All analysis on ⅣIasttcコ7 ofUsittg Coordinating Cottjunctions in eighth grade students of SpIP″牡isyiyah Sullggulllinas. Thesis: Analysis of the mastery of the use of coordinating conjunction in the eighth grade students of SMP Aisyiyah Sungguminas. The aim of this research was to find out how students master the use of coordinating conjunctions.
The subject of the research was the eighth grade students of SMP Aisyiyah Sungguminasa in the academic year 2015-2016. According to their English teacher, the class had high quality than the other class. The data was collected through multiple choice test. The fifth and sixth classifications were quite good and very poor, there was 1 student who got it (14%).
The students' average mastery score based on the students' writing test result of 26 students was 66. So it was stated that the students' mastery of using coordinating conjunction in eighth grade students of SMP Aisyiyah Sungguminasa still at low level.
INTRODUCTION
- Problem Statement
- Objective of the Study
- Significance of the Study
- Scope of the Study
In the Junior High School, the type of conjunction the students studied was coordinating conjunction. Coordinating conjunction is one of the basic principles of the sentence or paragraph. If the students cannot use and apply the coordinating conjunction as well, they have given different perceptions and interpretations of the meaning of the sentences. Based on the explanation above, the researcher wanted to conduct a research titled: An Analysis on the Mastery of Using Coordinating Conjunctions at the Eighth Grade Students of SMP Aisyiah Sungguminasa.
The purpose of the research: To find out the students' mastery in using coordinating conjunctions in the eighth grade students of SMP Aisyiah Sungguminasa. Theoretically, this research is useful for readers who are interested in teaching the learning process in English grammar, especially in coordinating conjunction, and for other researchers, they can use this research as one of the literature reviews in their language study. Practically, this research gave some benefits, helped the researcher and the readers in giving the description about the coordination of conjunctions for the eighth grade of Junior.
High school and increased the knowledge of the researcher and the readers about the structure of English, especially about the use of coordinating conjunctions. This research was limited to the analysis of the coordinating conjunction (for, and, but, or, so) used by the English teacher who taught the English subject to the eighth grade students of SMP Aisyiah Sungguminas.
REVIEW OF RELATED LITERATURE
- Concept of Conjunction
- Defenition of Conjunction
- Types of Conjunction
- Conceptual Framework
- Population and Sample
- Research Instrument
- Data Collection
- Data Analysis
Common types of coordinating conjunctions are For, And, Nor, But, Or, However, and Thus. The above sentence can be described as follows: "and" join two sentences, "Dwi is my friends" and "vela is my friends", and they are equal where Vela and Dwi are nouns. The above sentence can be described as follows: and join two sentences, "she likes to go to the movies" and "I like to go to the movies" and they are equal where she and I are pronouns.
The above sentence can be described as follows: "and" join two sentences, "Dwi is smart" and "Dwi is diligent", and they are of equal rank where smart and diligent are adjectives. And also part of the coordinating conjunction, but when it occurs in both... and it's called correlative conjunction. In this study, the researcher wanted to analyze mastery of grammar use, but the researcher wanted to do a constraint analysis of conjunctions, especially coordinating conjunctions.
They were conjunction "for", conjunction "and", conjunction "or", conjunction "but", conjunction "or", conjunction "yet", conjunction "so". This research was conducted to get analyzes of the mastery of using coordinating conjunctions of eighth grade students at SMP Aisyiah Sungguminasa. Quantitative research is the kind of research that is based on percentages, averages and other statistics (Maleong, 1989: 2). The researcher collected data from writing tests.
The research variable of this research was the dependent variable, and the dependent variable was students' proficiency in using coordinating conjunctions. As the sample of this research, the researcher chose A class of eighth grade SMP Aisyiah Sungguminas for the reason based on observation. Then the researcher divided the data into percentages to determine the level of mastery of the students using coordinating conjunctions.
After the data was collected, the researcher analyzed the data by identifying or criticizing common mistakes in the use of coordinating conjunctions in sentences. The researcher explained and wrote the correct answer based on the English grammar of using coordinating conjunctions. In order to determine the degree of mastery of coordinating conjunctions, the researcher wrote down the correct and incorrect answers of the students based on the test.
There were some formulas for identifying students. mastering the use of coordinating conjunctions of SMP eighth graders Aisyiah Sungguminas. In order to determine the students' level of knowledge, the researcher recorded the students' score based on the test.
FINDINGS AND DISCUSSIONS
Discussion
The students' mastery in five categories of coordinating conjunction, based on the result test of the writing test in multiple choice questions, was listed from highest to lowest. The second is the conjunction “and”, there were 6 students with the correct answer (23%) and 20 other students answered with a false answer, because there were 4 students with “or”, 3 students with “for”, 1 student answered with “so”, 12 students answered with “but”, because conjunction “and” is also easy to understand because it is often used in daily activities, but when the researcher explained it, more students did not care gifts. The third is the conjunction “for”, there were 5 students with the correct answer (19%) and 21 other students answered with a false answer because there were 2 students with “or”, 2 students answered with “so”, 8 students answered with “and”, 9 students answered with “but”, more students were also difficult to understand and did not mind if the researcher explained it.
The fourth is conjunction "but", there were 5 students who also answered with correct answer (19%) and 21 other students answered with false answer because there were 2 students answered with "or", 4 students answered with "for" answered, 7 students answered with "so", 8 students answered with "and". And the fifth is conjunction "or", there were 2 students who answered with the correct answer (8%) and 24 other students answered with false answer because there were 9 students who answered with "and", 7. It was the lowest score because more students answered with the conjunction "and" and also more students cheated.
In order to increase the level of students' mastery using coordinating conjunction, there are some things that must be done by their English teacher. Where the teacher should practice more in English about coordinating conjunctions so that the students become more comprehensible about this material, the teacher should know about each student's ability to coordinate conjunctions, the teachers' care is very important when they convey the material to their students and the teacher always motivates the students to learn English, especially to coordinate conjunctions. In order to increase the level of students' mastery in using coordinating conjunction, there were some constraints faced by their English teacher.
These were the students who did not study English seriously about coordinating conjunctions and the students did not pay attention to what their English teacher taught. External factors such as when the students did the test, the situation of the class was too busy from the other class voice, so the students concentration is not enough focus, coordinating aggregation also did not study specifically, but in another material placed, specifically mostly students studied moreover did not understand if it was just inserted into other material. These factors above are the same according to Spencener (2010) stated that errors in the test situation (eg students misunderstanding or misreading test directions, noise level, distractions and illness) can cause test scores to vary.
The students' mastery in the use of coordinating conjunction in the eighth grade students of SMP Aisyiyah Sungguminasa in five categories, based on the result of the writing test in multiple choice questions, was listed from the highest score to the lowest score. Based on the result of the data analysis, the researcher made a suggestion; the teachers should give more English practice on coordinating conjunctions so that the students will have a better understanding. In addition, the students should study English more seriously about coordinating conjunctions and the students should practice coordinating conjunctions by themselves without a teacher.
CONCLUSION AND SUGGESTION
Suggestion
A descriptive analysis of coordinating and subordinating conjunctions found in junior high school English textbooks. Improving students' speaking ability using suggestopedia method at SMU Negeri 2 Bontotiro, Kabupaten Bulukumba. The problem with using student test scores to evaluate teachers, (online), (http://www.epi.org/publication/bp278/, available).
Factors that Influence Reliability, (Online), (http://www.education.com/reference/article/factors-influence-reliability/, accessed 7 November 2015).
