Download CHAPTER III HOW "FORM CLASSES" STUDY HELPS THE

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