Judul Skripsi: Students' Difficulties in Identifying the Components of Complex Sentences Using Tree Diagram Analysis (A Descriptive Study on Seventh Semester English Department Students at Muhammadiyah University of Makassar). Judul Skripsi: Students' Difficulties in Identifying the Components of Complex Sentences Using Tree Diagram Analysis (A Descriptive Study on Seventh Semester English Department Students at Muhammadiyah University of Makassar).
INTRODUCTION
Background
They are still difficult to identify the sentence because some of them still do not master the sentence patterns of the sentence. From the explanation above, the researcher intended to conduct this research under the title "The students' difficulties in identifying constituents of complex sentence using tree diagram (at the seventh semester of English Department of Muhammadiyah University of Makassar)".
Problem Statements
Then the sentence that would be analyzed by the students are complex sentences with adjective and adverbial clause. As we know that complex sentence is constructed of two kinds of clauses are well known as independent and dependent clauses.
Objectives of the study
Significance of the Study
Scope of the Study
Concept of Tree Diagram
- Procedure of Tree Diagram
- Tree Diagram In English Teaching
A tree diagram is a two-dimensional diagram used in T.G; Grammar as a means of showing the paternal hierarchical structure of the sentence. Jackson (1985:85) says that the subject function is usually filled by an NP; the predicate function is always filled by VP; the object function can be filled by NP or Prep.P; the complement function can be fulfilled by NP or by Adj P; and the additional function is filled by Adv P., Prep P or NP.
Concept of Constituents
Therefore, we can define a compound as any syntactic unit which combines with another syntactic unit to form a construction. For example, the construction "girl in the room" itself consists of eight components: a prepositional phrase, two noun phrases, and five words.
Concept of Sentence
- Types of Sentences
- Concept of Complex Sentence
- Adjective Clause
- Adverbial clauses
House and Harman argue about the definition of a complex sentence, since any sentence that contains one main clause and one or more subordinate (or dependent) clauses is called a complex sentence. In line with House and Harmann, Quirk et al (1985:12) define a complex sentence as a simple sentence because it consists of only one main clause but, unlike a simple sentence, has one or more subordinate clauses that act as a sentence element. Sekali (2012:02) also states that a complex sentence is defined as a group of words that contains two different clauses and also consists of at least two predicates connected in a hierarchically complementary structure or combined in a non-embedded structure.
In a further explanation, Bossone (1977: 57) says that complex sentence forms are a dependent clause combined with an independent clause. Brown (1984:91) defines a complex sentence as a sentence that contains one independent clause and one or more dependent or min. Both the independent clause and the dependent clause pointed to by the definition are elements of a complex.
Based on the above explanation, we can conclude that the complex sentence is the predicate sentence that contains an independent clause and one or more dependent (or dependent) clauses, which dependent clause can enter from the beginning and the end . Wren and Martin noted that an adverbial clause is a compound sentence if a subordinate clause does the work of an adverb, and thus qualifies several nouns and pronouns in the main clause. Combining the adverbial clause and the independent clause in complex sentences can exchange the location of the construction clause between the first and second clauses.
Concept of Difficulties 1. Definition of difficulties
- Difficulties in learning adjective and adverbial clause
It is not easy to understand and use clauses, especially in adjective and adverbial clauses, until one faces a learning difficulty. A fragment like this can be corrected by attacking the dependent clause on the independent clause, so that the result is a truly complete sentence, such as "because I needed more money, I took another job." Another problem involving clauses concerns the question of choosing between the relative pronoun whom and whose. The simplest test we know is to determine whether the subject noun (or object pronoun) follows the relative pronoun.
In practice, many people find it sufficient just to see what kind of word follows the relative pronoun. If the noun or pronoun immediately follows the relative pronoun, they use whom, if a verb follows the relative pronoun, they use who. The first sentence is clearly wrong because the sentence is added as if it were an adjective clause as the object, but it functions as a subject that does not use it after the relative pronoun who.
The second sentence is obviously wrong because the student does not know the function of the relative pronoun which when the antecedent of the person is used in this sentence who is used instead of which. The function of the relative pronoun as the object of the preposition does not place the preposition at the end of the sentence, but before the relative pronoun. First, the meaning and use of the relative pronoun in formal language when referring to the antecedent.
Conceptual Framework
RESEARCH METHOD
- Research Design
- Variable / Indicator
- Population and Sample 1. Population
- Sample
- Research Instruments
- Data Collection
- Data Analysis
- Findings
- The students’ difficulties in identifying complex sentence with adjective clause using tree diagram as follows
In collecting the data, the researcher used Sentence Analysis test as instrument which the test was given to know the difficulty of the students in identifying constituents of sentences using tree diagram. The test consisted of 10 complex sentences, which were 5 sentences with adjective clauses and 5 sentences with adverbs, which the students answered by identifying the constituents of the sentences using tree diagram analysis. At the beginning before the given test, the researcher explained to the students about the protocol of the test.
The researcher used the following formula in calculating the difficulty of the students to answer the test;. And the one who started this research to directly identify students' problems without any measurements made. Both indicators will be the basis for measuring the students' difficulties in identifying complex sentences with adjectival clauses and adverbial clauses as variables.
There are two variables that will be explained in findings; it is the students' problems to identify adjective clause using tree diagram. The students' problems in identifying complex sentence with adjective clause using tree diagram as follows: clause using tree diagram as follows. The students do not know relative pronoun (who and which) as conjunction to form adjective clause.
The first variable
The students’ difficulties in identifying complex sentence with adverbial clause as follow
The second variable
Discussions
- Students’ difficulties in identifying complex sentence with adjective clause using tree diagram
- Students’ difficulties in identifying complex sentence with adverbial clause
It means that the students are at a very difficult level in identifying the components of the complex sentence with adjective clauses. The following examples show a clear explanation about the students' difficulties in determining what sentence to use to combine the independent and dependent clauses in adjective clauses. It can be seen from the tree diagram above that the students do not know how to shorten the sentence into a phrase that is basically broken into two phrases NP and VP.
Also, the students are unable to determine what role the clause 'who is at the door' plays? You can see above that some students don't know how to break the sentence into a sentence. NP should then be split into det, NP, and Rel.CL, but some students misuse the clause as Coor.Cl.
It can be seen from the above sentence that the students are difficult to identify or even do not know the typical clause they are dealing with. We can clearly see above that the students do not know which sentence type they are dealing with. The right side of the sentence is then formed by to Inf.Cl, but most students are not familiar with this.
Conclusions
After measuring two indicators of both the first and second variable, it can be concluded that the seventh semester students are at a very difficult level in identifying complex sentences with adjectives using tree diagram analysis, while in the identifying complex sentences with adverbial clauses using tree diagrams are at a very difficult level. analysis are also at a very difficult level. This result can be obtained by analyzing students' responses in identifying constituents and their role in sentences and correctly naming clauses in ten sentences given in a test. In summary, after seeing reliable evidence of both indicators, it is clearly shown that the students are not good at using tree diagrams as a sentence analysis tool.
In order to have a clearer idea about this research, here are some data given according to the problem statement. Students' problems in identifying the components of adjective clauses using the tree diagram are; firstly, the students' difficulties in identifying the constituents and their roles achieved by parsing the phrases 82. The students' difficulties in identifying the constituents of an adverb clause using tree diagram analysis are; Firstly, students' difficulties in identifying constituents and their roles, achieved by parsing phrases, 92%, and the second indicator is students' difficulties in correctly naming sentences, 96.
Suggestions
A descriptive analysis of the ability of students in identifying the independent and dependent clause in the complex sentence of eleven-year-old students of Smk N 2 Salatiga in the academic year 2012/2013. Level of difficulty and discriminating power of the Examination of Basic Knowledge and Skills (EXHCOBA). Revista Electrónica de Investigación Educativa, 2 (1). by:. http://redie.uabc.mx/vol2no1/contents-backhoff.html).
The Analysis of Students' Problems in Solving Algebraic Operation Problem Based on Skemp Comprehension Statement at The Grade VIII D SMP Negeri 4 Jember. An analysis of Indonesian translation of English complex sentence in the short story titled Sherlock Holmes: The Dancing Men by Sir Arthur Conan Doyle. A syntactic analysis of negative and interrogative sentences in Kangguru magazine using Diane Bornstein's tree diagram theory.
Kemampuan siswa dalam menganalisis kalimat kompleks menggunakan analisis konstituen langsung (analisis IC). Jurusan Sastra Inggris Fakultas Ilmu Budaya Universitas Kristen Petra, (Online) volume 5, No.1, hal. 49-61. http://puslit.petra.ac.id/journals/letter).
Analysis Test (Sentence Analysis)
Tables a and b below show the sentence analysis test result in terms of complex sentence with relative clause.
