The Analysis of “Noun Clauses” in Students’
Ability of Hortatory Text
(A study in Writing 3 of IAIN Salatiga in the academic
year of 2015/2016)
A GRADUATING PAPER
Submitted to the Board of Examiners in Partial Fulfillment of the Requirement for the Degree of SarjanaPendidikan(S.Pd) in English Department of Educational
Faculty
Written by: ZAENAL ARIFIN
113-12-003
ENGLISH DEPARTMENT
TEACHER TARINING AND EDUCATION FACULTY
STATE INSTITUT FOR ISLAMIC STUDIES
MOTTO
IF YOU DON‟T GIVE UP, YOU STILL HAVE A CHANCE
DEDICATION
This graduating paper sincerely dedicated to:
1. My God Allah SWT, I believe that you never sleep. You are the great see and hear.
2. My beloved family, especially for my mother “NADHIFAH” and my father “FATKHAN” who gives supports pray and facilitates from the beginning until now. My beloved sister “HIDAYATUL MASRUROH” and “SILVIYATUL AULIYA” thanks for your support and pray. I love you so much.
3. My beloved best friends, especially LisnaOktavia, UlinNiam, LatifahListiyanti, and all of my friends in TBI A, thanks for your support, memories, togetherness, happiness, loyalty. I would remember you in my life.
4. All of my friends in IAIN Salatiga especially my English department in academic year 2012 remember me and our story in your heart.
ACKNOWLEDGEMENT
In the name of Allah, The Most Gracious, The Most Merciful, The
Lord of the Universe. Because of Him, the writer is able to finish this graduating paper as one of the requirements for the degree of SarjanaPendidikan in English
Department of Teacher Training and Education Faculty of IAIN Salatiga. Peace and salutation always be given to our prophet Muhammad SAW who has guided us from the darkness to the lightness.
However, this success would not be achieved without supports, guidance, advice, help and encouragement from individuals and institution, and
the writer somehow realizes this is an appropriate moment for him to deepest gratitude to:
1. Dr. RahmatHariyadi, M.Pd.as the head of State Institute for Islamic
Studies of Salatiga.
2. Suwardi, M.Pd, the Dean of Teacher Training and Education Faculty of
IAIN Salatiga
3. Noor Malihah, Ph.D, the Head of English Education Department of IAIN Salatiga
4. My counselor Sari Famularsih, MA, thanks for suggestion and guidance for this graduating paper from beginning until the end.
5. All of lectures in IAIN Salatiga, thanks for teaching and give me any knowledge.
6. All of staffs in IAIN Salatiga.
8. My big family, Father, Mother, and Sister thank you for support and give
me spirit.
9. all of my friends who help me to finish this graduating paper
Finally, this graduating paper is expected to be able to provide useful knowledge and information to the readers.
Salatiga, March 13rd2017
The Writer
ABSTRACT
Arifin, Zaenal. 2017. The Analysis of Noun Clauses in Students’ Ability of Hortatory Text (A Study in Writing 3 of IAIN Salatiga in the Academic Year 2015/2016) A Graduating Paper. English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga.Counselor: Sari Famularsih, M.A.
The title of this research is THE ANALYSIS OF NOUN CLAUSES IN STUDENTS‟ABILITY OF HORTATORY TEXT (A STUDY IN WRITING 3 OF IAIN SALATIGA IN THE ACADEMIC YEAR 2015/2016). This study is mainly describing the functions of noun clauses in hortatory text made by students of writing 3 of IAIN Salatiga. This study has two objectives, they are 1) how far do the students understand in using noun clause in making hortatory text in paragraph for writing 3 of IAIN Salatiga in academic year 2015/2016, and 2) what the dominant functions of noun clauses used by the students in making hortatory text for writing 3 of IAIN Salatiga in academic year 2015/2016. The writer uses descriptive qualitative method by describing and analyzes the data taken from 28 texts made by students. The writer uses documentation method for collecting data. In this research, the writer analyzed student‟s task and identifying which noun clause used by students according to its function. Right after get the result; the writer concludes that the dominant functions of noun clauses used by students are: noun clause as direct object (23.6%) and noun clause as adjective complement (21.8%).
TABLE OF CONTENT
H. GRADUATING PAPER OUTLINE ………...
12
CHAPTER III RESEARCH METHOD
A. RESEARCH METHODOLOGY ………... 37 B. GENERAL SITUATION OF IAIN SALATIGA... 38 C. RESEARCH SUBJECT...
D. POPULATION AND SAMPLE ………..
39 39
E. DATA COLLECTION METHOD ………. 40
F. DATA ANALYSIS METHOD ……...………... 41
CHAPTER IV DATA ANALYSIS
A. DATA ANALYSIS ………. 45
B. DATA PRESENTATION…..……….. 46
CHAPTER V CLOSER
A. CONCLUSION ………... 89
B. SUGGESTION………... 89
REFFERENCE
CHAPTER I
INTRODUCTION
A. Background of the Study
Accoding to Sapir (1949:8), language is purely human and non-instinctive method of communicating ideas, emotions, and desire by means of a system of voluntarily produced symbols. These symbols are, in
the first instance, auditory and they are produced by the so-called “organs of speech.” There is no discernible instinctive basis in human speech as
such, however much instinctive expression and the natural environment may serve as a stimulus for the development of certain elements of speech, however much instinctive tendencies, motor and other, may give a
predetermined range or mold to linguistic expression. Such human or animal communication, if “communication” it may be called, as is brought
about by involuntary, instinctive cries is not, in our sense, language at all.
According to Harmer (2001:1), English is not the language with the largest number of native or „first‟ language speakers; it has become a
lingua franca. A lingua franca can be defined as a language widely adopted for communication between two speakers whose native language are different from each other‟s and where one or both speakers are using it as
a „second‟ language. Huddleston and Pullum (2005:1) English is probably
the most widely used language in the world, with around 400 million
users in other countries where English is widely known and used in
business, government, or media.
Huddleston and Pullum (2005:11), sentences are made up from words in regular ways, and it is possible to describe the involved
regularities by giving general statements or rules that hold for all the sentences in the language. According to English Grammar Simplified
(2003:43-45) sentences have six elements, they are: subject, predicate, complement, modifier and independent element. Modifier is simple subject, word, phrase, or clauses that describe or limited the meaning of
the noun or pronoun. Analyzing sentences may use structural or constituent analysis.
Pharr and Buscemi (2005:652) says that all clauses, whether independent or dependent, must contain a subject and a predicate. A subject is the noun, pronoun, phrase, or clause that functions as the “actor”
in the sentence. The subject “act” through the verb or verb phrase which is the basis of the predicate, the verb along with it modifier. Goh and Silver
(2004:3) a clause is a larger grammatical unit, typically containing at least one noun phrase (as grammatical subject) and verb phrase. A clause can
form a sentence or part of sentence. Frank (1993:222), a clause may be defined in the same way as a sentence: it is a full predication that contains a subject and a predicate with an infinite verb. There are two kinds of
Ihemere (2006:299-300), noun clauses occur in one of two
syntactic positions following the verb of their superordinate clause: the object position or the adverbial position. A noun clause may also follow an adverbial clause introducer, in which case it can be taken to be part of a
larger adverbial clause. Equally, there is little or no evidence in Nigerian Pidgin to suggest the existence of categories like the „copular‟, „adjective‟,
or „intransitive verb‟, hence a noun clause that does not occupy the
adverbial position can be said to be the syntactic object of the verb of the clause to which it is subordinate.
According to Sudarwatiand Susanto as quote by Fajaryani (2015:6) said that hortatory exposition is a type of spoken or written text that is
intended to persuade the listeners or readers that something should or should not happen or be done. Hortatory is similar to analytical exposition
but if we have to differentiate both from one to each other. We have one useful too; by making analysis on the generic structure. What makes hortatory different from analytical exposition is the last finalizing step
which analytical exposition is ended by reiteration while hortatory exposition is finalized by certain a recommendation.
Spratt, Pulverness and Williams (2005:26) say that writing is one of the four language skills: reading, writing, listening and speaking. Writing and speaking are productive skills. That means they involve
signs on a page. To write we need a message and someone to
communicate it to. We also need to be able form letters and words, and to join these together to make words, sentences or a series of sentences that link together to communicate that message.
Nunan (1991: 91), writing is a complex process, and competent writing is frequently accepted as being the last language skill to be
acquired. Few people write spontaneously, and few feel comfortable with a formal writing task intended for the eyes of someone else. Writing is commonly seen as a three stages process: pre-writing, writing and
rewriting. Although this is very much an over simplification, it is helpful one. In the past teachers concentrated on the end of the second stage, after
the writing had been done. They did not see how they could intervene at the pre-writing and writing stages as all three stages as part of the writing
process and try to help students master the process by participating in it with them, rather than contenting ourselves with criticizing the product.
Based on the explanation above, then the writer tries to conduct a study entitle “The Analysis of Noun Clauses in Students’ Ability of
Hortatory Text (A Study in Writing 3 of IAIN Salatiga in academic
B. Statement of the problem
To clarify the problems that are going to be analyzed, the statements of the problems are formulated as follows:
1. How far do the students understand in using noun clause in making
hortatory text in paragraph for writing 3 ofIAIN Salatiga in academic year 2015/2016?
2. What the dominant functions of noun clauses used by the students in making hortatory text for writing 3 of IAIN Salatiga in academic year 2015/2016?
C. Limitation of the Study
In this research, the writer focused on “noun clauses” in students
making hortatory text. The writer analyzes students‟ ability in making
hortatory text especially about “noun clauses”. The subject of this research
is the students of Writing 3 of IAIN Salatiga in the academic year of 2015/2016.
D. Objective of the Study
The objectives of the study are:
1. To find out how far the students understand in using noun clause in making a hortatory text, (a study of Writing 3 of IAIN Salatiga in the
2. To find out the dominant functions of noun clauses used by students
in making hortatory text, (a study of Writing 3 of IAIN Salatiga in academic year 2015/2016).
E. Benefit of the Study
1. Theoretical
By conducting this research, the writer expects this study can contribute students‟ ability in making paragraph in a text especially in
making hortatory text.
2. Practical Benefits
a. It gives a clear explanation about noun clauses and hortatory text,
so the reader can use both appropriately.
b. It can be used as references for the other research in future.
F. Previous Research Review
The writer found a previous related study conducted by
Maghviroh, SitiUmatul (2015), entitled “Students’ Comprehension of
Noun Phrase plus Adjective Phrase toward Students’ Writing Skill (A
Correlational Research in the Third Semester of English Department
Students of STAIN Salatiga in the Academic Year of 2013/2015)”. In
her research, the main objectives of the study are to find out the significant correlation between students‟ comprehension of noun
semester of English department of STAIN Salatiga in the academic year of
2014/2015. The methodology of research was quantitative research. The techniques of collecting data were documentation and test. To find out the significant correlation between students‟ comprehension of noun
phrase plus adjective phrase and their writing skill the writer used noun phrase, adjective and writing test to know how score the students‟
comprehension of noun phrase, adjective phrase and their writing skill. The second one is research by Wahidah, Zahrotul, (2011), entitled
”A Syntactical Analysis of English Noun Phrase in Sentences of
Opinion Column at The Jakarta post newspaper on Saturday,
February 19, 2011 Edition”. This study aimed at describing English
noun phrase found in opinion column at The Jakarta post. There are three objective of the research namely: 1) To describe the sentence
pattern of English noun phrase in sentences used in opinion column issued by The Jakarta post Saturday, February 19, 2011 edition, 2) To find out the type sentences of English noun phrase used in opinion column
issued by The Jakarta post Saturday, February 19, 2011 edition, 3) To know the form of English noun phrase used in opinion column issued by
The Jakarta post Saturday, February 19, 2011 edition.
The third is research by DiahMawarniAyuningsih (2007), entitled Noun Phrase Construction Found in Report Genres in First Year Senior High School Students‟ Textbooks. This thesis analyzes about types of
School students are hoped to get informational level. It means that the
students are expected to create report texts. In creating text it is important to the students to know about the structure or grammar. Written text needs correctness of grammar, lexical density and also punctuation. To create a good report text which has lexical density students‟ can do it by learning
construction of noun phrase.
These researches mentioned above are similar on its purpose. But in this paper the writer focused on noun clauses. This paper used qualitative case study as the method and text analysis as the data collection
technique as the three previous researches, to know about how far the students‟ problem in writing hortatory text and analysis the problem,
especially using noun clauses in paragraph.
G. Definition of key term
In order to make this paper can be understood easily, here is the description of some key terms:
1. Noun
According to Yule (2006:82) noun are words used to refer to
people (boy), object (backpack), creatures (dog), places (school), qualities (roughness), phenomena (earth-quake), and abstract ideas (love) as if they were all “things”. Frank (1993:6) the noun is one of
sentence. In addition, it may function as the chief or “head” word in
many structures of modification. 2. Clause
Warriner (1982:93) a clause is a group of words that contains
a verb and its subject and is used as a part of sentence. Pharr and Buscemi (2005:652) says that all clauses, whether independent or
dependent, must contain a subject and a predicate. A subject is the noun, pronoun, phrase, or clause that functions as the “actor” in the
sentence. The subject “act” through the verb or verb phrase which is
the basis of the predicate, the verb along with it modifier. And according to Goh and Silver (2004:3) a clause is a larger grammatical
unit, typically containing at least one noun phrase (as grammatical subject) and verb phrase. A clause can form a sentence or part of
sentence. Frank (1993:222) a clause may be defined in the same way as a sentence: it is a full predication that contains a subject and a predicate with a infinite verb. There are two kind of clauses,
independent and dependent. 3. Noun clauses
Azar (1992:346) a noun clause is a dependent clause and cannot stand alone as a sentence. It must be connected to an independent clause (a main clause). Ihemere (2006:299-300), noun
A noun clause may also follow an adverbial clause introducer, in which
case it can be taken to be part of a larger adverbial clause. Equally, there is little or no evidence in Nigerian Pidgin to suggest the existence of categories like the „copular‟, „adjective‟, or „intransitive verb‟, hence
a noun clause that does not occupy the adverbial position can be said to be the syntactic object of the verb of the clause to which it is
subordinate. Frank (1993:283-303), wrote in his book there are some functions of noun clause:
1. Subject
2. Subject complement 3. Direct object
4. Object complement 5. Indirect object
6. Prepositional complement 7. Adjective phrase complement 8. Appositive
4. Text
According to Mark Andersons and Kathy Andersons
(2003:1), human being lives in a world of words. When these words are put together to communicate a meaning, a piece of text is created. When speaking or writing to communicate a message, there are
is an article which often read. It is the language unity that expresses
the meaning contextually. The limitation of the text is that the text is not measure the number of sentence or page, but the text is measured from the meaning expressed and context. Thus, the quality of the text
is not measured from the quantity of the sentences. 5. Hortatory Text
According to Sudarwatiand Susanto as quote by Fajaryani (2015:6) hortatory exposition is a type of spoken or written text that is intended to persuade the listeners or readers that something should or
should not happen or be done. Hortatory is similar to analytical exposition but if we have to differentiate both from one to each other.
We have one useful too; by making analysis on the generic structure. What makes hortatory different from analytical exposition is the last
finalizing step which analytical exposition is ended by reiteration while hortatory exposition is finalized by certain a recommendation. Setiasih (2015:181), hortatory exposition is the text contained the author's ideas
about problems around us. The goal was to persuade, influence, and suggest the reader that it might be understood that the case is discussed
H. Graduating Paper Outline
This thesis consists of five chapters. Each chapter has different element as follows:
Chapter I tell about introduction. The writer explains about general
background of the problem, statement of the problem, limitation of the study, objectives of the study, benefits of the study, definition of the key terms,
research method, and graduating paper outline.
Chapter II describe about theoretical review. The writer takes some books written by many experts as references which explains more about the
theoretical review of definition analysis and explains noun clauses and hortatory text.
Chapter III describes the research method. The writer used Qualitative research to analysis of “noun clause” in students‟ hortatory text. (A study in
Writing 3 of IAIN Salatiga in the academic year of 2015/2016)
Chapter IV presents Research Findings and Discussion. It includes the analysis of noun clauses in hortatory text.
Chapter V is conclusions and suggestions. It contents all of data analysis and gives some suggestions of the problems discussed.
References Curriculum Vitae
CHAPTER II
LITERATURE FRAMEWORK
A. Writing
1. Definition of writing
According to (Harcourt, 2012:7) writing is mind traveling, destination unknown. Let this statement be a reminder that when you
write, you may be engaged in uncharted thinking, mind traveling, so to speak. As you go along, you may stumble upon old memories, face
realities of the present, and speculate on what might be. You would not necessarily know where you writing will take you, at least not at the beginning. Your destination will only become clear as you travel
further and further into your writing. This is why writing may frustrate you. You feel you must know exactly where you are going before you start each journey. But effective writing seldom works that way.
Instead, writing often works best when it is the product of an unexpected detour, a surprising thought burst, an ordinary idea gone
haywire. That is why writing is thought of as a process; it cannot be rushed, and it cannot be fully scripted beforehand. In other words, it requires mind traveling.
In addition, according to Spratt, Pulverness and Williams (2005:26) say that writing is one of the four language skills: reading,
receiving it. Verify simply, we can say that writing involves
communicating a message (something to say) by making signs on a page. To write we need a message and someone to communicate it to. We also need to be able form letters and words, and to join these
together to make words, sentences or a series of sentences that link together to communicate that message.
2. Writing as a skills
The most important reason for teaching writing is that it is a basic language skill, just as important as speaking, listening, and
reading. Students need to know how to write letter, how to put written reports together, they need to know some of writing‟s special
convention such as punctuation, paragraph construction, etc just as they need to know how to pronounce spoken English appropriately. It
could be said that writing is an important language skill. It is productive skill that shows how skillful the student is in writing and discovers the talented students in this field. In addition, writing as a
way that a student can express his ideas or thought on the paper. In conclusion, writing is an activity that supports students to analyze and
3. Writing process
According to (Brown and Hood, 1998:6) as quoted by Harsyaf et al (2009:7-11) in fact they are three main stages of the writing process: preparing to write, drafting and revising.
1. Preparing to write
We can also call this stage as the stage of planning
or pre-writing (Lee and Vanpatten, 1995-217). Whatever type of writing a student is attempting, this stage can be the most important. This is when students gather their
information, and begin to organize it into a cohesive unit. There are a number of sub-processes entailed in this stage,
among them: generating ideas, organizing ideas, and goal setting. In doing so, we usually need to use a brainstorming
technique. 2. Drafting
It is the process or the stages in which writers
render through into visible language, or we can call it as the physical act of writing. Here, the student transfers the
information they have gathered and organized into a traditional format. This may take the shape of a simple paragraph, a one-page essay, or a multi-page report. Up
settle on the course the paper will take. Teaching about
writing can sometimes be as simple as evaluation good literature together, and exploring what makes the piece enjoyable or effective. It also involves helping a student
choose topics for writing based on their personal interest. Modeling the writing process in front of our students also
helps them see that even adults struggle for words and have to work at putting ideas together.
3. Revising
Revising or editing is usually the least favorite stage of the writing process, especially for beginning writers. Critiquing one‟s own writing can easily create
tension and frustration. But as you support your young writers, remind them that even the most celebrated authors
spend the majority of their time on this stage of the writing process. Revising can include adding, deleting, rearranging
and substituting words, sentences, and even entire paragraphs to make their writing more accurately represent
their ideas. It is often not a one-time event, but a continual process as the paper progresses. When teaching revision, be sure to allow your child time to voice aloud the
allow them to start with something small, such as replacing
some passive verbs in their paper with more active ones.
In addition according to Harcourt (2012:9) explain the steps in the
writing process are:
1. Prewriting
The first step in the writing process involves selecting a
specific topic, gathering details about it, and organizing those details into a writing plan.
2. Writing
During this step the writer completes the first draft using the prewriting plan as a guide. This draft is a writer‟s first
chance to get everything in paper. 3. Revising
During revising, the writer reviews the draft for five
key traits: ideas, organization, voice, word voice, and sentence
fluency. After deciding what changes to make, the writer deletes, moves, adds to, and rewrites parts of the text.
4. Editing
Then the writer edits the revised draft for the
5. Publishing
Finally, the writer published the work by preparing a final copy and sharing with others.
B. Noun
1. Definition of Noun
According to Yule (2006:82) nouns are words used to refer to people (boy), object (backpack), creatures (dog), places (school), qualities (roughness), phenomena (earth-quake), and abstract ideas (love) as if they were all “things”. Frank (1993:6) the noun is one of
the most important parts of speech. Its arrangement with the verb helps
to form the sentence core which is essential to every complete sentence. In addition, it may function as the chief or “head” of word in
many structures of modification.The noun arrangement with the verb helps form the sentence core which is essential to every complete sentence. In addition it may function as the chief or “head” of word in
many structures of modification. Frank (1993:6)
A noun is parts of speech that name a person, place, or thing.
Many different kinds of nouns are used in the English language. Some are specific for people, place, or events, and some represent groups or collections. Some nouns are not even nouns; they are verbs acting like
well; possessive nouns indicate ownership or a close relationship.
Regardless of the type, nouns should always agree with their verbs in sentences; use singular verb with singular nouns and plural verbs with plural nouns (Eggenschwiler and Biggs,2001:3).
2. Types of noun
There are five types of nouns classified by its meaning
according to Frank (1993:6-7): a. Proper nouns
A proper noun begins with a capital later in writing. It
includes (a) personal names (Mr. John Smith); (b) names of geographic units such as countries, cities, rivers, etc. (Holland,
Paris); (c) names of nationalities and religions (a Dutchman, Christianity); (d) names of holidays (Easter, Thanksgiving Day);
(e) names of time units (Saturday, June); (f) words use for personification in other words a thing or abstraction treated as a person (Nature, Liberty). As opposed to proper nouns, all other
nouns are classified as common nouns. b. Concrete or abstract nouns
A concrete noun is a word for a physical object that can be perceived by the sense or we can see, touch, and smell the object (flower, girl). An abstract nouns is a word for a concept, it is an
c. Countable or Non-countable nouns
A countable noun can usually be made plural by the addition of –s (one girl, two girls). A non-countable noun is not used in the plural. Mass nouns form one type of non-countable
noun. They are words for concrete objects stated in an undivided quantity (coffee, iron). Abstract nouns (including names of school
subjects and sports) are non-countable. Some non-countable nouns may also be used in a countable sense and will therefore have plural. In the sentence we had chicken for dinner, chicken is a mass
noun; in there were many chickens in the yard, chicken is a countable noun. In addition, a non-countable noun may be used in
the plural with the special meaning of kinds of – Many fruits were displayed at the fair.
d. Collective nouns
A collective noun is a word for a group of people, animals or objects considered as a single unit. Examples of collective nouns
are audience, committee, class, crew, crowd, enemy, faculty,
family, flock, folk, government, group, herd, jury, majority,
minority, nation, orchestra, press, public, and team. In American
English a collective noun used as subject usually takes a singular verb – The committee has decided to make some recommendation.
among themselves. With some of these collective noun, British
usage prefers a plural verb – The government (or the public) where
asked to cooperate. Collective nouns are countable nouns, they may be used in the plural – All the committees have now made
their recommendations.
Then noun classified by its form there is Noun compounds.
The term compound, as it is used for a part of speech, refers to a group of word – usually two, but sometimes more – joined together into one vocabulary unit that function as a single part of speech.
Noun compounds consist of the following composite form: 1. Noun + noun – bathroom, department store, grammar book
This kind of noun compound is most common. Noun + noun compounds are more likely to be hyphenated in British English
than in American English.
2. Possessive noun + noun – lady’s maid, artist’s model,
traveler’s checks, sometimes the „s is omitted from the first
noun – a woman college, a citizens bank.
3. Adjective + noun – blackbird, common sense, blue print
C. Clause
1. Definition of clause
Warriner (1982:93) a clause is a group of words that contains a verb and its subject and is used as a part of sentence. Pharr and
Buscemi (2005:652) says that all clauses, whether independent or dependent, must contain a subject and a predicate. A subject is the noun, pronoun, phrase, or clause that functions as the “actor” in the
sentence. The subject “act” through the verb or verb phrase which is the basis of the predicate, the verb along with it modifier. And
according to Goh and Silver (2004:3) a clause is a larger grammatical unit, typically containing at least one noun phrase (as grammatical
subject) and verb phrase. A clause can form a sentence or part of sentence. Frank (1993:222) a clause may be defined in the same way
as a sentence: it is a full predication that contains a subject and a predicate with a infinite verb. There are two kinds of clauses, independent and dependent.
2. Types of clause
a. Independent clauses
Bossone (1997:38-45) said there are two types of clauses:
independent or main clauses and dependent, or subordinate, clauses. Independent clauses express complete thoughts. They are
very simple sentence with just a subject and verb, or it can contain
additional words or phrases. b. Dependent clause
1) Adverbial clauses
Both independent clauses and dependent clauses contain subjects and verbs, but dependent clauses cannot stand
alone. They depend on (need) an independent clause to make sense. Dependent clauses are only parts of sentences; they begin with special words known as subordinating conjunction.
Such as after, although, as, because, before, if, since, than,
though, unless, until, when, whenever, where, wherever, while.
Dependent clauses that start with the subordinating conjunctions provide the same kinds of information that
adverbs do. They tell when, where, how, and why. 2) Relative clauses
Dependent clauses start with one of the relative
pronouns such as: Who, Whose, Whom, Which, and That. Because they start with relative pronouns, these clauses are
often called relative clauses. Here are some examples: a) Acapulco, which is in Mexico, has a beautiful beach.
b) Esther Weinberg, who is a teacher, is going to Italy.
The relative clause works as an adjective, modifying the noun “Esther Weinberg.”
c) Jane has a dog that can stand on its hind legs.
The relative clause works as an adjective, modifying the noun “dog.”
3) Noun clauses
Noun clauses begin with such words as: what, where,
why, when, who, that. These words are also used in adverbial and relative clauses. A noun clause is used only where a noun could be used, such as: subject of the sentence, direct object,
and object of the preposition. Below are some examples of noun clauses in sentences:
a) That he could be an enemy spy is impossible.
The noun clause is used as the subject of the sentence.
b) I discovered what the secret was.
The noun clause is used as the direct object of the verb “discovered.”
c) Tom showed us where the spies met.
D. Noun clause
1. Definition of noun clause
According to Warriner (1997:63) the noun clause used as an appositive has been omitted from the text because it is difficult for
students to distinguish this kind of clause from an adjective clause and because no harm is done if they call such a clause adjectival.
In addition, Sholahudin (2008:120) explains that noun clause is subordinate clauses that function like a noun. Noun clause always begins with subordinate conjunctions that are:
How What … for Whose
How old Whether How often
What Whom That
Where How many When
Whoever If Who
How far Whatever Why
Example: (compare each examples of noun clause and noun phrase)
a. What she said was interesting. (Noun clause) Her story was interesting. (Noun phrase) b. I heard what she said. (Noun clause)
I heard her story. (Noun phrase)
2. Functions of noun clause in sentences a. Noun clause as a subject
Example:
1) What you have written is very interesting.
2) Where he is going is a secret. b. Noun clause as a subject complement
Example:
1) That was what he always wanted to do. 2) This is what I think.
c. Noun clause as direct object Example:
1) We didn‟t understand what our lecturer explained. 2) I know what his name is.
d. Noun clause as indirect object
Example:
2) We will elect whoever has ability to lead as a chairman.
e. Noun clause as object of prepositions Example:
1) Give the cake to whoever is in the room.
2) She worried about how he was. f. Noun clause as object complement
Example:
1) Eva will name her baby whatever her husband likes. g. Noun clause as appositive
Example:
1) The fact that Anderson is innocent should be noted.
2) The suggestion that shops should open on Sunday led to a heated discussion.
h. Noun clause as adjective complement Example:
1) We are sure that you will win.
i. Noun clause as object of gerund Example:
1) Knowing that he is here is comfort to me. j. Noun clause as object of a participle
Example:
Example:
1) Peter asks Marylin to read what he had written. 2) My father wishes me to understand what he wants.
E. Text
1. Definition of Text
According to Knapp and Watkins (2005:25) language is always produced, exchanged or received as text; that is, language as a
system of communication is organized as cohesive units we call texts. A text is any completed act of communication such as a greeting
between friends in the street, a television advertisement, a novel, or a film and so on. As far as speech and writing are concerned, a text stands alone as an act of communication. Different types of texts have
distinctive characteristics, depending on what they are made to do. A piece of poetry, for instance, is immediately and characteristically
different from a scientific description because each is doing a vastly different thing with language.
Texts can be classified and organized in a multitude of ways:
conventions: Shakespeare and Dickens are „literary‟, a scientific
procedure and a computer manual are „factual‟, and The Simpsons and
the 7.30 Report are „media‟ texts. How, then, do we classify am text such as Sally Morgan‟s autobiography, My Place? In the first instance
it is literary in that it uses language in a way that moves or evokes in readers reflective and emotional responses. It is also factual: it is a
recount of her life and puts forward powerful arguments for a change in social perceptions and understanding. Finally, it has become widely read and influential through the print media. In the light of these
problems and contradictions, however, teachers require ways of thinking about the characteristics of texts more than before. The
following classifications are therefore useful as one way of thinking, and by no means absolute.
a. Literary Texts
For the purposes of teaching English, literary texts might include the broad range of texts that reflect and interpret individual
and social life, whether real or imaginary. Literary texts can deal with everyday experience in a way that lifts readers beyond the
everyday. Literary texts use language in a way that moves it beyond the concrete representational and functional modes of language. Literary texts often use language to create images in readers‟ minds; the language enables readers to engage with the
those of the writer. Literary texts make greater use of figural
language (metaphor, rhythm, repetition) and poetics (language for the sake of language) than do everyday texts. Literary texts include novels, epics, poems, dramas and sagas.
According to Mark Andersons and Kathy Andersons (2003: 1), Example of literary text (dramas):
(Sam is bouncing a basketball slowly with a sullen look on his face a Mum enters)
Mum:it is not the end of the world, you know
Sam: I should got that last shot
Mum: you can still make the play-offs
b. Factual Texts
Factual texts, from the point of view of schooling, include
those texts that have the primary aim of communicating knowledge as it has been educationally defined, classified and constructed. Factual texts deal with the exchange of knowledge (learning) in all
of the learning areas. In the everyday sense they include all of the texts that we use from day to day to „get things done‟. Many
factual texts such as technical descriptions, explanations and procedures tend to be driven by purpose and seek to be efficient and effective in their transmission. Other factual texts, such as
Example:
Milk: The Perfect Food
Milk is one of the most important sources of nutrition for human beings and animals. It is the first food provided for newborn
babies because milk contains a large variety of nutritional constituents, and at the same time it is easily digestible. Milk is
about 13% solids, and the solids contain 3.3% protein, 5% carbohydrates, 4% fat, and many vitamins and minerals. Moreover milk protein contains all of the essential amino acids like casein
and lactobacillus. Lactose is the principal carbohydrate of milk, and milk is the only source of lactose in nature. Milk also contains
all of the known vitamins: A, B, C, D, E and K, for all these reasons, milk consumption are the keystone of human being and
animal (Samir Atrass, Libya quoted by Risdianto, 2012: 115). c. Media Texts
This classification of texts is problematical for a range of
reasons, not least of which is that the modalities are changing and developing literally before our eyes. For example, much is made of
the impact on spelling and syntax of SMS and emails. Such discussions are outside the scope of this book; however, as discussed earlier in this chapter, one of the dynamic variables of
media texts impact on the literacy experiences of all students. From
this perspective we need to recognize that media texts are any texts (whether literary or factual) that are used in channels of mass communication such as print, broadcasting, cable, film and video.
Depending on the media, these texts can use different modes of communication: writing, speech, pictures or sound or all of these.
The shape of media texts is determined to some extent by the technology employed by the particular media. An understanding of such texts would necessarily imply an understanding of the
technologies and modes of production of the respective media. In the learning area of English, students are expected to
gain a competent understanding of how English works in all of the above categories of texts. For example, the type of language
deployed to write a poem will be vastly different from that required for a set of instructions. English, in its more functional modes, will be able to be effectively taught in the context of the other learning
areas. In its more figural or literary modes, however, it will have to be taught as English. In order to give students a technical
understanding of how texts work, teachers will need to use a technical language for the task.Without such a „language about language‟, the acquisition of this knowledge would be quite
The New York Times
Philippines Sends Aids for Typhoon Damage
Manila, Nov 10 (AP) – the Philippine air force ferried medical teams and relief supplies today in provinces ravaged by
Typhoon Agnes. The authorities said 515 people had died in the Typhoon and more than 400 were missing.
An air force spokesman said more than 163 tons of food, medicine and clothing had been send to the Visayan region, 300 miles south of Manila and more aid was on the way.
The Typhoon hit the region Monday. The spokesmen said helicopter were rescuing people stranded by floods that remind
chest deep today in some areas of Panay Island, which appeared to have been hit the worst. Most of the facilities and missing were on
the island, where 455,000 people were homeless.
The Philippine National Red Cross reported that 90% of the 86.000 house in Capiz Province on Panay were destroyed.
Many of the dead were children who drowned as 30-foot waves smashed into coastal villages (Risdianto, 2012:16).
F. Hortatory text
1. Definition of hortatory text
intended to persuade the listeners or readers that something should or
should not happen or be done. Hortatory is similar to analytical exposition but if we have to differentiate both from one to each other. We have one useful too; by making analysis on the generic structure.
What makes hortatory different from analytical exposition is the last finalizing step which analytical exposition is ended by reiteration
while hortatory exposition is finalized by certain a recommendation. Setiasih (2015:181), hortatory exposition is the text contained the author's ideas about problems around us. The goal was to persuade,
influence, and suggest the reader that it might be understood that the case is discussed that should, or should not be, to be the problem.
According to Hartono (2005:7) as quoted by Purnomowati (2010:9-10), states that hortatory exposition is to persuade the reader
or listener that something should or should not be the case. Grace and Sudarwati, Th.M. (2005: 167) point out hortatory exposition is to persuade the reader or listener that something should or should not be
the case. From the statement above we can conclude that hortatory exposition is a type of spoken or written text that is intended to explain
the listeners or readers that something should or should not happen or be done.
2. Language features of hortatory text
1. Focuses on generic human and non-human participants.
2. It uses mental processes. It is used to state what the researcher or speaker thinks or feels about something. For example: realize, feel and etc.
3. It often needs material processes. It is used to state what happens, e.g. ...has polluted...etc.
4. It usually uses Simple Present Tense and passive voice.
5. Enumeration is sometimes necessary to show the list of given arguments: firstly, secondly, and finally.
3. Generic structure of hortatory text
To strengthen the explanation, the speaker or writers need
some arguments as the fundamental reason of given idea. In other words, this kind of text can be called as argumentation. Hortatory
exposition text can be found in scientific books, magazines, newspaper, letters, to editor, advertising, speeches, research report, etc. Hortatory expositions are popular among science, academic
community and educated people. The generic structure of Hortatory Exposition usually has three components:
(1) Thesis
Thesis is the announcement of the issue of concern. (2) Arguments
Recommendation is the statement of what ought to happen.
Example of hortatory text according to Hussein and Pulungan (2016:7):The Importance of Reading
Thesis I personally think that reading is a very important activity in our life (1). Why do I say so?
Argument Firstly, by reading we can get a lot of knowledge about many things in the world such as Science, technology, sports, arts, culture, etc. written in books, magazine, newspaper, etc.
Secondly, by reading we can get a lot of news and information about something happening in any parts of the world which can we see directly. Another reason, reading can give us pleasure too. When we are tired, we read books, novel, comic, newspaper or magazine on the entertainment column such as comedy, short story, quiz, etc. To make us relaxed.
The last, reading can also take us to other parts of the world. By reading a book about Irian Jaya we may feel we‟re really sitting in the jungles not at home in our rooms.
Recommendation From the facts above, it‟s obvious that everyone needs to read to get knowledge, information and also entertainment (2).Or in summary we can say reading is truly important in our life.
CHAPTER III
RESEARCH METHODOLOGY
A. Research Methodology
1. Definition of qualitative research
According to Denzin and Lincoln as quote by Emzir (2010:1)
qualitative research is multi method in focus, involving an interpretive, naturalistic approach to its subject matter. This means that qualitative researchers study in their natural setting, attempting to make sense of
or interpret phenomena in terms of the meanings people bring to them. Qualitative research involves the studied use and collections of a
variety of empirical materials-case study, personal experience, introspective, life story, interview, observational, historical,
interactional, and visual text-that describe routine and problematic moment and meaning in individuals‟ live.
In addition Maanen et al (1983) said that qualitative research
deals with the meaning of things, and one view of meaning is associative. For an investigator, the association is between an entity
being studied and some analogy, interpretation, or abstract pattern that seems to the investigator to capture the essence of that entity. Yet, while social researchers agree that metaphors are important, they
B. General situation of IAIN Salatiga
State Institute for Islamic Studies (IAIN)Salatiga is the only one State Islamic Institute in Salatiga, Central Java province, Indonesia, based on the Regulation of the President of Republic Indonesia of State Islamic
Institute transform into State Institute for Islamic Studies (IAIN) Salatiga. Recently, IAIN Salatiga owns three college buildings. They are
located at TentaraPelajar Street No. 2 Salatiga, NakulaSadewa V Street No. 2 Salatiga, and the last is located in Pulutan, Sidorejo, Salatiga. IAIN Salatiga opens five faculties such as Teacher Training and Education Faculty, Economic and Business of Islamic Faculty, Syari‟ah Faculty,
Ushuludin and Humanities Faculty, and Dakwah Faculty.
IAIN Salatiga was established to carry out the science transformation through educational framework. By upholding Islamic
values, IAIN Salatiga proves that religion is a dimension that should be preserved and will be beneficial for the professional development. Furthermore, IAIN Salatiga shows that learning religion does not even
give a bad effect for the science development at all. In fact, religion is the powerful motivator for the development of the way of thinking and acting.
a. Vision
b. Mission
1. Establishing education in various Islamic disciplines based on the Indonesian values.
2. Conducting research in various Islamic disciplines for
strengthening Indonesian values.
3. Conducting community service based on research
strengthening Indonesian values.
4. Developing the culture of campus community which reflects the Islamic values in Indonesia.
5. Organizing the management of high education in professional accountable.
C. Research Subject
In this section researcher explain the subject of research is the
students of Writing 3 of English Educational Department of IAIN Salatiga. The underlying of choosing Writing 3 as a subject because they have
already learned about: noun clause and hortatory text.
D. Population and sample
a. Population
According to Brown (2001:71) said that a population is the entire
2015/2016. The total population was more than 61 students, purposive
technique was used to take the sample. As stated before, the writer chose the writing 3 class (A and B) of IAIN Salatiga in the academic year 2015/2016 as the population of this research base on some reason, those
were:
1. This class in the same year/semester.
2. They have been studying about noun clause and hortatory text.
b. Sample
In order to study a population more effectively, the writer selected a sample. Brown (2001:71) said that a sample is a subgroup of the students
that is representative of the whole population. The writer selected one class (class B) of writing 3 from the population as sample in this study.
E. Data Collection Method
1. Documentation
Arikunto (1998: 236) explain that, documentation is a method to looking for data by using record, transcript, document,
magazine, newspaper, agenda, and etcetera. And based on Sugiyono (2013: 329) documentation is a record of events that have passed. Documentation can be text such as; diaries,
documentation can also be composed of images such as; photos,
video, drawing, and others.
In addition, documentation is a number of data that present the verbal data such as correspondence, journal, memory report,
and other which can be mutually responsible, (Hadi, 1991:236). In this research the documentation can be text that written by
students.
F. Data Analysis Method
1. Categorizing
In this activity the writer categorizes the use of noun clause in
hortatory text written by students of Writing 3 of IAIN Salatiga in the Academic Year 2015/2016. Here the example of hortatory text written
by students:
Task 01
Written by: IrfiNurAfdiyani NIM: 113-13-110
The Use of Western Song in Learning English
English from kindergarten, they are still difficult using it because they not apply English language in their everyday life. There are some fun ways to learn English, one of those are using western song.
Argument The first reason why western song is able to improve our English mastery (1) is it is enrich our vocabulary. When listening to the song, we often curious about the meaning. We look up the meaning word by word in the dictionary or searching from internet.
The second reason is western song improve our pronunciation mastery. When we like a song, we will play that song many times. When we already memorize the lyric, we will sing that song and we will know how to pronounce it well (2). Not only improve our pronunciation mastery, western song also can improve our speaking fluency if we practice it over and over again.
The third reason, western song is a fun and easy way to learn English. Learning English not only in the school with many books, but also we can learn it by ourselves. We can also listen to the song while doing another activity using earphone or not. For example when we in the bus. Doing assignment, doing house work, etc. we will never bored listen to the song because when we bored listen one song, they are many new songs that are released.
Recommendation Those are the reasons why listening to the western song (3) are some of the easy and fun ways in learning English. So, I think that listening to the western song frequently is better for people who want to learn English in a fun way (4).
Task 02
Written by: DwiPurwasih NIM: 113-14-045 Music is Fun for Learning English
Thesis Learning English through music and songs (1)can be very enjoyable. You can mix pleasure with learning when you listen to a song and exploit the song as a means to your English progress. Some underlying reason can be drawn to support the idea why we use songs in language learning (2).
Argument Firstly, “the song stuck in my head” phenomenon (the echoing in our minds of last song we heard after leaving restaurant, shopping mall) can be both enjoyable and sometimes unnerving.
Secondly, songs in general also use simple conversational language, with a lot of repetition, which is just what many learners look for sample text. The fact that they are effective makes them many times more motivating than other text. There are many learning activities we can do with songs such as studying grammar, practicing selective listening comprehension, translating songs, learning vocabulary, speaking and culture.
Recommendation From the elaboration above, it can be suggest that learning through music and songs, learning English can be enjoyable and fun (3).
CHAPTER IV
DATA ANALYSIS
This chapter the writer find and analyzed the student task. From the
analyzed data, the finding give detail information about the result of this research. The writer collect twenty eight students‟ task in writing 3 class of
IAIN Salatiga in the academic year 2015/2016.
A. Data analysis
According to the task students were made, could be said that almost
all of students understand the using of noun clauses in writing hortatory text although not on its functions. They named it as noun clause by scanned the subordinate conjunctions in the text, such as how, what, who, which, that, why
etc. The students were unable to distinguish whether these clauses are adjectives, object, complement, or subject.
After analyzing the students‟ task, the writer found there are some
problems that students faced, as following:
1. The writer found there are six students (02, 06, 08, 09, 16, and 25) did not
know yet about the function of noun clause, and they did not use noun clause in their task. (see in Appendix)
2. The writer assumes about the six students that did not use noun clauses in
B. Data Presentation
The writer explains that the dominant functions of noun clauses used by student of writing 3 of IAIN Salatiga in the academic year
2015/2016 is:
No Function of noun clause Quantity
1. Noun clause as a subject 4
2. Noun clause as a subject complement 0
3. Noun clause as direct object 13
4. Noun clause as indirect object 11
5. Noun clause as object of prepositions 0
6. Noun clause as object complement 6
7. Noun clause as appositive 6
8. Noun clause as adjective complement 12
9. Noun clause as object of gerund 2
10. Noun clause as object of a participle 0
11. Noun clause as object of infinitive 1
The percentage of the most functions of noun clauses students used
in their task is:
1. Noun clause as a subject
2. Noun clause as a subject complement
3. Noun clause as direct object
4. Noun clause as indirect object
5. Noun clause as object of prepositions
6. Noun clause as object complement
7. Noun clause as appositive
8. Noun clause as adjective complement
9. Noun clause as object of gerund
10. Noun clause as object of a participle
11. Noun clause as object of infinitive
In order to answer the question “What the most functions of noun
clause as direct object (23.6%) and noun clause as adjective complement
(21.8%). There were three functions that did not find in the task, they were noun clause as subject complement (0%), noun clause as object of preposition (0%) and noun clause as object of participle (0%). The writer includes the student‟s entire task as follows:
Name : IrfiNurAfdiyani
NIM : 113-13-110
Class : B
Code : 01
The Use of Western Song in Learning English
Thesis Mastering English is become one of the important aspects nowadays. For example when we go to
another country or we meet tourist, we use English as a tool for communication. In fact, many
Indonesian are not able to speak in English because in Indonesia, English is a foreign language. Although Indonesian students are taught English
from kindergarten, they are still difficult using it because they not apply English language in their
Argument The first reason why western song is able to improve our English mastery (1) is it is enrich our
vocabulary. When listening to the song, we often curious about the meaning. We look up the meaning
word by word in the dictionary or searching from internet.
The second reason is western song improve our
pronunciation mastery. When we like a song, we will play that song many times. When we already
memorize the lyric, we will sing that song and we will know how to pronounce it well (2). Not only improve our pronunciation mastery, western song
also can improve our speaking fluency if we practice it over and over again.
The third reason, western song is a fun and easy way to learn English. Learning English not only in the school with many books, but also we can learn it
by ourselves. We can also listen to the song while doing another activity using earphone or not. For
example when we in the bus. Doing assignment, doing house work, etc. we will never bored listen to the song because when we bored listen one song,
Recommendation Those are the reasons why listening to the western song (3) are some of the easy and fun ways in
learning English. So, I think that listening to the western song frequently is better for people who
want to learn English in a fun way (4).
Discussion: (1) noun clause as subject, (2) noun clause as direct object, (3) noun clause as subject and (4) noun clause as direct object.
Name : Fitriyani
NIM : 113-14-009
Class : B
Code : 02
Should School Uniform be removed?
Thesis Many pros and cons happened about the school
uniform policy. I think the abolition of uniform will make some advantages.
Argument First argument is without uniform student can
express their selves when get dressed. They can choose any color, any model and anything types of cloth. They can combine the cloth to make it
are in the school.
The situations of the school will more interesting
and not boring. They will not look the same cloth every day in the same place. Student will look
diverse from other friends.
Recommendation Based on few arguments I suggest to government and education institution to allow their student get
free dressed when they are in the school.
Name : DwiPurwasih
NIM : 113-14-045
Class : B
Code : 03
Music is fun for learning English
Thesis Learning English through music and songs (1) can be very enjoyable. You can mix pleasure with
learning when you listen to a song and exploit the song as a means to your English progress. Some underlying reason can be drawn to support the idea
why we use songs in language learning (2).
(the echoing in our minds of last song we heard after leaving restaurant, shopping mall) can be both
enjoyable and sometimes unnerving.
Secondly, songs in general also use simple
conversational language, with a lot of repetition, which is just what many learners look for sample text. The fact that they are effective makes them
many times more motivating than other text. There are many learning activities we can do with songs
such as studying grammar, practicing selective listening comprehension, translating songs, learning vocabulary, speaking and culture.
Recommendation From the elaboration above, it can be suggest that learning through music and songs, learning English can be enjoyable and fun (3).
Discussion: (1) noun clause as a subject, (2) noun clause as direct object,
(3) noun clause as an appositive
Name : HanikSaidaMaghfiroh
NIM : 113-14-047
Class : B
Global Warming
Thesis The global warming is a big problem and complex
phenomenon. Global warming is not only threat human being but also the whole living creatures.
What causes of global warming?
Argument First, global warming which causes extreme climate challenge. That causes the temperature of the earth
increase and many animals lost their house.
Second, illegal loging is one of causes of global warming (1). For example, in Indonesia, illegal
loging is most popular activity. Many people and government like do it. In fact, they know if they cut trees more and more, temperature of the world will
increase.
Beside that using electricity much more, cause
temperature of earth warm up. People produce energy with fossil power that makes carbon dioxide
in atmosphere increase.
Next, causes from the glass house effects and the effect of methane gas. The glass house effect come
most part in the fact we need one hundred years for overcoming the glass house effect.
Recommendation Finally, I think that people must be more care about
this phenomenon (2). Like we begin to save our world with the simple things but create the great
impact like travelling by bicycle to reduce the air pollution, start to not consume the meat to reduce
the methane gas effect, cut out electricity use through energy efficiency.
Discussion: (1) noun clause as object of gerund, (2) noun clause as
adjective complement
Name : LaelaUlyaNingrum
NIM : 113-14-048
Class : B
Code : 05
Music for learning English
Thesis Learning English from music (1) can be very enjoyable. We can be happy with learning when we listen to music and song it (2). Listen to music can
