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SARJANA’S THESIS
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
LAMBUNG MANGKURAT UNIVERSITY
BANJARMASIN
2017
A DESCRIPTIVE STUDY ON STUDENTS’ PROBLEMS IN WRITING
COMPOUND COMPLEX SENTENCE AT ENGLISH DEPARTMENT
LAMBUNG MANGKURAT UNIVERSITY BATCH 2014
SARJANA’S THESIS
Presented to Faculty of Teacher Training and Education as a Partial
Fulfillment of Completing the Sarjana Pendidikan
Program in English Language Education
ENGLISH DEPARTMENT
BANJARMASIN
2017
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ABSTRACT
Azidin, Noor Azrina. 2017. A Descriptive Study on English Department Students’ Problems
in Writing Compound Complex Sentence on Lambung Mangkurat University Batch
2014.Sarjana’s Thesis, English Department, Faculty of Teacher Training and
Education, Lambung Mangkurat University, Banjarmasin. The first advisor: Dr. Noor
Eka Chandra, M.Pd. the second advisor: Emma Rosana F., S.Pd.,M.Pd.
This paper studies the problem of writing compound complex sentence by English
department students this study also describe the problems that students faced in writing
compound complex sentence and the data are collected from the student of English
Department batch 2014.
This study used descriptive-qualitative research in order to find out and describe the
students’ problem in writing compound complex sentence. Moreover, the researcher used
written test as the instrument and also used simple random sampling technique in selecting
the subjects of the study. Therefore, 40 students from English Department batch 2014 had
been chosen to be the subjects. Finally, the researcher used descriptive method to describe the
problems that the researcher found and then explained the problems in the discussion part
based on the data in the first test and the second test.
The research results showed that there are three problems that the students faced in
writing compound complex sentence. The major is in the conjunction. It happened because
the students have difficulties in choosing the conjunctions that are usually used in writing
compound-complex sentences. The second major problem is the punctuation. It happened
because they forget to put the punctuation or they put the punctuation in the wrong place. The
minor problem is the less knowledge about compound complex sentence. The less knowledge
here means the students already know about compound complex but the subjects still have
difficulties in choosing the conjunction and the punctuation.
The researcher also gives some suggestion to increase the problems that the student
faced. First, the teacher can give more exercise in writing compound-complex sentence such
us ask the students to make compound-complex sentence in their own or ask them to make a
paragraph compound-complex sentence. Second, the student also can learn more about
compound-complex sentence, the differences between coordinate and subordinate
conjunction. Third, in learning compound-complex sentence the student also need
comprehension deeply not only in grammatical but also in how to improve their vocabulary
in their good writing.
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ACKNOWLEDGEMENT
First and foremost, the researcher would like to thank to Allah SWT for all
blessing, guidance, good health, strength and wellbeing so that he could be able to
The researcher believes that he could not finish this thesis without many
people who always support, help, strengthen and surround him during accomplishing
this thesis. Therefore, the researcher would like to express his sincere thanks and
1. Prof. Dr. Wahyu, MS, The Dean of Faculty of Teacher Training and
Education. This thesis also could not complete without the permission from
2. The Head of English Department, Prof. Dr. H. Abdul Muth’im, M.Pd who has
3. The researcher’s advisors Dr. Noor Eka Chandra M.Pd as the first advisor and
Emma Rosana F, S.Pd., M.Pd, the second advisor for giving their precious
time to encourage, guide, suggest and give opinion during the process of
you very much for the guidance, support and advices; all the lecturers in
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the priceless knowledge and lessons they have given for years.
5. The students of English Department batch 2014, especially the students who
support the process of conducting this research that the researcher could not
6. The researcher’s parent, H. Dedet Rudi Heryadi S.E and HJ. Nurul Hasanah
who give her unconditional support, pray and love. The researcher’s sister,
Gina Sonia Kamila and Naziya Alfayra Rajbi who always make me laugh in
every situation.
7. Last but not least, the researcher’s friends in English Department Rizki
Amalia, Nurpita Sari, Nadya Isnan, Dea Rizki Ananda, Fitri Rahmadani, Mina
Fitriana, Elisa Frema Cindy, Ariani who are always beside her in every
Department batch 2012 thank you for the laughter, strength, supports, and
memorable friendship. Best luck for all of us, see you on the top.
The Researcher
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TABLE OF CONTENT
LETTER OF APPROVAL i
ABSTRACT ii
ACKNOWLEDGEMENT iii
TABLE OF CONTENT v
LIST OF APPENDIX ix
CHAPTER 1 INTRODUCTION
3.3 Instrumentation 20
3.6.1 Validity 22
3.6.2 Reliability 22
4.3 Discussion 36
5.1 Conclusions 44
5.2 Suggestions 45
REFERENCES 47
APPENDIX 49
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LIST OF TABLES
LIST OF FIGURE
Figure 4.1 Comparison punctuation result first test and second test 33
Figure 4.2 Comparison coordinate and subordinate conjunction result first test and
second test 33
Figure 4.3 Comparison capitalization result first test and second test 34
Figure 4.4 Comparison result part B first test and second test 35
Figure 4.5 Comparison result part C first test and second test 35
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LIST OF APPENDICES
1. Research instrument 49
2. Students Answer 52
9. Silabus Structure 84
INTRODUCTION
problem, objectives of the study, significances of the study, limitation of the study
English has four skills namely Listening, Speaking, Reading and Writing.
All the skills should be mastered by students who study English as their major. One
of the skills that must be learned is writing skill. Naturally, writing skill is a specific
ability, which helps the writers put their thoughts into words in meaningful form and
mentally interacts with the message. By writing, students can express an idea or
feeling in the written form, therefore the students should be able to produce sentences
and develop it into a good paragraph. In order to do that, the students need to
The English department students should master the writing skills as one of
the important activities to be learned. They must take Writing II course in the 3rd
semester which in that course they learned any kinds of sentence, paragraph, essay
etc. One of the Writing II course objective is the students are able to write compound-
complex sentence.
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contains one or more independent clauses and one or more dependent clauses. In
other words, compound complex sentence is one type of sentence that combines more
than one independent and dependent clause into one sentence. Additionally, Andersen
(2014:1) also explained about independent and dependent clause. Independent clause
is a complete thought that can stand by itself, and dependent clause is an incomplete
Since there are too many things that should be included to make compound
complex sentence such as two independent clauses, one dependent clause, coordinate
study, some data that lead necessity of conducting a research in this topic are found.
sentence itself. The first problem is some student has already understood what
compound-complex is, but they are having difficulties on how to make a compound-
complex sentence. In addition, they are also having a problem to identify where the
dependent and independent clause are. The second problem is the students do not
really understand what compound-complex sentence is, and they also think that it is
hard to make the sentence coherence with the coordinate and subordinating
conjunctions. The last problem is the students know only a little bit about compound-
complex sentence, they also did not really know the coordinate and subordinating
conjunction, and they have problem to decide the dependent and independent clause.
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sentence”. The English Department students in 2014 batch are chosen because they
What are the problems that the students of English Department batch 2014
The objectives of the research are to describe and analyze the students’
a) Theoretical Contributions
1. The result of this study is expected to provide more information and enrich the
current knowledge for the theories of learning the language especially for
b) Practical Contributions
1. The result of the study is expected to give descriptive information to the student
2. The result of the study is expected to give information to other future researchers
2014.
2. The sentences that are being analyzed are the compound-complex sentence made
be solve.
5. Dependent clause is a group of a words that also contains a subject and a verb,
but it is not a complete thought, because of the reason dependent clause cannot
REVIEW OF LITERATURE
Writing is a skill that people in all walks of life must perform almost daily
(Oshima&Hogue, 1991). It means that writing is a part of our life in daily activities,
even though we are not good writers. According to Raimes (1983:2), writing is a
communication act, a way of sharing observation, information, and change ideas with
other. Harmer (2001) also said that writing is a productive skill besides speaking
skill. Troyka (1987) in Muthim (2009:2) says that writing is understood as way of
the act of putting down on conventional graphic form something, which has been
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In brief writing skill is an important skill and complex skill to learn. People
communicate with a written form to deliver the idea and information. Writing skill
must contain a subject and a verb, which expresses a thought in the form of a
stetement, question, instruction, or exclamation and starts with a capital letter when
written (Cambridge Dictionary:1300-1301). Sentence also has a part that make it into
1. Subject: Who or what the sentence is about. The noun, pronoun, or group of words
acting as a noun, that performs the action indicated in the predicate of the sentence
or clause.
2. Predicate: Basically, the rest of the sentence or clause other than the subject; it
usually has a verb, and thus indicates some action, but may have other functions
3. Object: A word or group of words which receives the action of a verb or that
completes the description or statement being made about the subject. Lots of
subordinate clause.
Sentence also have four types; simple sentence, compound sentence, complex
1. Simple sentence is a sentence consisting of only one clause, with a single subject
and predicate.A simple sentence has the most basic elements that make it a
Mary and Samantha arrived at the bus station early but waited until noon for the bus.
verb
(such as "at the bus station"), and other elements help lengthen simple sentences,
but simple sentences often are short. The use of too many simple sentences can
make writing "choppy" and can prevent the writing from flowing smoothly. A
example:
He cried
conjunction. There are only seven coordinating conjunction. There are they, are, for,
clauses connected to it. A dependent clause is clause that does not express a
Some common subordinating conjunctions include when, until, because, while, if,
Complex sentence : He realized that the bus was late, while he was waiting at the
bus station.
clauses and at least one dependent clause. An independent clause will always be
able to stand on its own as a complete sentence that means it has a subject and a
predicate. The subject of the clause will be a noun and the predicate will describe
the subject or what the subject is doing. The dependent clauses in compound
complex sentences will not be complete sentences on their own. They are
dependent on the other clauses of the sentence because they do not have a full
meaning without more information. Even though dependent clauses have a subject
and predicate like independent clauses, but dependent clauses do not express a full
Queen Elizabeth I was called a redhead (independent clause), but no one knew her
hair color for sure (independent clause) because she always wore a wig (dependent
clause).
I don't like dogs, and my sister doesn't like cats because they make her sneeze. You
can write on paper, but using a computer is better as you can easily correct your
mistakes
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According to Bryne (in Muth’im, 2009:8) there are three kinds of problem in
1. Psychological problems
use language and getting feedback of some kind. Writing, on the other hand, is
essentially a solitary activity and the fact that we required to write on our own,
without the possibility of interaction or the benefit of feedback, in it self makes the
2. Linguistic problems
in special circumstances, such as lecture, all the participant help to keep going.
organizing our sentence structure or to continuing our sentence. When someone read
our writing, we have to make sure that the reader get the point or understanding our
writing. It seems like we communicate through written form. The mistake of the
choice of sentence must be avoided. The writer have to pay attention in every aspects
of their writing, such as: the sentence structures, the use of article, pronoun and
reader.
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3. Cognitive problems
form of the language and to learn certain structures which are less used in speech, but
our idea such as a way that can be understood by the reader. Finally, writing is a task
which is often imposed on us, perhaps by circumstances. This is not only has a
phsychological effect: it may also cause a problem an terms of content what to say.
write.
they are content, organizing, vocabulary, and grammar. First is content, when student
were encountered with the problem of identifying the main ideas and supporting
sentences they could not produce an effective paragraphof text. This happens since
they are not able to formulate main ideas and supporting sentence in paragraph.
Second is organizing. An effective or good paragraph of text describes all the things
in paragraph logically, clearly, and easily to make the readers understand. The good
paragraph of the text appears in the topic of text and it describes specifically in
covers the patterns of sentence construction and the good order of the words in
sentence sequence.
categories that were proposed to explain how sentences derivate from the correct
forms because the learners change the surface structure. Those categories are:
unwanted items do not appear in a well-formed utterance. This happens when the
learners overuse certain grammatical rules of the target language. Example: *He
didn’t to come.
complex sentence patterns. At times you may want to show the relationship of three
or more ideas within one sentence. If that relationship involves two or more main
ideas and one or more supporting ideas, the combination can be stated in a
subjects and verbs (at least two main clauses and at least one subordinate clause). For
example:
They consist of at least three clauses. Two clauses are independent, joined by a
logical subordinator.
face when they write or make a compoud complex sentence. The problem will come
from: the use of the correct coordinate and subordinate conjunction, the uses of
independent clause and dependent clause into compound complex sentence. The
coordinating conjunctions are as follows: and, but, for, nor, or, so, and yet.
sentences. The subordinating conjunctions are as follows: after, although, as, as if,
because, before, even if, even though, if, if only, rather than, since, that, though,
unless, until, when, where, whereas, wherever, whether, which, and while.The
problem here is when the student choose uncorrect coordinate and subordinate
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conjunction itself. If the student choose the wrong conjunction it means the sentence
2. Punctuation
Punctuation can cause a lot of problems. The more complex the sentence, the
more scope there is for problem arise. The punctuations that usually use are semi
colon and comma, because these are usually long sentences, there are two
considerations when punctuating them. The semi colon has almost disappeared from
the landscape of writing this is unfortunate, because the semicolon can be extremely
useful its main use is to link two sentences that naturally fit together but that
otherwise would require two separate sentences. The comma is a valuable, useful
manageable segments. The rules provided here are those found in traditional
handbooks; however, in certain rhetorical contexts and for specific purposes. But in
1. A comma is placed at the end of the first clause before the coordinating
conjunction.
2. Use commas to separate independent clauses when they are joined by any of these
seven coordinating conjunctions: and, but, for, or, nor, so, yet.
3. When the complex part of the sentence begins with a dependent clause, a comma
is placed at the end of this clause and before the independent clause.
The less knowledge here means the students only know a little bit about
complex is but the students confuse when the teacher ask them to make or write
In this research, student may face the linguistic problems. Spoken and
written, the ungrammatical utterences cannot be tolerated and it seems with how the
and independent clause or not and it is appropriate or not not with the coordinating
and subordinating conjuction that choosen. The punctuation also affect the meaning
less knowledge about compound complex sentence also may affect because the
According to Ernawati (2014) that conduct the same topic found that the
most of the student get difficulty in compound - complex sentences. They are
comprehension deeply and must get more good knowledge not only in the
grammatical structure but also how to improve their vocabulary to develop in their
the students used simple sentence, compound sentence and complex sentences,
because they believe that the majority simple sentence as the easiest sentence type to
speakers because learners are expected to create written products that demonstrate
their ability to organize the content, to address the correct audience as well as to
Additionally, Husin et. al. (2011) examined some difficulties when the
difficulties in using of personal noun, abstract noun,general noun, action verb, verb,
adverb and adjectives.In content, studentsable wrote the text, but their difficulties on
METHOD OF RESEARCH
This chapter discusses the approach and type of the research, the
instrumentation, setting of research, data and source of data, data collection procedure
describes the problem of the students’ writing. According to Richard (2008) that
research. In qualitative research there are two purposes. First, describing and
exploring. Second, describing and explaining. In this research the first step is the
researcher describes the problem in general and after that the researcher does the test
to explore the problem that students face. In step two the researcher describes the
In this research, the writer used descriptive method because this research
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conclude (Sugiyono, 2011: 117). Arikunto, 2006:130 also said that population is all
individuals from whom the data are collected. It means that population is the total
whom the researcher would like to generalize the result of the study. In this research,
the researcher choose English Department student in 2014 batch because they have
been taught Writing I,II, III course on the previous semester and they already have
background knowledge about compound complex sentence. The total number of the
students is 152 students; the sampling technique used in this research is simple
random samplings. There are ESP class that consists of A1, A2, and A3. The
researcher used lotteries to decide what class that researcher used for collected the
data from the lotteries there are two classes that the researcher took A1 and A2. In
every class there are 20 students. There are 40 student are chosen as the sample of the
research. Based on Arikunto (2006:120) if the number of the population is more than
sample. Moreover, according to Ary (2009) is that all members of the population
have an equal and independent chance of being included in the random sample.
Sample is part of the amount and characteristic of the population (Sugiyono, 2011:
118). Arikunto (2006:117) also said that the sample is a part of the population being
the real object of the research. The sampling method is used because the population is
heterogenic. There are male and female student and they have different level ability.
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3.3 Instrumentation
In this section, the researcher used test as the resercher instrument. Seliger
and Shohamy (1989:176) say that a test is procedure used to collect data on subject’s
ability or knowledge of certain discipline. Fraenkel and Wallen (1932:112) said that
the device (such as a pencil, and- paper test, a questionnaire, or a rating scale) the
The instrument used is writing test that consist of three parts of test. In part
clause and the subject of the test should make compound-complex sentence using
right subordinate and coordinate conjuction. The purpose of part A is to check the
part B the students are required to identify the independent clause, dependent clause,
the coordinate conjunction and subordinate conjunction. The test given is to check the
student knowledge in identifying the part of compound complex sentence. The last
part of the test is the students are required to make ten compound complex sentence.
and to check how they make a compound complex sentence. Therefore, the
researcher uses writing test to get the description of students’ problem in writing
compound-complex sentence.
The data of the research are in the form of students’ writing result that is on
compound-complex sentence writing. The data taken for describing the problem that
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student faced in writing compound-complex sentence. The source of the data has
collected from the students in batch 2014/ that have been taught Writing course on
On this research, the resercher gives a writing test for the student to collect
data. The researcher took the test twice in order to make sure the result of the test is
reliable.
conjunction
2. In part B the students are required to identify the independent clause, dependent
3. The last part is the student are required to write the compound complex sentence.
check the reliability of the test. The researcher also took some help from the
From the result of the students’ writing, the resercher is able to find out
about the students’ problem in writing compound-complex sentence. The result of the
test had clssified into the form of scoring sheet to know the students’ problem in
data are valid or appropriate to the purpose of the study and whether it is consistent or
3.6.1 Validity
usefulness of any interference a researcher draws based on data obtained through the
In this research the researcher uses content validity. The content validity had
been ensured by reviewing the syllabus from the lecturer of Writing II. It had been
3.6.2 Reliability
one set of items to another. When the result is not consistent it means the instruments
are unrealible. To test the reability the researcher use test-retest. In doing test-retest,
the researcher conducted test to the 10 students twice which the length between the
first test to the second test was a week. Furthermore, in order to found out the level of
scores or answer consistency of the test, based on Fraenkel and Wallen (2009:156),
perhaps the most frequently employed method for determining internal consistency is
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! ! !!!
KR21 = !!! 1 − !(!"! )
!"#$,!"
KR21 = 1.006 [1− !"#$!,!"]
KR21 = 1.006 . 77
KR21 = .77
Where K = total score of the test, M = mean of the set of test scores, and SD
= standard deviation of the set of test scores. The result above showed that the
reliability score is .77 when assessed by KR21 formula. Moreover, based on Fraenkel
and Wallen (2009:157) for research purposes, a useful rule of thumb is that reliability
should be at least .70 and preferably higher. It indicated that the reliability of the test
is high.
In this research, the data are described by using descriptive method. For the
sentences. The first rubric is used to assess part A. There are three points that assess
by the researcher. Every student is required to make ten sentences and every number
of sentences will be assessed. Every point has different grade there are punctuation,
capitalization, conjunction for punctuation. There are three criteria: first is very good
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second is good and last criteria is poor. The student will get very good score if they
used a correct punctuation in the sentences and the student will get good score if they
only put one puntuation in the sentences and it will be poor if they do not used any
punctuation. Next is capitalization there are good and poor criteria for capitalization
and last is using correct conjunction there are good and poor criteria, if the student
use the correct coordinate and subordinate will get 2 score but if only one of the
coordinate conjunction or subordinat is right the score only 1,5 and if the coordinate
and subordinate is wrong so the point is 1. Second rubric it is used to assess part B.
Every answer has 2 point and the highest score is 8. The last rubric is use to assess
part C. Every student is requiring making compound complex sentence. There are 8
criteria that asess there are Subject (1 point), Verb (1 point), Object/Adverb (1 point)
Punctuation (1 point), Capitalization (1 point) the total score if the all the aspect got
After that the researcher will get different score in different criteria. The
researcher calculates all of the score by finding the percentages of every criteria. The
final score of the percentages will be described by the researcher to find the students’
problem. Moreover, the percentages are counted based on the total of students scores,
such as the percentage of the total students who got good score or poor score based
TABLE 3.1
PART A
NUMBER COORDINATE CONJUNCTION
OF PUNCTUATION AND SUBORDINATE CAPITALIZATION
SENTENCE CONJUNCTION
GRADE
VERY GOOD POOR GOOD POOR GOOD POOR
GOOD
2 1,5 1 2 1 1,5 1
1
2
3
4
5
6
7
8
9
10
In the table above, there are three points that are to be assessed, they are;
punctuation, there are three criteria for the scoring, they are very good, good, and
poor. For very good score, the students will get 2 points if they used the correct
punctuation for the sentences given on the test. For good score, the students will get 1
point if they only put one correct punctuation for the sentences given on the test. For
poor score, the students will get no point if they do not use any punctuation.
In correct conjunction and subordinating part, there are two criteria for
scoring, they are; good and poor. Moreover, if the students used the correct
coordinate and subordinate for the sentences given on the test, they will get 2 score,
but if there is only one of the coordinate conjunction or subordinat is right, the score
is 1,5, and if the coordinate and subordinate is wrong, the students only got 1.
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In capitalization part, there are two criteria for scoring, they are; good and
poor. The point for the good score is 1,5. It happened if the students wrote the
capitalization in the test given correctly. Furthermore, the point for the poor score 1.
It happened if the students wrote the capitalization in the test given incorrectly.
TABLE 3.2
PART B
The table above is the scoring rubric that is used to assess the part B. The
students are asked to identify two sentences of independent clause and dependent
the test given. For every right answer, the students will get 1 point, it means that they
TABLE 3.3
PART C
NUMBER OF SENTENCE
ASPECTS SCORE 1 2 3 4 5 6 7 8 9 10
SUBJECT 1
VERB 1
OBJECT/ADVERB 1
S-V AGREEMENT 2
COMPOUND-
COMPLEX SENTENCE 2
TENSES 1
PUNCTUATION 1
CAPITALIZATION 1
TOTAL 10
The table above is scoring rubric that is used to assess part C. The students
are asked to make compound complex sentence on their words. There are 8 criteria
point), Punctuation (1 point), Capitalization (1 point), the total score if the all the
aspects is right, they will get 10 points. The aspect subject, verb, and object/adverb
are being the criteria of this rubric because those are component in making sentences.
The aspect S-V agreement and tenses are being the criteria of this rubric because
those are used to measure the grammar of the sentence. The punctuation and
capitalization are being the criteria in this rubric because those are part in making
criteria in this rubric because in the test, the students are asked to make compound-
complex sentence on their words, it means that the researcher needs to score the
Department ULM on Tuesday, April 4th and Tuesday, April 11th 2017. The data
collected from student in batch 2014 through written test. The data are analyzed
ULM. There were 152 students of English Department ULM batch 2014 and the
at that time while they took Writing course and Structure course
The data was taken from 40 students of English Department ULM, they
were about compound-complex sentence. The researcher gave written test as the
tool to collect the data, in order to find out the problem in writing compound-
complex sentence. The participants were given test in two times. Each test has the
same written test. The test was conducted on April, 4th 2017 until April, 11th 2017
in ESP class. Furthermore, the test item is divided into three parts. The first part
the students are required to combine three sentences that consist of independent
clause and dependent clause. The second part the student are required to identify
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conjunction in form of paragraph. The third part the student are required to make
The writer analyzed the test of the subjects based on the scoring rubric.
Each part of the test has different scoring rubric as explained in the previous
chapter. Then, the writer analyzed the data, in order to find out the problem in
The written test result shows the general description about the students’
The first test consist of three parts, which is part A, part B, and part C.
Each part of the result test would be given in the tables below:
Table 4.1
Part A
Total Score in Percentage
Coordinate
Number
Conjunction and
of Item Punctution Capitlization
Subordinate
Test
Conjunction
Very good Good Poor Good Poor Good Poor
1. 20% 32.5% 47.5% 25% 75% 75% 25%
2. - 35% 65% 2.5% 97.5% 75% 25%
3. - 42.5% 57.5% 5% 95% 80% 20%
4. - 50% 50% 7.5% 92.5% 82.5% 17.5%
5. - 45% 55% 10% 90% 75% 25%
6. - 40% 60% - 100% 65% 35%
7. - 40% 60% 2.5% 97.5% 65% 35%
8. - 27.5% 72.5% - 100% 80% 20%
9. 2.5% 25% 70% 2.5% 97.5% 47.5% 52.5%
10. - 32.5% 67.5% - 100% 62.5% 37.5%
According to the table above, it can be seen that the major problem that
happened to the subjects are in using the correct conjunction and subordinating.
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The subjects got more poor score in that part, and it occured in almost of the
number of item test which the subjects got more than 90% of poor score.
Moreover, the second major problem problem that happened to the subjects are in
using the punctuation. The subjects also got more poor score in that part, and it
also occured in almost of the number of item test, but the poor score is only
They got more the good score than the poor score. In summary, the major problem
that happened to the subjects are in correct conjunction and subordinating part,
and the minor problem that happened to the subjects are in capitalization part.
Table 4.2
Part B
Total Right Answer in Percentage
Subordinating Coordinating
Independent Clause Dependent Clause
Conjunction Conjunction
87.5% 71.25% 90% 86.25%
Based on the table above, it can be seen that the subjects have no problem
in this part. They got high score in all contents. They could identify the
Tabel 4.3
Part C
Total Score in Each Content
Subject 100%
Verb 100%
Object/Adverb 100%
S-V Agreement 86.75%
Compound-Complex Sentence 79.75%
Tenses 90.25%
Punctuation 71.25%
Capitalization 100%
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According to the table above, it can be seen that the subjects have no
they want in writing the the compound-complex sentence. In contrast, they have
problem in putting the punctuation, smoe of them forget to put the punctuation.
The second test also consist of three parts, which is part A, part B, and part
C. Each part of the result test would be given in the tables below:
Table 4.4
Part A
Total Score in Percentage
Coordinate
Number
Conjunction and
of Item Punctution Capitlization
Subordinate
Test
Conjunction
Very good Good Poor Good Poor Good Poor
1. 5% 72.5% 22.5% 25% 75% 67.5% 32.5%
2. 2.5% 55% 42.5% 30% 70% 62.5% 37.5%
3. 2.5% 67.5% 30% 32.5% 67.5% 80% 20%
4. 2.5% 60% 37.5% 32.5% 67.5% 75% 25%
5. 2.5% 57.5% 40% 22.5% 77.5% 65% 35%
6. 2.5% 55% 42.5% 32.5% 67.5% 57.5% 42.5%
7. - 55% 45% 12.5% 87.5% 62.5% 37.5%
8. - 52.5% 47.5% 32.5% 67.5% 57.5% 42.5%
9. - 47.5% 52.5% 20% 80% 60% 40%
10. - 50% 50% 15% 85% 60% 40%
Based on the table above, it can be seen that the major problem that
happened to the subjects are like the first test. The major problem are also in using
the correct conjunction and subordinating. They got more poor score in that part,
and it occured in almost of the number of item test, but the different between good
and poor score are not significant. It indicated that the subject have learn from
their mistake in the first test. Furthermore, in punctuation, it is not like the first
test. They got more good score in that part,but the different between good and
32
poor score are not significant. Additionlly, in capitalization, the subjects have
minor problem. They got more the good score than the poor score.
Table 4.5
Part B
Total Right Answer in Percentage
Subordinating Coordinating
Independent Clause Dependent Clause
Conjunction Conjunction
82.5% 81.25% 88,75% 87.5%
According to the table above, it can be seen that the subjects have no
problem in this part like the first test. They also got high score in all contents.
Tabel 4.6
Part C
Total Score in Each Content
Subject 100%
Verb 100%
Object/Adverb 100%
S-V Agreement 87%
Compound-Complex Sentence 76.25%
Tenses 89.25%
Punctuation 72.75%
Capitalization 100%
Based on the table above, it can be seen that the subjects have no problem
in writing the compound-complex sentence in their own words like the first test.
They also could use the subordinating conjunction and coordinating conjunction
as they want in writing the the compound-complex sentence. In contrast, they also
have problem in putting the punctuation, some of them forget to put the
punctuation.
33
Figure 4.1
Punctuation
Punctua,on
70
60
50
In Percentage
40
Test 1
30 Test 2
20
10
0
Very Good Good Poor
increased from test 1 into test 2. However, the poor score decreased from test 1
Figure 4.2
Coordinate Conjunction and Subordinate Conjunction
60
50 Test 1
40 Test 2
30
20
10
0
Good Poor
34
part, the good score decreased from test 1 into test 2. However, the poor score
Figure 4.3
Capitalization
Capitaliza,on
80
70
60
In Percentage
50
40 Test 1
30 Test 2
20
10
0
Good Poor
decreased from test 1 into test 2, but the different is not significant. However, the
poor score increased from test 1 into test 2, but the different is also not significant.
35
Figure 4.4
Part B
Part B
100
90
80
70
In Percentage
60
50 Test 1
40
Test 2
30
20
10
0
Independent Dependent SubordinaBng CoordinaBng
Clause Clause ConjuncBon ConjuncBon
Figure 4.5
Part C
Part C
120
100
In Percentage
80
60
40 Test 1
20
Test 2
0
In summary, based on all the figure above, the researcher concluded that
there are two problems that happened to the subjects, it is in using the correct
the subjects have problem in using the correct coordinate conjunction, subordinate
conjunction, and the punctuation when they are asked to combine the sentences
given on the test, the problem happened in first and second test. Moreover, in part
complex sentence based on the text given on the test, it happened in first and
second test. Furthermore, in part C, the subject could write the compound-
4.3 Discussion
Based on the researchs finding on the first test, the students have a
problem in choosing right conjunction when the they are ask to combine three
sentences provided, for example, there are some students that use conjunction
‘but’ in combining all sentence and another student uses conjunction for complex
sentence in compound sentence. Another problem may come from the use of
comma (,) and semi colon (;) the student use comma after word ‘but’ and the
correct one is the comma should use before word ‘but’. In result of test B the
student got a good score because they know how to identify the componen of
identifying eventhough there are some students have a problem when determine
the independent clause and dependent clause. It shows different result when the
37
half of another student have a problem. They only make complex sentence and
The result shown different result from the previous test when the
researcher did the second test. Moreover, in part A, the researcher found that only
some of the students that still have a problem in combine the sentence into
punctuation and another student try to learn from the previous test they learn
about the conjunction and the punctuation. In part B the result same with the
previous test because the students do not have a problem when identifying the
first test also did not have a problem in this second test of part B. In part C the
result show different score from every student there are some students do not have
problem. The problem same with the previous test that some of the student make
compound-complex sentence in simple form but some of the student make only
Moreover, the problem that happened above could be come from the use
this research the use of conjunction is the first problem that student faced while
sentence will have different meaning. As we can see the score on table, there
are score from first test of part A and second test of part A. In part A the
independent clause into compound complex sentence. While the student are
required to combine the student should use the right conjunction but, some of
them use wrong conjunction for example the sentence is dependent clause they
they combine using subordinating conjunction but, the correct form is if the
sentence is independent clause the conjunction use is the coordinate and if the
sentence on their own, half of the student does not have a problem even some
of them make compound complex sentence in simple form but, another student
still have difficulties. The difficulties is how they use the coordinate and
subordinate conjunction. As we can see the score on the table above, there are
score from first test and second test if in first test the student confuse to make
compound complex sentence and they also confuse to choose the right
conjunction in their sentence but some of them can make a good compound
complex sentence. In second test the result shown different score the student
39
who got a bad score in first test got a good score in second test if in first test
half of them confuse to choose what is the right conjunction for their sentence
it is not happen in second test their more understand what is the right
colon and comma. Semi colon is usually use for link two sentences that
naturally fit together but that otherwise would require two separate sentence
student answer of the test the researcher found that some of the student use
comma after word “but” and “so” in fact punctuation comma use at the end of
the first clause before the coordinating conjunction ( for, and, nor, but, or, yet,
co). When the complex part of the sentence begin with a dependent clause, a
comma is placed at the end of this clause and before the independent clause.
Sometimes they also forget to put full stop at the end of the sentence and only
some of them that relize there is one number that using punctuation semi colon
it means only some of them know that in compound complex there is another
punctuation except comma that is semi colon. It is also means that they do not
understand how to use and what conditions that using semi colon punctuation.
This problem also happened while the researcher are ask the student to
make ten compound complex sentence in part C. There is the student who
make the sentence and also put the punctuation, there is the student who make
the sentence and did not put any punctuation. It is happen because they forget
40
to put or they did not much know about the punctuation or they put the
Less knowledge here means the student only know little bit about
sentence but when the teacher ask them to make compound complex sentence
the student feel confuse. When the researcher do the test the researcher found
that the student know the definition and then the component of compound
complex sentence itself it can be seen in table above, the score showed the
result of the test part B the researcher ask the student to identify the component
that the student do not have the problem because they have the clue when they
students that have problem in choosing what are the sentence of independent
clause and dependent clause and there are some studernt that write the wrong
All of the student got a good score because they know about compound
complex and their teacher has been explain in Writing Class or Structure Class.
conclude that the student does not have a problem about the theory of
complex sentence but, the researcher conclude the student are confuse when
dependent clause.
In addition, this result have similar theory with the researcher review
literature there are three problem in writing compound complex sentence that
second is the use of punctuation and the last is the use of coordinate and
there are four categories that were proposed to explain how sentences derivate
from the correct forms because the learners change the surface structure that have
been explained in chapter II. Based on the result, there are only two categories
that have been explained by Ellis and Barkhuizen (2005:61) that occured in this
certain item that must appear in sentences. It happened when the students forgot to
put the punctuation in a sentences that need punctuation. This usually happened in
students put the conjunction in the incorrect position or the students put the wrong
conjunction in a sentences.
On the other word, the students have cognitive problems based on the
result of the study. The cognitive problems that students face include problem in
master the written form of the language and to learn certain structures which are
42
less used in speech, but which important for effective communication in writing.
It can be seen that writing and speaking are different. In writing, the students have
they will use before they are writing. However, in speaking, the students speak
result of the study, they wrote the wrong punctuation, coordinate and subordinate
conjunction in the test that could cause misinterpretation. In writing, the mistake
the writer have to pay attention in every aspects of their writing, such as: the
sentence structures, the use of article, pronoun and prepositions, errors of spelling,
speakers because learners are expected to create written products that demonstrate
their ability to organize the content, to address the correct audience as well as to
Moreover, according to Ernawati (2014) that the most of the student get
and must get more good knowledge not only in the grammatical structure but also
sentence need understanding more deeply and how to combine the sentence using
compound-complex sentence. Furthermore, Husin et. al. (2011) concluded that the
sentences, punctuation, and the connectives. It also happened in this research, the
punctuation comma and the use of right coordinate conjunction and subordinating
but they have a problem in choosing the right coordinate conjunction and
subordinating conjunction the student still confuse when choosing the right
includes the concluding or final statement of the research findings in the previous
result.
5.1 Conclusion
The previous chapter has analyzed data that found of the test result, and
happened because the students still confuse what conjunction that are
sentence.
put the punctuation in the wrong place. For example, when the compound-
43
44
complex sentences need semi colon, whereas the students prefered to used
comma.
about compound complex sentence. The less knowledge here means the
student already know about compound complex. The students still have
understanding deep.
5.2 Suggestions
Based on the conclusion above the researcher would like to propose some
suggestions:
such us ask the student to make compound complex sentence, ask the
b) They also need comprehension deeply and must get more good
Al-Buainain, Haifa. 2010. Students’ Writing Errors in ESL: A Case Study. Qatar
University.
Andersen, Sarah. 2014. Sentences Types and Functions. San Jose State University
Writing Center.
Fraenkel, Jack R & Norman E. Wallen. 1932. How to Design and Evaluate
Research in Education. Six Edition: New York: McGraw-Hill.
Fraenkel, Jack and Wallen, Norman E. 2006. How to Design and Evaluate
Research in Education. New York: McGraw-Hill Companies.
Fraenkel, Jack R & Norman E. Wallen. 2008. How to Design and Evaluate
Research in Education. Eight Edition: New York: McGraw-Hill.
Harmer, Jeremy, 1991. The Practice of English Language Teaching, New Edition.
London and New York: Longman.
46
47
Reid, JoyM. 1993. Teaching ESL Writing. USA: University of Wyoming. Prentice
Hall Regents.
Rivers, Wilga M. 1968. Teaching Foreign Language Skill. Chicago: The
University of Chicago Press.
Troyka, Lynn Quitman. 1987. Handbook For Writers. Englewood Cliffs, New
Jersey: Prentice Hall, Inc.
48
49
Compound-Complex Test
1. He’ll serve another four years. It won’t be an easy contest to win. Barack
Obama is reelected this November.
2. He chooses to use chopsticks in Chinese restaurants. They aren’t easy to use.
He prefers to eat with a fork
3. I usually use a pick. I play the guitar. I just use my fingers.
4. Usually I take a walk every day. It was raining today. The sun sets.
5. She was tired. Abby knew she had finish the race. She ran to meet her team.
6. I don't like the food. The staff prepares the food. I also do not like their
unfriendly attitude.
7. We finished our work early. We decided to go out for a drink. We went to
Allan's Pub.
8. We will miss our father greatly. He taught us many lessons. Those lessons
have helped us succeed in life.
9. We managed to finish the exercise on time. Passed the exam. It was very
difficult.
10. The doctor wants to prescribe physically therapy. He asked me to see a
specialist. He recommended Dr. Smith.
B. Direction: Read the paragraph below and then identify the independent
clause, dependent clause, the subordinating conjunction and coordinate
conjunction by writing them again in the answer sheet.
GOOD LUCK
Answer Sheet
Name :
NIM :
Date :
Please, answer all the questions on this answer sheet. The result of this test will
not be published since this is only used for the sake of the researcher. Your
time to do this test is 50 minutes.
A. Direction: Rewrite these 3 sentences into compound-complex sentence in
the question sheet!
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
B. Direction: Read the paragraph in the question sheet and then identify the
independent clause, dependent clause, the subordinating conjunction, and
coordinate conjunction and write the answer below!
1. Independent Clause:
•
•
•
•
2. Dependent Clause:
•
•
•
51
•
3. Coordinate Conjunction:
•
•
•
4. Subordinating Conjunction:
•
•
•
C. Direction: Make ten compound-complex sentence on your own!
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
GOOD LUCK
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
Appendix 1
PART A
SCORE SENTENCE
Student Rata-rata
Number Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Total
S1 3,5 5 5 4,5 4,5 4,5 5 5 5 5 47 5
S2 6 3,5 5 5 3,5 5 5 6 6 4 49 5
S3 5 5 6 6 5 5 5 5,5 5 5 52,5 5
S4 5 5 6 5,5 6 5 5 6 5 5 53,5 5
S5 5 5 5 5 6 4 5 5 5 5 50 5
S6 5 6 5 6 6 4 4,5 5 5 5 51,5 5
S7 5 5,5 5,5 5 3,5 3,5 4,5 5 5,5 6 49 5
S8 3,5 4 5 5 6 5 6 3,5 3,5 3,5 45 4
S9 5 4,5 5 4 4,5 3,5 4,5 4,5 3,5 3,5 42,5 4
S10 4 4,5 5 5 5 3,5 3,5 3,5 5 3,5 42,5 4
S11 6 6 6 6 6,5 30,5 6
S12 4,5 3,5 5 5 4,5 4,5 4,5 4,5 4,5 4,5 45 4
S13 5 6 5 5 6 5 6 6 5 6 55 5
S14 3,5 3,5 4,5 4,5 4,5 6 26,5 4
S15 6,5 6,5 6,5 6,5 5 6 5 5 5 5 57 6
S16 4 5 4 4 17 4
S17 3,5 3,5 5 5 5 5 5 5 5 42 5
S18 6 6 5,5 3,5 3,5 3,5 4,5 4,5 4,5 41,5 5
S19 6 5,5 5,5 5,5 6 4,5 6 6 5,5 4,5 55 5
S20 5 5 5 5 5 5 6 6 5 47 5
S21 6 5 4,5 15,5 5
S22 6 5 11 5
S23 6 6 5,5 6 5,5 5,5 5,5 5 5,5 5,5 56 6
S24 3,5 4 5,5 13 4
S25 6 6 6 6 5 6 6 41 6
S26 3,5 3,5 6 4 17 4
S27 4 3,5 3,5 3,5 4 5 4 27,5 4
S28 6 6 6 6 6 5 5 6 5 6 57 6
S29 3,5 3,5 3,5 5,5 5,5 5,5 3,5 5,5 5,5 5,5 47 5
S30 5 5 5 5 5 5 5 4 4 5 48 5
S31 5 3,5 4,5 3,5 5 4 4 29,5 4
S32 5 6 6 6 6 5 5 5 5 5 54 5
S33 4 3,5 3,5 11 4
S34 5 3,5 4,5 4,5 5 4,5 4,5 4,5 4 5 45 4
89
Appendix 2
PART A
SCORE SENTENCE
Rata-rata
Student Number Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
S1 4 6 6 5 5 5 6 6 6 6 5
S2 6 3,5 5 5 6,5 6 6 6 6 6 6
S3 6 6 6,5 6,5 6,5 6,5 6 6 6,5 6 6
S4 6 6 6,5 6 6 6 6,5 6 6 6 6
S5 5 5 5 5 6 4 5 5 5 5 5
S6 5 6 5 6 6 4 4,5 5 5 5 5
S7 6,5 6,5 6 6 6,5 6,5 6,5 5 6,5 6 6
S8 3,5 4 5 6 6 5 6 3,5 3,5 3,5 5
S9 5 4,5 5 4 4,5 3,5 4,5 4,5 3,5 3,5 4
S10 4 4,5 5 5 5 3,5 3,5 3,5 5 3,5 4
S11 6 6 6 6 6,5 6 6,5 6 6 6,5 6
S12 4,5 3,5 5 5 4,5 4,5 4,5 4,5 4,5 4,5 4
S13 5 6 5 5 6 5 6 6 5 6 5
S14 5,5 3,5 3,5 4,5 6 6 4,5 6 6 6 5
S15 6,5 6,5 6,5 6,5 5 6 5 5 5 5 6
S16 4 6,5 5 4 4 6,5 6,5 5 6 6 5
S17 5,5 5,5 5 5 6 5 5 5 5 5 5
S18 6 6 6 5,5 3,5 3,5 3,5 4,5 4,5 4,5 5
S19 6 5,5 5,5 5,5 6 4,5 6 6 5,5 4,5 5
S20 5 5 5 5 5 5 6 6 6,5 5 5
S21 6 6,5 6 5,5 6,5 6 6 6,5 6 6,5 6
S22 6 6,5 5 6 6,5 5,5 6 6 6,5 6,5 6
S23 6 6 5,5 6 5,5 5,5 5,5 5 5,5 5,5 6
S24 5,5 4 5,5 6,5 6 6,5 5 6 6 6 6
S25 6 6 6 6 6 5 6 6,5 6 5,5 6
S26 3,5 3,5 6 6,5 6 5 5,5 6 6,5 6 5
S27 4 3,5 3,5 3,5 4 5 4 5,5 5 6 4
S28 6 6 6 6 6 5 5 6 5 6 6
S29 3,5 3,5 3,5 5,5 5,5 5,5 3,5 5,5 5,5 5,5 5
S30 5 5 5 5 5 5 5 4 4 5 5
S31 5 4,5 4,5 3,5 5 4 4 6,5 5 5 5
S32 5 6 6 6 6 5 5 5 5 5 5
S33 4 4,5 4,5 5,5 6 6 6 6 6 6 5
S34 5 3,5 4,5 4,5 6 4,5 4,5 4,5 4 5 5
S35 6,5 3,5 5 5 5 5 5 4 5 5 5
91
Appendix 3
Result of the test part B in the first test
Table Part B
Score Identifying Paragraph
Rata-rata
Student Number IC DC SC CC TOTAL
S1 1,5 1,5 1 2 6 2
S2 1 2 2 2 7 3
S3 2 2 1 1 6 2
S4 2 2 2 2 8 3
S5 2 2 2 2 8 3
S6 2 2 2 2 8 3
S7 2 2 2 2 8 3
S8 2 2 2 2 8 3
S9 2 2 2 2 8 3
S10 2 2 2 2 8 3
S11 2 1 2 2 7 3
S12 2 2 2 2 8 3
S13 2 2 2 2 8 3
S14 2 2 2 2 8 3
S15 1 1 2 2 6 2
S16 1,5 1,5 2 2 7 3
S17 2 2 2 2 8 3
S18 2 2 2 2 8 3
S19 2 2 2 2 8 3
S20 2 2 2 2 8 3
S21 1 2 2 2 7 3
S22 2 2 2 2 8 3
S23 2 2 2 2 8 3
S24 2 2 2 2 8 3
S25 2 2 2 2 8 3
S26 2 2 2 2 8 3
S27 2 2 2 2 8 3
S28 2 2 2 2 8 3
S29 2 2 2 2 8 3
S30 1,5 1 2 2 6,5 3
S31 2 2 2 2 8 3
S32 2 1 2 2 7 3
S33 2 1,5 2 2 7,5 3
S34 1,5 2 2 2 7,5 3
S35 2 2 2 2 8 3
93
Appendix 4
Table Part B
Score Identifying Paragraph
Rata-rata
Student Number IC DC SC CC TOTAL
S1 2 2 1,5 2 7,5 3
S2 1,5 2 2 2 7,5 3
S3 2 2 1 1,5 6,5 3
S4 2 2 2 2 8 3
S5 2 2 2 2 8 3
S6 2 2 2 2 8 3
S7 2 2 2 2 8 3
S8 2 2 2 2 8 3
S9 2 2 2 2 8 3
S10 2 2 2 2 8 3
S11 2 1 2 2 7 3
S12 2 2 2 2 8 3
S13 2 2 2 2 8 3
S14 2 2 2 2 8 3
S15 2 2 2 2 8 3
S16 2 2 2 2 8 3
S17 2 2 2 2 8 3
S18 2 2 2 2 8 3
S19 2 2 2 2 8 3
S20 2 2 2 2 8 3
S21 1,5 2 2 2 7,5 3
S22 2 2 2 2 8 3
S23 2 2 2 2 8 3
S24 2 2 2 2 8 3
S25 2 2 2 2 8 3
S26 2 2 2 2 8 3
S27 2 2 2 2 8 3
S28 2 2 2 2 8 3
S29 2 2 2 2 8 3
S30 1,5 1,5 2 2 7 3
S31 2 2 2 2 8 3
S32 2 1 2 2 7 3
S33 2 1,5 2 2 7,5 3
S34 1,5 2 2 2 7,5 3
S35 2 2 2 2 8 3
95
Appendix 5
Result of the test part C in the first test
Table Part C
Making Sentence Score
Student Rata-rata
Number S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 Total
S1 9 8,5 8,5 7,5 9,5 9,5 10 9,5 9,5 9,5 91 9
S2 7 8 7,5 7,5 7,5 7,5 8 7,5 9,5 6 76 8
S3 9,5 8,5 10 10 8 8 10 9,5 10 10 93,5 9
S4 8,5 8,5 7,5 7,5 9 9 9,5 9 9,5 9,5 87,5 9
S5 9 8,5 9 10 7,5 7,5 9 9 9,5 9 88 9
S6 9,5 10 10 9 9 9 9 7 9 9,5 91 9
S7 9,5 9,5 9,5 10 9,5 7 7 8,5 8 7,5 86 9
S8 7,5 8 7,5 7,5 7,5 7,5 8 8 8 7 76,5 8
S9 7,5 6 5,5 7 8 8 8 7 7,5 7,5 72 7
S10 7,5 6 5,5 7 8 8 8 7 6,5 8,5 72 7
S11 9,5 9,5 10 9,5 10 10 10 10 10 9,5 98 10
S12 8,5 7,5 8,5 9,5 9 9 7 10 8 7,5 84,5 8
S13 10 10 9,5 8 6,5 9 10 9,5 9,5 8,5 90,5 9
S14 10 9,5 7,5 8 8 7 8 8 66 8
S15 9,5 10 10 10 10 10 10 9,5 8 7,5 94,5 9
S16 6 10 8 7,5 10 41,5 8
S17 10 10 10 10 5 7 9 6 6,5 7,5 81 8
S18 9,5 9,5 7,5 7,5 6,5 7 7 7,5 10 7,5 79,5 8
S19 9,5 10 9,5 9,5 9,5 8,5 9,5 7 7 10 90 9
S20 10 10 9,5 29,5 10
S21 10 9,5 9 9,5 9 9,5 9,5 9,5 10 10 95,5 9
S22 10 9,5 10 10 6 7,5 8,5 9 10 10 90,5 9
S23 7,5 8,5 16 8
S24 7,5 7 7 21,5 7
S25 9,5 10 9,5 10 39 10
S26 9,5 10 19,5 10
S27 9,5 8,5 7,5 10 35,5 9
S28 9,5 8 7,5 25 8
S29 6 5,5 8 7 7,5 8 8 7 10 9,5 76,5 8
S30 9,5 7,5 10 9,5 6,5 10 10 8 10 10 91 9
S31 9,5 6 6 8 29,5 7
S32 9,5 10 8 10 10 7,5 7,5 10 6,5 7 86 9
S33 9,5 10 10 10 9 10 7,5 8 9,5 83,5 9
S34 10 10 9,5 10 9,5 6 6 6 10 10 87 9
97
Appendix 6
Table Part C
Making Sentence Score
Student Rata-rata
Number S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 Total
S1 9 8,5 8,5 7,5 9,5 9,5 10 9,5 9,5 9,5 91 9
S2 7,5 8 7,5 7,5 7,5 7,5 8 7,5 9,5 7,5 78 8
S3 9,5 8,5 10 10 8 8 10 9,5 10 10 93,5 9
S4 8,5 8,5 7,5 8 9 9 9,5 9 9,5 9,5 88 9
S5 9 8,5 9 10 7,5 7,5 9 9 9,5 9 88 9
S6 9,5 10 10 9 9 9 9 7,5 9 9,5 91,5 9
S7 9,5 9,5 9,5 10 9,5 7,5 7,5 8,5 8 7,5 87 8
S8 7,5 8 7 7,5 7,5 7,5 8 8 8 7,5 76,5 8
S9 7,5 7 7 7,5 8 8 8 7,5 7,5 7,5 75,5 7
S10 7,5 7,5 7,5 7 8 8 8 7,5 7 8,5 76,5 8
S11 9,5 9,5 10 9,5 10 10 10 10 10 9,5 98 9
S12 8,5 7,5 8,5 9,5 9 9 7 10 8 7,5 84,5 8
S13 10 10 9,5 8 8 9 10 9,5 9,5 8,5 92 9
S14 10 9,5 7,5 8 8 7,5 8 8 8 8 82,5 8
S15 9,5 10 10 10 10 10 10 9,5 8 7,5 94,5 9
S16 7,5 10 8 7,5 10 7,5 8 8 7 7,5 81 8
S17 10 10 10 10 7,5 7 9 7,5 6,5 7,5 85 8
S18 9,5 9,5 7,5 7,5 9 7 7 7,5 10 7,5 82 8
S19 9,5 10 9,5 9,5 9,5 8,5 9,5 7 7 10 90 9
S20 10 10 9,5 8 8 8 7,5 7 7,5 7,5 83 8
S21 10 9,5 9 9,5 9 9,5 9,5 9,5 10 10 95,5 9
S22 10 9,5 10 10 9 7,5 8,5 9 10 10 93,5 9
S23 7,5 8,5 7,5 7,5 8 8 8 9 7 7 78 7
S24 7,5 7 7 8,5 8,5 8 8 8 7 7 76,5 7
S25 9,5 10 9,5 10 7,5 8,5 8 8 8 7 86 9
S26 9,5 10 10 10 10 10 10 9,5 7,5 7 93,5 9
S27 9,5 8,5 7,5 10 7,5 8 8 8,5 9,5 7 84 8
S28 9,5 8 7,5 8 8 7 10 8,5 8,5 7 82 8
S29 7 7 8 7 7,5 8 8 7 10 9,5 79 8
S30 9,5 7,5 10 9,5 6,5 10 10 8 10 10 91 9
S31 9,5 10 10 8 9,5 10 8 7,5 7,5 8 88 9
S32 9,5 10 8 10 10 7,5 7,5 10 6,5 7 86 9
S33 9,5 10 10 10 9 10 7,5 8 9,5 83,5 9
S34 10 10 9,5 10 9,5 10 9,5 9 10 10 97,5 9
99
CURRICULUM VITAE
Noor Azrina Azidin is the first child who was born in Banjarbaru, South
Borneo, on April 11th 1995. She was graduate from SDN Kebun Bunga 4
2012.
Mangkurat University from 2012 until 2017. Her Sarjana’s thesis entitled A
for her Sarjana Program in English Education from English Department of FKIP