CONTRASTIVE ANALYSIS BETWEEN INDONESIAN AND ENGLISH DECLARATIVE SENTENCES (A Case Study at the Second Year of SMA I Barunawati)
A “Skripsi” Presented to the Faculty of Tarbiyah and Teachers Training in Partial Fulfillment of the Requirements for the Degree S.Pd. (Bachelor of Arts) in English Language Education
By
Anita Kusumawati NIM. 105014000330
ENGLISH EDUCATION DEPARTMENT FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2009
CONTRASTIVE ANALYSIS BETWEEN INDONESIAN AND ENGLISH DECLARATIVE SENTENCES (A Case Study at the Second Year of SMA I Barunawati)
A “Skripsi” Presented to the Faculty of Tarbiyah and Teachers Training in Partial Fulfillment of the Requirements for the Degree S.Pd. (Bachelor of Arts) in English Language Education
By
Anita Kusumawati NIM. 105014000330
ENGLISH EDUCATION DEPARTMENT FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2009
CONTRASTIVE ANALYSIS BETWEEN INDONESIAN AND ENGLISH DECLARATIVE SENTENCES (A Case Study at the Second Year of SMA I Barunawati)
A “Skripsi” Presented to the Faculty of Tarbiyah and Teachers Training in Partial Fulfillment of the Requirements for the Degree S.Pd. (Bachelor of Arts) in English Language Education
By
Anita Kusumawati NIM. 105014000330
Approved by Advisor
Dra. Fahriany, M.Pd. NIP. 150 245 339
ENGLISH EDUCATION DEPARTMENT FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2009
ENDORSEMENT SHEET The “skripsi” (Scientific Paper) entitled “Contrastive Analysis between Indonesian and English Declarative Sentences” (A Case Study at Second Year sof Sekolah Menengah Atas I Barunawati), written by Anita Kusumawati, student’s registration number 105014000330, was examined in the examination session of Faculty of Tarbiya and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta on December 16th, 2009. The “skripsi” has been accepted and declared to have fulfilled one of the requirements for the Degree of S. Pd (Bachelor of Arts) in English Language Education in the Department of English Education. Jakarta, December 16 th, 2009
The Examination Committee
Chairman
: Drs. Syauki, M.Pd
(..…………..….……...)
NIP. 1964121 199103 1 002 Secretary
: Neneng Sunengsih, S.Pd
(…..……...….………..)
NIP. 150 293 236 Examiner I
: Prof. Dr. Arif Furqon, M. A
(….....….....…...............)
NIP. 150 094 096 Examiner II
: Drs. Syauki, M.Pd
(……..........…………..)
NIP. 1964121 199103 1 002
Acknowledged by: Dean of Faculty of Tarbiya and Teachers’ Training
Prof. Dr. Dede Rosyada, M. A NIP. 19571005 198703 1 003
ABSTRACT Anita Kusumawati. “Contrastive Analysis between Indonesian and English Declarative Sentences”. Strata I (S1). English Education Department, Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University Jakarta, 2009. This research concerns to contrast two languages, Indonesian language as the source language and English language as the target language. And the limitation of problem is focused in contrasting declarative sentence patterns in both languages. However, in this research, the researcher uses Descriptive Analysis as the methodology; she analyzes Indonesian and English declarative sentence patterns, which is categorized into transitive, bitransitive, intransitive, nominal, adjectival, prepositional, and numeral. Then she applies Contrastive Analysis method to contrast the patterns and to find out the differences and similarities. Moreover, the objective of this research is to know the differences and similarities of declarative sentences in the two languages, and also to find out errors that students do more in making declarative sentences. Next, she provides 35 Indonesian declarative sentences used as the instrument to support this research that are translated into English (target language) by 26 students, as the respondents. Finally, the writer concludes that the similarities of declarative sentence patterns between Indonesian and English language found in three categories, those are transitive, bitransitive, and intransitive; however the differences ones found in the nominal, adjectival, prepositional, and numeral category. In addition, she concludes that there are many Indonesian students who learn English language make errors in making English declarative sentences whose different patterns with Indonesian, that are in nominal, adjectival, prepositional, and numeral sentence. In other words, the errors happened among the students caused by interference (negative transfer) they did.
Key Words: Contrastive Analysis, Declarative Sentences, Students’ Translation
ABSTRAK Anita Kusumawati. “Contrastive Analysis between Indonesian and English Declarative Sentences”. Strata I (S1). Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2009. Penelitian ini membahas tentang perbandingan antara dua bahasa, yaitu bahasa Indonesia sebagai bahasa asal dan bahasa Inggris sebagai bahasa sasaran. Peneliti membatasi penelitian ini dengan membandingkan pola-pola kalimat deklaratif dalam kedua bahasa tersebut. Dalam penelitian ini, peneliti menggunakan metode Analisis Dekripsi, yaitu analisa mengenai pola-pola kalimat deklaratif bahasa Indonesian dan kalimat deklaratif bahasa Inggris. Pola-pola kalimat tersebut meliputi kategori transitif, bitranstif, intransitive, nominal, adjektifal, preposisional, dan numeral. Kemudian penulis menggunakan metode Analisis Kontrastif, yaitu membandingkan pola-pola kalimat tersebut untuk mencari perbedaan dan persamaannya. Adapun tujuan dari penelitian ini adalah untuk menemukan perbedaan dan persamaan pola-pola kalimat deklaratif antara bahasa Indonesia dan bahasa Inggris, serta menemukan kesalahan-kesalahan yang sering dilakukan siswa dalam membuat kalimat deklaratif Selanjutnya peneliti menggunakan 35 kalimat deklaratif dalam Bahasa Indonesia (bahasa asli) sebagai instrument penelitian, yang kemudian diterjemahkan kedalam bahasa Inggris (bahasa sasaran) oleh 26 responden.. Akhirnya, penulis menyimpulkan bahwa persamaan dalam pola kalimat deklaratif dalam bahasa Indonesia dan bahasa Inggris meliputi tiga kategori yaitu transitif, bitransitif, dan intransitive; dan perbedaan pola kalimat deklaratif antar kedua bahasa tersebut terdapat dalam kategori nominal, adjectival, preposisional, dan numeral. Penulis juga menyimpulkan, dari kesalahan-kesalahan yang ditemukan, bahwa banyak siswa Indonesia yang belajar bahasa Inggris membuat kesalahan dalam membuat kalimat deklaratif yang mempunyai pola berbeda dengan bahasa Inggris, yaitu dalam kalimat nominal, adjektifal, preposisional, dan numeral, dengan kata lain kesalahan-kesalahan tersebut diakibatkan oleh interferens atau transfer negatif yang dilakukan siswa.
Key Words: Analisis Kontrastif, Kalimat Deklaratif, Hasil Terjemahan Siswa
ACKNOWLEDGEMENT Bismillahirrahmanirrahim. In the Name of Allah, the Beneficent the Merciful May peace and Blessing of Allah be upon all of us
All praises be to Allah, Lord of the Universe, Who gives the writer guidance and strength in doing this “skripsi” until it is finish. Then Peace and Prayers be upon to the Prophet Muhammad shalalahu ‘alaihi wassalam, to his family, his relatives, and his followers. First, the writer would like to give thanks to her parents: her beloved mother, Apong Rohaeti, and her beloved father, Odik Sodikin, and to her sisters, teh Yuyun Yulianti and teh Imas Yuni Susanti, and to her beloved brother, Aa Rizky Nanda Nasrullah, then to her relatives especially her aunt, Ida Komala. They have given their love, support, contribution both moral and material to her. The writer is deeply grateful to her advisor, Dra. Fahriany, M.Pd., who guides the writer in finishing this “skripsi” for the great contributions, guidance, kindness, and patience. Then, the writer would like to give her special thanks to all lecturers in English Department, who have taught and given knowledge to the writer, whose names cannot be mentioned one by one. Thank you very much for all. Moreover, the writer would like to give thanks and appreciation to: 1.
Drs. Syauki, M.Pd., the Head of English Department, Mrs. Neneng Sunengsih, S.Pd., the secretary of English Department, Ms. Aida, and all staffs of English Department who helped the writer.
2.
Prof. Dr. Dede Rosyada, the Dean of Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University Jakarta.
3.
The headmaster and all the teachers, staffs, and employees of SMA I Barunawati, especially for Mr. War’an, as my partner of English teacher in the school, and the students of second year, Science Program, for their cooperation as the respondents of this research.
4.
The staffs of the libraries whose books she used for the references of this research; Main Library Syarif Hidayatullah Islamic State University, Library of Faculty of Tarbiyah and Teachers Training,
Library of Adab and
Humaniora faculty, and Unika Atmajaya Library. 5.
My friends who give contribution: Paus, Uniza, Yanie, Itha, k’ Eman. I do appreciate it. Thank you!
6.
All my friends who care and always give support also help to me, and especially for B-Class ’05 Community. May we all get success. May Allah Subhanallahu wa Ta’ala bless us all. And finally, the writer
realized that this “skripsi” is still far from being perfect; therefore, she hopes some suggestions or criticisms to make it more scientifically. Then she wishes that this “skripsi” be some valuable writing. Amin.
Jakarta, November 2009
@K
TABLE OF CONTENT
WRITER’S REFERENCE SHEET ………………………………………….. i APPROVEMENT SHEET ……………………………………………………. ii ENDORSEMENT SHEET ……………………………………………………. iii ABSTRACT ……………………………………………………………………. iv ACKNOWLEDGMENT ………………………………………………….…... vi TABLE OF CONTENTS ……………………………………….…………… viii LIST OF TABLES ……………………………………………………..........…. x
CHAPTER I : INTRODUCTION ………………………………………..……1 A.
Background of Study …………………………………………………… 1
B.
Identification of the Problem …………………………………………... 4
C.
Limitation of the Study ………………………………………………… 5
D.
Statement of the Problem ………………………………………………. 6
E.
Objective of Study ……………………………………………………… 6
F.
Significance of Study …………………………………………………... 6
CHAPTER II : THEORITICAL FRAMEWORK …………………………… 8 A.
Contrastive Analysis …………………………………………………… 8
B.
Sentence ………………………………………………………………. 14
C.
1.
Definition …………………………………………………………..15
2.
Function …………………………………………………………... 16
3.
Element .…………………………………………………………... 16
4.
Classification ……………………………………………………… 19
Declarative Sentence ………………………………………………….. 21 1.
Definition ………………………………………………………..... 21
2.
Function …………………………………………….……………... 21
3.
Patterns ……………………………………………….………….... 22 a.
The Indonesian Declarative Sentence ………………………… 22
b. D.
The English Declarative Sentence ……………………………. 24
The Comparison on the Patterns of Indonesian and English Declarative Sentences ………………………………………………… 27
E.
Differences and Similarities between Indonesian and English Declarative Sentence ………………………………………………….. 28
CHAPTER III: RESEARCH METHODOLOGY …………………………. 31 A.
Objective of the Research …………………………………………….. 31
B.
Method of the Research ………………………………………………. 31
C.
Population and Sample ……………………………………………….. 32
D.
Time and Place of the Research ……………………………………..... 32
E.
Instrument of the Research ……………………………………………. 32
F.
Technique of Data Analysis ……………………………………...…… 33
CHAPTER IV: RESEARCH FINDINGS …………………………………… 34 B.
Data Description ………………………………………………………. 34
C.
Data Analysis ……………………………………………………...….. 35
CHAPTER V: CONCLUSION AND SUGGESTION ……………………… 51 A.
Conclusion …………………………………………………………….. 51
B.
Suggestion …………………………………………………………...... 52
BIBLIOGRAPHY …………………………………………………………..… 53 APPENDICES
LIST OF TABLE Table 2.1 Indonesian Declarative Sentence Patterns …………………………. 22 Table 2.2 The Comparison on the Pattern of Indonesian and English Declarative Sentences ……………………………………...…......... 27 Table 2.3 Elements of Sentence ………………………….…………………… 29 Table 4.1 The List of Declarative Sentences ………………………………...... 34 Table 4.2 Frequency of Errors on Sentence Pattern ……………………….….. 48 Table 4.3 Percentage of Errors on Sentence Pattern ………………………...... 49
Saya yangbertanda tangan di bawah ini, Nama
: Anita Kusumawati
Tempat/Tgl.Lahir
: Tasikmalaya/20 Oktober 1986
NIM
: 105014000330
Jurusan/Prodi
: Pendidikan Bahasa Inggris (PBI)
Judul Skripsi
: Contrastive Analysis between Indonesian and English Declarative Sentences
Dosen Pembimbing
: Dra. Fahriany, M.Pd
dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis. Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
Jakarta, 21 Desember 2009
Anita Kusumawati NIM. 105014000330
CHAPTER I INTRODUCTION
A. Background of Study English is one of universal languages; the language is understood and spoken nearly everywhere on the earth. It constitutes the channel or medium of communication among the people, since communication requires a sender, receiver, and a channel. In other words, English language is the communication means using by people over the world that known as International Language, which could be used as the instruction of expressing and conveying ideas in many aspects of life, including in education field. In addition it may help them interact and communicate for making mutual understanding and then leads to benefit each other. Moreover, in present day, English language becomes the language learnt by people in every country over the world, such as Indonesia. Teaching English language is known as teaching of a foreign language. It could be said that Indonesian language is as the mother tongue language of students; and English language is as the target language studied by the students. Consequently in this country English language must be learnt and it is one of compulsory subject in every education level, that is Sekolah Menengah Pertama (SMP) or Junior High School, Sekolah Menengah Atas (SMA) or Senior High School, and even in universities. In addition, English language includes as local content subject in education level of Sekolah Dasar (SD) or Elementary School in the country. The teaching process in education levels is based on the guideline of rules that stated by the government in the curriculum. The latest one named Kurikulum Tingkat Satuan Pendidikan (KTSP) or School Based Curriculum. This curriculum provides some rules about teaching English for each level of education. It states the objective of the teaching learning process that held in Draft of Badan Standarisasi Nasional Pendidikan (BSNP) 12 April 2006 which consists of Standar Kompetensi (SK) or Standard Competence and
Kompetensi Dasar (KD) or Basic Competence for each language skills – Listening, Speaking, Reading, and Writing. They exactly explain about minimum materials should be reached as the out comes of the teaching process. Then, based on BSNP, for Senior High School level (the level in which the writer takes as the population, with its second year as the sample) there are some Standard Competences completed by their Basic Competences in each aspect of the four skills. Besides the four skills, the language components or sub-skills (i.e. Grammar, Vocabulary, Phonetic, etc.) is included which is integrated with the language skills. Furthermore every language consists of some elements that built the language itself, including its grammatical aspect that constitutes one of language learning materials. In grammatical of one language, sentence is one of basic element followed morpheme, word, phrase, and clause. It is also an important thing in communication since it can express someone’s idea that will be understood by the listener. In linguistics, a sentence is an expression in natural language that is a grammatical and lexical unit consisting of one or more words, representing distinct and differentiated concepts, and combined to form a meaningful statement, question, request, command, etc.1 This means that through sentences, people can deliver their messages -in certain way- that would be understood by others depends on their needs, for this case, by using sentence patterns had been formed which consciously or not is similar. And then leads to existence of communication among them. In fact, there is a variety of sentence in one language, concerning its purpose, it is classified into five. They are a declarative sentence or declaration, a negative sentence or negation, an interrogative sentence or question, an exclamatory sentence or exclamation, and an imperative sentence or command. And the most important type is declarative sentence that always used far more often than the other four types of sentences. A declarative 1
Wikipedia, the free encyclopedia, (2009), Sentence (linguistics). Retrieved April 9, 2009, from http://en.wikipedia.org/wiki/Sentence_(linguistics), p. 1.
sentence simply states a fact or argument, states an idea, without requiring either an answer or action from the reader, it does not give a command or request, or does it ask a question. Therefore, in English Grammar book explained that the declarative mood usually used for: giving information, expressing opinion, making promises, and emphasis. In addition, it can be used for confirming that something is true, giving an instruction in a fairly informal way. 2 Remembering its functions, it is very important for the students studying language to learn about declarative sentence of the language. In short, for learners who are learning a language, they have to study declarative sentence in their own language besides declarative sentences in the foreign language studied. In view of every language has its basic structure of sentences, both Indonesian and English. So certainly there are differences between the rules of declarative sentences in each language that can lead some difficulties faced by the students. In this case, the difficulties faced by Indonesian students who learning English as the target language. This phenomenon happened on students of Senior High School (SMA) Barunawati 1 Jakarta. Hence, comparing both declarative sentence patterns between the two languages will help to find out their differences and similarities, and then allow for prediction of the difficulties faced by students (Indonesian native speaker) in learning the target language (English). To compare the both language, Indonesian and English, the writer uses Contrastive Analysis since it is a linguistic enterprise aimed at producing inverted (i.e. contrastive, not comparative) two-valued typologies (a Contrastive Analysis always concerned with a pair of languages), and founded on the assumption that language can be compared.3 It is the systematic comparison of two or more languages, with the aim of describing their similarities and differences. 2
Collins Cobuild, (1992), English Grammar, (London: HarperCollins Publisher), pp.196-
3
Carl James, (1980), Contrastive Analysis, (London: Longman), p. 3.
197.
In contrastive linguistic the focus is on general or on language specific features. The term 'contrastive linguistics', or 'contrastive analysis', is especially associated with applied contrastive studies advocated as a means of predicting and/or explaining difficulties of second language learners with a particular mother tongue in learning a particular target language.4 Actually Contrastive Analysis has many different levels of comparison, such as in phonology, morphology, syntax, lexis and culture those differ between languages each other. It identifies points of differences and provided results that will be important in language teaching. Based on the description above, the writer would like to take research entitles “The Contrastive Analysis between Indonesian and English Declarative Sentences” (a Case Study at Second Year Students of Senior High School I Barunawati).
B. Identification of the Problem Learning other language needs efforts since there must be some differences with own language instead similarities. That fact leads to existence of difficulties in the teaching materials of that language, including phonological, lexical, and grammatical materials. For this case is in the teaching of declarative sentences. However there is an assumption that learners will tend to transfer the foreign language to their own language, as Lado expressed in Freeman and Long “Individuals tend to transfer the forms and meanings and the distribution of forms and meanings of their native language and culture to the foreign language and culture - both productively when attempting to speak the language and to act in the culture and receptively when attempting to grasp and understand the language and the culture as practiced by natives”.5
4 Stigg Johansson, (2000), Contrastive Linguistics and Corpora. Retrieved May 7, 2009, from http://www.hf.uio.no/forskningsprosjekter/sprik/docs/pdf/sj/johansson2.pdf, p. 1. 5 Larsen-Freeman & Long (1991), An Introduction to Second Language Acquisition Research, (New York: Longman), pp. 52-53.
Whereas every language has its own rules, so that fact cause errors occur among the learners. Moreover it is good idea to contrast the material -declarative sentencesbetween the languages to find out their differences and similarities. As Charles Fries declared in Aarts and Wekker “The most efficient materials (for teaching a foreign language) are those that are based upon a scientific description of the language to be learned, carefully compared with a parallel description of the native language of the learner.”6 Then, in doing that, the writer uses Contrastive Analysis that concerned with the way in which native language affects foreign language in the individual. She would like to contrast declarative sentences in languages, Indonesian and English language.
C. Limitation of the Study This study is limited to the subject matter in analyzing declarative sentences between Indonesian and English language. The writer compares the pattern of declarative sentences in both languages. In view of one language have similarities with another language (universal grammar). As Harris seemed on the assumption in Sridhar that for a given sentence in language A there would be only one ‘roughly unique’ translation in language B and proposed to construct a ‘transfer’ grammar on the basis of the ‘minimal grammatical differences’.7 She intends to describe the patterns of declarative sentences in the two languages and then compares them. Followed by analyzing data, students’ work in translating the declarative sentences provided.
D. Statement of the Problem
6 Jacek Fisiak (ed.), (1990), Further Insight into contrastive Analysis, vol. 30, (Amsterdam: John Benjamins Publishing Company), p. 165. 7 Jacek Fisiak (ed.), (1981), Contrastive Linguistics and the Language Teacher, (Oxford: Pergomon Press), p. 215.
Concerning the limitation of the problem of this study that is to analyze declarative sentences in the two languages by comparing the patterns, in this research the writer states the problem as follows: 1. What are the differences between Indonesian and English declarative sentences based on Contrastive Analysis? 2. What are the similarities between Indonesian and English declarative sentences based on Contrastive Analysis? 3. How are the errors made by the students in making the declarative sentences?
E. Objective of the Study The objective of this study is to see what the differences and similarities between declarative sentences in the Indonesian language and English language are like based on the Contrastive Analysis study, through analyzing and comparing the patterns of declarative sentences in both languages, and also to know how the errors happened among the students in making the declarative sentences through analyzing the students’ translation.
F. Significance of the Study The significance of this study is to compare declarative sentences between Indonesian and English languages, in order to get information about their differences and similarities. Then allow for predicting the difficulties faced by the students and errors that usually made by them. Knowing the differences and similarities will be helpful for the teacher and the student. It helps teacher in considering how to teach the materials to the learner in the teaching process; and it helps students to comprehend more about the materials so that they get easy in leaning process. In addition, this will be helpful also for the readers who have curiosity in the materials.
CHAPTER II
THEORITICAL FRAMEWORK
F. Contrastive Analysis Contrastive Analysis is one of the methods that can be used for helping people who learn other language in finding some differences and similarities between source language and target language that usually led to some difficulties in learning process encountered by the learner. Actually Contrastive Analysis consists of two words, Contrastive and Analysis. The meaning of word Contrastive [kən tras’tiv] is ‘of or pertaining to the study of the similarities and differences between languages or dialects without reference to their origins.”8 It shows us that contrastive constitutes a process to find both similarities and differences between languages contrasted. And the word Analysis is a transcription of the ancient Greek ἀνάλυσις (analusis), "a breaking up" (from ana- "up, throughout" + lysis "a loosening"). It means the process of breaking a complex topic or substance into smaller parts to gain a better understanding of it.9 From the etymology definition above, it seems that Contrastive Analysis constitutes the process of study two languages concerned their differences and similarities in particular aspect in order to grasp the aspect itself. Moreover Jacek Fisiak roughly defined “Contrastive Analysis is a sub discipline of linguistics that is deals with the comparison of two or more languages in order to determine both the differences and similarities that hold between them.”10 Then, as far as Tadeus Zabrocki’s concerned “Contrastive studies are assumed to be a part of applied linguistics and should direct the comparison of two languages toward some specific non-linguistic purpose, such as inference errors.” In addition, Stigg Johansson in his report from the project Languages in Contrast no. 3, October 2000, stated “Contrastive
8
Random House Webster’s College Dictionary, (2001), New York: Random House, Inc. Analysis, in Wikipedia, the free encyclopedia. Retrieved April 9, 2009, from http://en.wikipedia.org/wiki/Analysis, p. 1. 10 Jacek Fisiak (ed.), (1981), Contrastive Linguistics and the Language Teacher, (Oxford: Pergamon Press), p. 1. 9
linguistics is the systematic comparison of two or more languages, with the aim of describing their similarities and differences.”11 Then, the similar definition found in A Glossary of Applied Lingustics by Alan Davies, he simply stated that Contrastive Analysis makes comparison between Lx (source language) and Ly (target language).12 Based on the definitions above it would be said that Contrastive Analysis is a method used to contrast between two or more languages concerning their differences and similarities among the languages. Contrastive Analysis was used extensively in the field of Second Language Acquisition (SLA) in the 1960s and early 1970s, as a method of explaining why some features of a Target Language were more difficult to acquire than others. Therefore, the difficulty in mastering certain structures in a second language (L2) depended on the difference between the learners' mother language (L1) and the language they were trying to learn.13 It shows that the differences of source language (mother tongue) and target language have significance roles in process of mastering the target language. However the theoretical foundations for what became known as the Contrastive Analysis Hypothesis were formulated in Lado's Linguistics Across Cultures. In this book, Lado claimed that "those elements which are similar to [the learner's] native language will be simple for him, and those elements that are different will be difficult".14 This involved describing the languages, comparing them and predicting learning difficulties. Next, Aarts and Wekker described some assumptions related to contrastive analysis as stated in Jacek Fisiak’s book (editor), they are: 1. The process of acquiring a second language is made difficult by interference; 11
Stigg Johansson, (2000), Contrastive Linguistics and Corpora. Retrieved May 7, 2009, from http://www.hf.uio.no/forskningsprosjekter/sprik/docs/pdf/sj/johansson2.pdf, p. 1. 12 Alan Davies, (2005), A Glossary of Applied Linguistics, (Edinburgh: Edinburgh University Press Ltd.), p. 28. 13 Contrastive Analysis, retrieved May 7, 2009, from http://en.wikipedia.org/wiki/Contrastive_Analysis, p. 1. 14 Keith Johnson, (2001), An Introduction to Foreign Language Learning and Teaching, (Edinburgh: Pearson Education Limited), p. 60.
2. A systematic comparison of the student’s native language with the language to be acquired should reveal the differences as well as similarities; 3. On the basis of such a comparison it should be possible to predict what students will find difficult and what he will find easy; 4. Such a comparison can serve as a basis for the construction of adequate teaching materials.15 It was expected that once the areas of potential difficulty had been mapped out through Contrastive Analysis, it would be possible to design language courses more efficiently and to predict and describe the patterns which will cause difficulty in learning and those that will not cause difficulty. Actually the objective of the comparison may vary. As Johansson and Hofland (1994) stated language comparison is of great interest in a theoretical as well as an applied perspective. It reveals what is general and what is language specific and is therefore important both for the understanding of language in general and for the study of the individual languages compared.16 Tomas P. Krzeszowski, with his Contrastive Analysis in a New Dimension, explained that the linguistics nature of elements selected for comparison is strictly dependent upon a particular linguistics theory employed in the description of the compared languages. These elements can be system (phonological, morphological, syntactic, etc.) or subsystem (plosives, personal pronouns, non-finite clauses, etc.) in L1 and L2.17 And in this research, the writer interested in comparing the element of system between the two languages contrasted, particularly in the term of sentence pattern, exactly the term of declarative sentences. In view of it is possible to conduct research into a comparison of specific grammatical rules in L1 and L2.18 Hence, the knowledge may helpful for the teaching process, such as in designing the method for the teacher, to make it ease. Since from the study might known about the errors that will occur among the learners. The study 15
Jacek Fisiak (ed.), (1990), Further Insight into contrastive Analysis, vol. 30, (Amsterdam: John Benjamins Publishing Company), p. 165. 16 Stig Johansson, (2000), Contrastive Linguistics and Corpora …p. 1. 17 Jacek Fisiak (ed.), (1981), Contrastive Linguistics and the Language Teacher, … p. 71. 18 Jacek Fisiak (ed.), (1981), Contrastive Linguistics and the Language Teacher, ... p. 71.
compares some aspects between languages in view of comparison is a good way of highlighting the characteristics of the things compared. The contrastive study defines these differences and at the same time makes the description of the individual languages more precise. Carl James explained there is the general principle of executing Contrastive Analysis that involves two steps: description and comparison; which are taken in that order.19 So in this study the writer would provide some description about the materials analyzed in both languages, and followed by comparing them. Moreover one that has played a major in the CA debate since the 1950s is a contrastive grammar. A contrastive grammar of two languages may be defined as an attempt to systematically compare the grammars of these languages.20 Then this research concerns with one of grammar aspects, sentences, particularly the declarative sentences. Next the declarative sentences between the two languages, Indonesian and English, are going to be compared; it is a kind of contrastive grammar, following some determined procedure. And Robert Lado explained that there are procedures in comparing two grammatical structures:21 general procedure, the analyzing of the foreign language and compare it structure by structure with the native language. And the other is more specific procedure, since it needed to illustrate the procedure in greater detail. This consists of three steps: 1. Locate the best structural description of the language involved 2. Summarize in compact outline form all the structure 3. Actual comparison of the two language structures, pattern by pattern In doing Contrastive Analysis of the two languages systems, then, Rudolf Filipovic stated there are several primary data that needed: a) grammatical
19
Carl James, (1980), Contrastive Analysis, (Essex: Longman), p. 63. Jacek Fisiak (ed.), (1990), Further Insight into contrastive Analysis, … p. 163. 21 Betty Wallace Robinett and Jacquelyn Schachter (eds.), (1983), Second Language Learning; Contrastive Analysis, Error Analysis, and Related Aspects, (Ann Arbour: The University of Michigan Press), pp. 15-19. 20
descriptions of L1 and L2 which are very suitable for the initial stage CA; b) learners’ errors which help to develop further the analysis and its scope; c) a corpus of L1 and L2, i.e. a bidirectional corpus, which can ideally satisfy the requirements for CA; d) an unidirectional corpus which does not satisfy the requirements for CA as perfectly as a bidirectional one.22 Henceforth this research provides the description of the matter that analyzed -the sentences in both languages, which is followed by the comparison of the corpus between the languages. And this research is also supported by the data from the student’s work in translating the sentences provided in the source language into the target language, which can show the errors they made. Moreover most contrastive linguists have either explicitly or implicitly made use of translation as a means of establishing cross-linguistic relationships, and in his book on contrastive analysis Carl James reaches the conclusion that translation is the best basis of comparison: We conclude that translation equivalence, of this rather rigorously defined sort (including interpersonal and textual as well as ideational meaning) is the best available TC (Tertium Comparationis) for CA (contrastive analysis).23 So, next the technique of translation equivalence is going to be used in this research. Refers to Peter Newmark (1988), translation is a craft consisting in the attempt to replace a written massage and/or statement in one language by the same message and/or statement in another language.24 And another definition of translation is converting one language (SL) to another (TL) so that the TL could convey the intended message in SL. In other words, it is a process through which the translator decodes SL and encodes his understanding of the TL form.25 In short, the definitions of translation above indicate that
22
Jacek Fisiak ed., (1984), Contrastive Linguistics Prospects and Problems, (Berlin: Mouton Publisher), p. 114. 23 Stig Johansson, (2000), Contrastive Linguistics and Corpora. … p. 4. 24 Peter Newmark, (1988), Approaches to Translation, (New York: Prentice Hall), p. 7. 25 Translation, retrieved June 13, 2009, from http://www.translationdirectory.com/article971.htm, p. 3.
translation is a process of replacing a message of one language to another that must have similar or equivalent meaning. Moreover, by the time learner learns foreign language, he/she consciously or not would make such translating the message from target language to native language or vice versa. The process must be happened naturally to get comprehension about the messages. In this case, the data from the students show their understanding about the sentences that they should convert into target language. However, in doing the translation, the learners certainly do some procedures, as Nida and Taber define one of the system of translation consists of a more elaborate procedure comprising three stages, they are:26 1. Analysis, in which the surface structure (i.e. the message as given in language A) is analyzed in terms of the grammatical relationship and the meaning of the words and combinations of words, 2. Transfer, in which the analyzed material is transferred in the mind of the translator from language A to language B, 3. Restructuring, in which the transferred material is restructured in order to make the final message fully acceptable in the receptor language. Consequently, in the matter of translation, having the same meaning of the messages in either languages is important, or the equivalence meaning which presented in different codes -both languages. Since one of the most serious problems of contrastive studies is the problem of equivalence. Vinay and Darbelnet view a definition of equivalence in translation or equivalenceoriented translation as a procedure which 'replicates the same situation as in the original, whilst using completely different wording'.27 In other words, the equivalence means the same meaning through presented in different words. Therefore in assessing translation equivalence between source text and target text, J. C. Catford offers other dimension of correspondence, namely
26
Eugene A. Nida and Charles R. Taber, (1982), The Theory and Practice of Translation, (Leiden: E. J. Brill), p. 33. 27 Vanessa Leonardi, (2003), Equivalence in Translation: Between Myth and Reality, Translation Journal, Vol. 4, No. 4, October 2000. Retrieved June 19, 2009, from http://accurapid.com/journal/14equiv.htm, p. 2.
textual equivalence that is any TL text or portion of text is observed to be the equivalent of a given SL text or portion of text.28 So the writer uses translation equivalence in analyzing the data, since it as the TCs for grammatical studies. James considers translation equivalence to the best TC for CA, provided it embraces both semantic and pragmatic equivalence.29 Finally in analyzing and comparing the declarative sentences next the writer is going to provide thirty five sentences in Indonesian language, which are given to the Indonesian learner. Then they have to write the translations in English. The errors they made were analyzed, to see which errors could be attributed to transfer.
G. Sentence Sentences are the basic building blocks of meaning: comprehension begins with sentences comprehension. 1. Definition Sentence is a group of words that expresses a statement, command, question, or exclamation. A sentence consists of one or more clauses, and usually has at least one subject and verb. In writing it begins with a capital letter and ends with a full stop, question mark or exclamation mark.30 This is in line with the definition of sentence in the Longman Dictionary of Grammar and Usage, it states that a sentence is a group of words that makes sense because the words are constructed and arranged according to the grammatical rules for expressing statements, questions or commands.31 And then Richard Nordquist offers the definition of sentence that commonly defined as "a complete unit of thought." Normally, a sentence
28
Vanessa Leonardi, (2003), Equivalence in Translation: Between Myth and Reality, …
29
Jacek Fisiak (ed.), (1984), Contrastive Linguistics Prospects and Problems, … p.311. Michael Swan, (1996), Practical English Usage, (Oxford: Oxford University Press), p.
p. 5. 30
xxvii. 31
Kam Chuan Aik and Kam Kai Hui, (1992), Longman Dictionary of Grammar and Usage, (Singapore: Pearson Education Asia Pte Ltd.), p. 248.
expresses a relationship, conveys a command, voices a question, or describes someone or something. It begins with a capital letter and ends with a period, question mark, or exclamation mark.32 In addition, refers to Grammar, sentence is a word or a group of syntactically related words that states, asks, commands, or exclaims something; conventional unit of connected speech or writing, usually containing a subject and a predicate: in writing, a sentence begins with a capital letter and concludes with an end mark (period, question mark, etc.), and in speech a sentence begins following a silence and concludes with any of various final pitches and a terminal juncture.33 From the definitions above, the writer concludes that a sentence is a meaningful group of words that arranged systematically that usually consists of actor (subject), action (predicate), and recipient (consequence) or undergoer (object). The previous two elements is the main element; while the others are additions as completion. And technically it begins with capital later and ends with an end mark -full stop, question mark, or exclamation mark.
2. Function Sentence can be used to do many different things. The most common used to give information. Sometimes it is used to obtain information, rather than to give it. Another time it can be used to express an opinion, give an order, make a suggestion, or make a promise. And all of the functions expressed by the order of words which indicates which way a sentence is being used. And these ways of distinguishing between uses of language are known as examples of mood.34
32
Richard Nordquist, Subjects, Verbs, and Objects, retrieved June 17, 2009, from http://grammar.about.com/od/basicsentencegrammar/a/sentenceunit.htm, p. 1. 33 Sentence Definition, retrieved June 17, 2009, from http://Www.Yourdictionary.Com/Sentence#, p. 1. 34 Collins Cobuild, (1992), English Grammar, (London: HarperCollins Publisher), p. 195.
3. Element Sentence elements are the groups of words that combine together to comprise the ‘building units’ of a well-formed sentence. There are five types of sentence element:35 Subject, Predicate, Object, Predicative (complement), and Adverbial. a. Subject A subject is a noun phrase or a clause with nominal function, it occurs before the verb phrase in declarative clauses, and immediately after the operator in question clauses. It has number and person concord, where applicable with the verb phrase.36 Then Frances Peck has similar point with the definition, he stated every subject is built around one noun or pronoun (or more) that, when stripped of all the words that modify it, is known as the simple subject.37 A sentence may have a compound subject –a simple subject consisting of more than one noun or pronoun. Therefore the form of subject might be a person, place, thing and idea, as one definition explains that the subject of a sentence is the person, place, thing, or idea that is doing or being something. For purposes of sentence analysis, the do-er or the initiator of action in a sentence is referred to as the agent of the sentence. In an active sentence, the subject is the agent.38 In short, subject could be simply said as the part of a sentence that performing as the agent or doer in the sentence, either simple or compound subjects are usually noun phrase or clause.
b. Predicate 35
Sentence Element, retrieved June 17, 2009, from http://en.wikipedia.org/wiki/Sentence_element, p. 1. 36 Randolph Quirk, et. al., (1985), A Grammar of Contemporary English, (Essex: Longman), p. 348. 37 Frances Peck, Subject and Predicate, retrieved June 17, 2009, from http://www.uottawa.ca/academic/arts/writcent/hypergrammar/subjpred.html, p.1. 38 Sentence Subject, retrieved June 17, 2009, from http://grammar.ccc.commnet.edu/GRAMMAR/subjects.htm, p. 1.
Based on Webster’s Third New International Dictionary, predicate is the part of a sentence or clause that expresses what is said of the subject and that usually consists of a verb with or without objects, complements, and adverbial modifiers.39 Then, there is a description of predicate as a word or a group of words that state something about the subject and includes everything in the sentence that is not included
in
the
complete
subject.
This
means
that
the complete predicate includes the simple predicate with its modifiers and the object with its modifiers.40 So the predicate usually follows the subject and identifies an action or a state of being. The predicate is the part of the sentence that contains a verb or verb phrase and its complements. The predicate always includes the verb and the words which come after the verb. The predicate verb in a sentence is a word or a group of words that tells what is said about the simple subject. In other words, predicate is the things come after the subject of a sentence. c. Object In addition to serving as subjects, nouns may also function as objects in sentences. Instead of performing the action, as subjects usually do, objects receive the action and usually follow the verb.41 It seems that object is as recipient in the sentence. An object like a subject is a noun phrase or clause with nominal function; normally follows the subject and the verb phrase; and by the passive transformation, assumes the status of subject.42 Therefore, some verbs have an object (always a noun or pronoun). The object is the person or thing affected by the action described in the 39
Webster’s Third New International Dictionary, (1996), Springfield: G. & C. Merriam
Company. 40 Classification of sentence, retrieved June 19, 2009, from http://www.tpub.com/content/religion/14231/css/14231_168.htm, p. 1. 41 Richard Nordquist, Subjects, Verbs, and Objects, retrieved June 17, 2009, from http://grammar.about.com/od/basicsentencegrammar/a/sentenceunit.htm, p. 1. 42 Randolph Quirk, et. al., (1985), A Grammar of Contemporary English, … p. 348.
verb. Objects come in two types, direct and indirect. The direct object refers to a person or thing affected by the action of the verb. The indirect object refers to a person or thing who receives the direct object.43 From the definitions above, the writer concludes that the object of a sentence is a receiver of an action that subjects do. And it usually lies after the subjects and the verbs (action) of a sentence, either direct or indirect object. This happens in the active form; but in the passive form, the object change position becomes the subject.
d. Complement Complement is the fourth element of a sentence; it usually completes the meaning of the sentence. A complement (subject or object) defines a noun phrase, an adjective phrase, or a clause with nominal function; follows the subject, verb phrase, and (if one is present) object; it does not become subject through the passive transformation.44 There are various definitions of 'complement', which range from the very general (anything in the predicate except the verb, including the direct object and adverbs) to the much more restrictive one. A complement is the part of the sentence that gives you more information about the subject (a subject complement) or the object (an object complement) of the sentence. In grammar the term complement is used with different meanings. The primary meaning is a word, phrase or clause which is necessary in a sentence to complete its meaning. We find complements which
43
Sentence Construction, (2008), retrieved June 19, 2009, from http://www.learnenglish.de/grammar/sentencetext.htm, p 5. 44 Randolph Quirk, et. al., (1985), A Grammar of Contemporary English, … p. 349.
function as a sentence element (i.e. of equal status to subjects and objects) and complements which exist within sentence elements.45 The complement to be used, if any, is dependent on the verb used in the sentence. Subject complements normally follow certain verbs. A complement is used with verbs like be, seem, look etc. (e.g. He is Indonesian.) Complements give more information about the subject or, in some structures, about the object. Object complements follow the direct object of the verb (e.g. They painted the house red.) The complement often consists of an adjective or noun phrase, but can also be a participle phrase (e.g. I saw her standing there.) It is often not very clear whether a phrase is a complement or an adverbial.
e. Adverbial An adverbial is an adverb, adverb phrase, adverbial clause, noun phrase, or prepositional phrase. It is generally mobile, i.e. is capable of occurring in more than one position in the clause, and is generally optional, i.e. may be added to or removed from a sentence without affecting its acceptability.46 It concerns the circumstances of the sentence (when, where) or relates the sentence to something else.
4. Classification There are two ways to classify sentences: based on the purpose and the structure. Concerning the purpose, there are four types of sentences: the declarative sentence, the interrogative sentence, the exclamatory sentence, and the imperative sentence.47 a. A declarative sentence that makes a statement. It ends with a period.
45
Complement (Linguistics), retrieved June 19, 2009, from http://en.wikipedia.org/wiki/Complement_(linguistics), p. 1. 46 Randolph Quirk, et. al., (1985), A Grammar of Contemporary English, … p. 349. 47 Type of sentence, retrieved June 19, 2009, from http://www.quia.com/quiz/106467.html, p. 1.
b. An interrogative sentence that asks a question. It ends with a question mark. c. An exclamatory sentence that expresses strong feeling. It ends with an exclamation point. It is a statement that shows strong emotion. d. An imperative sentence that gives a command or makes a request. It ends with a period. The subject is always you, which may be expressed or understood. Then Sentences may be classified according to structure (simple, compound, complex, and compound-complex sentence)48 a. A simple sentence that made up of one independent clause. It may have a compound subject and a compound predicate, both having modifiers. b. A compound sentence that made up of two or more independent clauses. c. A complex sentence that made up of one independent clause and one or more dependent clauses. d. A compound-complex sentence that made up of two or more independent clauses and one or more dependent clauses. And Celce-Murcia and Larsen-Freeman in The Grammar Book stated English sentence are said to display three main moods –declarative (sometimes called indicative), interrogative, and imperative- and two minor moods: exclamatory and subjunctive. Mood conveys the speaker’s attitude toward the factual content of the sentence.49 H. Declarative Sentence 1. Definition The declarative mood is the mood used in most main clauses. It sometimes called as indicative mood. Declarative Sentences are used to
48 Classification of sentence, retrieved June 19, 2009, from http://www.tpub.com/content/religion/14231/css/14231_168.htm, p. 1. 49 Celce-Murcia and Larsen-Freeman, (1999), The Grammar Book: An ESL/EFL Teacher’s Course, 2nd Ed., (New York: Heinle & Heinle), p. 21.
convey information or to make/form statements. They state a fact or an argument.50 They consist of a subject and a predicate. The subject may be a simple subject or a compound subject. The subject is placed in front of the verb. In other words, in a declarative sentence the subject and predicate have a normal word order. The sentence ends with a period (called a full stop in British English) in writing and a drop in pitch in speech. It may take the passive and negative form. In most English declarative sentences, the noun phrase that precedes the verb is the subject, and one that immediately follows the verb is a direct object.
2. Function The declarative sentences can be used for:51 a. Giving information E.g. We ate dinner at six. b. Expressing opinion E.g. I think she is a brilliant writer. c. Making promises E.g. I shall do everything I can to help you. d. Making emphasis E.g. I do feel sorry for Roger. e. Confirming that something is true, it is used as a question. Questions expressed in the declarative mood often begin with a conjunction. E.g. So you admit something is wrong? When you ask a question using the declarative mood, you expect the answer ‘yes’, unless you use a negative construction, in which case you expect the answer ‘no’. E.g. You mean it’s still here? – ‘Of course.’ 50 51
Collins Cobuild, (1992), English Grammar, … p. 196. Collins Cobuild, (1992), English Grammar, … pp. 196-197.
You never learned the deaf and dumb alphabet? – ‘No, never.’ f. Instructing, means give an instruction in a fairly informal way with ‘you’ as the subject. E.g. You put the month and the temperature on the top line.
3. Patterns c. The Indonesian Declarative Sentence The pattern of declarative sentences in Indonesian language based on Tata Bahasa Baku Bahasa Indonesia is as described in the following table:52 Table 2.1 Indonesian Declarative Sentence Patterns Fungsi Tipe
Subjek
Predikat
Objek
Pelengkap
Keterangan
1. S-P
Orang itu
sedang tidur
-
-
-
Saya
mahasiswa
-
-
-
Ayahnya
membeli
mobil baru
-
-
Rani
mendapat
hadiah
-
-
Beliau
Menjadi
-
ketua koperasi
-
Pancasila
merupakan
-
dasar negara
-
2. S-P-O
3. S-P-Pel
kita 4. S-P-Ket
5. S-P-O-Pel
6. S-P-O-Ket
Kami
tinggal
-
-
di Jakarta
Keelakaan itu
terjadi
-
-
minggu lalu
Dia
mengirimi
ibunya
Uang
-
Dian
mengambilkan
adiknya
air minum
-
Pak Raden
memasukan
uang
-
ke bank
Beliau
memperlakukan
kami
-
dengan baik
Moreover, Dr Liaw Yock Fang in his book Indonesian Grammar Made Easy provides some patterns that similar with the previous pattern. He explained there are six basic sentence patterns in Indonesian, they are:
52
Hasan Alwi, et. Al., (2003), Tata Bahasa Baku Bahasa Indonesia, 3rd Ed., (Jakarta: Balai Pustaka), p. 322.
1) Subject-Complement (S-C) In this pattern, sentences can be built by adding a noun, an adjective, a prepositional phrase or a numeral to the subject. 2) Subject-Predicator-Adverbial (S-P-A) The predicator in an S-P-A sentence may be a simple intransitive verb without any affixes. It may also take the prefix ber-, me-, or ter-. Adverbial is an option element. 3) Subject-Predicator-Object-Adverbial (S-P-O-A) The predicator in an S-P-O-A sentence may be a simple verb without any affixes. It may also take the following affixes men-, -I, men-I, meper-I, -kan, men-kan. Adverbial is an optional element. An S-P-O-A sentence is also known as a monotransitive sentence (kalimat ekatransitif). 4) Subject-Predicator-Complement-Adverbial (S-P-C-A) The complement in S-P-C-A sentence may be a noun phrase, an adjective, or a noun preceded by an adjective as predicator. 5) Subject-Predicator-Object-Complement (S-P-O-C) The complement in an S-P-O-C sentence may be an adjective, a noun phrase or a verb. The complement is called object complement, because it follows an object. 6) Subject-Predicator-Object-Object (S-P-O-O) An S-P-O-O sentence has two objects; the first is called indirect object and the second direct object. The indirect object is often the beneficiary of an action. Hence an S-P-O-O sentence, also known as a bitransitive sentence (kali mat dwitransitif), is a sentence with bitransitive verb (verbal dwitransitif).
Actually in the simple way basic pattern of Indonesian sentences could be divided into three patterns according to Gorys Keraf, they are: 53 1) Pola Kalimat I
: Kata Benda – Kata Kerja (KB-KK)
2) Pola Kalimat II
: Kata Benda – Kata Sifat (KB-KS)
3) Pola Kalimat III
: Kata Benda – Kata Benda (KB-KB)
In other words, the patterns of Indonesian declarative sentences may consist of arrangement of noun phrase followed by verb phrase, adjective phrase, or noun phrase. Furthermore, declarative sentences could be classified into seven categories seen from its clause:54 1) Kalimat Verbal monotransitif or monotransitive sentence 2) Kalimat Verba Bitransitif or bitransitive sentence 3) Kalimat Verba Intransitif or intransitive sentence 4) Kalimat Nominal or nominal sentence 5) Kalimat Adjektifal or adjectival sentence 6) Kalimat Preposisional or prepositional sentence 7) Kalimat Numeral or numeral sentence
d. The English Declarative Sentence In the Grammar of Spoken and Written English explained there are major clause patterns55 that indicate declarative sentence patterns, they are: 1) Subject-Verb Phrase 2) Subject-Verb Phrase-Obligatory Adverbial 3) Subject-Verb phrase-Subject Predicative 4) Subject-Verb phrase-Direct Object 53
Gorys Keraf, (1989), Tata Bahasa Indonesia (Untuk Sekolah Lanjutan Atas), (Flores: Nusa Indah), p. 149. 54 Abdul Chaer, (2009), Sintaksis Bahasa Indonesia: Pendekatan Proses, (Jakarta: Pustaka Pelajar), pp. 164-167. 55 Douglas Biber, et.al., (2000), Grammar of Spoken and Written English, (Essex: Pearson Education Limited), pp. 141-152.
5) Subject-Verb phrase-Prepositional Object 6) Subject-Verb phrase-Indirect Object-Direct Object 7) Subject-Verb phrase-Direct Object-Prepositional Object 8) Subject-Verb phrase-Direct Object-Object Predicative 9) Subject-Verb phrase-Direct Object-Obligatory Adverbial
In addition, Celce-Murcia and Larsen-Freeman in their The Grammar Book expressed that there are five basic simple sentence patterns in English, they are:56 1) Subject+verb E.g. The building collapses. 2) Subject+verb+object E.g. They bought a new car. 3) Subject+verb+indirect object+direct object E.g. She wrote him a letter. 4) Subject+verb+subject predicate E.g. Janet’s my friend. 5) Subject+verb+object+object predicate E.g. She makes me happy.
Moreover, Randolph Quirk and his colleagues described the clause types in their simple declarative form are:57 1) Type SVC
S V intensive Csubject-comp E.g. Mary is Kind.
2) Type SVA
S Vintensive Aplace E.g. Mary is in the house.
3) Type SV
S Vintrans E.g. The child was laughing.
4) Type SVO 56
S Vmonotrans Odirect
Celce-Murcia and Larsen-Freeman, (1999), The Grammar Book: An ESL/EFL Teacher’s Course, … p. 20. 57 Randolph Quirk, et. al., (1985), A Grammar of Contemporary English, … p. 347.
E.g. Somebody caught the ball. 5) Type SVOC
S Vcomplex-trans Odirect Cobject-comp E.g. We have proved him wrong.
6) Type SVOA
S Vcomplex-trans Odirect Aplace E.g. I put the plate on the table.
7) Type SVOO
S Vditrans Oindirect Odirect E.g. She gives me expensive present.
I. The Comparison on the Patterns of Indonesian and English Declarative Sentences Moreover, the writer would like to present the comparison between the patterns of simple declarative sentences in languages, Indonesian and English language, as described in the following table.
Table 2.2 Comparison on Indonesian and English Declarative Sentences
NO. 1.
CATEGORY Transitive
INDONESIAN
ENGLISH
SPO(A)
SVO
SPOC
SVOC SVOA
2.
Bitransitive
SPOO
SVOO
3.
Intransitive
SPA
SV
SPCA 4.
Nominal
SC
-
5.
Adjectival
SC
-
6.
Prepositional
SC
-
7.
Numeral
SC
-
8.
Intensive Verb
-
SVC SVA
This table shows us the patterns of declarative sentences; either in Indonesian and in English, which cover all types of simple declarative sentences, including transitive sentence with transitive verb that needs an object as the predicate; bitransitive sentence whose two objects (direct and indirect objects); intransitive sentence with intransitive verb that does not need any objects as the predicate; nominal, adjectival, prepositional, numeral sentence with complement as their predicate that exist in Indonesian declarative sentences. Then two sentence patterns with intensive verbs (verb “to be”) as the predicate that only exist in English declarative sentences.
J. Differences and Similarities between Indonesian and English Declarative Sentence The comparison of the pattern of declarative sentences in both languages above shows there are differences and similarities among the patterns in the two languages. First, the difference found in the Pattern Subject-Complement (SC) in Indonesian language (see no. 4 up to 7) that is the declarative sentence patterns for equational or nominal sentence, adjectival sentence, prepositional sentence, and numeral sentence, which is not found in English. In Indonesian, this pattern is acceptable as grammatical sentence; while in English is not, the pattern is considered as ungrammatical sentence, since the rule of English predicate of a sentence must be in verb phrase -auxiliary verbs, linking verbs, or action verbs. Next, the difference is found in English declarative sentence (see no. 8). There are patterns of SVA (e.g. Mary is kind.) and SVC (e.g. Mary is in the house.). The verbs in these patterns are intensive verb (followed by Cs – subject complement- and Aplace –adverbial of place).58 The verb usually is copula or verb “to be”. In contrast, there is no such pattern similar in Indonesian declarative sentences, since Indonesian has no verb “to be”. However, because of the influence of English, a sort of Indonesian copula verb i.e. adalah or ialah is often inserted between the subject and its complement. 59 In other words, the English pattern of SVC can be used for Indonesian adjectival sentence (SC). Also the pattern SVA in English represents the Indonesian prepositional sentence (SC). Then, other difference lays in the one of the sentence elements that construct the sentence, it is the predicate. The predicate of English must in verb phrase; while in Indonesian it could be in verb phrase, adjective, noun phrase, numeral and prepositional. However for the others elements are likely similar in the two languages. The following table will give further description. 58
Randolph Quirk, et. al., (1985), A Grammar of Contemporary English, … p. 343. Liaw Yock Fang, (2007), Indonesian Grammar Made Easy, (Singapore: Marshall Cavendish Editions), p. 191. 59
Table 2.3 Element of Sentence INDONESIAN Subject • A noun • Noun phrase • A clause • Verb phrase Predicate • Verb phrase • Adjectival phrase • Noun phrase • Numeral phrase • Prepositional phrase Object • A noun • Noun phrase • A clause Complement • A noun • Noun phrase • Verb phrase • Adjectival phrase • Prepositional phrase • A clause Adverbial • Noun phrase • Prepositional phrase • Adverbial phrase • A clause
ENGLISH Subject • Noun phrase • A clause with nominal function
Predicates • Verb phrase, English has three main kinds of verbs: auxiliary verbs, linking verbs, and action verbs.
Object • Noun phrase • A clause with nominal function Complement • A noun phrase • An adjective phrase • A clause with nominal function
Adverbial • An adverb/adverb phrase • Adverbial clause • Noun phrase • Prepositional phrase
Besides the differences found in the pattern of declarative sentences of both languages, the similarities are also found, that are: the others patterns of declarative sentence that presented in the table (see no. 1 up to 3) are acceptable in both Indonesian and English sentences. In view of the rest of patterns have verb phrase as predicate of the sentences, which considered as grammatical sentence in the two languages. And then other similarity also found concerning the elements of sentence in the declarative sentences between Indonesian and English language. Both of them consists of the two main elements of sentence, that are subject and
predicate, while the others elements such as complement, adverbial, adjective, etc. have role as completion of the sentences. Summing up the differences between Indonesian and English declarative sentences are: 1. Indonesian has SC pattern in the equational or nominal sentence, adjectival sentence, prepositional sentence, and numeral sentence. In this pattern, the predicate is complement. 2. English declarative sentence pattern has SVA and SVC pattern with intensive verb or copula (verb “to be”) as the predicates. 3. In Indonesian, predicate of a sentence may in verb phrase, adjectival phrase, noun phrase, numeral phrase, and prepositional phrase. 4. English predicate of a sentence must in verb phrase: auxiliary verbs, linking verbs, or action verbs.
In addition the similarities between Indonesian and English declarative sentences are: 1. Some of declarative sentence patterns are similar in both languages that are in transitive, intransitive, and bitransitive sentences. 2. The major elements of declarative sentences in the two languages are subject and predicate, and the rest of elements required are as the complementation.
CHAPTER III RESEARCH METHODOLOGY
G. Objective of the Research The objective of the research is to find out both differences and similarities of declarative sentences in the native language (Indonesian) and the target language (English) and also to find the errors made by Indonesians students in making English declarative sentences. In other words, the objectives of this research are: 1. To know the differences and similarities between Indonesian and English declarative sentences based on Contrastive Analysis 2. To describe the the errors happened among Indonesian students in making English declarative sentences
H. Method of the Research The writer uses Descriptive Analysis as the methodology of this research; she uses the Contrastive Analysis study to contrast between Indonesian and English language. Systematicaly, she conducts this research by: first, compiling the data or theories supporting this study; books and other materials had topic related to this writing are examined -the theories related to Contrastive Analysis and the declarative sentences of both languages are presented. Second, analyzing the data obtained followed by contrasting process of declarative sentences between Indonesian and english language, pattern by pattern. Next, providing instrument (35 Indonesian sentences) as representative of the categories. Then, taking data in determined school, she asked the respondent (26 Indonesian learner) to translate the sentences (instrument) into English –the target language. Finally, analyzing the students’ answers, their translation, and followed by giving conclusion.
I. Population and Sample
The population of this study is all students of Senior High School I Barunawati; and the sample is 26 students at the second year, the Science Program. They are as the respondents who translated the Indonesian sentences provided into English language. Next, their answers are examined to find out the errors that they do more. These data support this study.
J. Time and Place of the Research This research is held at Senior High School 1 Barunawati, which lies at Jl. Aipda ks. Tubun II/III No. 7 Slipi, Petamburan, Jakarta Barat. The writer took the data supported this research in the school. This school is a private school. The time in doing the research is on July 13, 2009 until September 2, 2009. In that time firstly the writer went to the school to get permission and then continued to the activity of teaching process, and next taking the data.
K. Instrument of the Research The instrument of this research is test. The writer made thirty five Indonesian declarative sentences (Source Language) which represent from each pattern or category of declarative sentences used as the test item. Then she asked the students to translate the sentences into English language (Target Language). These sentences are representative from each declarative sentence pattern with five sentences for every category. There are seven categories provided as described in the previous chapter, they are Transitive, Bitransitive, Intransitive, Nominal, Adjectival, Prepositional, and Numeral category, so the test items consist of thirty five sentences. L. Technique of Data Analysis In analyzing the data, the writer uses translation method, exactly translation equivalence that it as the TCs for grammatical studies. As discussed in the previous chapter, translation equivalence considered as the best TC for CA, in view of it embraces both semantic and pragmatic equivalence. The writer used this technique, since it can find out the errors that
made by the learners as one of phenomenon of language interference or language transfer happened, exactly, in the level of syntax, constructing the sentences. However, there are some steps of data analyzing process the writer did, they are: first, she analyzes the students’ answers, their translations in every single sentence. Then, she describes the errors found in the sentences made by them. Next, she classifies the error items per category, and then she calculates the error frequency using statistical method, according to Anas Sudjiono (2006) it is called relative frequency distribution whose formula as follows:60
P = _f_ x 100% N f = frequency of errors occurred/the wrong answer N = number of sample observed P = percentage
60
Anas Sudijono, (2006), Pengantar Statistik Pendidikan, (Jakarta: PT. RajaGrafindo Persada), p. 43.
CHAPTER IV RESEARCH FINDINGS
D. Data Description In this research, the writer uses the declarative sentences as the data which is categorized into seven categories. These sentences are representative from the patterns of declarative sentences of each category; exactly there are thirty five sentences, five sentences of each category, as described below:
Table 4.1 The List of Declarative Sentences No.
1.
CATEGORY
Transitive
PATTERN
SENTENCES
SPO(A)
1. Roni makan ketoprak setiap hari.
SPOC
2. Mereka menulis surat minggu lalu. 3. Fauzan membaca buku cerita setiap malam. 4. Kami selalu belajar bahasa Inggris. 5. Kemarin dia membeli buku.
2.
Bitransitive
SPOO
1. Pak Anwar mengajari kami bahasa Indonesia tahun lalu. 2. Ibu saya memberi saya kue setiap pagi. 3. Ayah mengirimi kami uang kemarin. 4. Dia selalu membelikan saya sebuah buku. 5. Minggu lalu, dia memberi saya pekerjaan.
Continued… 3.
Intransitive
SPA
1. Guru-guru pergi ke Bandung bulan lalu.
SPCA
2. Raihan berjalan ke perpustakaan kemarin. 3. Minggu lalu Ani menyanyi di dalam kelas.
4. Liburan sekolah selesai kemarin. 5. Setiap hari dia pergi ke sekolah jam 6. 4.
Nominal
SC
1. Dia seorang pelajar. 2. Ayahnya seorang dosen. 3. Ibunya kepala sekolah. 4. Kakakku guru bahasa. 5. Dia adalah guru saya.
5.
Adjectival
SC
1. Gadis itu cantik. 2. Laki-laki itu pintar. 3. Pertanyaan itu sulit sekali. 4. Murid-murid itu pintar. 5. Sekolah kami sangat bersih.
6.
Prepositional
SC
1. Dia ada di perpustakaan. 2. Temanku dari Bandung. 3. Buku ini untukmu. 4. Cerita ini tentang Malin Kundang. 5. Ibunya ada dirumah.
7.
Numeral
SC
1. Bukunya ada tiga. 2. Rumahku satu. 3. Lebarnya 40m. 4. Harga buku itu lima ribu rupiah. 5. Anaknya lima orang.
E. Data Analysis In this part, the writer would like to give report concerning the data description according students’ work in translating the sentences, or the answers from the respondents of this study. There are twenty six students as the sample of this research; they have translated the Indonesian declarative sentences provided as the Source Language (SL) into English as the Target Language (TL). She would like to observe and explain their answers based on the categories, then to describe about the errors they made, as follow:
1. Transitive
a. SL: Roni makan ketoprak setiap hari. TL: Roni eats ketoprak everyday. For this sentence, concerning the pattern, all of the students’ answers are correct. There are 24 students who translated the sentence as the pattern SPO(A), and 2 students who placed the adverbial of time (everyday) in front of the subject which is acceptable in both languages. However there are some errors made by the students in the usage of appropriate verb according to the tenses used –present tense, subject-verb agreement, spelling of words, and wrong word.
b. SL: Mereka menulis surat minggu lalu. TL: They wrote letters last week. There are 22 students who translate the sentence based on the pattern SPO(A) and 3 students placed the adverbial of time in front of the subject, which is acceptable. And one student translated the sentence by put copula verb between the subject and the verb. In other words, generally, based on the pattern the students answer are mostly correct, but there are some errors in the usage of appropriate verb for past tense, diction, spelling of words.
c. SL: Fauzan membaca buku cerita setiap malam. TL: Fauzan reads story book every night. For this sentence, there are 21 students who translated the sentence as the pattern SPO(A), and 2 students who placed the adverbial of time (everyday) in front of the subject that is acceptable, two students had wrong meaning of the sentence. Then one student translated incompletely. Moreover the errors made by the students are in the usage of appropriate verb according to the tenses used –present tense, spelling of words, word order, diction, and article usage.
d. SL: Kami selalu belajar bahasa Inggris.
TL: We always study English language. There are 22 students who translated the sentence in correct order that is S(A) PO, the adverbial is placed between the subject and the predicate, which is acceptable in the two languages. And there are 2 students who made mistakes in choosing the words that do not have equivalence meaning for the original words; while 2 others students answered incompletely. Then the errors made by students are in word order, spelling, and diction.
e. SL: Kemarin dia membeli buku. TL: Yesterday he/she bought a book. In translating this sentence, there are 22 students who translated the sentence in the correct pattern that is (A) SPO. But there are some students who used wrong verb for the sentence, so the meanings are not equivalence. And there are two students who put copula verb between the subject and the verb. Then two others students used prepositional about to replace the verb needed. So the last four students translated the sentence incorrectly. Besides, there are errors made by students in using correct verb for the past tense, diction, using article of a, and wrong word choice.
For this category, generally, the students are correct in making the English declarative sentences in view of the category whose similar pattern of the two languages that shows the positive transfer of students. There are only 12 wrong sentences constructed from the total 130 sentences in transitive category, resulted from the 5 representative sentences which are translated by 26 students (130 sentences). 2. Bitransitive a. SL: Pak Anwar mengajari kami bahasa Indonesia tahun lalu. TL: Mr. Anwar taught us Indonesian language last year.
Concerning the pattern SPOO, there are 18 students who applied that pattern in translating the sentence, although there are errors found in choosing verb for simple past tense, using of object pronouns, word order, and spelling. Then one student used pattern SPOtoO(A) for the sentence, three students put the direct object between the subject and predicate, which grammatically is wrong, and one student did not have verb in his sentence –S?OO(A). And others three students translated the sentence incompletely, they put only the subject.
b. SL: Ibu saya memberi saya kue setiap pagi. TL: My mother gives me a cake every morning. There are 22 students who translated the sentence grammatically referring to the pattern SPOO(A), and one student the adverb of time before the subject, which is acceptable. Then three students omitted the direct object from the sentence that made the sentence incomplete. However, the errors found in the subject-verb agreement; using of article a, diction, object pronouns, and spelling.
c. SL: Ayah mengirimi kami uang kemarin. TL: Father sent us money yesterday. In translating this sentence, there are 22 students used the same pattern of SPOO(A), and one student used pattern (A)SPOO. In contrast, two students had no direct object in their sentences, one student used pattern SPOtoO(A). Hence the students made errors in using appropriate verb according to tenses used, object pronouns, using article, and wrong word.
d. SL: Dia selalu membelikan saya sebuah buku. TL: He/she always buys me a book.
There are 19 students translated the sentence used the same pattern of S(A)POO, though they made errors in using verb for past tense used, wrong word, spelling, using article, and objective pronouns. And there are 3 students put to before the direct object (S(A)PtoOO) and one student put it between the objects (S(A)POtoO). Then one student had no direct object in his sentence, also one student use copula verb instead main verb that needed. Even one student translated the sentence without any verb at all.
e. SL: Minggu lalu, dia memberi saya pekerjaan. TL: Last week, he/she gave me a job. In translating this sentence, there are 25 students used the same pattern of (A)SPOO, but one student translated the sentence incompletely. The errors found in using the verb for tenses used (past tense), using article, diction, object pronouns, relative pronouns, and wrong word.
For the second category, Bitransitive category, generally, the students are correct in making the English declarative sentences in view of the category whose similar pattern of the two languages, there are only 22 wrong sentences constructed from the total 130 sentences provided, resulted from the 5 representative sentences which are translated by 26 students (130 sentences).. It shows positive transfer that made by the students.
3. Intransitive a. SL: Guru-guru pergi ke Bandung bulan lalu. TL: The teachers went to Bandung last month. There are 19 students who translated the sentence correctly; they used past verb (went) since the sentence used past tense. And the rest of students used infinitive verb (go). So, seen from the pattern SPC, all
of the sentences are correct, but there are errors in choosing verb for the appropriate tenses used.
b. SL: Raihan berjalan ke perpustakaan kemarin. TL: Raihan walked to the library yesterday. There are 18 students used the same pattern SPCA, 3 students put the adverb of time before the subject - (A)SPC, which is acceptable. And two students translated the sentence without put the adverb of time, one student did not put preposition to before the complement that made the sentence meaningless. Then one student put copula verb after the main verb in his sentence. Even one student made incomplete sentence, only subject. However the errors made by students in translating the sentence are in using the correct verb for past tense, and wrong word.
c. SL: Minggu lalu Ani menyanyi di dalam kelas. TL: Last week Ani sang in the classroom. There are 25 students used the pattern (A)SPC, and one student had no complement in his sentence. The errors found in using the verb for simple past tense, even the twenty second student use noun (song) instead the verb form, and using the proper preposition, diction, spelling,
d. SL: Liburan sekolah selesai kemarin. TL: School holiday finished yesterday. In translating this sentence 22 students used the correct SPA pattern; while the others four students put copula verb is before the verb that made the sentence ungrammatical. The errors found in word order, and in using the verb for past tense.
e. SL: Setiap hari di pergi ke sekolah jam 6.
TL: Everyday he/she goes to school at 6 am. There are 8 students who translated the sentence correctly with the suitable verb that suitable with the subject also in the tenses used. And 15 students who did not used the suitable verb, so the errors mostly in subject-verb agreement. In addition, one student translated the sentence incompletely, without the adverb. And other students did not make the translation at all. Then one student put copula verb is after the subject.
Generally, in the five sentences of intransitive category, the students are correct in making the English declarative sentences in view of the category has similar pattern in the two languages. There are only 13 wrong sentences constructed from the total 130 intransitive sentences provided, resulted from the 5 representative sentences which are translated by 26 students (130 sentences). It seems positive transfer happened among the students.
4. Nominal a. SL: Dia seorang pelajar. TL: He/she is a student. There are 24 students who correctly put copula is after the subject, though the 18 students did not add article a before the noun phrase. And one student did not use the copula verb. Then one student made wrong spelling, he used ist instead is.
b. SL: Ayahnya seorang dosen. TL: His/her father is a lecturer. Based on sentence structure, there are 19 students who properly used copula is after the subject; while 5 students did not do it. And two students did not translate the sentence completely; they did not put the complement. Moreover, they made errors in diction, and spelling.
c. SL: Ibunya kepala sekolah. TL: His/her mother is a headmaster. There are 19 students who placed copula verb is after the subject, and 5 students did not. Then two students translated the sentence incompletely, without the complement. The errors they made include spelling, and word choice.
d. SL: Kakakku guru bahasa. TL: My brother/sister is a language teacher. There are 18 students translated correctly on sentence pattern, by adding copula verb after the subject. And 8 others students did not add the copula verb; they put the complement after the subject. The errors appeared in using article, word order, and word choice.
e. SL: Dia adalah guru saya. TL: He/she is my teacher. There are 24 students translated the sentence correctly by adding intensive verb is after the subject. While one student did not, and one other student used ist instead is after the subject.
To summary this category, nominal category, the students made 26 wrong pattern of the sentences from the total 130 sentences, resulted from the 5 representative sentences which are translated by 26 students (130 sentences). It seems negative transfer or interference happened among the students since this category has different pattern between Indonesian and English declarative sentences. 5. Adjectival a. SL: Gadis itu cantik. TL: The girl is beautiful.
For this sentence, there are 23 students translating the sentence correctly concerning on sentence structure, they put intensive verb is after the subject. And three students made errors on the sentence pattern, without adding the intensive verb.
b. SL: Laki-laki itu pintar. TL: The man is smart. There are 18 students who translated the sentence in correct sentence pattern by using intensive verb is between the subject and the adjective. And 5 students made errors on subject and verb agreement, they used plural form for the subject and singular form of the copula. Then there are two students who translated the sentence by placing the adjective before the subject. And one student did put anything between the subject and the adjective.
c. SL: Pertanyaan itu sulit sekali. TL: The question is very difficult. Concerning the sentence pattern, there are 21 students who translated the sentence grammatically –used intensive verb between the subject and the adjective, but there are errors in the dictions. Then others five students did not.
d. SL: Murid-murid itu pintar. TL: The students are smart. There are two students who translated the sentence correctly. While 18 students made errors in using the proper copula, they used is instead are for subject-plural. And 4 students straight place the adjective after the subject. And 2 students are wrong in the diction and spelling.
e. SL: Sekolah kami sangat bersih.
TL: Our school is very clean. There are 20 students who translated the sentence without put copula verb between the subject and the adjective. And two students use copula are instead is. Then 4 students translated the sentence grammatically. Besides, the errors on sentence pattern, there are errors in using possessions, subject-verb agreement, and spelling.
In the adjectival category, the students made 37 wrong patterns of the sentences from the total 130 sentences, resulted from the 5 representative sentences which are translated by 26 students (130 sentences). It seems negative transfer or interference happened among the students since this category has different pattern between Indonesian and English declarative sentences.
6. Prepositional a. SL: Dia ada di perpustakaan. TL: He/she is in the library. There are 11 students who translated the sentence in the right way by putting copula is between the subject and the complement (prepositional phrase). The subject is the third singular person, so copula is is the suitable one. And 4 students translated the sentence by putting the word there after the subject to represent the word ada in Indonesian. Even 2 students use words there is. In addition one student used the word has. Next one student put the word there before the subject. Then there are 7 students who translated the sentence by placed the prepositional phrase after the subject straightly. However the errors appeared in sentence structure, using of article, spelling, using of preposition, relative pronouns. In short, there are 15 students who made errors on sentence pattern in translating the sentence.
b. SL: Temanku dari Bandung.
TL: My friend is from Bandung. In translating this sentence, there are 2 students who put copula is between the subject and the prepositional phrase. And the rest of students did not use it. So there are 24 students made errors on sentence pattern of this sentence.
c. SL: Buku ini untukmu. TL: This book is for you. There are 3 students who translated the sentence grammatically, they put copula is after the subject. And the others students did not.
d. SL: Cerita ini tentang Malin Kundang. TL: This story is about Malin Kundang. There are 20 students translated the sentence ungrammatically, they placed the complement (prepositional phrase) after the subject. Two students made error in choosing the word history for story, and one student used possessive my for determiner this. And 3 students translated correctly by putting copula is between the subject and its complement.
e. SL: Ibunya ada di rumah. TL: His/her mother is at home. There are 3 students translating the sentence grammatically by putting copula or intensive verb after the subject. Some students put word have, has, there, there is, any, and article a, after the subject. And the 15 students did not put anything between the subject and the prepositional phrase in the sentence. To conclude, in the sixth category, the prepositional category, the students made 108 wrong patterns of the sentences from the total 130 sentences, resulted from the 5 representative sentences which are translated by 26 students (130 sentences). The number is very
significance, this shows negative transfer or interference made by the students since this category has different pattern between Indonesian and English declarative sentences.
7. Numeral a. SL: Bukunya ada tiga. TL: His/her book are three. For this numeral sentence, there are 11 students who translated the sentence by putting copula is between the subject and the complement; while the others did not. There are 7 students used there for WORD ada (Indonesian) , and 3 students used have, and one student used any, they placed the words between the subject and complement. And the rest students used article a between the subject and its complement. Besides, the errors made by the students in translating the sentence are in the possessions, using the correct copula, and spelling.
b. SL: Rumahku satu. TL: My house is one. There are 10 students who used correct pattern of the sentence, that is by putting intensive verb is between the subject and its complement. And some students put this, any and there to replace the copula is, and one student translated as One my house. Then other 12 students did not put anything after the subject and straight to the complement.
c. SL: Lebarnya 40m. TL: The width is 40m. Concerning the pattern, there are 12 students who correctly put copula is after the subject in the sentence, and the rest students are not. And the errors that they made in making the sentence include diction, the use of article the, and spelling.
d. SL: Harga buku itu lima ribu rupiah. TL: The book price is five thousand rupiah. In this sentence, there are 19 students who used copula is between the subject and its complement, and the rest students are not. Then beside about the pattern, the errors appeared in the word order, diction, spelling, and using of article a.
e. SL: Anaknya lima orang. TL: His/her children are five. There are 5 students who used copula is after the subject of the sentence, whereas the copula are is the correct one. And 13 students who translated straight put the complement after the subject. And 5 students put any after the subject, one student used have, and one student used there. Also one student translated the sentence into sentence which does not have meaning at all.
For the last category, the numeral category, the students made 72 wrong patterns of the sentences from the total 130 sentences, resulted from the 5 representative sentences which are translated by 26 students (130 sentences). This category has different pattern between Indonesian and English declarative sentences which caused negative transfer or interference happened among the students.
Furthermore, to make it clear, the frequency of errors on sentence pattern of each category from the previous data analysis description is going to be served in the table, as follows:
Then, she continuous to provide frequency relative distribution table which known as percentage table from the error sum of each category as explained previously, to see the distribution of errors that made by the students. And to get the frequency relative (percentage number) she uses the formula by Anas Sudjiono (2006) which is called relative frequency distribution as follows:
P = _f_ x 100%
N f = frequency of errors occurred/the wrong answer N = number of sample observed P = percentage
From the Table 5. above, it is obtained the percentage of errors that calculated using the formula. The result are presented in the following table:
Table 4.3 Percentage of Errors on Sentence Pattern
NO.
CATEGORY
FREQUENCY
%
(f) 1.
Transitive
12
4.14%
2.
Bitransitive
22
7.59%
3.
Intransitive
13
4.48%
4.
Nominal
26
8.97%
5.
Adjectival
37
12.76%
6.
Prepositional
108
37.24%
7.
Numeral
72
24.83%
TOTAL
290=N
The calculations are as follows:
1. Transitive: P = _f_ x 100% = 12 x 100% = 4.14% N
290
2. Bitransitive: P = _f_ x 100% = 22 x 100% = 7.59%
100,00%=∑P
N
290
3. Intransitive: P = _f_ x 100% = 13 x 100% = 4.48% N
290
4. Nominal: P = _f_ x 100% = 26 x 100% = 8.97% N
290
5. Adjectival:
P = _f_ x 100% = 37 x 100% = 12.76% N
290
6. Prepositional: P = _f_ x 100% = 108 x 100% = 37.24% N
290
7. Numeral: P = _f_ x 100% = 72 x 100% = 24.83% N
290
CHAPTER V CONCLUSION AND SUGGESTIONS
A. Conclusion To conclude this research, based on the data described previously, the writer is going to serve conclusion, as follows: 1. There are some patterns of declarative sentences that similar between Indonesian and English language, exactly in the category of transitive, bitransitive, and intransitive. In contrast, there is pattern of declarative sentences that exists in Indonesian; while in English it does not. It is the pattern SC (Subject-Complement), in this pattern the predicate is the complement. In addition, English has pattern of declarative sentences using intensive verb or copula verb (verb “to be”), but it does not belong to Indonesian since Indonesian has no verb “to be”. These are the differences existed in the declarative sentence patterns in the two languages. 2. From the data analysis found t percentage of errors on sentence pattern of each category, as described on the Table 6. that shows us that the level of errors made most by students are in the prepositional sentence (37.24%), then Numeral sentence (24.83%), Adjectival sentence (12.76%), Nominal sentence (8.97%), next Bitransitive sentence (7.59%), followed by Intransitive sentence (4.48%) and Transitive sentence (4.14%).
Furthermore, based on the fact above, it is known that students mostly made errors in the sentence that have different pattern between the Source Language (Indonesian) and the Target Language (English) with significance number. They are in the Nominal, Adjectival, Prepositional, and Numeral sentence whose SC (Subject-Complement) as the pattern in Indonesian language that considered in English language. Then the range
of errors found in the bitransitive, intransitive, and transitive sentence, in that order, which have similar pattern in both languages contrasted. In short, the errors made by students are due to interference of the declarative sentence pattern in their mother tongue language that is different with the target language. It seems negative transfer the students did.
B. Suggestions In this part, the writer would like to provide some suggestions for teacher and students, they are: 1. As the data shows us concerning the errors on sentence pattern made most by students is in the sentences whose pattern of SC (SubjectComplement), the teacher should apply the methodology that suitable to deliver the material to the learners so that they grasp it., also make such emphasizing in the aspects that the student did errors more. 2. For the students, they should keep studying and learn a lot so they realize about the differences between their mother tongue and the language being learnt since the errors appeared due to interference. Henceforth hopefully leads to get better understanding also mastering the target language itself.
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from
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BIOGRAPHY
Anita Kusumawati, the third child of Odik Sodikin and Apong Rohaeti, was born in Tasikmalaya on October 20th, 1986. She took her elementary school in SDN Cipondok, Tasikmalaya (1993), and Junior High School in MTs Nurul Islam, Cianjur (1999), and then she continued to Senior High School in SMA Islam Cipasung, Tasikmalaya (2002).
Next, she listed as a student of English Education
Department in Islamic State University (UIN) Syarif Hidayatullah Jakarta in 2005. She finished her study and obtained her Bachelor Degree of Arts (S1) in 2009. She ever taught in TPA Al-Ulummiyah Rempoa Ciputat, and in an English institution of LPIA Kranggen Cibubur, then joined a private institution of Accurate and Brilliant (A&B) Course Bintaro. Besides, she taught in Senior High School named SMA I Barunawati, Petamburan Slipi. In addition, she is teaching in private institution of Bintang Pelajar Jakarta, and in College State of Accountancy, Bintaro.
Terjemahkan kalimat-kalimat berikut kedalam bahasa Inggris yang benar! Translate these sentences into good English! 1. Transitive a. b. c. d. e.
Roni makan ketoprak setiap hari. Mereka menulis surat minggu lalu. Fauzan membaca buku cerita setiap malam. Kami selalu belajar bahasa Inggris. Kemarin dia membeli buku.
2. Bitransitive a. b. c. d. e.
Anwar mengajari kami bahasa Indonesia tahun lalu. Ibu saya memberi saya kue setiap pagi. Ayah mengirimi kami uang kemarin. Dia selalu membelikan saya sebuah buku. Minggu lalu, dia memberi saya pekerjaan.
3. Intransitive a. Guru-guru pergi ke Bandung bulan lalu. b. Raihan berjalan ke perpustakaan kemarin. c. Minggu lalu Ani menyanyi di dalam kelas. d. Liburan sekolah selesai kemarin. e. Setiap hari dia pergi ke sekolah jam 6. 4. Nominal a. Dia seorang pelajar. b. Ayahnya seorang dosen. c. Ibunya kepala sekolah. d. Kakakku guru bahasa. e. Dia adalah guru saya. 5. Adjectival a. Gadis itu cantik. b. Laki-laki itu pintar. c. Pertanyaan itu sulit sekali. d. Murid-murid itu pintar. e. Sekolah kami sangat bersih. 6. Prepositional a. Dia ada di perpustakaan. b. Temanku dari Bandung. c. Buku ini untukmu. d. Cerita ini tentang Malin Kundang.
e. Ibunya ada dirumah. 7. Numeral a. Bukunya ada tiga. b. Rumahku satu. c. Lebarnya 40m. d. Harga buku itu lima ribu rupiah. e. Anaknya lima orang.
STUDENTS’ ANSWERS PER CATEGORY 1.
Transitive a. Sentence 1 STUDENT SENTENCES 1 Roni eats ketoprak every day 2 Roni eat ketoprak Everday 3 Roni eat ketoprak everyday 4 Roni eat ketoprak everyday 5 Roni eats ketoprak every day 6 Roni eats ketoprak everyday 7 Roni eats ketoprak every day 8 Roni eat ketoprak everyday 9 Roni eat ketoprak Everyday 10 Roni eat ketoprak everyday 11 Roni eat ketoprak everyday 12 Roni eat ketoprak everyday 13 Roni eats ketoprak everyday 14 Roni eat ketoprak everyday 15 Everyday Roni eat ketoprak 16 Roni eat ketoprak everyday 17 Roni eat ketoprak every day 18 Everyday Roni eat ketoprak 19 Roni eat ketoprak everyday 20 Roni eat ketoprak everyday 21 Roni eats ketoprak everyday 22 Roni iting ketoprak everyday 23 Roni eats ketoprak every day 24 Roni eat ketoprak every day 25 Roni eat ketoprak everyday 26 Roni eats ketoprak everyday b. Sentence 2 STUDENT SENTENCES 1 They wrote letter last week 2 Last week they write a mail 3 They wrote letter last week 4 They wrote letter last week 5 They wrote letter lastweek 6 They wrote letter last week 7 They wrote a mail last week 8 They wrote a mail last week 9 They writing letter last week
10 They write a letter last week 11 They writing a letter last week 12 They write receipt last week 13 They wrote letter last week 14 Last week they write a mail 15 Last week they write a mail 16 They write message last week 17 They wrote letter last week 18 They write receipt last week 19 They write a letter last week 20 They write letter last week 21 They are wrote letter last week 22 They write messege last week 23 They wrote letter last week 24 They wrote letter last week 25 They write message last week 26 They wrote letter last week c. Sentence 3 STUDENT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 d.
SENTENCES Fauzan reads story book every night Fauzan reading book story every night Fauzan read book story every night Fauzan reads story book everynight Fauzan reads story book every night Fauzan reads story book every evening Fauzan reads a book story every night Fauzan reads story book every night Fauzan reading book story every night Fauzan read a book story everynight Fauzan read book story every night Fauzan reads storie books Every night Fauzan reads story book every night every night, Fauzan reads the book every night Fauzan reading book Fauzan reading book story every night Fauzan reading Book story every night Fauzan reading book story every night Fauzan reads a book story every night Fauzan reads a book story every night fauzan reads book story every night Fauzan rith book every night Fauzan read a history book every night Fauzan reads a history book every night Fauzan read story book every night Fauzan reads book story every night
Sentence 4
STUDENT 1 2 3 4 5 6
SENTENCES We always learn English language We always study English language We always study english language We always learn english language We always study english language We always study english
7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
e.
We always study english language We always study English language We always study English language We always learn English We always study English language We always studi Eanglish leanguage We always study language English We always learn English language We always study english language We everyday learn Inggris language We always study languange english We always study english language We always We We always learn language Englist We study language english We always study English language We always study English language We always study english language She always study language english
Sentence 5
STUDENT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
2.
SENTENCES Yesterday he buy book Yesterday he bring a book Yesterday he bought book Yesterday he buy book Yesterday he bought book Yesterday she bought book Yesterday, he bought a book Yesterday, she bought a book Yesterday he bring a book Yesterday, he buy a book Yesterday he buy book Yesterday, she bought book Yesterday he bought book Yesterday he was bought a book Tomorrow he break book Yesterday he about bought Yesterday he bought a book Tomorrow he break book Yesterday he is a bought book Yesterday he buy a book Yesterday she buy book Yesterday he about bought Yesterday she ask a book Yesterday, he bought a book Tomorrow he buy book Yesterday bought a book
Ditransitive a. Sentence 1
STUDENT SENTENCES 1 Mr. Anwar taught our Indonesia language last year 2 Mr. Anwar teach us Indonesian language last year 3 Mr. Anwar Tought we Indonesia language last year 4 Mr. Anwar taught our Indonesian language last year 5 Mr. Anwar taught us Indonesia language last year 6 Mr. Anwar taught us language Indonesian last year 7 Mr. Anwar studyed Indonesia language to us, last year 8 Mr. Anwar our teach Indonesian language last year 9 Pak Anwar we Indonesia language last year 10 Mr. Anwar teach we Indonesia language last year 11 Pak Anwar learning we Indonesian language last year 12 Mr. Anwar learning ours Indonesia language last year 13 Mr Anwar tought our language Indonesian last year 14 Mr. Anwar teach us Indonesian language last year 15 Mr. anwar teach us Indonesian language last year 16 Mr. anwar studied we Indonesian language last year 17 Mr. Anwar tought our language Indonesian last year 18 Mr. Anwar learning ours Indonesian language last years 19 Pak Anwar 20 Pak Anwar 21 Mr. Anwar we teach language Englist last years 22 Mr. Anwar studied we Indonesian language last year 23 Mr. Anwar to teach they Indonesian languages last year 24 Mr. Anwar teach they Indonesia language last year 25 Mr. Anwar 26 Mr. Anwar we teach Indonesian language last years b. Sentence 2 STUDENT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
SENTENCES My mother give me cake every morning My mother give me cake every morning My mother give me cake every day My mother give me cake every morning My mother gave me cake every morning My mother give me cake every morning My mother give me a cake every morning My mother, give me cake every morning My mother give me cake every morning My mother give me a cake everyday My mother give me cake everyday My mother give me cake everymorning My mother gives me cake every morning My mother give me a cake, every morning every morning my mother give I cake My mother give me cake everyday My mother give me cake every morning My mother give I cake every morning My mother give me cake every morning My mother give me cake every morning My mother give cake every morning My mother give cake every day My mother give me cake every morning My mother give me cake every morning My mother give me a cake every morning My mother give cake every morning
c.
Sentence 3
STUDENT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 d.
SENTENCES Father sent us money yesterday Father sending we money yesterday Father sent we money yesterday Father sent our money yesterday Father sent us money yesterday Father sent us money yesterday Father sent a money, yesterday Father sent our a money, yesterday Father sending we money yesterday Father send we money yesterday Father sent we money yesterday Father sending to ours money yesterday Father sent our money yesterday Father sent me money yesterday Tomorow father sent we money Father send we money yesterday Father send we money yesterday Father sent we money yesterday Father send we money yesterday Father sent we money yesterday Father sent us money yesterday Father sent money tomorow Father sent they money yesterday Father sent they money yesterday Father send money to we tomorrow Father send us money yesterday
Sentence 4
STUDENT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
SENTENCES He always buy me a book He always bring to me a book He always buying me a book He always buy me something book He always lend me a book He always buys me a book She always buy a book for me He always bought me a book He always bring to me a book He always buy to me a book He always buy me a book He always buying me a book he always buys me a book He always buyed me a book He always break Ibook He always me a book He always buy’s me a books He always break I a book He always buy me a book He always buy book She always buy me a book
22 23 24 25 26 e.
He was my book He always to ask me a book He always to ask me a book He always buy a book to me He always buy me something book Sentence 5
STUDENT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
3.
SENTENCES Last week, he gave me a job Last week, we give me a job Last week, he offer me job Last week, he gave me a job Last week, He give me jobs Last week she gave me occupation Last week, he gave me a job Last week, she gave me a job Last week, he give me job Last week, he give me a job Last week, he give my job Last week, he gave me job Last week, she gave me a job Last week, He give me a job Last week, He give me a job Last week, he give me job Last week, he give me a job Last week, he give I job Last week, He give me a job Last week, he give me job Last week, she gave me a job Last week, he give me a job Last week, she give me job Last week, He give me job Yesterday, her Last week, he gave me a job
Intransitive a. Sentence 1 STUDENT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
SENTENCES Teacher went to Bandung last month The teacher went to bandung last macth The teachers went to Bandung last month Teachers went to Bandung last month Teachers went to Bandung last month the teachers went to bandung last month Teachers went to Bandung last month Teacher’s went to Bandung last month The teachers went to Bandung last macth Teachers go to Bandung last month Teachers went to Bandung last month Teachers go to Bandung last month The teachers went to Bandung last month The teacher went to Bandung last month the teacher went to bandung last match
16 17 18 19 20 21 22 23 24 25 26
b.
My teacher go to bandung last mond Our teacher go to Bandung last month teachers went to Bandung last month Our teachers go to Bandung last mounth Our teacher go to bandung last morth teachers went to Bandung last week teachers go to Bandung last mout The teacher went to Bandung last month The teachers went to Bandung last month Teacher went to Bandung Teachers went to Bandung last week
Sentence 2
STUDENT SENTENCES 1 Raihan walked to library yesterday 2 Yesterday, Raihan walked to library 3 Raihan walked to library yesterday 4 Raihan walked to library yesterday 5 Raihan walking to library yesterday 6 Raihan walked to library yesterday 7 Raihan walked to the library yesterday 8 Raihan walked to library, yesterday 9 Yesterday, Raihan walked to library, 10 Raihan walk to library yesterday 11 Raihan walking to library yesterday 12 Raihan walking to library yesterday 13 Raihan walked to library yesterday 14 Raihan walk to library 15 Yesterday, raihan walked to library 16 Raihan walk to library yesterday 17 Raihan walked to library yesterday 18 Raihan walk to library 19 Raihan walked to library yesterday 20 Raihan walked to library yesterday 21 Raihan work to library yesterday 22 Raihan go is story tomorrow 23 Raihan walk to library yesterday 24 Raihan walk to library yesterday 25 Raihan 26 Raihan work library yesterday c. Sentence 3 STUDENT 1 2 3 4 5 6 7 8 9 10 11
SENTENCES Last week Ani sang in the class Last week Ani sang in the class Last week, Ani sang in the class Last week, Ani sang in the class Last week, Ani singing in the classroom Last week, Ani sang in the class Last week, Ani sang in the class Last week, Ani sang in the class Last week, Ani singing on the class Last week, Ani sing in the class Last week, Ani sang
12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
d.
Last week, Ani sang in class Last week, Ani sang in the classroom Last week ani sing in the class Last week, ani singing end the class Last week, ani seng in the class Last week Ani singing in the class Last week Ani singing in the classroom Last week Ani singing in the class Last week Ani singing in the class Last week Ani sang in the class Last week Ani song on the class Last week, Ani sing in the class Last week, Ani sing in the class Yesterday Ani sing in the class Last week Ani sing in the class
Sentence 4
STUDENT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 e.
SENTENCES Holiday school finished yesterday Holiday school finish yesterday Holiday school finished yesterday Holiday school finished yesterday School holiday finished yesterday School holiday finished yesterday Holiday school finished yesterday Holiday school finished yesterday Holiday school finished yesterday School holiday is finish yesterday Holiday school finished yesterday School holiday finished yesterday Holiday school finished yesterday School holiday is finish yesterday School holiday is finish yesterday Holiday school finish yesterday holiday school finish yesterday Holiday school is finish yesterday Holiday school end yesterday Holiday school end yesterday Holiday school finised yesterday Holiday school finish yesterday School holiday finished yesterday School holiday finished yesterday School holiday finish toworrow holiday school finished yesterday
Sentence 5
STUDENT 1 2 3 4 5 6
SENTENCES Every day he goes to school at 6 A.M. Everyday he went to school at 6 am Everyday he go to school at 6 o’clock everyday he goes to school at 6 AM everyday he go to school at 6.00 a.m. every day she goes to school at 06.00 o’clock
7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
4.
every day, she goes to school at 06.00 Every day, she go to school at 06.00 Every day he went to school at 6 am Everyday he go to school at six o’clock every day his go to school at 6 am Everyday he go to school at 06.00 o’clock Every day he goes to school at 6 Every day he go to school at 6 Everyday he go to school at 06.00 Every day he go to school Every day he is go to school six o’clock. Every day he go to school at 6 Everyday He go to school at 6 A.M. Every day He go to school at 6 AM. Everyday she goes to school at 6 a.m. Every day he go to school At 06. AM Every Day he goes to school at 06.00 every day, He goes to school at 06.00 AM everyday He went to school at 6
Nominal a. Sentence 1 STUDENT 1 he is student 2 He is student 3 He is student 4 He is student 5 He is a student 6 He is a student 7 He is a student 8 He is a student 9 He is student 10 He is graduate 11 He is student 12 He is student 13 He is study 14 He is a student 15 He is student 16 He is student 17 Her is student 18 He ist student 19 He is a student 20 He is students 21 She is student 22 He is study people 23 She is student 24 He is student 25 He a student 26 She is student b. Sentence 2
SENTENCES
STUDENT 1
SENTENCES his father is lecturer
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
c.
this father is head master The father is Teacher His father is lecturer Father’s a lecturer His father is a lecturer/teacher Him father is lecturer His father is lecturer This father is His father is teacher His father teacher His father is teacher His father is lecturer His father is grand teacher His father is grand teacher Father is dosen Her father is lecturer His father is dosen This father a polite This father a polite His father is lectuler Her father dosen The father is lecturer The father is lecturer Her father a lecturer His father
Sentence 3
STUDENT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
SENTENCES her mother is headmaster This mather is language teacher The mother is Headmaster her mother is headmaster Mother’s a headmaster Her mother is a headmaster her mother is head master Her mather is head master This mother is Her mother is headmaster His mother is headmaster Her mother is headmaster Her mother head master His mother is a head master his mother is a head master Mother had master her mother is head master his mother is His mother a head master his mother is head master Her mother is head master his mother head master The mother is head master The mother is head master Her mother a Head master Her mother is Headmaster
d.
Sentence 4
STUDENT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
e.
SENTENCES my brother is language teacher My brother is a language teacher my sister is language teacher my brother is language teacher My brother a language teacher My sister is language Indonesian My sister is language teacher My sister is language teacher My brother is a language teacher My brother is language teacher My sister teacher language My sister is a leaguage teacher My brother language teacher My sister is a language teacher My sister is a language teacher My sister language teacher My sister is teacher language My brother language teacher My sister a language teacher My sister language teacher My broder is language Indonesian My sister is teacher language The sister is teacher language My brother is teacher language My sister a language teacher His brother is language Indonesian
Sentence 5
STUDENT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
SENTENCES he is my teacher He is my teacher He is my teacher he is my teacher He is my teacher She is my teacher She is my teacher He is my teacher He is my teacher he is my teacher His a my teacher She is my teacher he is my teacher He is my teacher He is my teacher he is my teacher he is my teacher He ist my teacher She is my teacher He is my teacher She is my teacher
22 23 24 25 26 5.
he is my teacher She is my teacher She is my teacher Her is my teacher He is my teacher
Adjectival a. Sentence 1 STUDENT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
b.
SENTENCES The girls is beautiful The girl is beautifull The Girl is beautiful The girl is beautiful The girl is beautiful The girl is beautiful The girls is beautifull That girls is beautiful The girl is beautiful The girl is beautiful Ladies is beautiful The girl is beutiful The girl is beautiful That girl is prety Ladies it beautiful Ledis is beautiful Her girl is beautiful Lady ist beutiful girl is beautiful Gril is beautiful The girl is beatiful girl is beatifull The girl is beautiful The girl is beatiful The girls beautiful girl is beautifull
Sentence 2
STUDENT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
SENTENCES The boy is smart The man is smart The boy is smart The boy is smart The boy is smart The boy is smart That boy is smart That boy is diligent The men is smart The boy is smart Boys is smart The boy is smart The boy is smart The guy is smart The men is smart
16 Boy is smart 17 The boys is smart 18 Boys is smart 19 the smart boy 20 the smart boy 21 The boy’s smart 22 He is smart 23 The boy is smart 24 the boy is smart 25 The man smart 26 the boy is smart c. Sentence 3 STUDENT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
d.
SENTENCES The question is very difficult The question is very hard The question is very hard The question is very dificult The question is very difficult The question is very difficult That question is very difficult The question is very difficult This question is very hard The answer is very difficult Question very difficult The question is dificult The question is very hard The question is so hard The questions is hard The question is very diffigood The question a very hard The questions is dificult Question is a very hard Question is very hard The question is very dificul Question very difical The question very difficult The question very difficult The quations is fery difficut The question is very difficult
Sentence 4
STUDENT 1 2 3 4 5 6 7 8 9 10 11
SENTENCES The students is smart The students is smart The students is smart The students is smart The students is smart The students are smart That students is smart That students is diligent The students is smart The students are smart The students smart
12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 e.
The students is smart The students smart That students is so smart The students is smart Students is smart Our student a smart Students ist smart Our student is smart Our student is smart The students is smart The students is smart The students is smart The student is smart The students smart The students is smart Sentence 5
STUDENT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
6.
SENTENCES Our school very clean We school very clean We school is very clean Our school very clean We school very clean Our school are very clean Our school very clean Our school very clean We school very clean Our school are very clean We school very clean Ours school very clean Our school very clean Our school is very clean We school very clean We school very clean We school very clean School we very clean Our school very clean Our school very clean Our school very clean We school in the clean We school is very clean We school is very clean Our school fery clean We school very clean
Prepositional a. Sentence 1 STUDENT 1 2 3 4 5
SENTENCES he there in library He is the library He is in library He there in library He in a library
6 She there is in library 7 He is in library 8 He is in library 9 He is on the library 10 He has in library 11 He is a library 12 He in library 13 There she in the library 14 He is in the library 15 He is the library 16 He in library 17 Her is in the library 18 He in a library 19 He at a library 20 He at in library 21 She there in library 22 He is the story 23 She there in library 24 She der is in the library 25 He in library 26 He is in library b. Sentence 2 STUDENT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
c.
SENTENCES My friend from Bandung My friend from Bandung My friend is from Bandung My friend from Bandung My friend from Bandung My friend from Bandung My friend from Bandung My friend from Bandung My friend from Bandung My friend from Bandung My friend from Bandung My friend from Bandung My friend from in Bandung My friend from Bandung My friend from Bandung My friend from Bandung My friend from Bandung My friend from Bandung My friend from Bandung My friend from Bandung My friend from Bandung My friend to Bandung My friend from Bandung My friend from Bandung My friends from Bandung My friend is from Bandung
Sentence 3
STUDENT 1
SENTENCES This book for you
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 d.
This book for you This book is for you This book for you This book for you This book for you This book for you This book for you This book for you This book for you This book for you This book for you This book for you This book is for you This book for you Book for you The book for you My book for you The book with you The book with you This book for you This book for you His book for you Dis book for you A book for you The book is for you Sentence 4
STUDENT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
SENTENCES This story about Malin Kundang This story about Malin Kundang This story is about Malin Kundang The story about Malin Kundang This story about Malin Kundang This story about Malin Kundang This story about Malin Kundang This story about Malin Kundang This story about Malin Kundang This story about Malin Kundang Story about Malin Kundang This storie about Malin Kundang This story about Malin Kundang This story about Malin Kundang This story about Malin Kundang Story about Malin Kundang The story about Malin Kundang My story is Malin Kundang Story a Malin Kundang Story a Malin Kundang This story about Malin Kundang The story in the Malin Kundang This history is about Malin Kundang This history is about Malin Kundang Story is about Malin Kundang The story its about Malin Kundang
e.
Sentence 5
STUDENT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 7.
SENTENCES her mother there in house This mother have a meouse The mother is in home Her mother in house There mother in home Her mother there is at home Him mother in home Her mother is in home This mother have a house His mother has in home His mother a house Her mother any in house Her mother in the house His mother on the home His mather on the home Mother in house Her mother in the house My mother in the home His mother at a home Mother at the home Your mother in home His mother in the house The mother there in a house Her mother there is at home Her mother in home The mother is in home
Numeral a. Sentence 1 STUDENT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
SENTENCES his book there three The books a three The book is three His book there three Book is three Her books there are three The book is three The book is three This book a three The book have three His book a three The books any three Its book is three The book have three The book have three Book is three The book is three Book ist thrie The books is theree The books is theree This book there three
22 23 24 25 26
b.
The book is three This book there three The book there three Her book there three The books is three
Sentence 2
STUDENT 1 My house one 2 My home is one 3 My house is one 4 My house one 5 My house one 6 My house one 7 My house is one 8 My home is one 9 My home this one 10 My home is one 11 My house one 12 My home any one 13 My home is one 14 My house is one 15 My house one 16 My house one 17 One my house 18 My home one 19 My home is one 20 My home is one 21 My house one 22 My house one 23 My house one 24 My home one 25 My house there one 26 My home is one c. Sentence 3 STUDENT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
SENTENCES
SENTENCES The width 40 m The wide is 40 m Width is 40 metres The width 40 m Width is fourty meters Width is fourty meters The wide is fourty meters The wide is fourteen meters Wide is 40 m The weath fourty metres Wide fourty metres The wide is forty metters Its width 40 m The wide is 40 m The wide is 40 m Wight 40 meters Width 40 metres
18 19 20 21 22 23 24 25 26
d.
Wight 40 m Wide 40 m Wide 40 m The width fourty metters The longs fourty meter The weight is 40 m The weight Weide it fourteen meter Width is 40 meters
Sentence 4
STUDENT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 e.
SENTENCES Price this book is five thousand rupiah The price of that book is five thatsand rupiah The price book is 5000 rupiah Price this book is five thousand rupiah The book price is five thousand rupiah The price book is five thousand rupiah The price of that book is five thousand rupiah The price a book is five thousand rupiah Price the book is five thousand rupiah Price book is five thousand rupiah Price book is five thousand rupiah Price of the book is fiftouzent rupiah That price book is five thousand rupiahs The price of that book is five thousand rupiah The price of that book is five thousand Prace book is five hundret rupias That price book is five thousand rupiahs Price my book a five touzend Price a book a five thousand Price a book a five tausand Price the book a five thousand rupiah The price five hundret Rupiah Ths price a book is five thousand The price book five thousand Peics book a five tausen The price book is five tausend
Sentence 5
STUDENT 1 2 3 4 5 6 7 8 9 10 11 12
SENTENCES his children five person his child any five persons the children is five person his children five person his children is five person his children five person The kid is five person her kids five person This children have five The childs is five person his children five people His child’s any five person
13 14 15 16 17 18 19 20 21 22 23 24 25 26
His child five person his children any five person His child any five persons That it is five person her kids is five person his childs any 5 persons The son five The son five the children five persons The kind five people His children five persons Her children five person Her children there five person Son five person
