A BRIEF DESCRIPTION OF GRAMMATICAL ERRORS IN WRITING
DESCRIPTIVE PARAGRAPH
A PAPER
By :
RATNA SORAYA
062202070
UNIVERSITY OF NORTH SUMATRA
FACULTY OF LETTERS
ENGLISH DIPLOMA III
MEDAN
Approved by
Supervisor
Drs. Yulianus Harefa, Med TESOL
NIP.
Submitted to Faculty of Letters University of Sumatera Utara
In partial fulfillment
Approved by
Head of Diploma III English Study Program
Dra. Syahyar Hanum, D.P.F.E
Accepted by the Board of Examiners in partial fulfillment of the requirements for the D-III Examinations of Diploma III English Study Program, Faculty of Letters, University of Sumatera Utara.
The examination is held on the
Faculty of Letters, University of Sumatera Utara.
Dean,
Drs. Syaifuddin, M.A, Ph.D.
NIP.13209831
Board of Examiner and Reader
Examiner : Drs. Yulianus Harefa, MEd TESOL
AUTHOR’S DECLARATION
I am, Ratna Soraya, declare that I am the sole author of this paper. Except where reference
is made in the text of this paper, this paper contains no materials published elsewhere or
extracted in whole or part from a paper by which I have qualified for or awarded another
degree.
No other person’s work has been used without due acknowledgement in the main text paper.
This paper has not been submitted for award of another degree in any tertiary education.
Signed :
COPYRIGHT DECLARATION
Name : Ratna Soraya
Title of Paper : A Brief Description Of Grammatical Errors In Writing
Descriptive Paragraph
Qualification : D-III / Ahli Madya
Study Program : English
I am willing that my paper should be available for reproduction at the discretion of the
librarian of the Diploma III English Study Program Faculty of Letters USU on the
understanding the users are made aware of their obligation under the law of the Republic of
Indonesia.
Signed :
Date :
ABSTRAK
ACKNOWLEDGEMENT
Thanks God for goodness, Allah SWT that I can finish this paper well.
In this opportunity, I would like to express my sincere gratitude to my beloved
supervisor, Drs. Yulianus Harefa, Med TESOL, for his supports, advices, encouragement and
valuable constructive suggestions. Then I would also like to thank for my reader Drs. Matius
C.A Sembiring, M.A who can spend his time to read this paper.
I would like to express my sincere gratitude to the Dean of Faculty of Letters, Drs.
Syaifuddin, M.A, Ph.D and the Head OF Diploma III English Department, Dra. Syahyar
Hanum, D.P.F.E, who had given me the greatest deal of knowledge to present this paper. And
I would also thank for all the lectures for their valuable guidance, thoughts throughout my
academic years.
My deepest gratitude is due to my parents, I do love you Mom and Dad, my beloved
sister Rabiatul Hadawiyah, and my beloved brothers Guslihan and Rudi, and all of my
families for their love, cares, thoughts, advices, prays to support my study.
My warm thanks are also expressed to my beloved boy friend, Muhammad
Forrizawan Akbari (Ori) who encourages me to do this paper and also for my best friends
Dina Kristina and my friends Izli, Ika, Dina Marlina, and the others who always give me
Finally, I realize that this paper is still far from being perfect. Therefore, I hope for
your constructive suggestions, so that this paper will be warmly welcomed and highly
appreciated.
Medan,
The Writer,
Ratna Soraya
Reg. No. 062202070
TABLE OF CONTENTS
1.4. The Significance of Study ... 2
1.5. The Method of Study ... 3
2. DESCRIPTION OF GRAMMATICAL ERRORS ... 4
2.1. Description of Errors ... 4
3. DESCRIPTION OF GRAMMATICAL ERRORS IN DESCRIPTIVE PARAGRAPH IN JAKARTA POST’S ARTICLE ... 44
3.3. Analysis of Grammatical Errors in Descriptive Paragraph in Jakarta Post’s Article ... 51
4. CONCLUSIONS AND SUGGESTIONS ... 61
4.1. Conclusions ... 61
4.2. Suggestions ... 61
5. BIBLIOGTAPHY
ABSTRAK
I. INTRODUCTION
1.1. The Background of Study
Language is a systematic resource for expressing meaning in context. The function of
language are to describe the experience, to exchange the experience, and to organize the
experience are the most significant for the human life. As a means of communication, the
people use language for the human aspect, using spoken language, written language or silent
language. By using the language, we can talk to other people in the society, so does with
writing is important in our life because it gives us the ability to record and communicate our
experience and knowledge o others. It becomes an available source of information and ideas.
Lindaman (1989 : 11) definition, “ writing is a process of communication that use graphic
symbol in conventional system in order to convey message to a reader”. In conveying
experience and knowledge is able to write down in written form. It can be proved that there
are errors to raise up even in choosing comfortable words, grammar and so on which are
related in writing.
In learning English, there are four major skills. They are listening, speaking, reading,
and writing. Writing is one of the skills which exposes facts, ideas by persuading, explaining
or interpreting them in some clear, effective, and organized a way. Hartog (1986 : 24) said
there are three aims of writing (a) to enable the thought, (b) to explore and elaborate these
thought, (c) to develop their thinking to convey to other people the result of their thinking, (d)
to convey to other people the result of their thinking as clearly and completely as possible.
are many problems of students in writing descriptive paragraph. The writer will describe
problem in writing descriptive paragraph. Vocabulary is very important in writing. Mastering
vocabulary in writing. Mastering vocabulary in writing is important to develop the paragraph,
and it also helps the people to support their idea to convey the idea of writing. People cannot
arrange their words in sequence to be a good sentence. They often make errors in forming
sentences, the grammar and structure of the sentence is very difficult for them. They only
write a group words without using the grammar in English. This factors influence them in
arranging the idea of paragraph, so that they get some difficulties in writing. The structural or
grammatical in writing are two parts of English. Having realized the difficulties in learning
English, so I decide to study grammatical errors in writing a descriptive paragraph.
1.2. The Objective of Study
By writing this paper, I want to explain the objective of study, they are:
1. To find out the dominant errors in a descriptive writing.
2. To identify the cause of the errors of grammar in writing a descriptive paragraph.
1.3. The Scope of Study
I am very concernedwith grammatical errors in writing a descriptive paragraph. Since
the grammatical errors are very often complex and complicated. The Scope of study is
restricted to the errors of some parts of speech, namely: nouns, pronouns, verb, adverbs,
adjectives and punctuations found in the Jakarta Post, on (1) Tuesday, 2nd February 2009,
page three, the second column; (2) Tuesday, 2nd February, page three, the fourth column; (3)
1.4. The Significance of Writing
I hope that this paper would be significant because it can be very useful for everybody
who reads this paper, especially for me and other English learners. Besides that, it gives
contribution about English tenses in writing and to motivate them to study the learning
materials effectively.
1.5. The Method of Writing
In writing this paper, some books are collected as references from the library and some
were bought at bookstores. By reading those books and collecting some information from the
website hopefully this paper can be completed on time. Both of the methods were really
helpful in providing me with some necessary information.
CHAPTER II
DESCRIPTION OF GRAMMATICAL ERRORS
In comprehending a language people implicated to conform a system that relates
sound to meaning. This has traditionally called the grammar of the language. Grammar is
very crucial and takes an extremely important role in language learning. It deals with basic
elements of language. Furgesson and Manser (1989 : 18) states that “ Grammar is the study
how a language work”. It shows us the words of language are put together to make
meaningful sentences. It also provides us with names for different types of word or phrase
and task they perform in a sentence.
Some people think that grammar must be related to Latin and Greek since they were
the famous language in the past.
English and Hopkins (1985 : 17) explain that :
“The words grammar comes from the word graphein ( latin ). Thus, grammar can
define as the science of letters or writing. Then they say that grammar is all the rules
of language usage. It classified word into all sorts of categories and describes the
peculiarities of each category. To do so efficiently, grammar has us many categories
as are required, and designates each category by a term which enables it to be
recognized”.
According grammar has an important and indispensable role in language learning. To
understand the grammar is not as simple as by often means by the term “ structure “ in the
English curriculum. Actually, grammar deals not only with syntax but also with phonology,
emphasized nor indicated. In this study, the term grammar an structure are employed
interchangeably.
2.1 Description of Errors
Norrish (1983 : 7) explained errors as follow : “ Errors is systematic deviation from
the accepted system of the target language. Mistakes is non systematic deviation form the
accepted system of language being learned and it’s usually due to human limitation such as
tiredness, nervousness and fatigues. It means that errors may occur because of the limitation
of human beings n mastering the target language. Corder (1973 : 260) stated that “ Errors are
those features of the leaners utterance which are different from those of any native speakers
and the leaners do not recognize their errors, so that they can not correct their errors
themselves”.
Learning something needs a process in which success will come by profiting from
their errors. Errors mean systematic deviation when student hasn’t mastered something and
constantly get in wrong.
Corder (1981 : 45) stated that error analysis has two functions, those are theoretical
and practical aspects.
1. Theoretical aspect of errors analysis is part of the method used in investigating of the
language learning process. It means that if want to find out the nature of this
psychological, we ought to have a means of describing the students’ knowledge of the
target language at any particular moment in his / her learning career on order to relate
this knowledge to the teaching he / she has been receiving.
2. The practical aspect of errors analysis is it function in guiding the action that we must
2.2 The Cause of Errors
Ubol (1981 :8) stated that, there are two cause of errors, namely :
1. Inter lingual Interference
Inter lingual Interference is a cause of errors where the learners transfer their native
language system into the target language system. The learners are not aware of the difference
between the system of the two languages.
2. Intra lingual Interference
Intra lingual interference is a cause of errors resulting form the complicated system of the
target language.
Richard (1978 : 174) divided inter lingual Interference into four terms :
a) Over generalization.
b) Ignorance of rule restriction.
c) Incomplete application of rule.
d) False concept hypothesizes.
A. Over Generalization
It covers instance where the leaners creates a deviant structure on the basic of his
experience of other structures in the target language.
(It should be : She did not come to my party).
The students use wrong form after do in the sentence. They are aware of the rule to
make the negative statement in the simple past tense, they have to use “bare infinitive” after
do.
B. Ignorance of Rule Restriction
It related to the generalization of deviant structure. It is failures to observe the
restriction of existing structure, that is application of rules to context where they do not apply.
Example : I will tell to her this problem.
(It should be : I will tell her this problem).
C. Incomplete Application of Rules
The occur of structure deviance represent the degree of development of the rule
required to produce acceptable utterances.
Example : Santi went to river last month.
(It should be ; Santi went to the river last month).
The error is the omission of definite article in the sentence since the students do not
apply the rules completely.
D. False Concept Hypothesizes
There are a class of development errors that are derive from faulty comprehension of
distinction in the target language.
(It should be : The fire caused much damage).
2.3 Common Errors in Writing
One of the basic grammatical categories is parts of speech, which are different kinds
of words used for different purposes in a sentence. There are eight parts of speech : noun,
pronoun, adjective, preposition, conjunction, interjection, punctuation. Errors in writing such
as : punctuation, diction, and spelling. However, in this study there are only six parts of
speech will be described and discussed.
2.3.1 Noun
Noun is a word that used to name a person, place, thing, or idea.
a. Types of Noun
1. Common Noun
Common noun names anyone of class of person, place, or thing.
Example : girl, pen, hospital
A girl is waiting for the bus.
The pen is very expensive.
My friend works at he hospital.
2. Proper Noun
Proper noun names a specific person, place, o thing. Proper noun begins with a
capitalized letter in writing. For example :
Mr. John Smith is an English teacher.
Names of geographic units such as countries, cities.
e.g., Holland, Paris
Holland has a beautiful scenery.
Paris is a nice city in the world.
Names of nationalities and religions.
e.g., Indonesian
Names of holiday
e.g., Summer Camp
We join for the Summer Camp in the beach.
Names of time unit.
e.g., Saturday, March
We are free on Saturday
I was born in March.
Words used for personification that means a thing or abstraction treated as
a person.
e.g., Nature
3. Compound Noun
Compound nouns are two or more nouns that function as a simple unit. A compound
noun can be divided into two individual words, and words that joined by a hyphen or two
words combined.
e.g., Individual words : tome capsule
Hypenated words : great-uncle
Combined words : basketball
4. Collective Noun
Collective noun is a word for a group of people, animals, or objects that considered as
a single unit.
e.g., audience, team, etc.
1. The audience is interested in watching the movie.
2. The opposite team wins the competition.
b. Form of Nouns
The general rule of writing the plural noun in English is to add s to the single form
(boy-boys, grape-graves). However, this rule is complicated because many exceptions given
below.
e.g., : Classes, Dishes
- After y preceded by a consonant, the y is changed to I and es.
e.g., : Lady - Ladies
Country - Countries
If final y is preceded by a vowel, no changed is made.
e.g., : Boy – Boys
Toy – Toys
- In one syllable words, final f for fe become ves. In the plural
e.g., : Wife –Wives
Leaf – Leaves
- After final o, es, is sometimes added, especially in some command word.
e.g., : Hero – Heroes
- But if a vowel preceded the final o, or if the word is a term used in the music, only s is
added.
e.g., : Studio – Studios
Piano – Pianos
- And sometimes the es alternates with a less command sending.
e.g., : Cargo – Cargos
- An internal change
e.g., : Man – Men
- An en ending
e.g., : Child – Children
- The plural has the same form as the singular
e.g., : Sheep – Sheep
- The singular has the same form as the plural
e.g., : Series – Series
2.3.2 Pronoun
Pronoun is a word used instead of a noun.
a. Types of Noun
1. Personal Pronoun
Personal pronoun refers top a specific person, place, or thing. Based on the position, a
personal pronoun can be divided into two groups. They are :
a) Nominative case
In this case pronoun functions as the subject in a sentence. Subject I, You, She, He,
We. They are included to this group. Nominative case comes before an infinitive or auxiliary
e.g., : I am a student.
b) Objective case
In this case, objective case functions as object in a sentence. Me, you, him, her, it, us,
you, them are included to this group. Objective case comes after preposition.
e.g., : I am angry with them.
2. Possessive Pronoun
Possessive pronoun shows the ownership. The possessive pronoun are mine, yours,
his, hers, ours, theirs.
e.g., : Is this beautiful painting yours? Yes, it is mine.
3. Reflexive Pronoun
It adds the information to a sentence pointing back to a noun or pronoun near the
beginning of the sentence. Reflexive pronoun ends with self or selves. For example : my self,
himself, itself, ourselves, yourselves, themselves.
e.g., : I do the assignment my self.
4. Intensive Pronoun
Intensive pronoun also ends with self or selves but just to add restatement to the noun
e.g., : Renny herself brought the oranges.
5. Demonstrative Pronoun
Demonstrative pronoun directs attention to a specific person, place, or thing.
For example : this, that, those, these.
This and that followed by a countable noun in a singular form.
e.g., : 1. This is a pencil.
2. That is a chair.
These and those only followed by a countable noun in a plural form.
e.g., : 1. Those are students.
2. These are computers.
A demonstrative pronoun is used :
To avoid the repetition of some word in a sentence.
e.g., : I prefer buy this car to that.
Form the sentence above, that used to show another car.
As the subject.
Those who are diligent must be clever.
Those is the subject.
These are words included to an indefinite pronoun :
Each. It is used to show a person or thing.
Each student must obey the rule.
One /Ones. It is used to substitute a singular noun, but ones for plural noun.
1. This book is new, but that one is old.
2. Those cars are expensive, but those ones are cheap.
Ones is used to substitute the cars.
Someone, somebody, something, somewhere, anyone, anybody, anything, anywhere.
Those are commonly used with singular noun together.
Some is used in positive sentence but any used to negative sentence.
1. I saw someone standing there yesterday.
2. I do not know anything about him.
Everyone, everybody, everything. Those words are used in a singular form.
1. Everyone knows who I am.
2. Everybody ever falls in love.
3. Everything will be fine.
No one, nobody, nothing, nowhere.
e.g., :
2. Nobody came here again.
Each other is commonly used for two persons.
e.g., :
1. We love each other.
One another used for more than two persons.
e.g.,
1. All of the students are friendly one another.
Some and any
Some used in a positive sentence.
e.g., :
1. I have some books.
Any used in a negative sentence.
e.g., :
1. He has not got any books.
All and most
Both are used in plural form.
e.g., :
1. All the students are smart.
Both
Both is only used in plural.
e.g., :
1. Both of us like studying.
Many and several
Both of the pronoun are used for plural form.
e.g., :
1. I have many friends.
2. My friends borrow several books from the library.
7. Interrogative Pronoun
Interrogative pronoun is used to start a question. The words which are included to
interrogative pronoun are :
1. Who, used to ask subject. For example : Who teaches your English?
2. Whom, used to ask object. For example : Whom can you invite to the meeting?
3. What, used to ask a thing. For example : What is your hobby?
4. Which, used to ask a choice. For example : Which pen do you like?
5. Why, used to ask a reason or cause. For example : Why is she angry?
7. How, used to ask the way or situation. For example : How do you go to Jakarta?
8. Relative Pronoun.
It starts a subordinate clause. There are five relative pronouns.
They are :
1. Who, used to substitute a person either as subject or object.
e.g., He is the man who helps me.
2. Whom, used to substitute a person as an object.
e.g., The girl whom I met yesterday is friendly.
3. Whose, used to substitute a possession either person or thing.
e.g., The woman whose car was stolen called the police.
4. Which, used to substitute a thing.
e.g., The dress which I bought yesterday is very expensive.
5. What, used to substitute a singular noun, but the noun is not mentioned.
e.g., I know what you mean.
6. That, used to substitute a person either subject or object.
b. Form of Pronoun.
The personal pronoun changes their form for person (first, second, third). For case
neutral). Except for case, the reflexive pronoun makes the same kinds of changes such as : I –
me – mine – myself.
2.3.3 Verb
Verb is a word used for saying something about else, denoting an action.
a. Types of Verb.
There are seven kinds of verbs. They are :
a. Transitive verb
It needs the object to fulfill the meaning. This verb divided into two kinds :
1. Transitive verb that only needs a direct object.
e.g., He calls a taxi.
Call is a verb.
2. Transitive verb that only needs indirect object and direct object.
e.g., He sends me a letter.
Me is an indirect object, and letter ia a direct object.
3. Intransitive verb
Intransitive verb is a verb whose the action does not need a direct object. For example
:
2. Susan cried.
The underlined words are intransitive verbs.
4. Linking verb
Linking verb joins the subject and predicate. It does not show an action. Nevertheless,
it helps the words at the end of the sentence name or describes the subject. The common
linking verbs are feel, grow, seem, smell, remain, appear, sound, look, is, am, are, was, were,
have been.
e.g., 1. The manager was happy about the development.
2. They look so sad.
3. The food tastes delicious.
4. The tree grows well.
5. They seem angry.
6. The idea sounds very interesting.
5. Regular verb
Regular verb is verb which imperfect tense (the second form) and past participle
added with suffix ed at the end of its verb. For example : walk becomes walked, love
becomes loved. etc. Verb with suffix e such smile, love. However, the suffix d is added on
the second form and third form at the end of the verb, so it can be smiled, loved.
Irregular verb
Verb, which the second and the third form are not changed.
e.g., cut, hurt, etc.
Verb, which the second and the third form are the same but the difference form the
first form.
e.g., bleed (the second form), the third form is bled.
Verb which the first, the second and the third form are not the same.
e.g., arise – arose – arisen.
6. Causative verb
Causative verb shows a verb that shows cause results from the action mentioned in the
basic form. For example : darken derives from dark.
7. Auxiliary verb
Auxiliary verb is added to another verb to make the meaning clearer. Auxiliary verb
can be divided into :
1. To be : is, am, are, was, were, been.
I am student
They are lectures
2. To do : do, does, did, done
They do really love you
3. To have : has, have, had
I have been hungry
4. Modals : will, would, can, could, shall, might, may
They can speak English well
You may go home
b. Form of Verbs
Verb in English can be changed based on the tense. Which are used in the sentences.
The verbs, which changed regular are called regular verb.
1. Regular : watch - watched – watched
2. Irregular : go – went – gone
2.3.4 Adverb
Adverb is a word that describes verbs, and adjectives. Adverbs can be divided into
kinds and functions of adverb.
a. Types of Adverbs
1. Adverb of affirmation or adverb of intensity.
Adverb that shows the agreement such as really, actually, certainly, etc.
2. He actually loves me.
3. They certainly pass the examination.
2. Adverb of cause or reason
Adverb that used to answer such as why, on what account, and for what purpose.
Most of this preposition used to state the conjunctive relation.
For example : because, then, therefore, etc.
e.g., 1. John hardly loves Mary.
2. I almost forget about the accident.
3. Adverb of manner
Adverb that shows the way in action, statement or the quality. This is used to answer
the question such as how, in what way, by what method. The adverbs included to this
adverbs are beautifully, fluently, quickly, well, etc.
e.g., - She does the homework well.
- The room is beautifully decorated.
- You can speak English fluently.
- He runs quickly.
4. Adverb of direction
This adverb shows or from where. For example : come from.
5. Adverb of place or location
This adverb shows position or place. This is used to answer the question such as
where, what place. Words that included to this adverb are wherever, within, inside,
near, etc.
e.g., - The school is near my house.
- The guests are inside the hotel.
- They always bring the umbrella wherever they go.
6. Adverb of negotiation
This adverb shows a rejection such as never, etc.
e.g., I never meet him.
7. Adverb of time
Adverb that shows time, duration and how often an action happens. This adverb is
used to answer the question such as how long, how often, how soon, when, at what
time, etc. Words that included to this adverb are always, rarely, sometimes, never, etc.
e.g., - He always visits his mother in hometown.
- We rarely exercise in the morning.
- He sometimes hurt me.
- I never do the mistake.
2.3.5 Adjective
Adjective is a word that modifies a noun or pronoun. Adjective can be divided into
kinds and the comparison of adjectives.
a. Types of Adjective
The following are the main kinds of adjective. They are :
1. Adjective of Quality
Some example of adjective are such as good, heavy, dry, wet, and etc.
e.g., - The teacher is good.
- This box is heavy.
- My skin is dry.
- The dress is wet.
2. Adjective of Quantity
They show the quantity of a thing and answer the question by using How much?
Some example of adjective are little, mush, all, etc.
e.g., - There is not much water in this well.
- He has decided all his whole life for the nation.
3. Adjective of Number
They indicate the number o person or things that mean and or in what order. They
answer the question : how many? They are also called as a numeral adjective.
These adjectives are :
Definite adjective of number : one, first, etc.
- Andi is the first student gets the scholarship.
- I bought three books yesterday.
Indefinite adjective of number : many, some, no, etc.
- I have many friends at my campus.
- She has no sugar.
Distributive adjective of number : each, every, etc.
- Each of them is given a pen.
- Every student must obey the rules.
4. Demonstrative Adjective
These adjective straight away to point out the person or thing that concerned, for
example : this, that, those, these.
a. This pen is better than that.
b. That book is yours.
- That shows a singular noun.
c. These boys are happy.
- These shows the plural noun.
d. Those trees were planted by us.
- Those shows the plural noun.
5. Interrogative Adjective
Adjective which are used with nouns to ask questions are called interrogative
adjective.
e.g., which, what, whose.
The usages in sentences are :
- Which book is yours ?
- What kind of foods do you like ?
- Whose pen is this ?
6. Possessive Adjective
It means that some words that are included to my, your, his, her, our, their, its.
e.g., - My house is unique.
- Her parents are kind to me
7. Exclamatory Adjective
The following sentences or phrases, “what” has been used as an exclamatory
adjective.
e.g., - What a nice day!
- What a fantastic movie!
8. Emphatic Adjective
In this part, “own” and “very” have been used as emphatic adjective in the following
object.
e.g., 1 This is my own car.
b. Form of Adjectives
Adjectives have two forms, namely inflectional and derivational form.
1. Inflectional form of adjectives.
Inflectional form adjectives as determines do not change their form except for
possessive, of noun and pronouns used adjectivally (s’ for the singular and ‘for the plural are
added) and the demonstrative, which have separate form for the plural (these and those)
(Marcella Frank 1972 : 117)
e.g., - This is Ran’s house.
- These books are mine.
2. Final preceded by a single consonant is changed to i.
e.g., Livelier, Lucklier.
3. Single consonant preceded by a single vowel is double in one syllable adjectives.
e.g., Bigger, Thinner.
4. Final e is dropped.
e.g., Simpler, largest, wider.
2.3.6 Punctuation
a. Types of Punctuation
1. The Comma
The comma separates or sets off words and groups of words within sentences.
Using Commas with Conjunction
Use a comma before a conjunction (and, but, for, or, nor, so, yet) linking two Canada.
e.g., Canadians watch America closely, but most Americans know little about Canada.
The cowards never started on the long trek west, and the week died along the way.
Misusing Commas with Conjunctions
1. Do not use a comma before a conjunction that links a pair of words or phrases :
* He was genial, but shrewd.
* I phoned the store, and asked to speak with the manager.
REVISED : I phoned the store and asked to speak with the manager.
2. Except as noted below , do not use a comma after a conjunction :
* I could not find the light switch, so I had to grope my way through the
house.
REVISED : I could not find the light switch, so I had to grope my way through the
house.
* Mr. Martin worked me hard. But, he never demanded more of me than of
himself.
REVISED : Mr. Martin worked me hard. But he never demanded more of me than of
himself.
- Misusing Commas between Independent Clauses – The Comma Splice
1. Do not use a comma alone between two independent clauses :
* The beams have rotted, they can no longer support the roof.
This sentence illustrates the error known as the comma splice. To correct the error,
you must either replace the comma or add a conjunction:
REVISED : The beams have rotted; they can no longer support the roof.
Using Commas after Introductory Elements
1. Use a comma after an introductory clause, phrase, or word :
* Unfortunately, a blizzard closed the airport for two days.
2. Use a comma after a conjunctive adverb at the beginning of a sentence or clause :
* Nevertheless, some of the problems cause by automation remain unsolved.
* Anto workers have stopped demanding big wage increases each year; on the
other hand, they are asking for job security.
- Using Commas with Nonrestrictive Elements
1. Use a comma of a pair of commas to set of nonrestrictive elements: words,
phrases, and clauses that are not essential to the meaning of the sentences in which
they appear:
* Anyone who publishes a book at the age of six must be remarkable.
* Dorothy Straight of Washington, D.C, who published her first book at the
age of six, was a remarkable child.
- Misusing Commas with Restrictive Elements
1. Do not use commas with restrictive elements : with words, phrases, or clauses
essential to the meaning of the sentences in which they appear.
* The crow stood up when the band began playing the national anthem.
* Volcanoes pumping ash into the air can add a streak of color to sunsets
thousands of miles away.
- Using Commas with Coordinate Items in Series
* Sally, Beth, and Cathy were reading in the library.
* The cat awoke, stretched, and leaped from the chair.
Note that a comma precedes the and that links the final item to the others.
2. Use commas to separate two or more coordinate adjectives modifying the same
noun :
* The man spoke in a low, mysterious voice.
* A big, old, dilapidated house stood on the corner.
When items in a series are long or internally punctuated, use semicolons between
them.
Misusing Commas with Coordinate Items in a Series
1. Do not use a comma to separate adjectives when they are not coordinate that is,
when they do not both modify the same noun :
* His deep, blue eyes stared at me.
REVISED : His deep blue eyes stared at me.
2. Do not use a comma before and in a compound phrase with just two items :
* The man carried a blue suitcase, and a red umbrella.
3. Do not use a comma between and and the last item in a series :
* The speaker coughed, studied his notes, and, frowned in dismay
- Using Commas to Prevent a Misreading
1. Use a comma when you need one to prevent a misreading of your sentence :
* On the left walls of sheer ice rose over five thousands feet into the clouds.
REVISED : On the left, walls of sheer ice rose over five thousands feet into the
clouds.
Using Commas with Dates, Adresses, Greetings, Names, and Large Numbers
1. Use commas to set off successive items in dates and addresses :
* On the afternoon of July 1, 1963, the fighting began.
* The return address on the letter was 23 Hocknet Street, Lexington.
2. Use commas to set off the name of someone directly addressed in a sentence :
* A few weeks ago, Mr. Taplow, I spoke to you on the telephone about the
possibility of a summer job.
3. Use commas after the greeting in a friendly or informal letter, and after the closing
in a letter of any kind :
* Dear Mary,
* Yours truly,
4. Use commas to set off titles or degress after a person’s name :
* Barbara Kane, M.D. delivered the commencement address.
* Lunt, George D.
6. Use commas to mark groups or three digits in a large numbers.
* Antartic is 5.400.000 square miles of ice-covered land.
- Misusing Commas with Addresses and Dates
1. Do not use a comma to separate the name of a month from the day :
* October, 22
REVISED : October 22
* 15, May
REVISED : 15 May
2. Do not use a comma to separate a street number from the name of the street :
* 15, Amsterdam Avenue
REVISED : 15 Amsterdam Avenue
3. Do not use a comma to separate the name of a state, province, or country from the
zip code :
* Lebanon, New Hampshire, 03766
REVISED : Lebanon, New Hampshire 03766
* Toronto, Canada, M5S 1A1
4. Do not use a comma to separate the name of the month from the year when the day
is not given or comes before the month :
* January, 1982
REVISED : JANUARY 1982
* 22 April, 1939
REVISED : 22 April 1939
Using Commas with Quotation Marks
For a full discussion of how to use commas with quotation marks, see section.
Misusing the Comma with Quotation Marks
1. Do not use a comma between a subject and its predicate
* Voters with no understanding of the issue, should learn the facts.
REVISED : Voters with no understanding of the issue should learn the facts.
2. Do not use a comma between a verb and its object :
* For dessert we all had strawberry shortcake.
REVISED : For dessert we all had strawberry shortcake.
* I could not understand, why she refused me to see me.
2. The Semicolon and The Colon
Using the Semicolon
1. Use a semicolon to join two independent clauses that are closely related in
meaning:
* Insist on your; never imitate
* During the summer the resort is crowded with tourists;
2. Use a semicolon to join two independent clauses when the second begins with or
includes a conjunctive adverb :
* Shakespeare’s play are nearly four hundred years old; nevertheless, they still
speak to us.
* The voters have rejected a plan to widen Main Street, truckers, therefore,
will have to find an alternate route through town.
3. Use a semicolon to separate independent clauses linked by a conjunction if commas
appear in the clauses :
* By laughing at our faults, we can learn to acknowledge them graciously; and
we can try to overcome them in a positive, even cheerful way, not grimly and
disagreeably.
4. Use semicolons to emphasize the decision items in a series when one or more of the
* There were three new delegates at the meeting : Ms. Barbara Smith from
Red Bank, New Jersey; Ms. Beth Waters from Pocumtuck, Massachuttes; and
Mr. James Papson from Freeport, Maine.
- Misusing the Semicolon
1. Do not use a semicolon between a phrase and the clause to which it belongs :
* The climbers carried an extra nylon rope with them; to ensure their safe
descent from the cliff.
REVISED : The climbers carried an extra nylon rope with them to ensure their safe
descent from the cliff.
2. Do not use a semicolon between a subordinate clause and the main clause:
* Most of the crowd had left, before the concert ended.
REVISED : Most of the crowd had left before the concert ended.
3. Do not use a semicolon to introduce a list :
* The prophets denounced three types of wrongdoing; idolatry, injustice, and
neglect of the needy.
- Using the colon
1. Use a colon to introduce a list coming at the end of a sentence :
* Passenger may have one of four beverages : coffee, tea, milk, or soda.
2. Use a colon to introduce an example or an explanation related to something just
* The animals have a good many of our practical skills : some insects make
pretty air architects, and beavers know quite a lot about engineering.
3. Use a colon to introduce a quotation (usually of more than one line) in an essay :
* In the opening sentence of his novel Scaramouche, Rafael Sabatini says of
his hero : “He was born with the gift of laughter, and a sense that te world was
mad”.
4. Use a colon to follow the salutation in a formal letter
* Dear Mayor:
* Dear Mr. Watson:
* To Whom it may concern:
5. Use a colon to separate hours from minutes when the time of days is shown in
numerals:
* 8 : 40
* 6 : 30
* 11: 15
- Misusing the colon
1. Do not use a colon after such as, including, or a form of the verb be :
* On rainy days we played board games such as : Monopoly, Scrabble, and
* I woke up to find that someone had taken all of my valuables, including : my
watch, my camera, my passport, and all of money.
REVISED : I woke up to find that someone had taken all of my valuable, including
my watch, my camera, my passport and all of my money.
* In the kit were : soap, matches, an axe, and water.
REVISED : In the kit were, soap, matches, an axe, and water.
2. Do not use a colon between a verb and its object or between a preposition and its
object :
* In less than two minutes, the assailant knocked out : Bob, John and Harold.
REVISED : In less than two minutes, the assailant knocked out : Bob, John, and
Harold.
* Before heading home, we stopped at : the supermarket, the hardware store,
and the gas station.
REVISED : before heading home, we stopped at the supermarket, the hardware store,
and the gas station.
3. End Marks
The punctuation mark used to end sentences are the period, the question mark, and the
exclamation point. The period is also used to mark the end of some abbreviations.
1. To mark the end of a declarative sentence, a mild command or an indirect question
:
* The days are growing shorter, and the nights are becoming cool.
* Please send me the report.
2. To mark the end of some abbreviations :
* Dr. Boyle
* Mrs. L.S. Allingham
Generally, you don’t need periods with acronyms (words formed from the initials of a
multiword title), with capital-letter abbreviations of technical term, or with
abbreviated names of states, agencies and organizations :
* NATO
* VISTA
But you need periods with B.C. and A.D., and with abbreviations standing for the
names or political entities :
* U.S.A
* U.K
3. To mark letters or numerals used in vertical lists :
The handbook describes four kinds of cycles :
* Unicycles
* Tricycles
* Motorcycles
- Misusing the Period
1. In formal writing, do not use a period to separate the parts of a sentence. If you do,
you will create a sentence fragment :
* Customers should be treated courteously. Even if they are rude.
REVISED : Customer should be treated courteously even if they are rude.
2. Do not use a period after another period or other end mark :
* We have ordered materials from home Suppliers Company, Inc .
REVISED : We have ordered materials from home Supplies Company, Inc.
* Harry always used to ask, “Where’s the fire?”
REVISED : Harry always to ask “Where the fire?”
-Using the Question Mark?
Use a question mark
1. To mark the end of a direct question :
* Must the problems of the farmer be ignored ?
* To what agency can the poor go for legal aid ?
2. To indicate uncertainly within a statement :
* They must have paid a lot of money (fifty dollars ?) for that meal.
- Misusing the Question Mark
Do not use a question mark at the end of an indirect question :
* I wonder who wrote this song?
REVISED : I wonder who wrote this song?
- Using the Exclamation Point
Use the exclamation point to mark the end of an exclamatory sentence, phrase, or
word :
* Men are walking on the moon!
* What a spectacular view!
- Misusing the Exclamation Point
Do not overse exclamation points. Too many of them will dull your effect :
* We finally got there! We thought we’d never make it!! But we were there at
last!!!
REVISED : We finally got there. We thought we’d never make it. But we were there
at last!
4. Quotation Marks and Quoting
- Use double quotation marks (“ “) to enclose any words, phrases, or short passage
quoted from speech, writing, or printed matter :
“Macbeth imagines there is blood on her hand and cries. “Out, damned spot!”
“An agnostic, “writes Clarence Darrow, is a doubter”
- Using Double and Single Quotation Marks
1. Use double quotation marks to enclose the words or speakers engaged in dialogue
(conversation), and start a new paragraph each time the speaker changes :
“How did the interview go? , Bob asked
“Well, it sounds as if you might get the job. If you do, let’s celebrate”.
2. Use a single quotation marks (“ “) to enclose a quotation within a quotation:
“At the beginning of the class, Professors Baker asked, “Where does
Thoreau speak of desperation’ and what does he mean by this phrase?
- Using Quotation Marks with Other Punctuation
To punctuate quotations, you must often use quotations marks with other punctuation.
Here are guidelines.
1. Use a comma or a colon introduce a quotation :
Frank said, “let’s buy some beer and a pizza.”
Carl Jung writes : “Ideas spring from something greater than the personal
2. Use a comma to mark the end of a quoted sentence that is followed by and
identifying tag :
“It’s time to eat” said John
“I’m leaving tomorrow,” said Nancy. “We can clean up when I go back”.
But do not use the comma if the quoted sentence ends in a question mark or an
exclamation point :
“What’s the evidence?” the scientist asks
“Get out,” he screamed
As these examples show, even after full stop the tag begins with a lower-case
letter, not capital.
3. Use a pair of commas to set off a tag that interrupts a quoted sentence. Whether
spoken or written:
I have noticed, “Benwick Branch declared, ”that no one else arrives at work
on time.”
“ideas”, writes Carl Jung, “spring from something greater than the personal
human being.”
The second part of the quotation does not begin with a capital letter because it
does not begin a new sentence. It completes the sentences that was interrupted
by the tag.
4. Use a period to mark the end of a quoted statement that is not followed by a tag :
5. When you use a comma or period at the end of a quotation, put it inside the
closing quotation mark :
One of the astronauts said, “The earth looked unbelievably beautiful from the
spaceship.”
6. When you use a semicolon or a colon at the end of a quotation, put it outside the
closing quotation mark :
The senator announced, “I will not seek reelection”; then he left the room.
The new contract has “new benefits for women” : payment for overtime,
maternity leave, and seniority privileges.
7. When you use a question mark or an exclamation point at the end of a quotation,
put it inside the closing quotation mark only if it belongs to the quotations : otherwise,
put it outside :
Who wrote, What’s in a name?”
Suddenly he screamed, Get out!”
Wherever you put the question mark of the exclamation point, do not use a
period with it.
8. When that introduces a quotation, use no comma after it and no capital to start the
quotation unless begin with a proper name.
Carl Jung writes that “ideas spring from something greater than the personal
CHAPTER III
DESCRIPTION OF GRAMMATICAL ERRORS IN DESCRIPTIVE PARAGRAPH
IN JAKARTA POST’S ARTICLE
D’ Angelo (1980: 117) says that description is a way picturing images verbally in
writing and arranging those images in some kinds of logical or associational pattern.
Descriptive Paragraph reproduces the way things, looks, smell, taste, fell or sound. It is not
tell the story, but to say as a happiness, loneliness, fear, sad and beauty someone.
According to Mc. Quade (1980: 280) says that there are two kinds of description as
shown in the following :
1. Objective description, which is primarily factual any attention to the writer.
The writer use to make an impartial presentation of observable facts.
2. Subjective description includes attention to both the subject described and the
writers reaction to it. They use it whenever they want to convey their personal
interpretations of an object, place, person, or state of mind.
From the classification above, objective description is tended to facts that being
described. In order, the reader can feel to what writer feel. Then the subjective description is
tended to the writers reaction, opinion, thought towards, the objective being described. It
makes the readers can understand the interpretation of the writer based on the object.
Therefore, a writer needs to pay close attention not only to the details of what is being
described but also to the sequence the movement thought in the description itself.
Based on those classification, there are few purpose of the descriptive paragraph
1. Describing a Personality.
If we want to describe a person, the first thing what we do it to recognize him or his
individual characteristic. They do need to describe people occurs fairly in archaism at
physical attributes (face, hair). Emotional (worried, placed). Moral attribute (greedy, stingy)
and inteflect ( clever, stupid).
For example :
Maria has long back hair that falls down to her shoulders and surrounds her
diamond-shaped face, which is usually suntanned. She has dark brown eye brows over her blue eyes,
which are rather large. Her nose is straight, and on the left side of the bottom of her nose, by
her nostril, is a small mole. She has a small mouth with lips that are usually covered with
light pink lipstick. Her teeth are straight and white.
2. Describing a Place.
If we want to describe a place, he best way to describe a place is by presenting
something concentrate, such as : school, hotel. Further, it is essential to describe the site and
agreement of the spare involved.
For example :
My dormitory rooms, on the second floor of Bienville Hall, is small and crowded. The
dark green walls and dirty white ceiling make the room seem dark, and thus even smaller
than it is. As you walk into the room, you are stopped short by my bed which fills half of the
room. The two large windows over the bed are hidden by heavy dark gold drapes. Againts the
wall on your left, pushed into a corner behind the head of the bed, is a large bookcase which
is crammed with papers, books, and knick-knacks. Wedged between the bookcase and the
to fill the left end of the room. Stuffed under the desk is a woven wastepaper basket
overflowing with paper and debris. The wall above the bookcase and desk is completely
taken up with two small posters. On the right hand side of the room is narrow closet with
clothes, shoes, hats, tennis racquets, and boxes building out of its sliding doors. Every time I
walk out of the door, I think “Now I know what it is like to live in a closet”. (Quoted from :
Marina K. Bune & Carol ; Writing : 1973).
3. Describing an Object.
If we want to describe an object. The best way to describe an object accurately is
providing the physical characteristics of an object such as : the site, the shapes, the form, and
the colors. Therefore the writer will easily describe all the picture of the object.
For example :
Our backyard is dominated by a huge old live oak tree. The base of the trunk
measures approximately ten feet around. The thick muscular trunk rises solidly for about
eight feet and then separates into four main branches. From these, the lower branches spread
out horizontally over the ground, reaching into neighbors’ yards. The main branches continue
to rise, up and up, where they compete with each other for air and sunlight. From these
heights, the neighborhood cardinals and blue jays sing to each other, keeping a sharp eye out
for cats. As the birds sway in the wind , they look as if they are riding a sip across a gently
swelling ocean. From these heights, too, it is easy to see the variety of shrubs and sweet
smelling flowers lining the two long sides of our rectangular yard, the small walkway along
the back of the house, and the back fence that runs along the alley. (Quoted from : Marina K.
Bune & Carol ; Writing : 1973).
A complete text may consist of a single paragraph, but on the whole paragraph
usually belongs to a large text type such as an essay or report. However, David Jolly (1983:
130) says that a paragraph is regarded as a complete at the micro textual levels it is valuable
to treat the writing of them as a whole activity.
A paragraph may be defined as a group of sentences that develops one main ideas, in
the order words, a paragraph develops a topic. A topic is basically the subject of the
paragraph.
A paragraph is made up three major structural parts, a topic sentence, supporting
sentence and concluding sentence (Oshima and Hogue, 1983: 3).
1. The Topic Sentence.
The topic sentence usually is the first sentence in the paragraph or the second
paragraph, following a transitional sentence because the writers usually want their
readers to know from the start where the paragraph is going and the writer wants to
keep their readers attention, an opening topic sentence should be as precise and as
interesting possible.
Then, Barli Bram (1995: 16) says, topic sentence must have a subject and attitude. In
order words, it consists of a topic sentence must have a subject and restricting
statement. The subject tells us what to writer while the attitude shows or gives reasons
for writing. A topic sentence which has no attitude is like a dead, boring conversation.
Having no attitude, we have no clear, interesting, useful information to inform the
readers. We may conclude them that the topic sentence is a summary o all information
2. Supporting Sentences.
Once have taken notes and formulated a controlling idea about the topic, the next step
is to extract from our notes the material we can use to develop the paragraph. This
material will be used a support for the opinion or attitude expressed in our topic
sentence. It serves to back up. clarify , illustrate, explain or prove the point, we make
in our topic sentence. We used factual detail may be fact from resources materials,
such as magazine, journal, books or the details may include things that we or other
have to serve. Basically, supports come from the information we used to arrive at the
view we have expressed in our topic sentence. When we are examining our notes to
find support for pure the topic sentence, we may find it necessary to add material to
our notes.
3. Concluding Sentences.
After finishing writing supporting sentence, generally the paragraph is ended by
concluding sentence. This sentence tells the readers that the writing is finished.
A concluding sentence has three main purposes :
a. It summarizes the main point of the paragraph.
b. It gives the final comment on the topic and the readers with the most important
ideas to think about.
c. It signals the end of the paragraph.
There are four kinds of paragraph, they are :
1. Narration.
Narrative writing tells about what is happening or what happened. Narration is usually
written. Informative and Persuasive writing, narration is usually written chronological
order.
Based on the quotation, narrative writing is to illustrate something that happens. But
the primary aim is to explain procedure. The procedure can be given by given specific
straight forward direction and by affixing information or advice about the procedure,
a method or an event.
2. Exposition.
Exposition writing is a kid of writing that explains or clarifies something logically or
through reasoning.
This writing is known also as expository because it expounds on, or sets fourth, ideas
and facts. The other words, exposition writing means to present information about a
particular subject or making explanations and interpreting meanings.
3. Argumentation.
Troyka (1987: 5) defines that persuasive writing seeks to convince the reader about a
matter of opinion. This writing is sometimes called argumentation because it argues a
position. It is an attempt to prove a point or to develop an opinion. It is used in
persuading and convincing other to argue with the writer’s opinion or statement.
Based on the explanation above, the writer wants to focus about the descriptive
4. Description.
Descriptive paragraph is a paragraph which describe about something such as
describe a person, describe place, and describe an object. The paragraph depends on
the writer intention which paragraph he or she wants the kind of write. In another
words a descriptive paragraph is a piece of writing which determines the central forms
for the description, details that I to complete the idea such as the description of places,
events and things.
A good descriptive paragraph let the readers’ experiences imitate the materials as they
read. The descriptive paragraph has elaborated a purpose to convey the reader. It
attempts to paint a picture object. A successful description doesn’t depend on morally
visual effects, however it attends to evoke all sense by identifying a subject significant
features and by arranging those features in an appropriate patterns.
3.3 Analysis of Grammatical Errors in Descriptive Paragraph in Jakarta Post’s
ARTICLE
ARTICLE 1
Indonesia’s rupiah advanced for a second day on speculation regional stock gains will
revive demand for emerging-market assets. Bond rose.
For second day should be for two days.
Revive demand should be put “to.”
It should be revive to demand.
Paragraph 2
The rupiah also strengthened on peculation Bank Indonesia will intervene to stem
declines after the currency dropped to a two-month low on Feb 2.
Stem declines should be only decline.
Intervene decline should be put “to.”
It becomes intervene to decline.
Paragraph 3
The rupiah pared gains after the central bank slashed interest rates for the third time in
as many months. Asian shares climbed after a pickup in home sales in the United States
helped lift the Standard & Poor’s 500 Index.
Pared gains should be put “to.”
It becomes pared to gain.
It becomes shares to climb.
Helped lift should be put “to”.
It becomes helped to lift.
Paragraph 4
“That helped sentiment for the rupiah today,” said Wiling Bolung, head of treasury
at ANZ Panin Bank in Jakarta.
All of these are correct.
Paragraph 5
“People can see Bank Indonesia is intervening in the market at various levels to
smoothen the movement.”
All of these are correct.
Paragraph 6
The rupiah rise as much as 1 percent to 11,600 a dollar before trading at 11,675 as of
4 : 29 p.m. versus 11,720 Tuesday. The currency touched 12,000 0n Feb. 2, the weakest since
Dec. 5.
All of these are correct.
Paragraph 7
Bank Indonesia Wednesday lowered the benchmark interest rate by half a percentage
point to 8.25 percent.
Paragraph 8
Nondeliverable forwards contracts signal traders are betting the rupiah will weaken to
12,423 per dollar in three months, compared with odds Tuesday for a rate of 12,375.
Will weaken should be will be weak.
Paragraph 9
Foreign-exchange reserves fell to US $50.9 billion in January from $51.64 billion in
December, a sign that the central bank may have intervened to support its currency.
Reserves fell should be put “to.”
It becomes reserves to fell.
Paragraph 10
Seven-year government bonds gained for a second day, with the yield sliding to a
four-week low, after center bank senior deputy governor Miranda Goeltom said Bank
Indonesia has scope to cut rate further should inflation show.
Bonds gained should be put “to.”
It becomes bonds to gain
Paragraph 11
“Indonesia is probably the one that’s attractive for a very long term hold” among
Asian bonds, said Chia Woon Khien, an interest-rate strategist at Royal Bank of Scotland
All of these are correct.
Paragraph 12
“They haven’t finished cutting interest rates”.
Finished cutting should be put “to infinitive”.
It becomes finished to cut.
Paragraph 13
The yield on the 10.75 percent note due May 2016dropped 8 basis points, or 0.08
percentage point, to 11.36 percent, according to closing prices at the Inter Dealer Market
Association.
All of these are correct.
ARTICLE 2
Paragraph 1
Indonesia’ rupiah fell the most in two weeks against the dollar on speculation a
deepening global recession will sap demand for emerging-market assets.
Will sap demand should be put “to infinitive”.
It becomes will sap to demand.
Paragraph 2
Bonds declined should be put “to infinitive”.
It becomes bonds to decline.
Paragraph 3
The currency weakened for a third day after Bank Indonesia Governor Boediono said
late on Jan. 30 the “downside risk” to economic growth is increasing.
A third day should de three days.
Paragraph 4
Asian shares dropped for a second day after South Korea reported a record drop in
January exports and US President Barack Obama forecast a “tough several months” for the
world’s biggest economy.
A second day should be two days.
Forecast should be add + s
It becomes forecasts.
Paragraph 5
We see very weak stock markets in Asia now,” said Tetsuo Yoshikoshi, a senior
economist at Sumitomo Mitsui Banking Corp. in Singapore.
Very weak should be put after the verb “see.”
Paragraph 6
“The rupiah will move in line with the weak sentiment in regional markets.”
All of these are correct.
Paragraph 7
The rupiah slid 2.2 percent to 11,700 per dollar as of 4:42 p.m. in Jakarta, the biggest
drop since Jan.20, according to data compiled by Bloomberg. It earlier touched 12,000, the
weakest since Dec.5.
All of these are correct.
Paragraph 8
Non-deliverable forwards signal the rupiah will drop to 12,580 per dollar in three
months, having projected a rate of 11,830 at the end of last week.
Having projected should be have projected.
Paragraph 9
Forwards are agreements in which assets are bought and sold at current prices for
delivery at a future specified time and date.
Are should be is.
Paragraph 10
The MSCI-Asia Pasific Index of shares dropped 1.8 percent Monday and the Jakarta
Composite Index declined 1.7 percent. Asian currencies weakened versus the greenback in
Weakened versus should be put “to.”
It becomes weakened to versus.
Paragraph 11
“We still see risks of the rupiah being battered further by heightened risk aversion and
threats of further de-leveraging that has taken place as early this morning,” said Enrico
Tanuwidjaja, an economist at Oversea-Chinese Banking Corp. in Singapore.
All of these are correct.
Paragraph 12
The currency may touch 12,600 by the third quarter and eventually settle at 12,000 by
the end of the year, he said.
All of these are correct.
Paragraph 13
The new 10-years benchmark government bonds slipped, ending two days of gains,
on concern rupiah loses will discourage investors from buying the securities.
The new 10-year should be The new ten years.
Bonds slipped should be put “to.”
It becomes bonds to slip.
ARTICLE 3
Jakarta : PT. Astra Agro Lestari, Indonesia’s biggest publicly plantations company,
said it sold the entire 6,000 metric tons of palm oil offered in tenders Monday.
All of these are correct.
Paragraph 2
The company disposed 2,000 tons to PT Inti Benua Perkasatama for between Rp
6,230 a kilogram (US$532 a ton) and Rp 6,310 a kilogram from ports in Riau Province.
All of these are correct.
Paragraph 3
Astra Agro sold a further 2,000 tons to PT Panca Nabati Prakarsa at Rp 6,145 a
kilogram, and the remainder to PT Sinar Alam Permai for Rp 6,050 a kilogram from east
Indonesia. All prices are free-on-board.
All of these are correct.
Paragraph 4
There was no trading in palm oil futures Monday because the Malaysia Derivatives
Exchange was closed for a holiday.
A holiday should be on holiday.
Paragraph 5
Palm oil for April delivery dropped 2,8 percent to 1,779 ringgit ($492) a metric ton
All of these are correct.
Paragraph 6
China’s Dalian Commodity Exchange resumed trading after a week-long Chinese
Lunar New Year holidays. May-delivery palm oil dropped 2,7 percent to 5,040 yuan ($736) a
ton.
CHAPTER IV
CONCLUSIONS AND SUGGESTIONS
4.1. Conclusions
Based on studying this paper, the writer wants to make the conclusions as following :
1. Noun is a word that names a person, place or thing.
2. Pronoun is a word used in place of a noun or another pronoun. 3. Verb is a word that describes an action. Verb has seven kinds. 4. Adverb is a word that modifies a verb and an adjective. 5. Adjective is a word bad modifies a noun or pronoun.
6. Punctuation consists of the comma the semicolon, the colon, end marks, quotation marks and quoting.
4.2. Suggestion
