genre used to persuade the reader or listener to take action on some matter.
10. Discussion is a kind of genre used to present (at least) two points of view about an issue.
11. Description is a kind of genre used to describe a particular person, place or thing.
12. Review is a kind of genre used to critique an art work or event for a public audience.
13. Commentary is a kind of genre used to explain the processes involved in the information (evolution) of a social-cultural phenomenon, as though a natural phenomenon.
14. Hortatory exposition is a kind of genre used to persuade the reader or listener that something should or should not be the case.
G. Descriptive Text Descriptive text is a text which say what a person or a thing is like
Descriptive text is likes describe white house, animals, fruits, etc (Mukarto, 2007:140)". From Mukarto statement, the purpose of descriptive text is to describe and reveal a particular person, place, or thing. According to Hartono (2005:7), "there are two generic structure of descriptive text, those are identification and description". Identification is about identifying the phenomenon to be described. Description is about describing the phenomenon in parts, qualities, or / and characteristics. It means that a descriptive text begins with identifying the thing, and then describes that thing.
H. Language Feature
Accoding to Hammond (1992:35), "descriptive often uses 'be' and 'have'. Tense which is often used is Simple Present Tense. However, some times it uses Past tense if the thing to be described doesn't exist anymore".
There are some language features of descriptive text, those are :
1. Focus on spesific participants (My English teacher, my favourite place, Andini's cat)
2. Using simple present tense (use simple past tense if extinct) 3. Verbs of being and having 'Relational Processes'.
(My mum is really cool, She has long black hair)
4. Use of descriptive adjectives (Strong legs, white fangs) 5. Use of detailed Noun Phrase to give information about the subject.
(A very beautiful scenery, a sweet young lady, very thick fur)
6. Use of action verbs 'Material Processes' (It eats grass, It runs fast)
7. Use of adverbials to give additional information about behaviour (Fast, at tree house)
8. Use of figurative language (John is as white as chalk.)
CHAPTER III METHODOLOGY OF RESEARCH A. RESEARCH DESIGN According to Hancock (2009:6) "qualitative focuses on reports of experience or on data which cannot be adequately expressed numerically
and focuses on description and interpretation and might lead to development of new concepts or theory, or to an evaluation of an organisational process". This study used a qualitative research as the research design because the data of this study was in form of words. The writer analyzed the data in not statistic procedure. The writer analyzed what the types of sentence structure that written by the students, and describe the students tendency in writing a sentence in their assignment. This study focused on analyzing and describing sentences structure on students' descriptive texts as the assignment of Writing 3 class.
B. OBJECT OF THE STUDY
The objects of the study were the students' descriptive texts which were written by the fourth semester students of English Education Department of State Institute for Islamic Studies Salatiga in the academic year 2015/2016. According to Ari Kunto (2006:134) "when the subject is less than 100, it is better to take all of subject and it becomes population of the research.
However, if more than 100, the writer can take 10-15% or 20-25% or more".
The writer took 23% out of 181 texts, and there were only 40 texts were used as the objects of the study.
C. METHOD OF DATA COLLECTION
According to Arikunto (2006:206) "documentation is find out data on things or variables such as notes, transcripts, books, office mail, magazines, inscription, meeting minutes, meeting agendas, etc". In this study the writer used the descriptive texts written by the students, and those data were documented in the past and used as research data.
The procedures of collecting data :
1. I looked for the name of the lecturer of Writing 3
2. I counted the total of students of Writing 3, and the total was 181
3. I took the sample from 181 students, and finally I took 40 students' descriptive texts as my object of the study
4. I asked Writing 3's assignment on descriptive texts to the lecturer (it was documented at first and second meeting of Writing 3)
5. The lecturer sent me 40 students' assignment by e-mail
6. I printed the data from the lecturer, so the data could be analyzed by me
D. METHOD OF DATA ANALYSIS
1. Categorizing In this activity, the writer categorized every sentence of students' descriptive texts based on the types of sentence structure. It aimed to find out the type of sentences' structures that used by the students.
Here is the example of categorizing descriptive text : My Wonder Mom
Written by : VILLA SHOFA ZAIN My mother is a very beautiful woman. Her tall is about 155 cm.
Simple Sentence Simple Sentence She has a black and straight hair. She also has a flat nose that makes her
Simple Sentence Simple Sentence beautiful. Her eyes are black like me. My mother has light brown skin Simple Sentence Simple Sentence like most of women in Indonesia. My mom is not fat but not skinny too
(Data Error because no coma) and her weight is about 53 kg.
She is a wonder , friendly, and patient woman. My mom loves Simple Sentence her family so much. She is a one of mom the best in this world. My
Simple Sentence (Data Error, should "one of the best mom") mother always keeps her home clean and healthy. She is very smart to Simple Sentence make delicious food. I loved food made by her especially her Sayur
Simple Sentence Simple Sentence Asem-Asem.
My mom also has a high social soul. Always to help neighbors Simple Sentence and friend who are in trouble. My mother is so disciplined with religion.
Simple Sentence Simple Sentence She is very diligent to always reminds us to continue praying to God.
(Data Error, should "to+V infinitive ) There are still a lot of things that I could not say about my mother
Complex Sentence because I think my mom is a perfect mother for my life and my family.
I wish I could find a mother like her for my children in the future.
(Data Error, "find" should "be"
2. Coding and Analyzing
a. Coding Here the example of coding in analyzing the data
Sentence 1 T
1 S
1 Text 1
T
10 : Text 10
S
9 : Sentence 9
b. Analyzing In this activity, the writer analyzed every sentence based on the
John Langan's theories about sentence structures. In simple sentence, the writer marked the words that included into subject and verb. In compound sentence, the writer marked the words that included into subject, verb, and coordinating conjunction. In complex sentence, the writer marked the words that include into independent clause, dependent clause, and subordinating conjunction. In compound complex sentence, the writer marked the words that include into simple sentences, and dependent clause.
Here is the example of analyzing the data : Complex
No. Sentence Coding Sentence
Strawberry comes from S V
1. Simple sentence T2 S1 America, precisely in town of Chili.
She is very expert in cooking, S V
Compound T17 2. and her dishes are very sentence S22 CC S V delicious.
After they reach the location, the Complex SC DC T30 3. sentence drivers have to say “Thank you”. S11
IC She does not like mineral water simple sentence because she likes sweet water,
Compound
4. SC dependent clause complex sentence and she does not like mineral CC simple sentence water.
E. VALIDATING THE DATA
The data of this study have been validated by Risa Suryani. She is the lecturer of SIBI subject in State Institute for Islamic Studies Salatiga, so she is a good person to validate the data of the study. She validated my data analysis, so my data analysis could be better.
CHAPTER IV FINDINGS AND DISCCUSION A. Type of Sentences' Structures After the writer analyzed the data, the writer found the following data : Table 4.1 Types of sentence structure Occurance Occurrence No. Sentences' Structure (in number) (%)
1. Simple Sentence 404 89.8%
2. Compound Sentence 18 4.0%
3. Complex Sentence 26 5.8% Compound Complex 4. 2 0.4%
Sentence Total 450 100%
Total number of the data that found in students' descriptive text was 457 sentences. Total simple sentence in students' descriptive text was 90.2% from number of data. Total compound sentence was 4.0% from total of number data. Total complex sentence was 5.8% from total of number data. Total compound complex was 0.4% from total of number data. Types of sentence structure that found in students descriptive text can be seen in the following diagram 4.1.
Diagram 4.1 Types of sentence structure
450 400 350 300 250 200 150 100
50 Simple Sentence Compound Sentence Complex Sentence Compound Complex Sentence
1. Simple Sentence The detail of the patterns of simple sentence that found in the students' descriptive texts are in the following data :
Table 4.2 Patterns of simple sentence
Occurrence Occurrence No. Simple Sentence
(in number) (in %)
1. SV 396 98%
2. SSV 1 0.3%
3. SVV 7 1.7%
4. SSVV 0% Total 404 100%