* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download CHAPTER III HOW "FORM CLASSES" STUDY HELPS THE
Georgian grammar wikipedia , lookup
Old English grammar wikipedia , lookup
Sanskrit grammar wikipedia , lookup
Preposition and postposition wikipedia , lookup
Lexical semantics wikipedia , lookup
Zulu grammar wikipedia , lookup
Agglutination wikipedia , lookup
Portuguese grammar wikipedia , lookup
Comparison (grammar) wikipedia , lookup
Kannada grammar wikipedia , lookup
Compound (linguistics) wikipedia , lookup
Yiddish grammar wikipedia , lookup
Ancient Greek grammar wikipedia , lookup
Lithuanian grammar wikipedia , lookup
Macedonian grammar wikipedia , lookup
Modern Hebrew grammar wikipedia , lookup
Russian grammar wikipedia , lookup
Untranslatability wikipedia , lookup
Esperanto grammar wikipedia , lookup
Chinese grammar wikipedia , lookup
Icelandic grammar wikipedia , lookup
Scottish Gaelic grammar wikipedia , lookup
Japanese grammar wikipedia , lookup
Sotho parts of speech wikipedia , lookup
Serbo-Croatian grammar wikipedia , lookup
Polish grammar wikipedia , lookup
Turkish grammar wikipedia , lookup
Latin syntax wikipedia , lookup
French grammar wikipedia , lookup
Morphology (linguistics) wikipedia , lookup
Spanish grammar wikipedia , lookup
English grammar wikipedia , lookup
CHAPTER III HOW "FORM CLASSES" STUDY HELPS THE UNDERS OF BASIC SENTENCE PATTERNS 3.1 Methods of Data Collection The research has been done by distributing the questionnaires to English Department students- Faculty of Letters in the sixth semester. Th PAG, 06 PBG, 06 PCG, and 06 PDG. Before the respondents started to answer the questions, the resea the instructions first for each part in order to avoid misnnderstanding w questionnaire. After all respondents understood clearly what to do, provided 30 minutes to fill the questionnaire. The 30 minutes was di estimation; 10 minutes provided for each the first, second, and the last par 3.1.1 Questionnaire The questionnaire was divided into three parts that cover parts o first and the second part and Basic Sentence Patterns in the last part. In the first part, the researcher provided 10 minutes for 10 questions in the first part were made based on the materials about Parts o Classes". The researcher made that because she would like to know whe is any correlation between the ability to make correct sentences and the Parts of Speech "Form Classes" correctly in sentences. Using the word the correct parts of speech "form classes", it could be concluded that stud how to use words in making sentences with the correct parts of speech "fo In the second part, as well as the first part, the respondents wer minutes for the questions. The questions were about Parts of Speech "Fo well. In the second part, the respondents were asked to fill the blanks i using the words at the end of them in order to complete those sentences. T were allowed to change the parts of speech of the words at the end of the s In part 2, the researcher provided questions like: "We always have a bed ready in the spare room in case visitors arrive .... The respondents should determine what category of words that fi doing so, it could be checked whether or not they know and understand words based on their categories in order to fit the sentences. It was arra that the researcher provided a word at the end of every sentence. By do only require the respondents to focus on the suitable form of word th blank. They just have to find appropriate words which can fit the blanks i grammatically-correct sentences. The last part, part three, in which the researcher provided the minutes for 10 questions to answer, was about Basic Sentence Patterns. T what the researcher would like to analyze in relation to the previous tw done the first and the second part of the questionnaire, it could be analyz their understanding about Parts of Speech "Form Classes" was. By kn researcher could link between their understanding of Parts of Speech "Fo their abilities of determining what Basic Sentence Patterns that every sent 3.2 Result of Data After the writer got back the questionnaires which have been students, she found out that there were so many students who made mistak part 1, part 2, and part 3. The result will be shown in Tables and charts bel 3.2.1 The average percentage of correct answers for each part by "06 Table 2: The result of the questionnaire by class "06 PAG" Student A1 81 C1 01 E1 F1 G1 H1 11 J1 Averaae PART1l%l 60 70 90 70 100 90 90 80 80 60 79 06 PAG PART 21%1 50 10 20 70 70 80 70 70 30 40 51 PART 3 1%) 70 40 0 20 50 40 80 50 20 30 40 Total 60.00 40.00 36.67 53.33 73.33 70.00 80.00 66.67 43.33 43.33 56.67 The first column was about the list of "06 PAG" students who object of this research. The second column was about the average perce answers that "06 PAG" students have in part 1. The third column was ab percentage of correct answers that "06 PAG" students have in part 2. T column 4, was about the average percentage of correct answers that "06 have in part 3. By knowing that, it can be concluded that students made m part 3. In part 3, the average percentage of correct answers is only 40% that this part is the most difficult part for "06 PAG" students. Chart 1: The average percentage of correct answers for each questionnaire by "06 PAG" students 06 PAG Quest Result 90y-------n.. -------------------------, 80+---70+---60+---J9 50 +-----CD CI 1: 40 +-----30+---20+---10 +----Q_L__ Questionnaire Parts It showed that part 1 is the easiest part for "06 PAG" students. fewer mistakes in part 1; however, they made a lot of mistakes in the last p average percentage above showed the total amount of correct answers for e 3.2.2 The average percentage of correct answers for each part by "06 Table 3: The result of the questionnaire by class "06 PBG" Student A B c D E F G H I J Averaoe PART 1 (%) 90 80 80 100 100 40 70 100 70 100 83 06PBG PART2 (%) 70 70 90 80 70 40 30 40 60 40 59 PART 3(%) 80 50 60 80 60 0 20 80 20 70 52 Total 80.00 66.67 76.67 86.67 76.67 26.67 40.00 73.33 50.00 70.00 64.67 After looking at the table, it can be concluded that "06 PBG" studen mistakes in part 3. In part 3, the average percentage of correct answers which reflects that this part is the most difficult part for "06 PAG" students. hand, those students made fewer mistakes in part I. The average percenta answers is 83%. Chart 2: The average percentage of correct answers for each questionnaire by "06 PBG" students 06 PBG Quest Result 90 80 70 ., 60 "' 50 .,J ! 40 1: ., 30 I! ll. 20 10 0 Questionnaire Parts 3.2.3 The average percentage of correct answers for each part by "06 P Table 4: The result of the questionnaire by class "06 PCG" Student A B c D E PART 1 (%) 60 90 90 70 90 06PCG PART2 (%) 30 90 80 70 60 PART3(%) 0 80 50 10 30 Total 30.00 86.67 73.33 50.00 60.00 24 In table 3 above, it showed that part l is considering that the average percentage of correct answers using the words provided than h-1 par2, which stl.:deds are relation to the furm of -wen! order to part for "06 PCG" studerts, tudents made was 74%. tn change words in bla:lks. Howe'ver. by looking at the table, it found difficulties in 3: The average In the chart above, it could be reflected that students found it difficu the questions in part 3. The average percentage of correct answers in part 3 i Students have difficulties in determining the patterns of sentences in relat Sentence Patterns. This result would be discussed in details by analyzing the affect the mistakes which happen in determining Basic Sentence Patterns. 3.2.4 The average percentage of correct answers for each part by "06 PD Table 5: The result of the questionnaire by class "06 PDG" Student A B c D E F G H I J Averaoe PART 1 (%) 60 60 100 90 90 90 60 70 70 100 79 06PDG PART2 (%) 30 40 80 70 30 60 40 60 20 40 47 PART 3 (%) 70 10 100 30 40 60 20 70 40 50 49 Total 53.33 36.67 93.33 63.33 53.33 70.00 40.00 66.67 43.33 63.33 58.33 By looking at the table above, it turned out that part 1 is the easies students had. It could be concluded that students almost found no difficult sentences using the words provided. In contrast, they often found difficulties the words provided in relation to the form of word in order to fit the determining the patterns of sentences in relation to Basic Sentence Patterns. was known that some students did not know how to make sentences us provided. They found difficulties in determining what Parts of Speech adjectives, or adverbs) that can be used to make correct sentences. T discussed the mistakes by providing a table that had 4 columns (See the f first column showed part of the questionnaire, the second one showed the question, the third one showed the mistakes, and the last column showed th Table 6: The mistakes in relation to Parts of Speech "Form Classes" t in part one Part No Mistakes I 7 1 4 1 5 1 1 "10 + 20" is equal to "15 + 15". verb The price of this bag include the tax. adverb I need to take some breathe after running. noun I'm not agree with you. verb 1 2 1 8 1 5 Correct "10 + 20" equals verb The price of this ba tax. I need to take a bre running. nou I don't agree verb They are seem angry. ad.iective What was happen yesterday? verb They seem verb What happened verb His breathe is so smelly. Noun His breath is noun The sentence ("10 + 20" is equal to "15 + 15") was actually a c However, the student who wrote it made a mistake in naming the Parts o word "equal". He or she named it as a verb but actually it was an A person wanted to use it as a verb then he or she must change that word into the sentence would be ("10 + 20" equals to "15 + 15".). In the second sentence "The price of this bag include the tax", the st mistake in naming the word "include" as an Adverb instead of a Verb. mistake often happened in some students' work. This thing happened bec they did not know the Parts of Speech of some words. Since this thing is v they must have understood that in the early semester. They should know Speech that every word has before they make sentences so that it will mistakes of applying inappropriate words in relation to Parts of Speech "For In the third sentence "I need to take some breathe after running", the a mistake in naming the word "breathe" as a noun. As we know that the wor certainly not a Noun, however it is a Verb. He or she used an inapp "breathe" for the sentence "I need to take some breathe after running". Th word "some" must be filled with a noun. In this case, he was supposed to us The mistakes that happened in the last four sentences were actually with the previous sentences. They were about the wrong use of words in re of Speech "Form Classes". There were some people who did not pay atte kinds of mistakes. They probably thought that it was okay to have these kin since they did not make mistakes in the use of tenses. However, it was abs to have this opinion. Parts of speech which are as important as ten considered when we make sentences. All of those mistakes have been ca the following: 3.3.1 Nouns After the writer analyzed the students' work, she found out that s made mistakes in terms of applying the use of nouns. Most of the mistakes that students made dealing with the use of No did not know whether the words that they used were in the correct spellin the form ofNoun. Like we have discussed before that "nouns are words to name a pe place, thing, abstract idea, and it can also function in a sentence as a su object, an indirect object, a subject complement, an object complement, an adjective, or an adverb" (MacFadyen, 2007). However, it turned out that th some students who did not know how to use nouns properly. The exam shown in the following table. Table 7: Mistakes in using nouns in relation with the wrong spelling of Part No 1 5 Mistake Your breathe is so smelly. noun Correctio You must breathe fre to be healthy. Breathe = Verb The sentence "Your breathe is so smelly" was grammatically a wr The word "breathe" should not be there. It should be "breath" which pla after the word "your". The word "breath" here functioned as a noun. students who wrote it did not realize that the spelling of the word "breath since that student wanted to use it as a noun. Since they were in the sixth kind of mistake was not supposed to happen. This kind of mistake usually happens since in English there is Grammatical Categories like "Nouns", "Adjectives", "Verbs", and als Considering that, English learners sometimes fmd it difficult to differentiat based on their Grammatical Categories. Having difficulties to differenti usually make mistakes in spelling the words. Another mistake of using nouns also happened when some of th must put a word which was provided at the end of a sentence by changing the correct Grammatical Category. Probably, they were just confused with of word that fitted in the blank. Table 8: Mistakes in putting nouns in the wrong place Part 2 No 4 Mistake Correcti They have added three new songs to They have added th the show, which length it by about to the show, which by about fifteen min fifteen minutes. noun There were actually some possible reasons for respondents making mistakes. The first possible reason was they did not really understand wha was about or they had no idea about that sentence itself. Having this diffic tried to change the word provided at the end of each sentence into ina "length", however, it should be "lengthened". The second possible reaso they did not know the verb form of the word "long" so they just put the wo that blank without considering whether the Grammatical Category of t correct or not. The last possible reason was because there were some wor quite difficult to be distinguished in relation to their Parts of Speech. For the word "long", the verb form of that word is "lengthen" but the noun for is "length". For some respondents, it was quite difficult to determine wh "length" was a Verb or not. 3.3.2 Verbs The respondents also made mistakes in using Verbs. They sometim wrongly. These kinds of mistakes could be seen in the following: Table 9: Mistakes in using Verbs Part No Mistakes 1 8 2 2 . 1 1 1 2 1 5 Control your breathe. noun 1 3 1 9 The assistant is remain silent in the adjective meeting. I am just focus at my subject. adjective It was happened two years ago. noun The book does not say much about prices but is very informing about everything else. verb I am agree with the suggestion. adjective It's seem look weird. adjective Correcti It happened two ye verb The book does about prices b informative about e adjective I agree with the su g verb It seems weird. verb You can only bre water in less than o Breathe= Verb The assistant rema ver meeting. I am just focusing o verb The sentence "It was happened two years ago" was certainly an sentence. In this case, the student forgot that the word "happen" was not a he or she thought that it was a noun or another Part of Speech beside ve word "happen" was a Verb and it was a stem or we often call it (VI). Ve put after "to be" like "was" without any suffixes. The sentence was supp happened two years ago". In the second sentence "The book does not say much about pric informing about everything else", the student probably forgot that he or sh to use an adjective in that blank instead of a verb. However, he or she "informing" to describe the characteristic of the book. Supposedly, h "informative" since that word was an adjective and it was used to descri book". Something similar also happened in the third sentence "I am suggestion". The student made mistakes in using the word "agree". Per thought that the word "agree" was not a verb but an adjective instead. So, "to be" like "am" before that word. Supposedly, the correct sentence wa the suggestion" because agree serves as a verb. In the fourth sentence "It's seem look weird" the mistake was qu the previous one "I am agree with your suggestion". It was about usin Adjective or another Part of Speech beside Verbs. In addition, he or mistakes in putting inappropriate words. In that sentence "It's seem look not need the word "look" after "seem" because actually those two word meaning. We only needed to use one of them, whether it was seem or look In the sentence "Control your breathe", the student also fo appropriate Part of Speech. He or she used a Verb "breathe" instead of a There were actually some possible reasons for him or her to do this. First she thought that the word "breathe" was a noun since it was quite si "breathe" and "breath". Second, perhaps he or she did not know what k Speech that could fit the blank after the word "your". Third, probably he mistake in spelling the word from "breath" to "breathe". For the last two sentences in table 4, the mistakes were the same a sentences that were about considering verbs as nouns. The word "remai "The assistant is remain silent in the meeting" was certainly a verb. Howe used it as an adjective. The same thing also happened in the last sentence " at my subject". First, he or she used the word "focus" as an Adjective ev know for sure that the word "focus" is a verb. Second, if he or she would l an adjective, it has to be "focused". 3.3.3 Adjectives The mistakes which were found not only about nouns and v adjectives. We could see in some differentiate between adjectives which students' work that they found are used for causing something something. The examples are the word "exciting" and "excited". The w refers to things; however the word "excited" refers to human or person. The example of these types of adjectives would be provided in the followin Sentence A: Since the cost of that bag is very cheap, we are excited to buy Sentence B: It's so exciting to buy that cheap bag. In the first sentence, the word "excited" referred to the people w because of the price of that bag. It talked about the feeling of those peopl hand, the word "exciting" in the second sentence talked about a different th to the quality of the condition at that time. Because of the price was r became an exciting condition to buy that bag. There were some students who made this kind of mistake. It could following table: Table 10: Mistakes in using Adjectives Part No I 2 1 9 Mistakes Her mother seems interesting in cooking. adjective I am just focus on my subject. adjective Correcti Her mother seems in cooking. a I am just focused on adjective In the first sentence above, the student made a mistake in putting a adjective. He or she used the word "interesting" to state the feeling of t mother). However, as we know that to state the feeling of the subject in t do not use an adjective ended with "-ing" form like "interesting" instea form like "interested". In simple words we could say that cooking was so her mother was interested in it. In the second sentence, the student made a mistake in using th instead of"focused". He or she thought that the word "focus" was an adje it was actually a verb. Like the researcher has stated above that if the st use an adjective form then he or she must use "focused". 3.3.4 Adverbs There are some students who could not distinguish an adverb from Speech. They only thought that if we want to change an adjective form to then we must add (-ly) at the end of that word. Actually, that was not t differentiate word forms in relation to Parts of Speech "Form Classes". T this mistake would be described in the following table: Table 11: Mistakes in using adverbs Part 1 1 No Mistakes He oftenly buys new bags since the cost is very cheap. Oftenly = adverb. 7 Men and women are threatened equal. adverb In the first sentence above, the student used 6 Correcti He often buys new ba is very cheap. Often = Men and women equally. adverb an adverb wrongly. H ly) at the end of the word "often". Actually, the word "often" is an adverb We do not need to add (-ly) or other suffixes in order to prove that it is kind of mistake often happened in some students' work. They just p without considering what Part of Speech that word is. They just kept in word will be an adverb if it is added by (-ly). However, it turns out that can be added by (-ly) to become an adverb. There are also some words call them by non-suffixing words. The examples of non-suffixing wor "often", "now", etc. 3.4 Basic Sentence Patterns In the last part, part three, there were some students who ma determining Basic Sentence Patterns. There were actually several reasons these. First, perhaps they did not know the function that each word served it difficult to determine the suitable pattern. Second, probably they understand the Parts of Speech "Form Classes" that every word had. difficulty, the students did not know what category that each word bel would make mistakes in naming the Parts of Speech of words. One exa sentence "The dahlias have been lovely". Not knowing the category o word "lovely" had, there were some students who thought that the word " adverb not an adjective. The main consideration was because they only word ended with (-ly) was considered to be an adverb. However, it tur word "lovely" was an adjective. Here are the mistakes made by some students in relation to the ina of Basic Sentence Patterns. Table 12: A mistake in determining patterns, part 3; question no. 1 (1 Part No Mistake 3 1 The center passed the ball to the The center passed quarterback. (Pattern 6 (SVOC)) quarterback. (Patte Correc In part three, question number one, there were some students mistakes. One of the examples was in the question "The center passed quarterback". They were asked to put the pattern of that sentence Grammatical Functions. The correct pattern should be pattern 4 (SVO turned out that there were some students who put wrong patterns. Student A: "The center passed the ball to the quarterback. (pattern 6 (SVO The main reason why that student put a wrong pattern beca considered that the word "The center" served as a subject, "passed" serve ball" served as an object, "to the quarterback" served as an objective comp He or she thought that the words "to the quarterback" gave ex word "the ball". That student thought that objective complement explain sentence, so he or she just labeled it as an objective complement. Howev objective complement. It was not an adjective which explained the object. Table 13: A mistake in determining patterns, part 3; question no. 1 (2 Part No Mistake 3 1 The center passed the ball to the The center passed quarterback. (Pattern 3 (SVA)) quarterback. (Pattern Correct There was also another mistake that happened in part three, nu students considered that the sentence "The center passed the ball to the q pattern 3 (SVA). The word "the center" served as a subject, "passed" s "the ball to the quarterback" served as an adverbial. Considering that they in labeling the Grammatical Functions for each slot, the researcher con did not really understand about Grammatical Functions. Table 14: A mistake in determining patterns, part 3; question no. 2 Part No Mistake 3 2 She is inside. (Pattern 2A (SVC)) Correct She is inside. (Patter In part three, number two, there were also some students who ma determining the pattern. The correct pattern for the sentence "She is inside (SVA). However, it turned out that there were some students thought tha 2A (SVC) since the word "she" served as a subject "is" served as a ver served as a subjective complement. There were actually two reasons for st this mistake. First, probably they did not really understand the parts of spee "inside". They probably thought that it was an adjective, so they chose subjective complement. Second, perhaps they did not know the grammat the word "inside". Table 15: A mistake in determining patterns, part 3; question no. 3 Part No Mistake 3 3 Chris became a skillful tennis player. Chris became a ski (Pattern 2A (SVC)) (Pattern 2B (SVC) Corre In part three, number three, there were some students who ma determining the pattern for the sentence "Chris became a skillful tenni considered this sentence as pattern 2A (SVC). However, the correct sentence was pattern 2B (SVC). In this case, it could be concluded that stu differentiate between pattern 2A (SVC) and pattern 2B (SVC). Probably 2A was about quality which was related with adjectives and 2B was abou was related with nouns. Table 16: A mistake in determining patterns, part 3; question no. 4 (1 Part No Mistake 3 4 Who is leading now? (Pattern 2A Correcti Who is leading now? (SVC)) In part three, number four, there were some students who ma determining the pattern for the sentence "Who is leading now?" Some that the correct pattern for that sentence was pattern 2A (SVC), where t served as a subject , "is leading" served as a verb, and "now" served complement. Here, the students thought that the word "now" served complement because it defmed the subject in that sentence. However, it wrong since the word "is leading" was not a linking verb. So, the correct is pattern 1 (SV). Table 17: A mistake in determining patterns, part 3; question no. 4 (2 Part No Mistake 3 4 Who is leading now? (Pattern 4 (SVO)) Correct Who is leading now? 40 The sac"Ue reasons also happened when students thought that the correct pattern for that sentence was pattern 4 (SVO) The word "now" functioned as a,, object. As we ail know that the word "now" was not aJl object, however, it was an adverb. tinlCt::on.ed as a subject, 1 (Sv). The word "who" correct pattern was In that sentence, leading now" flmctioJ:ed as a verb. Table Ul: A mistake lin determining patterns, part q_uestlion no. 5 Correction 5 3 J Harris remained the assistant coach. 1 Harris remained the assistant coach. I I 1 I I (Pattern 4 (SVO)) 1 j (Pattern 2B (SVC)) 1 In part three, number five, the correct pat'..em the ser.tence "Harris remained the (SVC), where the word "Harris" functioned as a subject, "remained" ftLnetioned as a "the assistfu'1t functioned as a S'.lbjective complement. There were some students who fuought i:was pattern 4 (SVO). Perhaps, the n:ain co::J.Side:-ation why they made this mistake was because they did not k.now the meac'1iEg of the word "remained". Not knowing the meaning of t':lat word, they just put object after the word "remained". They thought that it was a transitive verb which needed an obj<e::t. 19: A mistake l r···· Part [No determining patterns, part Mistake question no. 6 (1) Correction I 3 6 The a1n:.ouncement may be helpful The announcement may be . to you. (Pattern 3 (SVA)) I to you. (Pattern 2A (SV In part three, number six, the mistake was quite the same with mistakes. They tend to make mistakes because they did not understand Grammatical Functions. In the sentence "The announcement may be helpfu correct pattern was pattern 2A (SVC)., where the word "the announcement" a subject, "may be" functioned as a verb, and "helpful to you" functioned a complement. There were some students thought that the correct pattern for was pattern 3 (SVA). Not knowing the function of the word "helpful to yo to Grammatical Functions, there were some students thought that "hel functioned as an adverbial. There were two main reasons for students mistake. The first reason was because they did not know that the word "he adjective. Perhaps, they thought that it was an adverb. The second reason they did not really understand the use of Grammatical Functions. Having they just used any Grammatical Functions that they knew beside subjective Table 20: A mistake in determining patterns, part 3; question no. 6 (2) Part No Mistake 3 6 The announcement may be helpful The announcement m to you. (Pattern 6 (SVOC)) to you. (Pattern 2A (S Correcti o Another mistake that happened in that sentence "The announce helpful to you" was some students thought that the correct pattern for that pattern 6 (SVOC), where "the announcement" served as a subject, "may b verb, "helpful" served as an object, and "to you" served as an objective They most likely made this mistake because they did not know that objec could not be filled with an adjective. It could only be filled with nouns made because probably students did not really understand the fun Grammatical Function. They did not know what Grammatical Category used to fill the position of object: Table 21: A mistake in determining patterns, part 3; question no. 7 Part No Mistake Correct 3 7 We consider Salvatore noteworthy. We consider Salvat o (Pattern 7 (SVOA)) (Pattern 6 (SVOC)) The mistakes about Grammatical Functions and Grammatical happened in question number seven, part three. In the sentence "We con noteworthy", there were some students thought that the correct pattern (SVOA). They considered it to have this pattern because of having this co word "We" served as a subject, "consider" served as a verb, "Salvatore object, and "noteworthy" served as an adverbial. Not knowing the Granun of the word "noteworthy", they tend to think that it was an adverb. Howev that the word "noteworthy" was an adjective and it could be used to descr the function of an objective complement. This mistake happened beca understanding of Granunatical Category. Students are not supposed to ha mistake since they are in the sixth semester and they have learned G Grammar 1 to 4. The study about Parts of Speech or Grammatical Catego to be the basis for students to learn further in Grammar, Syntax, and other s Table 22: A mistake in determining patterns, part 3; question no. 8 Part No Mistake 3 8 Mr. Jensen set the cup on the table. Mr. Jensen set the cu (Pattern 6 (SVOC)) (Pattern 7 (SVOA)) Correcti The same thing also happened m questiOn number eight, part sentence "Mr. Jensen set the cup on the table", there were some students t pattern was pattern 6 (SVOC). They thought that since they considered the table" functioned as an objective complement which explained the obj However, they did not realize that the form of the words "on the table" instead of an adjective. The words "on the table" did not explain the ob however, it explained the verb "set". Table 23: A mistake in determining patterns, part 3; question no. 9 Part No Mistake 3 9 There were two socks under my There were two socks bed. (Pattern 2A (SVC)) (Pattern 3 (SVA)) Correcti In part three, question number nine, some students also thought pattern for sentence "There are two socks under my bed" was pattern 2 they thought that the word "under my bed" was an adjective. Perhaps, t they made this mistake was because in their opinion, the words "u explained the subject "Two socks". However, it turned out that the slot " was an adverb since it described the place where the object was put. It w place. Table 24: A mistake in determining patterns, part 3; question no. 10 (1 Part No Mistake Correcti 3 10 There was a politician speaking. There (Pattern 2A (SVC)) (Pattern 1 (SV)) was a politi In part three, question number ten, some students made the sam they have made in question number nine. Since the sentence "There w speaking" was a bit complicated to be determined in relation to the sentence, there were so many students made mistakes in determining the p them judged that the correct pattern was pattern 2A (SVC) while oth correct pattern was pattern 3 (SVA). The reason why they considered th was pattern 2A because probably they thought the words "a politi explained the subject "there". However, it turned out that they were mista word "there" to be the subject of the sentence. The word "there" was no could function as a subject and the word "a politician speaking" was n complement which explained the subject. Table 25: A mistake in determining patterns, part 3; question no. 10 ( Part No 3 10 Mistake There was Correct a politician speaking. There was (Pattern 3 (SVA)) a politi (Pattern 1 (SV)) There were also some students considered that the sentence was p They thought that the word "a politician speaking" served as an adver "There was a politician speaking" was actually the same with the senten was speaking". The correct pattern for this sentence was pattern 1 (SV politician" served as a subject and the word "was speaking" served as a ve There were so many mistakes made by some students. Those mist because of several reasons. One of the reasons was because they did not r to distinguish words based on their Grammatical Functions or Function of The students sometimes found it difficult to explain the fu Grammatical Function. They did not know that subjective complement c describe the subject of a sentence, in the form of adjectives for pattern 2A of nouns for pattern 2B, and it was put after linking verbs. Students also f to explain the function of objective complement. They did not know complement is used to describe an object of a sentence whether it is adjectives or nouns. Students made mistakes in determining the Basic S not only because of their understanding of Grammatical Functions wer because they did not really understand the Grammatical Category of some Having difficulties to determine the category of some words, studen mistakes in using words with the appropriate form of words. Unfortunatel of mistakes lead to the mistakes which are about Grammatical Functions seen in the study about Basic Sentence Patterns. By looking at the mistakes in determining Basic Sentence Patterns, that actually there were so many students have difficulties in understandi of either Grammatical Category or Grammatical Functions. First, perhap know the meaning of some words that they found difficulties in naming t relation to the Form of Word or Grammatical Category. Second, probably meaning of some words already but they did not know the Grammatic those words. Third, perhaps they did not know the function of those word Grammatical Functions. After analyzing that, the researcher found out that the mistakes wh in determining the Basic Sentence Patterns were partly because they h naming the Form of Word or The Grammatical Category. See the ex following table: Table 26: The mistakes in part one and part three made by student on Student one Part No Mistakes 1 2 It is seem bored to be there. adjective It seems bored to be t verb 3 2 She is inside. (Pattern 2A: SVC) She is inside. (Patter sv A S =Subject V=Verb sv c S =Subject V=Verb Correcti o 47 c Complement By loo•kirtg at A Adverbial difficulty w!-Jch of student one, it was known student had in n.a1nirtg the of Word for some words led to the mistakes that detennh:ed the Basic Se::1tence Patterns of some sentences. The happened when he or student above thought that the word "seem" was au adjective, however it was actualiy a iinking verb. Because a mistake in having that thought, he or she also Sentence Patte= in part three. In the sentence "She is inside'', the or she thought Lhat it explained the sut)je<:t "She" and it was in the form of adjective. In fact, L'le word "inside" was au adverbial (adverb of place) so, the suitable pattern for that seJ:tence was (Subject+ Verb+ Adverbial). pattem3: .A..nother exan1ple was aiso sl:own in the work of student two. See the following: mistakes h'l plllrt !me am.l part three made IJy student two Table Student two Conections 3 7 We s .S v v Subject 0 Object A Salvatore noteworthv. 0 A We s noteworthv. v 0 S =Subject V=Verb O=Object C = Ob'ective Com lement c 48 sentence "they treat us equal", the student thought that the word "equal" was an adverb since it gave explanation of the Subject treating the Ob_lect. However, it tu.rned out that the word "equal" was not an adverb. If the stu.dent wanted to use an adverb for this word, he or she was supposed to change that word to become "equally". were actually so many reasons why they made these kinds of mistakes. First, perha!JS they did not know the spelling of fr.cat word. Having this difficulty, they tend to use an inappropriate Form of Word. Second, probably they were lack of knowledge in re1auuuto Parts of Speech "Form Classes". They only knew that the word "equal" was an adverb. Third, perhaps they d:d not know that the word "equal" could not explain the as MacFadyen (2007} reported, "Adverbs are used to modifY verbs, adjectives, phrases, and clauses." The word which was suitable for this sentence was since it \v11S an i!'""'h difficulty, the student also made a mistake in determini.1g the Basic example was in the table above. Beeause of m:L ing a putting an inappropriate word "equal" in the sentence "They treaus equal", "'u"'"' also made a mistake in determining tl:e pattern of the ser:tence "We consider or she used pattern 7 SVGA for that sentence while it was supposed to pattern 6 SVOC. analyzing the students' works, it could be co::1cluded that the mistakes that terns of determidr:g the Basic Sentence Pattems were because they m!t!eJ'ial a'Jout Parts of Speech "Form Classes" for granted, that they were lack of kr!.owledge about Grammatical Category and they did not know the function of each Gnuiimatieill Function. The reason why they made mistakes in relation to Grammatical Category because they considered this material as an unimportant thing have to be considered seriously. However, it turned out that students w mistakes in naming the Form of Word of some words find it difficult to patterns for some sentences. Other mistakes which are about Grammatical Functions also playe role in the mistakes that happened in determining Basic Sentence Pattern the researcher can conclude that both Grammatical Category and Gramma play an important role in the study of Basic Sentence Patterns. The common mistakes in determining Basic Sentence Patterns can be seen i chart: The researcher wanted to show the different percentage o determining Basic Sentence Patterns in chart 1 below. Chart 1 is the common mistakes in determining Basic Sentence Patterns made by researcher figured out that the students made mistakes in determining Patterns because of their understanding of Grammatical Categories Adjectives, and Adverbs) were poor. However, there was also another r made mistakes in determining Basic Sentence Patterns. It was about th students made because of their understanding of Grammatical Functions Direct Object, Indirect Object, Subjective Complement, Objective Com of Preposition) were poor. They did not know the function of eac Function. Chart 5: The percentage of Common Mistakes in Determining Ba Patterns Percentage of Common Mistakes in Determining Basic Sentence Patterns Mistakes made because of Grammatical Category; 30% Mistake made because Grammat Fuctions 70% As shown in the above chart: 30 % out of 40 English department students made mistakes in de Basic Sentence Patterns because of their understanding about Pa "Form Classes" or Grammatical Category was poor. 70 % out of 40 English department students made mistakes in de Basic Sentence Patterns because of their understanding about Gr Functions was poor. So, the mistakes which students made in relation to Parts of Speech "Form Grammatical Category had a significant role in the mistakes that happened determined Basic Sentence Patterns. It really happened even though the per showed only 30% of the mistakes in Basic Sentence Patterns caused by the about Grammatical Category and the 70 % caused by Grammatical Functio