2) First Advisor 1
3) Second Advisor
AN ANALYSIS OF ADVERBIAL CLAUSE ON PROCESS PARAGRAPH
Nabila Alfin1), Riny Dwitya Sani2), Astuti Pratiwi 3)
1)English department student, college of teaching training and education (PGRI) West Sumatera E-mail: alfin.nabila94@gmail.com
2)English department lectures, college of teaching training and education (PGRI) West Sumatera E-mail: rinydwityaa@gmail.com
3)English department lectures, college of teaching training and education (PGRI) West Sumatera E-mail: astutipratiwi09@gmail.com
ABSTRACT
This research was descriptive qualitative research. This research aimed to find out and analyze the types of adverbial clause used in process paragraph at the first year students of STKIP PGRI Sumatera Barat. In this research, the researcher took 15% samples from 147 students that took Writing I subject. In collceting the data, the researcher asked students’ assigments from lecturer. The instruments in this research was by noting and collecting the data. The data which have found, would be analyzed by classify it based on the types of adverbial clause. Based on 22 students, the researcher found that there were several types that used in writing process paragraph. The finding of this research that not all the types used in process paragraph. Several types that used with different percentage, there were 21 documents used adverbial clause of time (95%), 12 documents adverbial clause of purpose (54,54%), 8 documents adverbial clause of reason and adverbial clause of condition (36,36%), 1 document adverbial clause of distance/frequency and adverbial clause of contrast (4,54%). Based on the finding from 6 types, type of adverbial clause that mostly used was adverbial clause of time.
Penelitian ini merupakan penelitian deskriptif kualitatif. Penelitian ini bertujuan untuk menemukan dan menganalisa tipe adverbial clause yang digunakan di dalam paragraf proses oleh mahasiswa tingkat pertama di STKIP PGRI Sumatera Barat. Dalam penelitian ini, peneliti mengambil sampel 15% dari 147 jumlah mahasiswa bahasa inggris yang mengambil mata kuliah Writing I. Untuk mengumpulkan data, peneliti meminta hasil tulisan tangan mahasiswa kepada dosen Writing I. Instrumen dalam penelitian ini adalah mengumpulkan dan mengolah data dari dokumen yang dianalisis. Data yang diperoleh dari dokumen tersebut, kemudian dikelompokkan berdasarkan tipe dari adverbial clause. Dari 22 siswa tersebut menunjukan ada beberapa tipe yang digunakan dalam menulis paragraf proses. Hasil dari menganalisa data menunjukkan bahwa tidak semua tipe yang digunakan di dalam paragraf proses.
Ada beberapa tipe adverbial clause yang digunakan dalam paragraf proses dengan jumlah persentase yang berbeda, yaitu ada 21 dokumen yang menggunakan adverbial clause of time (95%), 12 dokumen adverbial clause of purpose (54,54%), 8 dokumen adverbial clause of reason dan adverbial clause of condition (36,36%), 1 dokumen adverbial clause of distance/frequency dan adverbial clause of contrast (4,54%). Berdasarkan hasil persentase dari semua tipe yang ditemukan, maka tipe yang paling sering digunakan adalah adverbial clause of time.
Key words: adverbial clause, paragraph, process paragraph
INTRODUCTION
Writing as one of the language skills is very important for some reasons. The first reason is that writing is important to communicate or share information and idea such as to write letter or to compose stories. Secondly, writing helps the students to prepare the global competition for their future, for example to get a job in a foreign country.
Furthermore, writing can help the students to focus on accurate language use, such as grammar and vocabulary. It may well provoke language development of the students because they think as they write. Writing needs not only good organization but also perfect grammar. Unlike spoken language which often contains errors and speakers can often revise them all the time, written language or composition has to be perfectly delivered. In this case, ungrammatical sentences will only hinder readers to understand the writer’s meaning, thus good command of grammar is important for writers.
For EFL students who practice EFL writing have to comprehend grammatical rules and employ them in sentences.
However, in writing a paragraph also need grammar to make the paragraph coherent and unity.
There are many kinds of writing. They are writing sentence, writing paragraph, writing essay and writing paper. In university, writing skill is taught to develop literacy competence. It means that teaching writing for the students will be able to enlarge their ability in literacy. The students require skill full in writing because their writing skill will guide themselves in doing writing task. Then, the students have to be able to compose many genres of text included the writing aspects. They are called content, form, grammar, style and mechanics.
Making a good text needs knowledge in order to compose a good one. A good text will attract the people to read it.
A well development paragraph focus on presentation of a single unit of thought. Based on the style of writing there are seven different types of paragraphs. They are narration, description, definition, comparison, persuasion, exposition, and process. The researcher also realize that writing a process paragraph is not an easy thing to do.
Through this research, the students are expected to be able to produce process paragraph appropriately.
Allocation of adverbs in a sentence is one of the smallest things, but it has an effect in the sentence to range in the meaning from words having a strong lexical content or to make the meaning of the sentence is clear. A lot of students are confused to describe, retell, and explain something for the sentence that is related to the time and occurrence.
Adverbial clause can use comma to separate the main clause or comma cannot use if the subordinating is in front of the sentence. Although in Bahasa Indonesia as our language it is not a big
problem, but in English it is so complicated and will make different purpose, occurrence, etc.
According to Oshima and Hogue (1991:195), an adverbial clause is a dependent clause introduced by an adverbial subordinator. It is used to modify the verb of the independent clause and tells when (time), where (place), why (reason), for what purpose, how, how long, and how far. It means that adverbial clause is a de pendent clause that has a verb and subject and introduced by subordinators such as, when, where, why, how long and how far. There are several different kinds of adverbial clauses along with subordinators there are: time, place, manner, distance/ frequency, reason, result, purpose, contrast/concession, and strong contrast. When a time clauses comes before the main clause, a comma is used between the two clauses. But, a comma is not used when the time clause comes after the main clause. For example, (a) When people had to hunt for food, they had continuous moderate exercise. (b) People were eating a lot of protein while they were living on farms.
Many of the elements in longer pieces of writing such as essays are found in the paragraph.
Thus, the paragraph is a good model to use before learning to write longer pieces. According to Oshima and Hogue (1991:16) a paragraph is a basic unit of organization in writing in which a group of related sentences develops one main idea. A paragraph can be as short as one sentence or as long as ten sentences. The number of sentences is unimportant; however, the paragraph should be long enough to develop the main idea clearly. It means that the paragraph consist of several sentences. A paragraph can be short or long to develop the idea from the writer. A paragraph should contain all element to produce a good paragraph. According to Oshima and Hogue (1991: 17) a paragraph has three major structural parts: a topic sentence, supporting sentences, and a concluding sentence.
One of the types from paragraph is process.
According to Connelly et al (2009:121) process paragraph explain how things work or give direction to accomplish a specific task. In explaining how something works, it is important to consider how much your readers know about the subject. Process paragraph may explain about how things works step by step or giving direction. It means that process paragraph can answers why and how the something works. And make sure can provide a necessary information for a reader.
Based on the explanation above, in this thesis, the researcher got interest to analyze of adverbial clause on process paragraph. The researcher has chosen process paragraph as source of data because the many adverbial clause found there. In this research, the researcher would like to clasify and describes more about adverbial clause that used on process paragraph based on its types.
2 RESEARCH METHOD
In this research, the researcher used the qualitative research because the researcher would analyze the types of adverbial clause on process paragraph. According to Gay and Airasian (2000:275) descriptive research was used to investigate the variety of educational problems and issues. In this research, the researcher used document as a source of data. According to Gay and Airasian (2000:210), there are many sources of qualitative data, including observation, interview, document, recording, drawing, and mails. The source of data was document. The documents were from students’ assignment on first year students at STKIP PGRI Sumatera Barat in academic year 2015/2016. There were four classes of first year students at STKIP PGRI Sumatera Barat.
In this research, the researcher used the percentage to get the samples. According to Gay and Airasian (2000:134), descriptive research common use sample 10% to 20% from the participants. In this study the researcher took 15% from all of participants. There were 147 students that possible to be the samples in this research. The researcher take 15% from participants. Thus, the researcher took 22 documents as the samples.
Instrument can be said as a tool that the researcher needs for collecting data in a research.
Gay and Airasian (2000:145) said that “Instrument is a tool or something that is used to collect the data.
In this research, the researcher uses students’ writing text as the document. According Corbetta (2003:287) a document is any material that provides information on a given social phenomenon and which exists independently of the researcher’s actions. Documents are produced by individuals or institutions for purposes other than social research, but can be utilized by the researcher for cognitive purposes. In this research, for the document analysis the researcher used indicator based on indicator that proposed by Oshima and Hogue to identified the types of adverbial clause on process in writing paragraph.
In gathering the data, the researcher did some steps for this research. The first step was collected the documents from one of the lecturer who teach Writing I subject in STKIP PGRI Sumatera Barat.
The documents came from students’ assignment.
The second step was researcher read the document.
Its purpose to make sure that data is needed by researcher. The last step was researcher analyzed the data by applying techniques of data analysis which are supported by Gay and Airasian. . In analyzing the data, the researcher has followed some step based on the theory from Gay and Airasian (2000:239). They states that there were four steps in analyzing the data, those were reading, describing, classifying and interpreting.
Table 3.1 Indicators of Adverbial Clause N
o
Types of Adverbial
Clause
The
Indicators Sub Indicators
1 Time when
whenever everytime while
as soon as once
after since
as before
until
by the time
as long as the first time (that) the last time (that) the next time (that)
a point in time/short duration at anytime
longer duration of time
immediately at or instantly after the time
following the time that
from that
time/moment while when earlier than the time when
up to the time of one event is completed before another event during all that time
2 Place where anywhere wherever everywhere
a difinte place
anyplace 3 Distance/
Frequency
as + adverb + as
make a comparison 4 Manner as if/as
though
in the way or manner that/like 5 Reason because
now that as since
for the reason that
6 Result so + adj. + that so + adv + that
with the result that
3
such a(n) + noun phrase + that.
7 Purpose so that
in order that for the good of 8 Contrast/
Concessio n
although even though though.
in spite of the fact that
9 Strong Contrast
while
whereas direct opposition 1
0
Condition if
unless
only if
whether or not even if
in case in the event that
a future event or situation if...not
only one condition that will cause a particular result neither this condition nor that condition the result will be the same probably will not happen, but it might
Source: Oshima and Hogue (1991:196) and Azar (1999:359).
FINDINGS AND DISCUSSION
Based on the data analysis, the finding showed that, the first type that almost students used adverbial clause of time. There are 21 documents from 22 documents that used this type. The students used subordinating conjunction after, until, when, before, while, as soon as, as long as and once for their sentences. The second type is adverbial clause of purpose. There are 12 documents from 22 documents that used this type. The students used subordinating conjunction so that and in order that for their sentences. The third type is adverbial clause of reason. There are 8 documents from 22 documents that used this type. The students used subordinating conjunction because, now that, and as for their sentences.
The fourth type is adverbial clause of condition.
There are 8 documents from 22 documents that used this type. The students used subordinating conjunction if for their sentences. The fifth type is adverbial clause of contrast/concession. There is 1 document from 22 documents that used this type.
The student used subordinating conjunction although fro their sentence. The sixth type is adverbial clause of distance/frequency. There is 1 document from 22 documents that used this type.
The student used subordinating conjunction as well as for their sentence.
Based on the figure above, we know that percentage of each components is not same. There are 10 types of adverbial clause. But the students not use all the types of adverbial clause. The researcher found some types of adverbial clause that used on process paragraph. Most of the student used adverbial clause of time in their paragraph with 95%. Subordinating conjunction from adverbial clause of time that always appear in students’
paragraph is after and until.
Then, the students also used adverbial clause of purpose with 54,54% subordinating conjunction so that. The students also use adverbial clause of reason with 36,36% subordinating conjunction because and adverbial clause of condition 36,36% with subordinating conjunction if. Only several students that used adverbial clause of distance/frequency and adverbial clause of contrast with the same percentage 4,54%. The result of the percentage viewed that most of student used adverbial clause of time in their process paragraph.
The researcher also found that most of students are not understood in using adverbial clause. It can be seen from the data analysis. They cannot write the right sentences with the correct structure. In adverbial clause, they have to add subject and verb in each clause. Also, sometimes the students forgot to put punctuation comma to separate the clauses.
From the theory in chapter II, the punctuation also has a function to separate between main clause and independent clause using adverbial clause.
CONCLUSIONS
Based on the data analysis and finding in chapter IV,the student not used all the ten types of adverbial clause. The researcher found what the types that students used on process paragraph are.
Most of students used adverbial clause of time on 95%
4.54%
36.36%
54.54%
4.54%
36.36%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
PERCENTAGE TYPES OF ADVERBIAL CLAUSE
TYPES OF ADVERBIAL CLAUSE
2 their process paragraph. The other types of adverbial
clause that students used are adverbial clause of purpose, adverbial clause of reason, adverbial clause of condition, adverbial clause distance/frequency and the last adverbial clause of contrast/concession.
The students’ mistake also found in the structure sentence. They did not write subject and verb to make a correct sentence. The sentence can be call as sentence if they have subject and verb. Also forgot about the rule of adverbial clause that have to use punctuation comma in several types of adverbial clause to separate the clauses. But some student forgot to add it.
ACKNOWLEDGEMENTS
Alhamdulillahirabbil’alamin. Firstly, the researcher would like to express her deepest gratitude to Allah SWT who has given the researcher mercy, chance and health to finish this thesis with titles “An Analysis of Adverbial Clause on Process Paragraph”. This thesis was aimed to fulfill one of the requirement for S1 Degree of English Department at STKIP PGRI Sumatera Barat. Secondly, the researcher also expresses big appreciation and gratitude toward researcher`s parents who have given love, pray, support, care, financial, courage in her life. And then the researcher would like to express sincere gratitude to her first advisor Dra. Hj. Riny Dwitya Sani, M.M.Pd for the support of her research, for the motivation,
useful knowledge, and her guidance helped the researcher in writing of this thesis. The researcher’s sincere thanks also goes to the second advisor Astuti Pratiwi, M.Pd for her guidence, advice, suggestion and support to the researcher in finishing this thesis.
REFERENCES
Azar, Betty Schrampfer. 1999. Understanding and Using English Grammar (ThirdEdition).
New York: Pearson Education.
Connelly, Mark et al. 2009. Get Writing Paragraphs and Essay (First Edition). USA: Nelson Education Ltd.
Corbetta, Piergiorgio. 2003. Social Research:
Theory, Methods and Techniques.
London: Sage Publications.
Gay, L.R and Airasian, Peter. 2000. Educational Reseach; Competencies for Analysis and Application. New York: Prentice-Hall.
Inc.
Oshima, Alice and Hogue, Ann. 1991. Writing Academic English (Second Edition). New York: Addison-Wesley Publishing Company.
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