CONTRASTIVE ANALYSIS BETWEEN INDONESIAN
AND ENGLISH DECLARATIVE SENTENCES
(A Case Study at the Second Year of SMA I Barunawati)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers Training in Partial Fulfillment of the Requirements
for the Degree S.Pd. (Bachelor of Arts) in English Language Education
By
Anita Kusumawati
NIM. 105014000330
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
CONTRASTIVE ANALYSIS BETWEEN INDONESIAN
AND ENGLISH DECLARATIVE SENTENCES
(A Case Study at the Second Year of SMA I Barunawati)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers Training in Partial Fulfillment of the Requirements
for the Degree S.Pd. (Bachelor of Arts) in English Language Education
By
Anita Kusumawati NIM. 105014000330
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
CONTRASTIVE ANALYSIS BETWEEN INDONESIAN
AND ENGLISH DECLARATIVE SENTENCES
(A Case Study at the Second Year of SMA I Barunawati)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers Training in Partial Fulfillment of the Requirements
for the Degree S.Pd. (Bachelor of Arts) in English Language Education
By
Anita Kusumawati NIM. 105014000330
Approved by Advisor
Dra. Fahriany, M.Pd. NIP. 150 245 339
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
ENDORSEMENT SHEET
The “skripsi” (Scientific Paper) entitled “Contrastive Analysis between Indonesian and English Declarative Sentences” (A Case Study at Second Year sof Sekolah Menengah Atas I Barunawati), written by Anita Kusumawati, student’s registration number 105014000330, was examined in the examination session of Faculty of Tarbiya and Teachers’ Training, Syarif Hidayatullah State
Islamic University Jakarta on December 16th, 2009. The “skripsi” has been accepted and declared to have fulfilled one of the requirements for the Degree of
S. Pd (Bachelor of Arts) in English Language Education in the Department of
English Education.
Jakarta, December 16th, 2009
The Examination Committee
Chairman : Drs. Syauki, M.Pd (..…………..….……...)
NIP. 1964121 199103 1 002
Secretary : Neneng Sunengsih, S.Pd (…..……...….………..)
NIP. 150 293 236
Examiner I : Prof. Dr. Arif Furqon, M. A (…...…...…...)
NIP. 150 094 096
Examiner II : Drs. Syauki, M.Pd (……...…………..)
NIP. 1964121 199103 1 002
Acknowledged by:
Dean of Faculty of Tarbiya and Teachers’ Training
ABSTRACT
Anita Kusumawati. “Contrastive Analysis between Indonesian and English Declarative Sentences”. Strata I (S1). English Education Department, Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University Jakarta, 2009.
This research concerns to contrast two languages, Indonesian language as the source language and English language as the target language. And the limitation of problem is focused in contrasting declarative sentence patterns in both languages. However, in this research, the researcher uses Descriptive Analysis as the methodology; she analyzes Indonesian and English declarative sentence patterns, which is categorized into transitive, bitransitive, intransitive, nominal, adjectival, prepositional, and numeral. Then she applies Contrastive Analysis method to contrast the patterns and to find out the differences and similarities. Moreover, the objective of this research is to know the differences and similarities of declarative sentences in the two languages, and also to find out errors that students do more in making declarative sentences. Next, she provides 35 Indonesian declarative sentences used as the instrument to support this research that are translated into English (target language) by 26 students, as the respondents. Finally, the writer concludes that the similarities of declarative sentence patterns between Indonesian and English language found in three categories, those are transitive, bitransitive, and intransitive; however the differences ones found in the nominal, adjectival, prepositional, and numeral category. In addition, she concludes that there are many Indonesian students who learn English language make errors in making English declarative sentences whose different patterns with Indonesian, that are in nominal, adjectival, prepositional, and numeral sentence. In other words, the errors happened among the students caused by interference (negative transfer) they did.
ABSTRAK
Anita Kusumawati. “Contrastive Analysis between Indonesian and English Declarative Sentences”. Strata I (S1). Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2009.
Penelitian ini membahas tentang perbandingan antara dua bahasa, yaitu bahasa Indonesia sebagai bahasa asal dan bahasa Inggris sebagai bahasa sasaran. Peneliti membatasi penelitian ini dengan membandingkan pola-pola kalimat deklaratif dalam kedua bahasa tersebut. Dalam penelitian ini, peneliti menggunakan metode Analisis Dekripsi, yaitu analisa mengenai pola-pola kalimat deklaratif bahasa Indonesian dan kalimat deklaratif bahasa Inggris. Pola-pola kalimat tersebut meliputi kategori transitif, bitranstif, intransitive, nominal, adjektifal, preposisional, dan numeral. Kemudian penulis menggunakan metode Analisis Kontrastif, yaitu membandingkan pola-pola kalimat tersebut untuk mencari perbedaan dan persamaannya. Adapun tujuan dari penelitian ini adalah untuk menemukan perbedaan dan persamaan pola-pola kalimat deklaratif antara bahasa Indonesia dan bahasa Inggris, serta menemukan kesalahan-kesalahan yang sering dilakukan siswa dalam membuat kalimat deklaratif Selanjutnya peneliti menggunakan 35 kalimat deklaratif dalam Bahasa Indonesia (bahasa asli) sebagai instrument penelitian, yang kemudian diterjemahkan kedalam bahasa Inggris (bahasa sasaran) oleh 26 responden.. Akhirnya, penulis menyimpulkan bahwa persamaan dalam pola kalimat deklaratif dalam bahasa Indonesia dan bahasa Inggris meliputi tiga kategori yaitu transitif, bitransitif, dan intransitive; dan perbedaan pola kalimat deklaratif antar kedua bahasa tersebut terdapat dalam kategori nominal, adjectival, preposisional, dan numeral. Penulis juga menyimpulkan, dari kesalahan-kesalahan yang ditemukan, bahwa banyak siswa Indonesia yang belajar bahasa Inggris membuat kesalahan dalam membuat kalimat deklaratif yang mempunyai pola berbeda dengan bahasa Inggris, yaitu dalam kalimat nominal, adjektifal, preposisional, dan numeral, dengan kata lain kesalahan-kesalahan tersebut diakibatkan oleh interferens atau transfer negatif yang dilakukan siswa.
ACKNOWLEDGEMENT
Bismillahirrahmanirrahim.
In the Name of Allah, the Beneficent the Merciful
May peace and Blessing of Allah be upon all of us
All praises be to Allah, Lord of the Universe, Who gives the writer
guidance and strength in doing this “skripsi” until it is finish. Then Peace and
Prayers be upon to the Prophet Muhammad shalalahu ‘alaihi wassalam, to his
family, his relatives, and his followers.
First, the writer would like to give thanks to her parents: her beloved
mother, Apong Rohaeti, and her beloved father, Odik Sodikin, and to her sisters,
teh Yuyun Yulianti and teh Imas Yuni Susanti, and to her beloved brother, Aa
Rizky Nanda Nasrullah, then to her relatives especially her aunt, Ida Komala.
They have given their love, support, contribution both moral and material to her.
The writer is deeply grateful to her advisor, Dra. Fahriany, M.Pd., who
guides the writer in finishing this “skripsi” for the great contributions, guidance,
kindness, and patience.
Then, the writer would like to give her special thanks to all lecturers in
English Department, who have taught and given knowledge to the writer, whose
names cannot be mentioned one by one. Thank you very much for all.
Moreover, the writer would like to give thanks and appreciation to:
1. Drs. Syauki, M.Pd., the Head of English Department, Mrs. Neneng
Sunengsih, S.Pd., the secretary of English Department, Ms. Aida, and all
staffs of English Department who helped the writer.
2. Prof. Dr. Dede Rosyada, the Dean of Faculty of Tarbiyah and Teachers
Training, Syarif Hidayatullah State Islamic University Jakarta.
3. The headmaster and all the teachers, staffs, and employees of SMA I
Barunawati, especially for Mr. War’an, as my partner of English teacher in
the school, and the students of second year, Science Program, for their
4. The staffs of the libraries whose books she used for the references of this
research; Main Library Syarif Hidayatullah Islamic State University, Library
of Faculty of Tarbiyah and Teachers Training, Library of Adab and
Humaniora faculty, and Unika Atmajaya Library.
5. My friends who give contribution: Paus, Uniza, Yanie, Itha, k’ Eman. I do
appreciate it. Thank you!
6. All my friends who care and always give support also help to me, and
especially for B-Class ’05 Community. May we all get success.
May Allah Subhanallahu wa Ta’ala bless us all. And finally, the writer
realized that this “skripsi” is still far from being perfect; therefore, she hopes some
suggestions or criticisms to make it more scientifically. Then she wishes that this
“skripsi” be some valuable writing. Amin.
Jakarta, November 2009
TABLE OF CONTENT
WRITER’S REFERENCE SHEET ……….. i
APPROVEMENT SHEET ………. ii
ENDORSEMENT SHEET ………. iii
ABSTRACT ………. iv
ACKNOWLEDGMENT ……….…... vi
TABLE OF CONTENTS ……….……… viii
LIST OF TABLES ………...…. x
CHAPTER I : INTRODUCTION ………..……1
A. Background of Study ……… 1
B. Identification of the Problem ………... 4
C. Limitation of the Study ……… 5
D. Statement of the Problem ………. 6
E. Objective of Study ……… 6
F. Significance of Study ………... 6
CHAPTER II : THEORITICAL FRAMEWORK ……… 8
A. Contrastive Analysis ……… 8
B. Sentence ………. 14
1. Definition ………..15
2. Function ………... 16
3. Element .………... 16
4. Classification ……… 19
C. Declarative Sentence ……….. 21
1. Definition ………... 21
2. Function ……….………... 21
3. Patterns ……….………….... 22
b. The English Declarative Sentence ………. 24
D. The Comparison on the Patterns of Indonesian and English Declarative Sentences ……… 27
E. Differences and Similarities between Indonesian and English Declarative Sentence ……….. 28
CHAPTER III: RESEARCH METHODOLOGY ………. 31
A. Objective of the Research ……….. 31
B. Method of the Research ………. 31
C. Population and Sample ……….. 32
D. Time and Place of the Research ………... 32
E. Instrument of the Research ………. 32
F. Technique of Data Analysis ………...…… 33
CHAPTER IV: RESEARCH FINDINGS ……… 34
B. Data Description ………. 34
C. Data Analysis ………...….. 35
CHAPTER V: CONCLUSION AND SUGGESTION ……… 51
A. Conclusion ……….. 51
B. Suggestion ………... 52
LIST OF TABLE
Table 2.1 Indonesian Declarative Sentence Patterns ………. 22
Table 2.2 The Comparison on the Pattern of Indonesian and English Declarative Sentences ………...…... 27
Table 2.3 Elements of Sentence ……….……… 29
Table 4.1 The List of Declarative Sentences ………... 34
Table 4.2 Frequency of Errors on Sentence Pattern ……….….. 48
Saya yangbertanda tangan di bawah ini,
N a m a : Anita Kusumawati
Tempat/Tgl.Lahir : Tasikmalaya/20 Oktober 1986
NIM : 105014000330
Jurusan/Prodi : Pendidikan Bahasa Inggris (PBI)
Judul Skripsi : Contrastive Analysis between Indonesian and
English Declarative Sentences
Dosen Pembimbing : Dra. Fahriany, M.Pd
dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya
sendiri
dan saya bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
Jakarta, 21 Desember 2009
Anita Kusumawati
CHAPTER I INTRODUCTION
A. Background of Study
English is one of universal languages; the language is understood and
spoken nearly everywhere on the earth. It constitutes the channel or medium
of communication among the people, since communication requires a sender,
receiver, and a channel. In other words, English language is the
communication means using by people over the world that known as
International Language, which could be used as the instruction of expressing
and conveying ideas in many aspects of life, including in education field. In
addition it may help them interact and communicate for making mutual
understanding and then leads to benefit each other.
Moreover, in present day, English language becomes the language learnt
by people in every country over the world, such as Indonesia. Teaching
English language is known as teaching of a foreign language. It could be said
that Indonesian language is as the mother tongue language of students; and
English language is as the target language studied by the students.
Consequently in this country English language must be learnt and it is one
of compulsory subject in every education level, that is Sekolah Menengah
Pertama (SMP) or Junior High School, Sekolah Menengah Atas (SMA) or
Senior High School, and even in universities. In addition, English language
includes as local content subject in education level of Sekolah Dasar (SD) or
Elementary School in the country. The teaching process in education levels is
based on the guideline of rules that stated by the government in the
curriculum. The latest one named Kurikulum Tingkat Satuan Pendidikan
(KTSP) or School Based Curriculum.
This curriculum provides some rules about teaching English for each level
of education. It states the objective of the teaching learning process that held
in Draft of Badan Standarisasi Nasional Pendidikan (BSNP) 12 April 2006
Kompetensi Dasar (KD) or Basic Competence for each language skills –
Listening, Speaking, Reading, and Writing. They exactly explain about
minimum materials should be reached as the out comes of the teaching
process.
Then, based on BSNP, for Senior High School level (the level in which the
writer takes as the population, with its second year as the sample) there are
some Standard Competences completed by their Basic Competences in each
aspect of the four skills. Besides the four skills, the language components or
sub-skills (i.e. Grammar, Vocabulary, Phonetic, etc.) is included which is
integrated with the language skills.
Furthermore every language consists of some elements that built the
language itself, including its grammatical aspect that constitutes one of
language learning materials. In grammatical of one language, sentence is one
of basic element followed morpheme, word, phrase, and clause. It is also an
important thing in communication since it can express someone’s idea that
will be understood by the listener. In linguistics, a sentence is an expression in
natural language that is a grammatical and lexical unit consisting of one or
more words, representing distinct and differentiated concepts, and combined
to form a meaningful statement, question, request, command, etc.1 This means that through sentences, people can deliver their messages -in certain way- that
would be understood by others depends on their needs, for this case, by using
sentence patterns had been formed which consciously or not is similar. And
then leads to existence of communication among them.
In fact, there is a variety of sentence in one language, concerning its
purpose, it is classified into five. They are a declarative sentence or
declaration, a negative sentence or negation, an interrogative sentence or
question, an exclamatory sentence or exclamation, and an imperative sentence
or command. And the most important type is declarative sentence that always
used far more often than the other four types of sentences. A declarative
1
sentence simply states a fact or argument, states an idea, without requiring
either an answer or action from the reader, it does not give a command or
request, or does it ask a question.
Therefore, in English Grammar book explained that the declarative mood
usually used for: giving information, expressing opinion, making promises,
and emphasis. In addition, it can be used for confirming that something is true,
giving an instruction in a fairly informal way. 2
Remembering its functions, it is very important for the students studying
language to learn about declarative sentence of the language. In short, for
learners who are learning a language, they have to study declarative sentence
in their own language besides declarative sentences in the foreign language
studied.
In view of every language has its basic structure of sentences, both
Indonesian and English. So certainly there are differences between the rules of
declarative sentences in each language that can lead some difficulties faced by
the students. In this case, the difficulties faced by Indonesian students who
learning English as the target language. This phenomenon happened on
students of Senior High School (SMA) Barunawati 1 Jakarta.
Hence, comparing both declarative sentence patterns between the two
languages will help to find out their differences and similarities, and then
allow for prediction of the difficulties faced by students (Indonesian native
speaker) in learning the target language (English).
To compare the both language, Indonesian and English, the writer uses
Contrastive Analysis since it is a linguistic enterprise aimed at producing
inverted (i.e. contrastive, not comparative) two-valued typologies (a
Contrastive Analysis always concerned with a pair of languages), and founded
on the assumption that language can be compared.3 It is the systematic comparison of two or more languages, with the aim of describing their
similarities and differences.
2
Collins Cobuild, (1992), English Grammar, (London: HarperCollins Publisher), pp.196-197.
3
In contrastive linguistic the focus is on general or on language specific
features. The term 'contrastive linguistics', or 'contrastive analysis', is
especially associated with applied contrastive studies advocated as a means of
predicting and/or explaining difficulties of second language learners with a
particular mother tongue in learning a particular target language.4
Actually Contrastive Analysis has many different levels of comparison,
such as in phonology, morphology, syntax, lexis and culture those differ
between languages each other. It identifies points of differences and provided
results that will be important in language teaching.
Based on the description above, the writer would like to take research
entitles “The Contrastive Analysis between Indonesian and English
Declarative Sentences” (a Case Study at Second Year Students of Senior High
School I Barunawati).
B. Identification of the Problem
Learning other language needs efforts since there must be some
differences with own language instead similarities. That fact leads to existence
of difficulties in the teaching materials of that language, including
phonological, lexical, and grammatical materials. For this case is in the
teaching of declarative sentences.
However there is an assumption that learners will tend to transfer the
foreign language to their own language, as Lado expressed in Freeman and
Long “Individuals tend to transfer the forms and meanings and the distribution
of forms and meanings of their native language and culture to the foreign
language and culture - both productively when attempting to speak the
language and to act in the culture and receptively when attempting to grasp
and understand the language and the culture as practiced by natives”.5
4
Stigg Johansson, (2000), Contrastive Linguistics and Corpora. Retrieved May 7, 2009, from http://www.hf.uio.no/forskningsprosjekter/sprik/docs/pdf/sj/johansson2.pdf, p. 1.
5
Whereas every language has its own rules, so that fact cause errors occur
among the learners.
Moreover it is good idea to contrast the material -declarative sentences-
between the languages to find out their differences and similarities. As Charles
Fries declared in Aarts and Wekker “The most efficient materials (for teaching
a foreign language) are those that are based upon a scientific description of the
language to be learned, carefully compared with a parallel description of the
native language of the learner.”6
Then, in doing that, the writer uses Contrastive Analysis that concerned
with the way in which native language affects foreign language in the
individual. She would like to contrast declarative sentences in languages,
Indonesian and English language.
C. Limitation of the Study
This study is limited to the subject matter in analyzing declarative
sentences between Indonesian and English language. The writer compares the
pattern of declarative sentences in both languages. In view of one language
have similarities with another language (universal grammar). As Harris
seemed on the assumption in Sridhar that for a given sentence in language A
there would be only one ‘roughly unique’ translation in language B and
proposed to construct a ‘transfer’ grammar on the basis of the ‘minimal
grammatical differences’.7 She intends to describe the patterns of declarative sentences in the two languages and then compares them. Followed by
analyzing data, students’ work in translating the declarative sentences
provided.
D. Statement of the Problem
6
Jacek Fisiak (ed.), (1990), Further Insight into contrastive Analysis, vol. 30, (Amsterdam: John Benjamins Publishing Company), p. 165.
7
Concerning the limitation of the problem of this study that is to analyze
declarative sentences in the two languages by comparing the patterns, in this
research the writer states the problem as follows:
1. What are the differences between Indonesian and English
declarative sentences based on Contrastive Analysis?
2. What are the similarities between Indonesian and English
declarative sentences based on Contrastive Analysis?
3. How are the errors made by the students in making the declarative
sentences?
E. Objective of the Study
The objective of this study is to see what the differences and similarities
between declarative sentences in the Indonesian language and English
language are like based on the Contrastive Analysis study, through analyzing
and comparing the patterns of declarative sentences in both languages, and
also to know how the errors happened among the students in making the
declarative sentences through analyzing the students’ translation.
F. Significance of the Study
The significance of this study is to compare declarative sentences between
Indonesian and English languages, in order to get information about their
differences and similarities. Then allow for predicting the difficulties faced by
the students and errors that usually made by them. Knowing the differences
and similarities will be helpful for the teacher and the student. It helps teacher
in considering how to teach the materials to the learner in the teaching
process; and it helps students to comprehend more about the materials so that
they get easy in leaning process. In addition, this will be helpful also for the
readers who have curiosity in the materials.
THEORITICAL FRAMEWORK
F. Contrastive Analysis
Contrastive Analysis is one of the methods that can be used for helping
people who learn other language in finding some differences and similarities
between source language and target language that usually led to some
difficulties in learning process encountered by the learner.
Actually Contrastive Analysis consists of two words, Contrastive and
Analysis. The meaning of word Contrastive [k n tras’tiv] is ‘of or pertaining
to the study of the similarities and differences between languages or dialects
without reference to their origins.”8 It shows us that contrastive constitutes a process to find both similarities and differences between languages contrasted.
And the word Analysis is a transcription of the ancient Greek
(analusis), "a breaking up" (from ana- "up, throughout" + lysis "a loosening").
It means the process of breaking a complex topic or substance into smaller
parts to gain a better understanding of it.9
From the etymology definition above, it seems that Contrastive Analysis
constitutes the process of study two languages concerned their differences and
similarities in particular aspect in order to grasp the aspect itself.
Moreover Jacek Fisiak roughly defined “Contrastive Analysis is a sub
discipline of linguistics that is deals with the comparison of two or more
languages in order to determine both the differences and similarities that hold
between them.”10 Then, as far as Tadeus Zabrocki’s concerned “Contrastive studies are assumed to be a part of applied linguistics and should direct the
comparison of two languages toward some specific non-linguistic purpose,
such as inference errors.” In addition, Stigg Johansson in his report from the
project Languages in Contrast no. 3, October 2000, stated “Contrastive
8
Random House Webster’s College Dictionary, (2001), New York: Random House, Inc.
9
Analysis, in Wikipedia, the free encyclopedia. Retrieved April 9, 2009, from
http://en.wikipedia.org/wiki/Analysis, p. 1.
10
linguistics is the systematic comparison of two or more languages, with the
aim of describing their similarities and differences.”11
Then, the similar definition found in A Glossary of Applied Lingustics by
Alan Davies, he simply stated that Contrastive Analysis makes comparison
between Lx (source language) and Ly (target language).12
Based on the definitions above it would be said that Contrastive Analysis
is a method used to contrast between two or more languages concerning their
differences and similarities among the languages.
Contrastive Analysis was used extensively in the field of Second
Language Acquisition (SLA) in the 1960s and early 1970s, as a method of
explaining why some features of a Target Language were more difficult to
acquire than others. Therefore, the difficulty in mastering certain structures in
a second language (L2) depended on the difference between the learners'
mother language (L1) and the language they were trying to learn.13 It shows that the differences of source language (mother tongue) and target language
have significance roles in process of mastering the target language.
However the theoretical foundations for what became known as the
Contrastive Analysis Hypothesis were formulated in Lado's Linguistics Across
Cultures. In this book, Lado claimed that "those elements which are similar to
[the learner's] native language will be simple for him, and those elements that
are different will be difficult".14 This involved describing the languages,
comparing them and predicting learning difficulties.
Next, Aarts and Wekker described some assumptions related to contrastive
analysis as stated in Jacek Fisiak’s book (editor), they are:
1. The process of acquiring a second language is made difficult by interference;
11
Stigg Johansson, (2000), Contrastive Linguistics and Corpora. Retrieved May 7, 2009, from http://www.hf.uio.no/forskningsprosjekter/sprik/docs/pdf/sj/johansson2.pdf, p. 1.
12
Alan Davies, (2005), A Glossary of Applied Linguistics, (Edinburgh: Edinburgh University Press Ltd.), p. 28.
13
Contrastive Analysis, retrieved May 7, 2009, from
http://en.wikipedia.org/wiki/Contrastive_Analysis, p. 1.
14
2. A systematic comparison of the student’s native language with the language to be acquired should reveal the differences as well as similarities;
3. On the basis of such a comparison it should be possible to predict what students will find difficult and what he will find easy;
4. Such a comparison can serve as a basis for the construction of adequate teaching materials.15
It was expected that once the areas of potential difficulty had been mapped
out through Contrastive Analysis, it would be possible to design language
courses more efficiently and to predict and describe the patterns which will
cause difficulty in learning and those that will not cause difficulty.
Actually the objective of the comparison may vary. As Johansson and
Hofland (1994) stated language comparison is of great interest in a theoretical
as well as an applied perspective. It reveals what is general and what is
language specific and is therefore important both for the understanding of
language in general and for the study of the individual languages compared.16 Tomas P. Krzeszowski, with his Contrastive Analysis in a New
Dimension, explained that the linguistics nature of elements selected for
comparison is strictly dependent upon a particular linguistics theory employed
in the description of the compared languages. These elements can be system
(phonological, morphological, syntactic, etc.) or subsystem (plosives, personal
pronouns, non-finite clauses, etc.) in L1 and L2.17 And in this research, the writer interested in comparing the element of system between the two
languages contrasted, particularly in the term of sentence pattern, exactly the
term of declarative sentences. In view of it is possible to conduct research into
a comparison of specific grammatical rules in L1 and L2.18
Hence, the knowledge may helpful for the teaching process, such as in (Amsterdam: John Benjamins Publishing Company), p. 165.
16
Stig Johansson, (2000), Contrastive Linguistics and Corpora …p. 1.
17
Jacek Fisiak (ed.), (1981), Contrastive Linguistics and the Language Teacher, … p. 71.
18
compares some aspects between languages in view of comparison is a good
way of highlighting the characteristics of the things compared. The contrastive
study defines these differences and at the same time makes the description of
the individual languages more precise.
Carl James explained there is the general principle of executing
Contrastive Analysis that involves two steps: description and comparison;
which are taken in that order.19 So in this study the writer would provide some description about the materials analyzed in both languages, and followed by
comparing them.
Moreover one that has played a major in the CA debate since the 1950s is
a contrastive grammar. A contrastive grammar of two languages may be
defined as an attempt to systematically compare the grammars of these
languages.20 Then this research concerns with one of grammar aspects, sentences, particularly the declarative sentences. Next the declarative
sentences between the two languages, Indonesian and English, are going to be
compared; it is a kind of contrastive grammar, following some determined
procedure.
And Robert Lado explained that there are procedures in comparing two
grammatical structures:21 general procedure, the analyzing of the foreign language and compare it structure by structure with the native language. And
the other is more specific procedure, since it needed to illustrate the procedure
in greater detail. This consists of three steps:
1. Locate the best structural description of the language involved
2. Summarize in compact outline form all the structure
3. Actual comparison of the two language structures, pattern by pattern
In doing Contrastive Analysis of the two languages systems, then, Rudolf
Filipovic stated there are several primary data that needed: a) grammatical
19
Carl James, (1980), Contrastive Analysis, (Essex: Longman), p. 63.
20
Jacek Fisiak (ed.), (1990), Further Insight into contrastive Analysis, … p. 163.
21
descriptions of L1 and L2 which are very suitable for the initial stage CA; b)
learners’ errors which help to develop further the analysis and its scope; c) a
corpus of L1 and L2, i.e. a bidirectional corpus, which can ideally satisfy the
requirements for CA; d) an unidirectional corpus which does not satisfy the
requirements for CA as perfectly as a bidirectional one.22
Henceforth this research provides the description of the matter that
analyzed -the sentences in both languages, which is followed by the
comparison of the corpus between the languages. And this research is also
supported by the data from the student’s work in translating the sentences
provided in the source language into the target language, which can show the
errors they made.
Moreover most contrastive linguists have either explicitly or implicitly
made use of translation as a means of establishing cross-linguistic
relationships, and in his book on contrastive analysis Carl James reaches the
conclusion that translation is the best basis of comparison: We conclude that
translation equivalence, of this rather rigorously defined sort (including
interpersonal and textual as well as ideational meaning) is the best available
TC (Tertium Comparationis) for CA (contrastive analysis).23 So, next the technique of translation equivalence is going to be used in this research.
Refers to Peter Newmark (1988), translation is a craft consisting in the
attempt to replace a written massage and/or statement in one language by the
same message and/or statement in another language.24 And another definition of translation is converting one language (SL) to another (TL) so that the TL
could convey the intended message in SL. In other words, it is a process
through which the translator decodes SL and encodes his understanding of the
TL form.25 In short, the definitions of translation above indicate that
Stig Johansson, (2000), Contrastive Linguistics and Corpora. … p. 4.
24
Peter Newmark, (1988), Approaches to Translation, (New York: Prentice Hall), p. 7.
25
Translation, retrieved June 13, 2009, from
translation is a process of replacing a message of one language to another that
must have similar or equivalent meaning.
Moreover, by the time learner learns foreign language, he/she consciously
or not would make such translating the message from target language to native
language or vice versa. The process must be happened naturally to get
comprehension about the messages. In this case, the data from the students
show their understanding about the sentences that they should convert into
target language.
However, in doing the translation, the learners certainly do some
procedures, as Nida and Taber define one of the system of translation consists
of a more elaborate procedure comprising three stages, they are:26
1. Analysis, in which the surface structure (i.e. the message as given in language A) is analyzed in terms of the grammatical relationship and the meaning of the words and combinations of words,
2. Transfer, in which the analyzed material is transferred in the mind of the translator from language A to language B,
3. Restructuring, in which the transferred material is restructured in order to make the final message fully acceptable in the receptor language.
Consequently, in the matter of translation, having the same meaning of the
messages in either languages is important, or the equivalence meaning which
presented in different codes -both languages. Since one of the most serious
problems of contrastive studies is the problem of equivalence. Vinay and
Darbelnet view a definition of equivalence in translation or
equivalence-oriented translation as a procedure which 'replicates the same situation as in
the original, whilst using completely different wording'.27 In other words, the equivalence means the same meaning through presented in different words.
Therefore in assessing translation equivalence between source text and
target text, J. C. Catford offers other dimension of correspondence, namely
26
Eugene A. Nida and Charles R. Taber, (1982), The Theory and Practice of Translation, (Leiden: E. J. Brill), p. 33.
27
Vanessa Leonardi, (2003), Equivalence in Translation: Between Myth and Reality, Translation Journal, Vol. 4, No. 4, October 2000. Retrieved June 19, 2009, from
textual equivalence that is any TL text or portion of text is observed to be the
equivalent of a given SL text or portion of text.28
So the writer uses translation equivalence in analyzing the data, since it as
the TCs for grammatical studies. James considers translation equivalence to
the best TC for CA, provided it embraces both semantic and pragmatic
equivalence.29
Finally in analyzing and comparing the declarative sentences next the
writer is going to provide thirty five sentences in Indonesian language, which
are given to the Indonesian learner. Then they have to write the translations in
English. The errors they made were analyzed, to see which errors could be
attributed to transfer.
G. Sentence
Sentences are the basic building blocks of meaning: comprehension
begins with sentences comprehension.
1. Definition
Sentence is a group of words that expresses a statement, command,
question, or exclamation. A sentence consists of one or more clauses, and
usually has at least one subject and verb. In writing it begins with a capital
letter and ends with a full stop, question mark or exclamation mark.30 This is in line with the definition of sentence in the Longman Dictionary of
Grammar and Usage, it states that a sentence is a group of words that
makes sense because the words are constructed and arranged according to
the grammatical rules for expressing statements, questions or commands.31 And then Richard Nordquist offers the definition of sentence that
commonly defined as "a complete unit of thought." Normally, a sentence
28
Vanessa Leonardi, (2003), Equivalence in Translation: Between Myth and Reality, … p. 5.
29
Jacek Fisiak (ed.), (1984), Contrastive Linguistics Prospects and Problems, … p.311.
30
Michael Swan, (1996), Practical English Usage, (Oxford: Oxford University Press), p. xxvii.
31
expresses a relationship, conveys a command, voices a question, or
describes someone or something. It begins with a capital letter and ends
with a period, question mark, or exclamation mark.32
In addition, refers to Grammar, sentence is a word or a group of
syntactically related words that states, asks, commands, or exclaims
something; conventional unit of connected speech or writing, usually
containing a subject and a predicate: in writing, a sentence begins with a
capital letter and concludes with an end mark (period, question mark, etc.),
and in speech a sentence begins following a silence and concludes with
any of various final pitches and a terminal juncture.33
From the definitions above, the writer concludes that a sentence is a
meaningful group of words that arranged systematically that usually
consists of actor (subject), action (predicate), and recipient (consequence)
or undergoer (object). The previous two elements is the main element;
while the others are additions as completion. And technically it begins
with capital later and ends with an end mark -full stop, question mark, or
exclamation mark.
2. Function
Sentence can be used to do many different things. The most common
used to give information. Sometimes it is used to obtain information,
rather than to give it. Another time it can be used to express an opinion,
give an order, make a suggestion, or make a promise. And all of the
functions expressed by the order of words which indicates which way a
sentence is being used. And these ways of distinguishing between uses of
language are known as examples of mood.34
32
Richard Nordquist Subjects, Verbs, and Objects, retrieved June 17, 2009, from
http://grammar.about.com/od/basicsentencegrammar/a/sentenceunit.htm, p. 1.
33
Sentence Definition, retrieved June 17, 2009, from
http://Www.Yourdictionary.Com/Sentence#, p. 1.
34
3. Element
Sentence elements are the groups of words that combine together to
comprise the ‘building units’ of a well-formed sentence. There are five
types of sentence element:35 Subject, Predicate, Object, Predicative (complement), and Adverbial.
a. Subject
A subject is a noun phrase or a clause with nominal function, it
occurs before the verb phrase in declarative clauses, and immediately
after the operator in question clauses. It has number and person
concord, where applicable with the verb phrase.36 Then Frances Peck
has similar point with the definition, he stated every subject is built
around one noun or pronoun (or more) that, when stripped of all the
words that modify it, is known as the simple subject.37 A sentence may have a compound subject –a simple subject consisting of more than
one noun or pronoun.
Therefore the form of subject might be a person, place, thing and
idea, as one definition explains that the subject of a sentence is the
person, place, thing, or idea that is doing or being something. For
purposes of sentence analysis, the do-er or the initiator of action in a
sentence is referred to as the agent of the sentence. In an active
sentence, the subject is the agent.38
In short, subject could be simply said as the part of a sentence that
performing as the agent or doer in the sentence, either simple or
compound subjects are usually noun phrase or clause.
Based on Webster’s Third New International Dictionary, predicate
is the part of a sentence or clause that expresses what is said of the
subject and that usually consists of a verb with or without objects,
complements, and adverbial modifiers.39 Then, there is a description of predicate as a word or a group of words that state something about
the subject and includes everything in the sentence that is not
included in the complete subject. This means that
the complete predicate includes the simple predicate with its modifiers
and the object with its modifiers.40 So the predicate usually follows the subject and identifies an action or a state of being.
The predicate is the part of the sentence that contains a verb or verb
phrase and its complements. The predicate always includes the verb
and the words which come after the verb. The predicate verb in a
sentence is a word or a group of words that tells what is said about the
simple subject. In other words, predicate is the things come after the
subject of a sentence.
c. Object
In addition to serving as subjects, nouns may also function as
objects in sentences. Instead of performing the action, as subjects
usually do, objects receive the action and usually follow the verb.41 It seems that object is as recipient in the sentence.
An object like a subject is a noun phrase or clause with nominal
function; normally follows the subject and the verb phrase; and by the
passive transformation, assumes the status of subject.42
Therefore, some verbs have an object (always a noun or pronoun).
The object is the person or thing affected by the action described in the
39
Webster’s Third New International Dictionary, (1996), Springfield: G. & C. Merriam Company.
verb. Objects come in two types, direct and indirect. The direct object
refers to a person or thing affected by the action of the verb
.
Theindirect object refers to a person or thing who receives the direct
object.43
From the definitions above, the writer concludes that the object of a
sentence is a receiver of an action that subjects do. And it usually lies
after the subjects and the verbs (action) of a sentence, either direct or
indirect object. This happens in the active form; but in the passive
form, the object change position becomes the subject.
d. Complement
Complement is the fourth element of a sentence; it usually
completes the meaning of the sentence. A complement (subject or
object) defines a noun phrase, an adjective phrase, or a clause with
nominal function; follows the subject, verb phrase, and (if one is
present) object; it does not become subject through the passive
transformation.44
There are various definitions of 'complement', which range from
the very general (anything in the predicate except the verb, including
the direct object and adverbs) to the much more restrictive one. A
complement is the part of the sentence that gives you more information
about the subject (a subject complement) or the object (an object
complement) of the sentence.
In grammar the term complement is used with different meanings.
The primary meaning is a word, phrase or clause which is necessary in
a sentence to complete its meaning. We find complements which
43
Sentence Construction, (2008), retrieved June 19, 2009, from
http://www.learnenglish.de/grammar/sentencetext.htm, p 5.
44
function as a sentence element (i.e. of equal status to subjects and
objects) and complements which exist within sentence elements.45 The complement to be used, if any, is dependent on the verb used
in the sentence. Subject complements normally follow certain verbs. A
complement is used with verbs like be, seem, look etc. (e.g. He is
Indonesian.) Complements give more information about the subject or,
in some structures, about the object. Object complements follow the
direct object of the verb (e.g. They painted the house red.) The
complement often consists of an adjective or noun phrase, but can also
be a participle phrase (e.g. I saw her standing there.) It is often not very
clear whether a phrase is a complement or an adverbial.
e. Adverbial
An adverbial is an adverb, adverb phrase, adverbial clause, noun
phrase, or prepositional phrase. It is generally mobile, i.e. is capable of
occurring in more than one position in the clause, and is generally
optional, i.e. may be added to or removed from a sentence without
affecting its acceptability.46 It concerns the circumstances of the sentence (when, where) or relates the sentence to something else.
4. Classification
There are two ways to classify sentences: based on the purpose and the
structure. Concerning the purpose, there are four types of sentences: the
declarative sentence, the interrogative sentence, the exclamatory sentence,
and the imperative sentence.47
a. A declarative sentence that makes a statement. It ends with a period.
45
Complement (Linguistics), retrieved June 19, 2009, from
http://en.wikipedia.org/wiki/Complement_(linguistics), p. 1.
46
Randolph Quirk, et. al., (1985), A Grammar of Contemporary English, … p. 349.
47
b. An interrogative sentence that asks a question. It ends with a question
mark.
c. An exclamatory sentence that expresses strong feeling. It ends with an
exclamation point. It is a statement that shows strong emotion.
d. An imperative sentence that gives a command or makes a request. It
ends with a period. The subject is always you, which may be expressed
or understood.
Then Sentences may be classified according to structure (simple,
compound, complex, and compound-complex sentence)48
a. A simple sentence that made up of one independent clause. It may
have a compound subject and a compound predicate, both having
modifiers.
b. A compound sentence that made up of two or more independent
clauses.
c. A complex sentence that made up of one independent clause and one
or more dependent clauses.
d. A compound-complex sentence that made up of two or more
independent clauses and one or more dependent clauses.
And Celce-Murcia and Larsen-Freeman in The Grammar Book stated
English sentence are said to display three main moods –declarative
(sometimes called indicative), interrogative, and imperative- and two
minor moods: exclamatory and subjunctive. Mood conveys the speaker’s
attitude toward the factual content of the sentence.49
H. Declarative Sentence 1. Definition
The declarative mood is the mood used in most main clauses. It
sometimes called as indicative mood. Declarative Sentences are used to
48
Classification of sentence, retrieved June 19, 2009, from
http://www.tpub.com/content/religion/14231/css/14231_168.htm, p. 1.
49
convey information or to make/form statements. They state a fact or an
argument.50 They consist of a subject and a predicate. The subject may be a simple subject or a compound subject. The subject is placed in front of
the verb. In other words, in a declarative sentence the subject and predicate
have a normal word order. The sentence ends with a period (called a full
stop in British English) in writing and a drop in pitch in speech. It may
take the passive and negative form.
In most English declarative sentences, the noun phrase that precedes
the verb is the subject, and one that immediately follows the verb is a
direct object.
2. Function
The declarative sentences can be used for:51 a. Giving information
E.g. We ate dinner at six.
b. Expressing opinion
E.g. I think she is a brilliant writer.
c. Making promises
E.g. I shall do everything I can to help you.
d. Making emphasis
E.g. I do feel sorry for Roger.
e. Confirming that something is true, it is used as a question.
Questions expressed in the declarative mood often begin with a
conjunction.
E.g. So you admit something is wrong?
When you ask a question using the declarative mood, you
expect the answer ‘yes’, unless you use a negative construction, in
which case you expect the answer ‘no’.
E.g. You mean it’s still here? – ‘Of course.’
50
Collins Cobuild, (1992), English Grammar, … p. 196.
51
You never learned the deaf and dumb alphabet? – ‘No, never.’
f. Instructing, means give an instruction in a fairly informal way with
‘you’ as the subject.
E.g. You put the month and the temperature on the top line.
3. Patterns
c. The Indonesian Declarative Sentence
The pattern of declarative sentences in Indonesian language
previous pattern. He explained there are six basic sentence patterns in
Indonesian, they are:
52
1) Subject-Complement (S-C)
In this pattern, sentences can be built by adding a noun, an
adjective, a prepositional phrase or a numeral to the subject.
2) Subject-Predicator-Adverbial (S-P-A)
The predicator in an S-P-A sentence may be a simple intransitive
verb without any affixes. It may also take the prefix ber-, me-, or
ter-. Adverbial is an option element.
3) Subject-Predicator-Object-Adverbial (S-P-O-A)
The predicator in an S-P-O-A sentence may be a simple verb
without any affixes. It may also take the following affixes men-, -I,
men-I, meper-I, -kan, men-kan. Adverbial is an optional element.
An S-P-O-A sentence is also known as a monotransitive sentence
(kalimat ekatransitif).
4) Subject-Predicator-Complement-Adverbial (S-P-C-A)
The complement in S-P-C-A sentence may be a noun phrase, an
adjective, or a noun preceded by an adjective as predicator.
5) Subject-Predicator-Object-Complement (S-P-O-C)
The complement in an S-P-O-C sentence may be an adjective, a
noun phrase or a verb. The complement is called object
complement, because it follows an object.
6) Subject-Predicator-Object-Object (S-P-O-O)
An S-P-O-O sentence has two objects; the first is called indirect
object and the second direct object. The indirect object is often the
beneficiary of an action. Hence an S-P-O-O sentence, also known
as a bitransitive sentence (kali mat dwitransitif), is a sentence with
Actually in the simple way basic pattern of Indonesian
sentences could be divided into three patterns according to Gorys
Keraf, they are: 53
1) Pola Kalimat I : Kata Benda – Kata Kerja (KB-KK)
2) Pola Kalimat II : Kata Benda – Kata Sifat (KB-KS)
3) Pola Kalimat III : Kata Benda – Kata Benda (KB-KB)
In other words, the patterns of Indonesian declarative sentences
may consist of arrangement of noun phrase followed by verb phrase,
adjective phrase, or noun phrase.
Furthermore, declarative sentences could be classified into
seven categories seen from its clause:54
1) Kalimat Verbal monotransitif or monotransitive sentence
2) Kalimat Verba Bitransitif or bitransitive sentence
3) Kalimat Verba Intransitif or intransitive sentence
4) Kalimat Nominal or nominal sentence
5) Kalimat Adjektifal or adjectival sentence
6) Kalimat Preposisional or prepositional sentence
7) Kalimat Numeral or numeral sentence
d. The English Declarative Sentence
In the Grammar of Spoken and Written English explained there
are major clause patterns55 that indicate declarative sentence patterns, they are:
1) Subject-Verb Phrase
2) Subject-Verb Phrase-Obligatory Adverbial
3) Subject-Verb phrase-Subject Predicative
4) Subject-Verb phrase-Direct Object
53
Gorys Keraf, (1989), Tata Bahasa Indonesia (Untuk Sekolah Lanjutan Atas), (Flores: Nusa Indah), p. 149.
54
Abdul Chaer, (2009), Sintaksis Bahasa Indonesia: Pendekatan Proses, (Jakarta: Pustaka Pelajar), pp. 164-167.
55
5) Subject-Verb phrase-Prepositional Object
6) Subject-Verb phrase-Indirect Object-Direct Object
7) Subject-Verb phrase-Direct Object-Prepositional Object
8) Subject-Verb phrase-Direct Object-Object Predicative
9) Subject-Verb phrase-Direct Object-Obligatory Adverbial
In addition, Celce-Murcia and Larsen-Freeman in their The
Grammar Book expressed that there are five basic simple sentence
patterns in English, they are:56 1) Subject+verb
E.g. The building collapses.
2) Subject+verb+object
E.g. They bought a new car.
3) Subject+verb+indirect object+direct object
E.g. She wrote him a letter.
4) Subject+verb+subject predicate
E.g. Janet’s my friend.
5) Subject+verb+object+object predicate
E.g. She makes me happy.
Moreover, Randolph Quirk and his colleagues described the
clause types in their simple declarative form are:57 1) Type SVC S V intensive Csubject-comp
E.g. Mary is Kind.
2) Type SVA S Vintensive Aplace
E.g. Mary is in the house.
3) Type SV S Vintrans
E.g. The child was laughing.
4) Type SVO S Vmonotrans Odirect
56
Celce-Murcia and Larsen-Freeman, (1999), The Grammar Book: An ESL/EFL Teacher’s Course, … p. 20.
57
E.g. Somebody caught the ball.
5) Type SVOC S Vcomplex-trans Odirect Cobject-comp
E.g. We have proved him wrong.
6) Type SVOA S Vcomplex-trans Odirect Aplace
E.g. I put the plate on the table.
7) Type SVOO S Vditrans Oindirect Odirect
I. The Comparison on the Patterns of Indonesian and English Declarative Sentences
Moreover, the writer would like to present the comparison between the
patterns of simple declarative sentences in languages, Indonesian and English
language, as described in the following table.
Table 2.2
Comparison on Indonesian and English Declarative Sentences
NO. CATEGORY INDONESIAN ENGLISH
1. Transitive SPO(A)
SPOC
SVO
SVOC
SVOA
2. Bitransitive SPOO SVOO
3. Intransitive SPA
SPCA
SV
4. Nominal SC -
5. Adjectival SC -
6. Prepositional SC -
7. Numeral SC -
8. Intensive Verb - SVC
SVA
This table shows us the patterns of declarative sentences; either in
Indonesian and in English, which cover all types of simple declarative
sentences, including transitive sentence with transitive verb that needs an
object as the predicate; bitransitive sentence whose two objects (direct and
indirect objects); intransitive sentence with intransitive verb that does not need
any objects as the predicate; nominal, adjectival, prepositional, numeral
sentence with complement as their predicate that exist in Indonesian
declarative sentences. Then two sentence patterns with intensive verbs (verb
J. Differences and Similarities between Indonesian and English Declarative Sentence
The comparison of the pattern of declarative sentences in both languages
above shows there are differences and similarities among the patterns in the
two languages.
First, the difference found in the Pattern Subject-Complement (SC) in
Indonesian language (see no. 4 up to 7) that is the declarative sentence
patterns for equational or nominal sentence, adjectival sentence, prepositional
sentence, and numeral sentence, which is not found in English.
In Indonesian, this pattern is acceptable as grammatical sentence; while in
English is not, the pattern is considered as ungrammatical sentence, since the
rule of English predicate of a sentence must be in verb phrase -auxiliary verbs,
linking verbs, or action verbs.
Next, the difference is found in English declarative sentence (see no. 8).
There are patterns of SVA (e.g. Mary is kind.) and SVC (e.g. Mary is in the
house.). The verbs in these patterns are intensive verb (followed by Cs –
subject complement- and Aplace –adverbial of place).58 The verb usually is copula or verb “to be”. In contrast, there is no such pattern similar in
Indonesian declarative sentences, since Indonesian has no verb “to be”.
However, because of the influence of English, a sort of Indonesian copula
verb i.e. adalah or ialah is often inserted between the subject and its
complement.59 In other words, the English pattern of SVC can be used for Indonesian adjectival sentence (SC). Also the pattern SVA in English
represents the Indonesian prepositional sentence (SC).
Then, other difference lays in the one of the sentence elements that
construct the sentence, it is the predicate. The predicate of English must in
verb phrase; while in Indonesian it could be in verb phrase, adjective, noun
phrase, numeral and prepositional. However for the others elements are likely
similar in the two languages. The following table will give further description.
58
Randolph Quirk, et. al., (1985), A Grammar of Contemporary English, … p. 343.
59
Table 2.3
• A clause with nominal function
Predicate
• Verb phrase, English has three main
kinds of verbs: auxiliary verbs, linking verbs, and action verbs.
Object
• A clause with nominal function
Complement
• A clause with nominal function
Adverbial
both languages, the similarities are also found, that are: the others patterns of
declarative sentence that presented in the table (see no. 1 up to 3) are
acceptable in both Indonesian and English sentences. In view of the rest of
patterns have verb phrase as predicate of the sentences, which considered as
grammatical sentence in the two languages.
And then other similarity also found concerning the elements of sentence
in the declarative sentences between Indonesian and English language. Both of
predicate, while the others elements such as complement, adverbial, adjective,
etc. have role as completion of the sentences.
Summing up the differences between Indonesian and English declarative
sentences are:
1. Indonesian has SC pattern in the equational or nominal sentence, adjectival
sentence, prepositional sentence, and numeral sentence. In this pattern, the
predicate is complement.
2. English declarative sentence pattern has SVA and SVC pattern with
intensive verb or copula (verb “to be”) as the predicates.
3. In Indonesian, predicate of a sentence may in verb phrase, adjectival
phrase, noun phrase, numeral phrase, and prepositional phrase.
4. English predicate of a sentence must in verb phrase: auxiliary verbs,
linking verbs, or action verbs.
In addition the similarities between Indonesian and English declarative
sentences are:
1. Some of declarative sentence patterns are similar in both languages that
are in transitive, intransitive, and bitransitive sentences.
2. The major elements of declarative sentences in the two languages are
subject and predicate, and the rest of elements required are as the
complementation.
CHAPTER III
RESEARCH METHODOLOGY
G. Objective of the Research
The objective of the research is to find out both differences and similarities
of declarative sentences in the native language (Indonesian) and the target
language (English) and also to find the errors made by Indonesians students in
making English declarative sentences. In other words, the objectives of this
research are:
1. To know the differences and similarities between Indonesian and
English declarative sentences based on Contrastive Analysis
2. To describe the the errors happened among Indonesian students in
making English declarative sentences
H. Method of the Research
The writer uses Descriptive Analysis as the methodology of this research;
she uses the Contrastive Analysis study to contrast between Indonesian and
English language. Systematicaly, she conducts this research by: first,
compiling the data or theories supporting this study; books and other materials
had topic related to this writing are examined -the theories related to
Contrastive Analysis and the declarative sentences of both languages are
presented. Second, analyzing the data obtained followed by contrasting
process of declarative sentences between Indonesian and english language,
pattern by pattern. Next, providing instrument (35 Indonesian sentences) as
representative of the categories. Then, taking data in determined school, she
asked the respondent (26 Indonesian learner) to translate the sentences
(instrument) into English –the target language. Finally, analyzing the students’
answers, their translation, and followed by giving conclusion.
