Download descriptive analysis of dangling modifier made by the fifth semester

DESCRIPTIVE ANALYSIS OF DANGLING
MODIFIER MADE BY THE FIFTH SEMESTER
STUDENTS OF ENGLISH EDUCATION
DEPARTMENT OF STAIN SALATIGA IN THE
ACADEMIC YEAR OF 2013/2014
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the
Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I) in English
Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
Created by:
UMI NUR KHAIRIYAH
113 09 102
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2015
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MOTTO
To get a success, your courage must be greater than
your fear
Learn From The Past, Live For Today And Plan For
Tomorrow
Allah does not change a people until they change
themselves (Qur’an- Surah: Ar-Ra’d: 79)
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DEDICATION
I would like to dedicate this graduating paper to:
My God Allah SWT and my Prophet Muhammad SAW, Thanks for
giving me spirit and power in my life, especially to finish this
graduating paper.
My lovely family, my father (Mr. Juwadi), my mother (Mrs. Pinah) and
my lovely grandmother Mrs. Katinem and Mrs. Kanti, who teaches me
in everything with love and knowledge, and who always gives me
support both in spirit or finance.
My beautiful sister (Nur Latifah Isnaini) and my little brother (M. Ari
Harun Ar Rasyid) I love you all.
My lovely boyfriend (Yusuf Ali Imron, M.Pd.I), who always beside me
and gives me spirit and support.
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ACKNOWLEDGEMENTS
In the name of Allah, The Most Gracious and The Most Merciful, the Lord
of Universe. Because of Him, the writer could finish this graduating paper as one
of the requirement for Sarjana Pendidikan Islam in English Education
Department of Teacher Training and Educational faculty of State Institute for
Islamic Studies (IAIN) Salatiga.
Secondly, peace and salutation always be given to our prophet Muhammad
SAW who has guided us from the darkness to the lightness.
However, this success would not be achieved without supports, guidance,
advices, helps, and encouragements from individual and institution, and I
somehow realize that an appropriate moment for me to deepest gratitude for:
1. Dr. Rahmad Hariyadi, M. Pd, as the Rector of State Institute for Islamic
Studies (IAIN) Salatiga.
2. Suwardi, M.Pd., as the Dean of Teacher Training and Education Faculty of
State Institute for Islamic Studies (IAIN) Salatiga.
3. Noor Malihah, M.Hum, Ph.D as the Head of English Education
Department.
4. Hanung Triyoko, M.Hum, M.Ed as the counselor who has educated,
supported, directed and given the writer advices, suggestions, and
recommendations for this thesis from beginning until the end.
5. All of the lecturers in English department of IAIN Salatiga.
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TABLE OF CONTENTS
TITLE ....................................................................................................
i
DECLARATION ....................................................................................
ii
ATTENTIVE COUNSELOR NOTES................................................... iii
STATEMENT OF CERTIFICATION .................................................. iv
MOTTO ..................................................................................................
v
DEDICATION ........................................................................................ vi
ACKNOWLEDGEMENT...................................................................... vii
TABLE OF CONTENTS ....................................................................... ix
ABSTRACT ............................................................................................ xi
CHAPTER
I: INTRODUCTION
A. Background of the Study.........................................
1
B. Limitation of the Problems. .....................................
4
C. Statement of Problem ………………………………
4
D. Objectives of the Study……………………………..
4
E. Benefits of the Study ……………………………….
5
F. Definition of the Key Terms ……………………….. 5
G. Outline of Graduating Paper....................................... 6
CHAPTER
II: THEORITICAL FRAMEWORK
A. Review of the Previous Study ……………………...
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B. Definition of Grammar …………………………….
8
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C. Definition of Sentence ……………………………… 9
D. Definition of Modifier …………………………….... 12
CHAPTER
E. Definition of Misplaced Modifier ……………...…...
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F. Definition of Dangling Modifier ……………………
25
G. Strategies for Revising Dangling Modifier ………….
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III: RESEARCH METHODOLOGY
A. Research Approach …………………………………. 30
CHAPTER
B. Type of the Research ………………………………..
31
C. Setting of the Research ……………………………..
32
D. Subject of Research …………………………………
32
E. Object of Research ………………………………….
32
F. Data Coding …………………………………………
33
G. Technique of Collecting Data ……………………….
34
H. Procedures of Data Analysis ………………………..
35
IV: DATA PRESENTATION
A. Data Analysis ……………………………………………37
CHAPTER
V: CLOSURE
A. Conclusion………………………………………………. 54
B. Suggestion…………………………………………............ 55
REFERENCES
APPENDIXES
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ABSTRACT
Umi Nur Khairiyah. 2015. Descriptive Analysis of Dangling Modifier Made By
the Fifth Semester Students of English Education
Department of STAIN Salatiga in the Academic Year of
2013/2014. A Graduating Paper. Teacher Training and
Education Faculty. English Education Department. State
Institute for Islamic Studies (IAIN) Salatiga. Counselor:
Hanung Triyoko, M. Hum,M. Ed.
Key Word: Descriptive Analysis, Dangling Modifier.
This study was intended to describe and analyze the types of dangling modifier
made by the fifth semester students of English Education Department of STAIN
Salatiga in the academic year of 2013/2014.This study was descriptive qualitative
research. The writer had chosen 30 students of the fifth semester students of
English Education Department of STAIN Salatiga in the academic year of
2013/2014 as the subject of this research. The researcher used questionnaire to
collect the data and the questionnaire of the study were 20 compound sentence
produced by the fifth semester students of English Education Department of
STAIN Salatiga. The data were analyzed by using documentation method. The
result of study showed from compound sentences and the types of dangling
modifier that can be applied by students of fifth semester of English Education
Department of STAIN Salatiga are: dangling modifier of conjunction, pronoun,
adverb, subject of the sentences and object on the sentences. The students did not
using the grammar when they made the sentence so they have made the dangling
modifier sentence. The solution from the writer were the students should
understand deeply and study about the function of grammar more and more and
for the lectures, they have to give the students explanation and exercise more than
before.
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CHAPTER I
INTRODUCTION
A. Background of the Study
Language is a very important thing in a human life for communication
today. Language is a means to make self-expression, integration, social
adaptation, and social control. It means that language is mean of human effort
to carry out their activities. Unfortunately, it has not been particularly easy for
them to say what language is.
English as an international language is very important to make
communication among people all over the world. It is used in many fields such
as economy, education, art, and technology. That is why English is learnt in
Indonesian schools, from elementary until university.
Each language has its own rule. This is the problem, which often faced
by Indonesian students to learn English, and they often make some errors.
English teachers should help students solve their problem. There are many
differences between Indonesian and English systems. One of the differences is
structural system, and one of the difficulties in learning English structure is
when the students made the sentence.
Sentences are the important elements of language. Sentence also is one of
language competences must be mastered by students. It poses the most
challenging task for English learners as foreign language. Ability in this skill
will assist them in producing their writing, not only academic writing but also
in non academic writing.
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However, writing sentences is not a simply matter of expressing ideas in
good language. In order to get a good construction and well arrangement in a
written form, the students have to produce good and right sentence. Hence,
they should know a set of rules that must be followed which is called grammar.
According to Radford (1988: 2) grammar is the description of the ways in
which words can change their form and can combine into sentences in that
language. It can be sure that grammar is the essential part as a writing guidance
for students to make the sentences correctly and to convey the meaning
properly in particular written form.
Indeed, it is undeniable that make sentences in English is difficult enough
for some students because there are so many sorts of grammar which are
actually very complicated to apply in. However, it would be impossible to
make the sentence effectively without knowing the grammar, because it helps
students in delivering their ideas, messages, and feelings form to the readers.
The strong foundation in grammar is one important aspect that should be
comprehended in order to make a well structured sentence. Particularly, written
sentence without grammar would be disorganized and causes such problem,
like grammatical error in writing. For example, when students made the
dangling modifier sentences.
According to Langan (2003: 234) a modifier that opens a sentence must
be followed immediately by the word it is meant to describe. Otherwise, the
modifier is said dangling, and the sentence takes on an unintended meaning.
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And dangling modifier is a word or phrase that modifies a word not clearly
state in sentence. The following sentence is the example of dangling modifier:
Being born in Dawlish, it is understandable that I miss the sea so much.
From the example above it is clear that “it” was not born in Dawlish.
And the correct from the dangling modifier’s example above is:
Being born in Dawlish, I understand why I miss the sea so much.
From the explanation above students should have grammatical
knowledge otherwise they will make errors when they commit activity dealing
with grammar as well as in writing process. Their grammatical comprehension
will influence their writing sentences.
Lecturers have important roles to make their students understand about
English lesson especially in grammar. They have to teach part of grammar like
dangling modifier until students understand and use it correctly.Some students
of fifth semester of English Department of STAIN Salatiga have not
understood about makingdangling modifier correctly. From this reason, the
researcher will describes about students comprehension in dangling modifier..
Therefore, the writer tries to do study dealing with the problem and the study
entitles “ Descriptive Analysis of Dangling Modifier Made by the Fifth
Semester Students of English Education Department of STAIN Salatiga in
the Academic Year of 2013/2014”.
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B. Limitation of Study
This study is concerned on the analyzing error in dangling modifier
sentences made by the fifth semester students of English Department at STAIN
Salatiga. The writer uses the limitation in order to give a clear description of
discussion in this research. The writer hopes that the result of this graduating
paper can be some help not only for students to be aware of the importance of
writing English sentences so they can improve their writing skill but also for
the students.
C. Statement of Problem
In this study, the writer wants to solve the following problem:
1.
How far is the students’ comprehension about dangling modifier?
2.
What are the types of dangling modifier made by the fifth semester
students of English Department of STAIN Salatiga in the academic year of
2013/2014?
D. The Objectives of The Study
Based on the problems of the study above, the objectives of the study are
as follows:
1.
To describe the students’ comprehension about dangling modifier.
2.
To analyze the types of dangling modifier sentences made by the fifth
semester students of English Department of STAIN Salatiga in the
academic year of 2013/2014.
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E. Benefits of The Study
The results of this study are expected to give contributions to the related
study both theoretically and practically.
1.
Theoretically
The result of this research is expected to be input in teaching learning
process especially for teaching writing sentences.
2.
Practically
a. The study is intended to one consideration for English lecturers
applying any strategy or increasing any technique of teaching English.
b. The study can help students by giving valuable input about dangling,
they encounter and how to overcome them.
c. Knowing the grammatical errors in the very beginning, it is useful to
reduce the errors made by the students in the next semester.
F. Definition of Key Terms
To avoid any mistakes in interpretting the tittle of this research, the
researcher needs to explain the terms relating to it. The term are as follows:
1. Dangling Modifier
According to Langan (2003: 234) a modifier that opens a sentence
must be followed immediately by the word it is meant to describe.
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Otherwise, the modifier is said dangling, and the sentence takes on an
unintended meaning. For example:
Having almost no money, my survival depended on my parents.
(Who has almost no money? The answer is not survival but I, so the
subject I must be added).
The correct sentence is:
Having almost no money, I depended on my parents for survival.
G. Outline of the Graduating Paper
As the guidance of writing the Graduating Paper, the writer will convey
the Graduating Paper Outline as follows:
Chapter I contains introduction which covers the background of the
study, limitation of the problem, statement of the problem, the objectives of the
study, the benefits of the study, definition of key term, and outline of the
graduating paper. Chapter II presents the theoretical framework. Firstly, it
presents the review of the previous study and then theory about grammar,
modifier, the kinds of modifier, the theory of dangling modifier, and how to
make dangling modifier to be a correct sentence. Chapter III describes research
methodology. It consists of research approach, type of research, setting of the
research, subject of research, object of research, technique of collecting data,
and procedures of data analysis. Chapter IV explains the data analysis that
discusses the data description those includes the explanation of students’
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comprehension about dangling modifier and the types of dangling modifier that
have made by students. Chapter V is closure as the end of the graduating paper
by giving the conclusion and suggestions. For the attachment there are
references and appendixes.
CHAPTER II
THEORITICAL FRAMEWORK
In this chapter, the writer is going to explain briefly the review of
the previous study and the theoretical framework which includes the definition of
grammar, the definition of sentence, the explanation of modifier, the kinds of
modifier, misplaced modifier and the explanation of dangling modifier, and
strategiesfor revising the dangling modifier can be the correct sentence.
A. Review of the Previous Study
In this study the writer takes three previous studies. The first study
that had been done by Latif Mashadi (2013) entittled “Descriptive Analysis on
Students’ ability in using articles (a, an, the) in Eleventh Grade of MA Al Bidayah
Candi, Bandungan in the Academic year of 2011/2012”. In his study, He analyzed
the students’ ability in using articles (a, an, the) and some students in senior high
school have difficulties to master it.
The second previous study was done by Ulfiana Laili (2013)
entitled “A Descriptive Analysis onStudents Comprehensionabout Clauses and
Consession of the Narrative Text (A Study of Second Grade Students of SMK
Muhammadiyah Salatiga in Academic Year of 2013/2014)”. In her study, she
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analyzed the student comprehension in using clauses and consessionin narrative
text.
The third previous study was done by Nunung Khurriyati (2013)
entitled “ An Error Analysis of the Use of Preposition of Place of The Eight
Year Students in SMP N 3 Ampel in the Academic Year of 2012/2013.” Her
study was focused on grammatical error in the use of preposition of place.
The result of her study revealed the students were still making a lot of errors.
B. Definition of Grammar
Learning English cannot be separated from learning grammar,
because it always plays the central role of a language. Grammar is a
description of certain organizing aspects of particular language. It usually
includes phonological (sound), morphological (word composition) and
syntactical (sentence composition) points (Eugene, 1993:3). According to
Radford (1988: 2) grammar is the description of the ways in which words can
change their form and can combine into sentences in that language. Grammar
is the system of rules by which words are formed and put together to make a
sentence or the study of composing some types of word exactly to form a
sentence. It is the crucial part of language.
The term of grammar uses in this context to refer a device that tells
the reader how to construct the sentences. All of them have some meaning.
Studying grammar helps someone to learn about a language. Learning about
language is very different form being able to use the language. A grammar
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should serve as a reference by helping correct deviation from standard usage
and by improving clarity and style. Particular grammar has its own system of
organization, its major parts are arranged according to the most important of
English sentences, and they are subject, verb, object and so on.
C. Definition of Sentence
According to Azar (1999:359) Sentence is a grammatical unit
consisting of one or more words that are grammatically linked. Sentence also
divided into three parts, they are:
1.
Simple sentence: simple sentence also a complete thought called an
independent clause contains a subject and a verb and it expressesa
complete thought. These are possible structures in a simple sentence:
a. Subject + Verb
The example: The visitors have arrived
S
V
A verb in this structure is called an intransitive verb.
b. Subject + Verb + Object
The example: Sarah buys computer
S
V
O
A verb in this structure is called a transitive verb.
c.
Subject + Verb + Complement
The example: This book is thick
S
V Comp.
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A verb n this structure is called a linking verb.
d.
Subject + Verb + Adverbial
The example: The exam is tomorrow
S
V
Adv.
An adverbial can be adverb of time.
e.
Subject + Verb + Object + Object
The example: Yusuf sent me a text message
S V O
O
Here there is a direct object (a text message) and indirect
object (me).
f.
Subject + Verb + Object + Complement
The example: The project kept every one very busy
S
V
O
Comp.
Here the complement (very busy) to the object of the clause
(everyone).
g.
Subject + Verb + Object + Adverbial
The example: I put my money in my pocket
S V
O
Adv.
Here the adverb of place (in my pocket) relates to the object
(my money).
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The subject, predicate or object can be compound, but the simple
sentence is a single unit.
1) Simple sentence with compound subject
The example:
The Beatles and Bob Dylan dominated in the market in 1960’s
S
2) Simple sentence with compound predicate
The example:
One weekend she left my car at home and went by train to
P
P
a large car center.
3) Simple sentence with compound object
The example:
Punk bands condemned disco and heavy metal.
O
4) Simple sentence with a short and uncomplicated idea
The example:
Punk bands have a nasal vocal.
5) Simple sentence with a long and complicated idea
The example:
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We have lost thousands of potential young people, including musicians to
drug abuse.
2. Compound sentence: compound sentence contains two independent
clauses joined by a coordinator. The coordinators are as follows: for, and,
nor, but, or, yet, so. Compound sentences express more than one complete
thought and a conjunction always followed by comma, except for short
sentence.
0The example: Sweaty did not have any money, so she went to the
I.C
Automatic Teller Machine to get some money.
I.C
3. Complex sentence: complex sentence has an independent clause joined by
one or more dependent clauses. A complex sentence always has a
subordinator such as when, because, since, after, although, though and
even though.
The example: I like dancing because it is a good exercise.
I.C
D.C
C. Definition of Modifiers
According to Frank (1972:3) modifiers are words, phrases, or
clauses that provide description in sentences. A modifier is so called because
it is said to modify (change the meaning of) another element in the structure,
on which it is dependent. Typically the modifier can be removed without
affecting the grammar of the sentence. For example, in the English sentence
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this is a red ball, the adjective red is a modifier, modifying the noun ball.
Removal of the modifier would leave this is a ball, which is grammatically
correct and equivalent in structure to the original sentence. Modifiers may
come before or after the modified element (the head), depending on the type
of modifier and the rules of syntax for the language in question. A modifier
placed before the head is called a premodifier; one placed after the head is
called a postmodifier.
For example, in land mines, the word land is a premodifier of
mines, whereas in the phrase mines in wartime, the phrase in wartime is a
postmodifier of mines. A head may have a number of modifiers, and these
may include both premodifiers and postmodifiers.
For example:
That nice tall man from Canada whom you met
PreM Head
PostM
In this noun phrase, men is the head, nice and tall are premodifiers,
and from Canada and whom you met are postmodifiers.
There are two ambiguous modifier, they are called misplaced
modifier and dangling modifier.
According to Frank (1972:400) the modifiers can be modify
adjectives, appositive phrase, compound, one and that substitution, pronoun,
etc.
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1. Modifiers of pronoun
According to Frank (1972:35) only certain indefinite pronouns may
takes simple adjectives modifiers.
a) The compounds with –body, -one, and –thing. The adjective
modifier follows the pronoun.
For example: somebody else, everything new, no one
interesting.
b) The indefinite pronoun one. The modifier precedes the
pronoun.
For example: The green one, a bad one, the great one.
Larger adjective constructions may follow many of
indefinite pronouns.
For example:
The one on top of the table,
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Anybody knowing the truth.
2. Modifiers of substitution with one (s), that, and those.
According to Frank (1972:39) a common type of substitution
with one is related to its meaning of number, quantity. In this function,
stressed one used for countable nouns contrasts with stressed some used
for no countable mass nouns.
For example:
Here are the apples. Would you like one? (countable noun)
Here is the fruit. Would you like some? (mass noun)
In a second kind of substitution one still retains some of its
lexical meaning as a numeral. It also has some degree of stress.
For example:
I lose my neighbor and you gain one.
These two are fairly simple substitution that requires no further
explanation. For more complicated is the use of one(s) as a substitute
word, to which adjective modification can be attached. In these kinds of
substitution, the adjective modifier may precede or follow one(s).
a) Adjective Modification Precedes one (S)
1) Descriptive adjective as modifier
Example: They sent us the large trays instead of the small
ones.
Noun adjuncts, like descriptive adjective, may also precede
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one(s).
For example: she bought cotton and a silk one.
2) Pronoun determiners as modifiers
According to Frank (1972:40) the use of one(s) after
pronouns determiners is often optional. With a few of the
determiners, the one substitute has some of the force of the
numeral one.
a. Using which (one or ones)
For example:
Here are all the paintings. Which one does you
one? I haven’t decided yet which one I want.
b. Using whichever (one or ones) may be used in noun
clause
For example:
Here are some dresses. Choose whichever one you
like.
c. Using this (one) and that (one)
For example:
Please give me a clean cup. This one is dirty.
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Let’s weigh the two bags. I believe this one is
heavier than that one.
d. Using indefinite quantity, (another, any, each, either,
every one, neither, the other)
For example:
I will check on every one of the tickets.
This cup isn’t clean. Please give me another one.
b) Adjective Modification Follow one (S), that, those
According to Frank (1972:41) this kinds of substitution
differs
from
the
substitution
with
preceding
adjective
modification in several respect, they are: (1) the substitute word
may not be omitted, (2) more often than not, one (s) is preceded
by the, (3) those alternate with the ones of the plural substitute,
(4) in certain circumstances a no personal that may be used as a
substitute for a singular noun.
For example:
Do you see those men over there? The one with the white hair is
my grandfather.
Substitutes with modifiers that follow are very common in
comparisons.
For example:
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The new television set is more expensive than the one we had
before.
In formal usage, comparison may also be made with a no
personal that as substitute. In such instances, that may stand for:
1) A no uncountable noun
Example:
The furniture which is manufactured here is a good as
that made anywhere else in the world.
This is the only kind of substitution that may be made
for a no countable word.
2) A singular countable noun denoting a thing
For example:
The dialect spoken in this town is different from that
spoken in the other town.
3.
Modifiers of adjectives
We have seen that each succeeding type of adjective narrows
down the class of the noun. For this reason, we may consider that each
adjective modifies everything else that follows it. Thus, in the noun
phrase,
The beautiful young Javanese girl.
The explanation of above example is:
The modifies beautiful young Javanese girl
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Beautiful modifies young Javanese girl
Young modifies Javanese girl
Javanese modifies girl
According to Frank (1972:116) a possessive noun may also be
modified by a descriptive adjective.
For example:
The pretty girl’s mother. (Pretty modifies girl)
An adverbial modifier of an adjective used in sequence before a
noun is placed directly before the adjective it modifies.
For example:
I don’t like it because this coffee is very hot.
Explain this paper clearly.
Numerals may be modified by adverbial expressions of indefinite
quantity (approximately, about, at least)
For example:
At least all of us arrived in time.
Adjectives of general description and physical state are most often
modified by adverb of degree.
For example:
He is very ambitious to be a winner in this competition.
The red bag is more expensive than the white bag.
Some of these adverbs of the degree have the form of adjectives or
of nouns.
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For example:
She bought the bright red dress in Mini boutique.
He is handsome and has the jet black hair.
4.
Modifier of Adverb
According to Frank (1972:145) a adverb can modify a verb,
adjective, adverb or entire sentence.
a. Adverb as modifier of a verb
Example:
The boy threw the ball quickly
Or, the boy quickly threw the ball.
Adverbs of manner modify the verb most directly.
Adverb of place and time may also be considered as
modifying the verb, although some grammarians consider
this as modifying the entire sentence.
For example:
The boy quickly threw the ball there twice yesterday
b.
Adverb as modifier (intensifier) of an adjective or an adverb
Example:
The very small boy threw the ball very quickly.
c.
Adverb as modifier of an entire sentences
Example:
Fortunately, the girl threw the ball quickly.
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Adverbs of degree can participate in several layers
modification.
For example:
Ibrahim can finish his job ever so much more quickly than
I can.
Functioning as a sentence adverbial may be an
entire noun phrase with pre and post modification of a
noun head. The noun head of such a phrase usually
denotes definite time.
For example:
Two days before the show was to open, one of the stars
become ill.
(Days is the noun head of the adverbial construction).
5.
Modifier of Compound Sentence
For example:
He was tired, but happy.
(Modifier consist of adjectives)
The violinist played brilliantly but dispassionately.
(Modifier consist of adverb)
Anyone who doesn’t like the new policy of this company and who
would like to resign is free to do so.
(Modifier consist of adjective clause)
6.
Modifier in Appositive Phrase
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Adverbial modifiers of be in simple sentence are retained in
appositive phrases.
For example:
New York, once a small town, now has eight million people.
From the above example, it means that these adverbials keep the
same position they would have in the sentences from which they are
derived.
Appositive adjectives or nouns are also modified in the same ways
as the predicate adjectives or predicate nouns in the sentences from
which they are derived.
Adjectival modifiers of appositive nouns:
a. Before the noun
For example:
New York, a very large and busy city, has always fascinated
me.
b. After the noun
For example:
New York, a citywhich has eight million people, has always
fascinated me.
New York, a city housing eight million people, has always
fascinated me.
New York, a city of eight million people, has always
fascinated me.
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Sometimes an article modifying a singular noun is omitted
in an appositive noun phrases.
For example:
The book is by Dr. Watson, professor of physics at one of the
large universities.
Modifier of appositive adjectives:
According to Frank (1972:370) modifiers of appositive
adjectives consist of:
a.
Adverbial modifiers
For example:
His mother, seriously ill, had to be taken to the
hospital at once.
The girl, so restless that she could not sit still, asked if
she could go outside to play.
b.
“complement” of appositive adjectives
1) That clause
For example :
The man, aware thathe had made a mistake
and he tried to correct it.
2) Infinitive phrase
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For example:
The man, eager to correct his mistake, send he
would send a revised bill.
3) Prepositional phrase
For example:
The man, aware of his mistake, tried to correct
it.
D. Definition of Misplaced modifier
In general, you should place single-word modifiers near the word
or words they modify, especially when a reader might think that they modify
something different in the sentence. According to Langan (2003:228)
misplaced modifiers are words that, because of awkward placement, do not
describe the words the writer intended them to describe. Misplace modifiers
often confuse the meaning of sentence. To avoid them, place words as close
as possible to what they describe.
Example:
1.
They could see the Goodyear blimp sitting on the front lawn.
(the Goodyear blimp was sitting on the front lawn?)
The correctly placed words:
Sitting on the front lawn, they could see the Goodyear blimp.
(The intended meaning that the Goodyear blimp was visible from the
front lawn, and now this sentence is clear and correct)
36
2.
Our phone almost rang fifteen times last night.
(the phone almost rang fifteen times, but in fact did not ring at all?)
The correctly placed words:
Our phone rang almost fifteen times last night.
(the intended meaning that the phone rang a little under fifteen times,
this sentence is correct and clear now)
Other single word modifiers to watch out for include only,
even, hardly, nearly, and often.such words should be placed
immediately before the word are modified.
E. Definition of Dangling Modifier
According to Langan (2003: 234) a modifier that opens a sentence
must be followed immediately by the word it is meant to describe. Otherwise,
the modifier is said dangling, and the sentence takes on an unintended
meaning. And dangling modifier is a word or phrase that modifies a word not
clearly state in sentence. The following sentence is the example of dangling
modifier:
Being born in Dawlish, it is understandable that I miss the seaso much.
From the example above it is clear that “it” was not born in Dawlish. And the
correct from the dangling modifier’s example above is:
Being born in Dawlish, I understand why I miss the sea so much.
The dangling modifier, a persistent and frequent grammatical
problem in writing, is often (though not always) located at the beginning of a
sentence. A dangling modifier is usually a phrase or an elliptical clausea
37
dependent clause whose subject and verb are implied rather than expressed
that functions as an adjective but does not modify any specific word in the
sentence, or (worse) modifies the wrong word. Consider the following
example
Raised in Nova Scotia, it is natural to miss the smell of the sea.
The introductory phrase in the above sentence looks as if it is
meant to modify a person or persons, but no one is mentioned in the sentence.
Such introductory adjective phrases, because of their position, automatically
modify the first noun or pronoun that follows the phrase in this case, "it." The
connection in this case is illogical because "it" was not raised in Nova Scotia.
You could revise the sentence in a number of ways:
For a person raised in Nova Scotia, it is natural to miss the smell of the sea.
(the phrase no longer functions as an adjective)
Raised in Nova Scotia, I often miss the smell of the sea. (the phrase functions
as an adjective but now automatically modifies "I," a logical connection)
A dangling modifier can also appear when you place an elliptical
clause improperly.
For example:
Although nearly finished, we left the play early because we were worried
about our sick cat.
The way this sentence is structured, the clause "Although nearly
finished" illogically modifies "we," the pronoun directly following the clause.
38
An easy way to rectify the problem is to re-insert the subject and verb that are
understood in the elliptical clause:
Although the play was nearly finished, we left early because we were worried
about our sick cat.
According to Frank (1972:239) the example of dangling:
While (he was) still a boy, his ambition was to become a doctor.
From the above example the subject of main clause serves also as the
“subject” of the abridged clause. If the subject of the main clause cannot to do
so, the abridged caluse is considered as “dangling”. Such a sentence from the
example should be corrected to
While still a boy, he had the ambition to become a doctor.
F. Strategies for revising dangling modifiers
According to Langan (2003:235) the are several ways of correcting
dangling modifier. Decide on a logical subject and do one of the following:
1.
Place the subject within the opening word group
For example:
Having almost no money, my survival depended on my parents
(dangling modifiers)
Since I had no money, I depended on my parents for survival (correct
sentence)
2.
Place the subject right after the opening word group
39
For example:
Having almost no money, my survival depended on my parents
(dangling modifiers)
Having almost no money, I depended on my parents for
survival.(correct sentence)
3.
Name the appropriate or logical doer of the action as the subject of the
main clause
For example:
Having arrived late for practice, a written excuse was needed.
(Who arrived late? This sentence says that the written excuse arrived
late) To revise, decide who actually arrived late. The possible revision
might look like this:
Having arrived late for practice, the team captain needed a written
excuse.
The main clause now names the person (the captain) who did the
action in the modifying phrase (arrived late).
4.
Change the phrase that dangles into a complete introductory clause by
naming the doer of the action in that clause.
For example:
40
Without knowing his name, it was difficult to introduce him.
(Who didn't know his name? This sentence says that "it" didn't know
his name)
To revise, decide who was trying to introduce him. The revision might
look something like this:
Because Maria did not know his name, it was difficult to introduce
him.
The phrase is now a complete introductory clause; it does not modify
any other part of the sentence, so is not considered "dangling."
5.
Combine the phrase and main clause into one:
For example:
To improve his results, the experiment was done again.
(Who wanted to improve results? This sentence says that the
experiment was trying to improve its own results)
To revise, combine the phrase and the main clause into one sentence.
The revision might look something like this:
He improved his results by doing the experiment again.
41
CHAPTER III
RESEARCH METHODOLOGY
A. Research Approach
According to the statement of problem and objectives of the study,
the writer used a descriptive qualitative approach in this graduating paper.
Descriptive qualitative approach does not apply the detail arithmetic
42
calculation or statistic in contains sentences or description of the object.
In this research, the writer used a descriptive method to analyze the
data. According to Azwar (1997:6) in a descriptive method, the researcher
analyzes and present the fact systematically there for it can be understood
a concluded easily.
According to Sugiyono (2008:105) descriptive method is the
research method with collecting data and then this data is analyzed and the
writer can give the explanation of the problem statement.
Regarding Issac (as cited in Rahmawati: 1), descriptive research is
the kind of research to describe systematically the situations and facts of
given population factually and accurately. Moreover, Arikunto (1996: 244)
states, the final conclusion of descriptive study should be in word or
sentences, not in a number.
B. Type of the Research
The type of the research was descriptive qualitative. Regarding Issac
(as cited in Rahmawati: 1), descriptive research is the kind of research to
describe systematically the situations and facts of given population
factually and accurately. Moreover, Arikunto (1996: 244) states, the final
conclusion of descriptive study should be in word or sentences, not in a
number.
Regarding Bogan and taylor in Margono (as cited in wicaksana: 24)
defined that qualitative research is research procedure which produce
descriptive data such as written or pictures from the population and
43
attitude which analyze. According to Sugiyono (2005:9) stated that
qualitative research is descriptive data which is collected in tje form of
words of pictures rather than number. Qualitative research tends to analyze
their data inductively which concern with processes rather than simply
outcomes or products. According to Moleong (2003:3) says that
qualitative research deal with a kind of research with does not use statistic
procedures in analyzing th data. In a qualitative research, the researcher
tends to prior in accurate explanation to analyze and present what have
been found.
Meanwhile the strategy of this study was qualitative method as the
basic research. Based on Patton (1980: 40) the qualitative method is
attempted to understand organizing patterns that exist in the empirical
world under study. In addition, the qualitative data consists of entire
passages from documents that are collected.
Sukmadianata in Sugiyono (as cited in Wicaksana: 24) stated that
qualitative research is a research that use to describe and analyze
phenomena, event, social activity, attitude, belief, perception and people
thinking either in individual or in a group. The writer used this method to
examine dangling modifier made by the fifth semester student of English
department of STAIN Salatiga
C. Setting of the Research
The research was conducted in STAIN Salatiga that is located on
Tentara Pelajar street number 2 Salatiga and this research is focused at the
44
fifth semester students of English Department of STAIN Salatiga in the
academic year of 2013/2014.
D. Subject of Research
The writer had chosen 30 students of the fifth semester students of
English Education Department of STAIN Salatiga in the academic year of
2013/2014 as the subject of this research.
E. Object of Research
The object of this research is dangling modifier. The writer used
questionnaire to collect the data. The questionnaire of the study were 20
compound sentence produced by the fifth semester students of English
Education Department of STAIN Salatiga. Compound sentence had
chosen because from the compound sentence dangling modifier can be
analyzed.
F. Data Coding
Table 3.1
Data Coding
Subject of the Research
NO
NAME
NIM
CODE
1.
Zaenal Arifin
113-12-003
ZA
2.
Fadliyatu Latifah
113-12-011
FL
3.
Rif’an N.R
113-12-013
RN
4.
Fariz Nada Makarim
113-12-015
FN
45
5.
Aang Hunaify
113-12-016
AH
6.
Deni Angga Saputri
113-12-021
DA
7.
Venti Rindani
113-12-024
VR
8.
Ulin Nuha
113-12-025
UN
9.
Rizki Wulandari
113-12-030
RW
10.
Amalia Ismayanti
113-12-041
AI
11.
Bidayatun Ni’mah
113-12-042
BN
12.
Anisa Nugrahaini
113-12-050
AN
13.
Yuli Susanti
113-12-051
YS
14.
Laily Rozaq Nurul. H
113-12-053
LR
15.
Dona M.S
113-12-057
DM
16.
Taufiq Hidayat
113-12-059
TH
17.
Andika Santriasa
113-12-063
AS
18.
Novi Astanti
113-12-064
NA
19.
Itsna Milatul Himmayati
113-12-065
IM
20.
Khafidlatul Arifah
11-12-067
KA
21.
Agung Khoirur Rozid
113-12-075
AK
22.
Kun Ammah
113-12-085
KA
23.
Nita Susanti
113-12-141
NS
24.
Mukminatul Afifah
113-12-165
MA
25.
Nur Khikmah
123-12-001
NK
26.
Hilmi Rahmanita
113-12-116
HR
27.
Mila Hanifah
113-12-055
MH
28.
Bayu Yulianto
113-12-122
BY
29.
Nurul Isnaini
113-12-114
NI
30.
M. Syarif
113-12-113
MS
G. Technique of Collecting Data
46
The technique of collecting data is one important aspects of research.
There are some techniques of collecting data. They are test, questionnaire,
interview, observation and etc.
According to Azwar (2010:36) there are many ways to collect the
data,
such
as
observation,
instrument
of
collecting
data
and
documentation.
There is no the best method of collecting data. Every method has its
own strengths and weaknesses. In this research, the writer takes
questionnaire about dangling modifier to collect the data. The writer needs
instruments to find the students’ data. An instrument plays an important
role to collect data. Arikunto (1996:135) states that an instrument is a
mean, which plays an important role to collect data in a research. In this
research the writer used the questionnaire to collect the data.
According to Sri Lestari (2013:34) Questionnaire is list of
written question to get information from respondents. Questionnaire is
list
of
and designed to
a research or survey questions asked to respondents
extract
specific information.
It serves four
basic
purposes: to (1) collect the appropriate data, (2) make data comparable
and amenable to analysis, (3) minimize bias in formulating and asking
question, and (4) to make questions engaging and varied.
According to Arikunto (1999:102) questionnaire is the number
of written question which is used to gain information from the
respondents about their personality and anything they know. The
47
questionnaire is used by the writer to find out the types of dangling
modifier made by the fifth semester students of English Education
Department.
H. Procedures of Data Analysis
To get the valid data, the writer uses the procedures of data
analysis, this procedures can make the writer easier to get the data in
her research about dangling modifier. The procedures of data analysis
of dangling modifier made by the fifth semester students of English
education department in the academic year of 2013/2014 are:
1. Coding
Coding the subject of the research can make the
writer easier to get the data. Coding is the abbreviation of
the students’ full name. There are 30 respondents in this
research so there are 30 coding in this research.
2. Identification
In this step the writer identify the dangling modifier
by bolding the dangling modifier in compound sentence
which the students made.
3. Classification
48
In this procedure the writer makes the classification
of the types of dangling modifier that have been made by
the students.
4. Explanation
The writer explains the types of dangling modifier that
have been made by students and then explain how far is
students’ comprehensions about dangling modifier.
CHAPTER IV
DATA PRESENTATION
B. Data Analysis
49
Data analysis presents the result of the research to answer the problem
statements in this research, to answer it the writer made 20 questions.The writer
have taken 30 respondent in this research and the respondents have changed the
sentences to be a compound sentences. The writer attempts to elaborate more
completely of how the data are analyzed. The complete discussions are described
below:
1.
Sarah is falling heavily
Sarah’s arm is broken
NO
CODE
Compound sentence
Type of Dangling
Modifier
1.
FL
Sarah is falling heavily and Dangling modifier of
FN
her’s arm is broken
pronoun
LR
2.
AH
Sarah is falling heavily and Dangling modifier of
DA
she’s arm is broken
pronoun
2. I was tired
I did not finished my homework
NO
CODE
Compound sentence
Type of Dangling
Modifier
50
1.
AH
I was tired so not finished my Dangling modifier of
adverb
homework
3. I was practicing Yoga exercise
The body was very fat
CODE
NO
Compound sentence
Type of Dangling
Modifier
1.
ZA
I was practicing Yoga exercise Dangling modifier of
VR
so the body was very fat
conjunction
RW
AI
BN
TH
KA
AK
2.
FL-
I was practicing Yoga exercise Dangling modifier of
LR
because the body was very fat
MH
NA
KAM
NS
DM
UN
51
object and conjuntion
RN
DA
RW
HR
HM
3.
FN
I was practicing Yoga exercise Dangling modifier of
AH
for the body was very fat
object
and
conjunction
DA
YS
AS
IM
4. Lukman is writing te poem
Lukman’s poem is very romantic
NO
CODE
Compound sentence
Type of Dangling
Modifier
1.
AH
Lukman is writing the poem Dangling modifier of
AS
and he’s poem is very pronoun
romantic
2.
NK
Lukman is writing the very
Dangling modifier of
romantic poem
adjective
5. I had a good time on the trip
52
I took it to Glacier National park
NO
CODE
Compound sentence
Type of Dangling
Modifier
1.
ZA
I had a good time on the trip Dangling modifier of
FN
for I took it to Glacier conjunction
VR
National Park
RW
AI
BN
YS
LR
TH
AS
NA
IM
KA
AK
KAM
2.
AH
I had a good time on the trip Dangling modifier of
DA
for took it to Glacier conjunction
National Park
53
6. The lake contains dangerous chemicals
The lake not open for swimming
NO
CODE
Compound sentence
Type of Dangling
Modifier
1.
ZA
The lake contains dangerous Dangling modifier of
FN
chemicals and not open for adverb
AH
swimming
DA
VR
RW
AI
BN
YS
LR
AS
IM
KA
AK
KA
2.
NA
The lake contains dangerous
Dangling modifier of
chemicals so it not open
auxiliary
for swimming
adverb
54
verb
and
7. I was signing the repair contract
I had second thoughts
NO
CODE
Compound sentence
Type of Dangling
Modifier
1.
FN
I was signing the repair Dangling modifier of
AH
contract for had second conjunction
DA
thoughts
LR
NA
2.
VR
I was signing the repair Dangling modifier of
contract
for
second conjunction
thoughts
3.
YS
I was signing the repair Dangling modifier of
AS
contract for I had second conjunction
IM
thoughts
AK
4.
RW
I was signing the repair
Dangling modifier of
contract but my had the
pronoun
second thoughts
5.
MS
I was signing the repair
55
Dangling modifier of
contract but me had the
pronoun
second thoughts
8. My mother lets us put our feet on the living room furniture
My mother protected the living room furniture by slipcovers.
CODE
NO
Compound sentence
Type of Dangling
Modifier
1.
RW
My mother lets us put our Dangling modifier of
feet on the living room object sentence
furniture so
protect by
slipcovers.
2.
AI
My mother lets us put our Dangling modifier of
feet on the living room adverb
furniture so
protect the
slipcovers.
3.
NK
My mother lets us put our
Dangling modifier of
protected the living room
adverb
furniture by slipcovers.
4.
RN
My mother lets us put our
Dangling modifier of
HR
feet on the living room
conjunction
56
furniture , yet my mother
HM
protected te living room
furniture by slipcovers.
9. I am trying to lose weight
I should avoid all snacks
CODE
NO
Compound sentence
Type of Dangling
Modifier
1.
DA
I am triying to lose weight
Dangling modifier of
for I should avoid all
conjunction
snacks
10. I could not understand the woman
I talked to her on the phone
CODE
NO
Compound sentence
Type of Dangling
Modifier
1.
ZA
I could not understand the Dangling modifier of
FN
woman nor I talked to her conjunction
AH
on the phone.
DA
VR
57
BN
YS
IM
KA
AK
KA
2.
RW
I could not understand the Dangling modifier of
woman nor talk to her on conjunction and verb
the phone
3.
AI
I could not understand the Dangling modifier of
woman I talked to her on conjunction
the phone
4.
LR
I could not understand the Dangling modifier of
woman has I talked to her conjunction
on the phone
5.
DM
I could not understand the
Dangling modifier of
UN
woman but talked to her
conjunction
DA
on the phone
subject of sentence
I could not understand the
Dangling modifier of
woman for talked to her on
conjunction
and
RW
6.
RN
the phone
58
11. Alicia likes the family
Alicia is living with them
CODE
NO
Compound sentence
Type of Dangling
Modifier
1.
2.
Alicia likes the family for is Dangling modifier of
DA
UN
living with them
to be
Alicia likes the family, and
Dangling modifier of
she’s living with them
pronoun
12. The woman gave me some information.
I called her
NO
CODE
Compound sentence
Type of Dangling
Modifier
1.
FN
The woman gave me some Dangling modifier of
information and called her
conjunction
and
adverb
2.
3.
4.
MA
DM
DA
The woman gave me some
Dangling modifier of
information because I called
object
The woman gave me some
Dangling modifier of
information so called her
subject sentence
The woman gave me some
Dangling modifier of
59
information when called
adverb
her
5.
HM
The woman gave me some
Dangling modifier of
information so I called.
adverb
13. The man is friendly
The man lives next to me
NO
CODE
Compound sentence
Type of Dangling
Modifier
1.
2.
3.
NA
AK
RW
The man is friendly so He
Dangling modifier of
lives next to.
object
The man is friendly and He
Dangling modifier of
next to me
verb
The man who lives next to
Dangling modifier of
me friendly
adverb
14. The river is polluted
The river flows through town
NO
CODE
Compound sentence
Type of Dangling
Modifier
1.
ZA
The river is polluted, yet it Dangling modifier of
60
AH
flows through town
conjunction
VR
RW
AI
BN
LR
TH
NA
KA
KA
RN
2.
3.
FN
The river is polluted yet the Dangling modifier of
DA
river flows through town
conjunction
YS
Yet the river is polluted,
Dangling modifier of
AS
flows through town
conjunction
IM
AK
15. The books were expensive.
I bought them
61
NO
CODE
Compound sentence
Type of Dangling
Modifier
1.
2.
ZA
The book were expensive, Dangling modifier of
RN
yet I bought them
AH
The book were expensive, Dangling modifier of
KA
but bought them
conjunction
adverb
DM
3.
The book were expensive so Dangling modifier of
LR
adverb
bought them
16. I lost the scarf
I borrowed it from my roommate
CODE
NO
Compound sentence
Type of Dangling
Modifier
1.
ZA
I
lost
the
borrowed
scarf
it
from
roomate
2.
for
I Dangling modifier of
me conjunction
Aand
pronoun
FN
I lost the scarf for borrowed Dangling modifier of
RW
from my roommate
adverb
NA
3.
AH
I lost the scarf for borrowed Dangling modifier of
AI
it from my roommate
62
conjunction
YS
AK
4.
DA
I lost he scarf for I borrowed Dangling modifier of
TH
it from my roommate
conjunction
AS
KA
5.
VR
I
lost
BN
borrowed
the
scarf
for
from
I Dangling modifier of
my conjunction
roommate
6.
IM
I lost the scarf for borrowed Dangling modifier of
from me roommate
conjunction
and
adverb
7.
DM
I lost the scarf so borrowed
Dangling modifier of
from my roommate
conjunction
and
adverb
8.
RN
I lost the scarf yet borrowed Dangling modifier of
DA
it from my roommate
conjunction
adverb
HR
17. The woman predicated my future
The woman read my palm
63
and
NO
CODE
Compound sentence
Type of Dangling
Modifier
1.
ZA
The woman predicated my Dangling modifier of
VR
future for she
RW
plam
read my conjunction
and
adverb
AI
BN
TH
KA
DA
RW
HR
MH
2.
FN
The woman predicated my Dangling modifier of
AH
future for read my plam
conjunction
YS
3.
DA
The woman predicated my Dangling modifier of
future for her
read my conjunction
plam
4.
AS-
The woman predicated my
Dangling modifier of
AK
future for ready my plam
conjunction
64
12.
KA
The woman predicated my
Dangling modifier of
future for ready me plan
conjunction
18. A lion is an animal
A lion lives in Africa
There is not dangling modifier in this sentence.
19. A globe is a ball
A globe has a map of the world on it
NO
CODE
Compound sentence
Type of Dangling
Modifier
1.
ZA
A globe is a ball nor has a Dangling modifier of
map of the world on it
2.
adverb
VR
A globe is a ball or has a Dangling modifier of
BN
map of the world on it
TH
AS
NA
KA
DA
RW
65
conjuncction
HR
MH
3.
A globe is a ball or has a Dangling modifier of
AI
map of the would on it
conjunction
and
object
20. I want to tell you about the party.
I went to it last night
CODE
NO
Compound sentence
Type of Dangling
Modifier
1.
ZA
I want to tell you about the Dangling modifier of
YS
party, for I went to it last conjunction
LR
night.
TH
NA
KA
KA
RN
RW
MS
66
2.
FN
I want to tell you about the Dangling modifier of
RW
party for
AS
night
went to it last subject of sentence
IM
AK
DA
67
CHAPTER V
CLOSURE
A. Conclusion
After finishing her research which is entitled “Descriptive Analysis
of Dangling Modifier Made by the Fifth Semester Students of English
Department of STAIN Salatiga in the Academic Year of 2013/2014”, the
writer can draw some conclusions. The conclusion is based on the result of
the test about Dangling Modifier Made by the Fifth Semester Students of
English Department of STAIN Salatiga in the Academic Year of
2013/2014 as follows:
1. To answer the students’ comprehension about the dangling modifier,
the researcher can see that the students have many mistakes when they
made sentences. The students did not use the grammatical and not
understand about the structure of the sentence, like subject and object
of the sentence. Because of it the students make the dangling modifier
sentences.
2. The types of dangling modifier that can be applied by students’ of fifth
semester of English Department of STAIN Salatiga are: dangling
modifier of conjunction, pronoun, adverb, subject of the sentences and
68
object on the sentences. The students did not using the grammar when
they make the sentence so they have made the dangling modifier
sentences.
B. Suggestion
The writer then offers some suggestion to English lectures, the
students, other researchers and to other readers.
1. To the teachers
a. The lectures should motivate their students in learning English
especially in using grammar.
b. The lectures must focus on the student’s motivation in using
grammar by explaining the way to make the true sentences based
on grammar.
c. The teachers should give some exercises like a writing paper and
more examples of English sentences especially in using grammar.
d. The lectures should give the way to identify English especially
grammar, so they know how to use English and how to motivate
the students in order to improve their skill in using sentences and
the student did not make mistake again like make the dangling
modifier sentences.
2. To the students.
69
a. In the teaching learning process, the students must be active and
they must ask something about using grammar in sentences.
b. The students must study hard and serious in learning English
especially in using grammar in sentences.
c. The students pay attention to characteristics grammar in sentences
d. The students must try to increase their abilities especially in using
grammar to make a true sentences.
3. To the other researchers
There are many errors, which is made by students in using
grammar. So they have made the dangling modifier sentences. It may
be influenced by differences between English and Indonesia. The
writer suggest to the other researcher to search about:
a. The sociolinguistics and interlanguage interference. It is used to
know the crucial factors that caused the students have a mistake
when they make the sentences..
b. The background of the fifth semester students of English
Department of STAIN Salatiga, why they not master in using
grammar when they made the sentences.
4. To other Readers
The research based on analysis of dangling modifier text, therefore
70
this research paper can be useful as starting point to investigate the
topic more completely. A contribution for the others who want to
increase their grammar ability. It is wished that by reading this
research the readers can understand easily.
REFERENCES
Arikunto, Suharsimi. 1996. Prosedur Penelitian Suatu Pendekatan Praktik.
Jakarta: Rineke Cipta.
Azar, Betty Scharampher. 1992. Fundamentals of English Grammar. New
Jersey: Englewood Cliffs.
Demirezen, Mehmet. 2012. An Analysis of The Problem-Causing Structures
of Simple Sentence in Volume 1, 1.
Eugene, Chris. 1993. Grammar and How to Teach it. C.A: Continuum.
Echols, John M. and Hassan, Shadily. 2005. Kamus Inggris-Indonesia.
Jakarta: PT. Gramedia.
Frank, Marcella. 1972. Modern English A Practical Reference Guide. New
Jersey: Prentice-Hall Inc.
Grace, Eudia and Sudarwati. 2007. Look Ahead: An English Course. Jakarta:
Erlangga
Hill, McGraw. 2012. Grammar Practice Book. New York: Macmillan.
Huberman, Michael dan Matthew B. Miles. 1992. Analisis Data Kualitatif.
Jakarta: UI Press.
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Houghton Mifflin Company.
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Wallace.et.all. 2007. Writing For Comprehension in Volume 1, 42-43.
72
APPENDIXES
73
CURRICULUM VITAE
A. Personal identity
Name
: Umi Nur Khairiyah
Sex
: Female
Place / Date of Birth : Salatiga, 04 November 1991
Address
: Canden RT 11 RW 03 Kelurahan Kutowinangun
Lor, Kecamatan Tingkir, Kota Salatiga
E-mail Address
: [email protected]
B. Educational Background
TK Islam Taruna Tama Canden
(1995-1997)
MI Ma’arif Canden
(1997-2003)
MTs Negeri Salatiga
(2003-2006)
74
MAN Salatiga
(2006-2009)
IAIN Salatiga
(2015)
75
76
DAFTAR NILAI SKK
NAMA
: UMI NUR KHAIRIYAH
NIM
: 113 09 102
JURUSAN
: TARBIYAH
PROGDI
: TBI (TADRIS BAHASA INGGRIS)
NO
NAMA KEGIATAN
WAKTU
PELAKSANAAN
KETERANGAN
NILAI
1.
Orientasi Pengenalan
Akademik dan
Kemahasiswaan (OPAK)
2009 STAIN Salatiga
dengan tema
“Sentralisasi Paradigma
Gerak Menuju
Mahasiswa Ideal Dalam
Menghadapi Situasi
Global”
18-20 Agustus 2009
Peserta
3
2.
Pelatihan Emotional
Spiritual Intelligence
Quotient (ESIQ)
Mahasiswa Baru STAIN
Salatiga
21 Agustus 2009
Peserta
3
3.
User Education
(Pendidikan Pemakai)
oleh UPT Perpustakaan
STAIN Salatiga
25-29 Agustus 2009
Peserta
3
4.
Diskusi Panel dan Buka
Bersama “Aktulisasi
Bahasa Arab dan Bahasa
Inggris dalam Dakwah
Islam” oleh UKM CEC,
LDK, dan ITTAQO
STAIN Salatiga
5 September 2009
Peserta
2
5.
Praktikum Kepramukaan
Jurusan Tarbiyah STAIN
Salatiga
22-24 Februari 2010
Peserta
5
77
6.
Praktikum Drama By
Department of Religious
Affairs English
Education Study
Program STAIN Salatiga
21 September 2011
Peserta
3
7.
Public Hearing
“Meningkatkan
Kepekaan dan
Transparansi Kinerja
Lembaga Menuju
Kampus yang Amanah”
yang diselenggarakan
Senat Mahasiswa
(SEMA) STAIN Salatiga
27 Maret 2012
Peserta
2
8.
Praktikum Discourse
Analysis by Department
of Religious Affairs
English Education Study
Program STAIN Salatiga
28 April 2012
Peserta
3
9.
Seminar Nasional
dengan Tema “Kesenian
yang Terlupakan” yang
diadakan oleh Teater
Getar STAIN Salatiga
09 Juli 2012
Peserta
6
10.
Praktikum Pelatihan
Ikhtibar al-Lughah alArabiyah Ka Lughah
Ajnabiyah (ILAiK)
Mahasiswa Jurusan
Tarbiyah Angkatan 2009
Program Studi TBI dan
PBA
30 Juli - 15 Agustus
2012
Peserta
3
11.
Praktikum Pelatihan
TOEFL Mahasiswa
Jurusan Tarbiyah
Angkatan 2009 Program
Studi TBI dan PBA
30 Juli –15 Agustus
2012
Peserta
3
12.
Seminar
Entrepreneurship dan
Perkoperasian 2012
11 September 2012
Peserta
3
78
dengan Tema “Explore
Your Entrepreneurship
Talent” diselenggarakan
oleh MAPALA
MITAPASA dan KSEI
STAIN Salatiga
13.
Achievment Motivation
Training “dengan AMT,
Bangun Karakter Raih
Prestasi
14.
12 September 2012
Peserta
3
Lomba cerpen dengan
tema Bebas yang
diselenggarakan LPM
Dinamika STAIN
Salatiga
13-25 September
2012
Peserta
3
15.
Islamic Public Speaking
Training (IPST) LDK
Darul Amal STAIN
Salatiga
25 Oktober 2012
Peserta
3
16.
GEMA ITTAQO dengan
tema “Aktualisasi
Bahasa Arab dalam
Menjaga Khasanah
Keilmuan Islam
Mutakhir”. ITTAQO
STAIN Salatiga
27-28 Oktober 2012
Peserta
3
17.
Seminar Regional
dengan Tema “Indonesia
Satu” yang diadakan
oleh Resimen
Mahasiswa Sat. 953
“KALIMASODO”
STAIN Salatiga
Sesorah Bahasa Jawi
(SBJ) dengan tema
“Mekar Ngrembagaaken
Budaya Jawi Kanthi
Jumbuhaken Lathi, Ati
lan Pakerti”. LDK Darul
Amal STAIN Salatiga
29 Oktober 2012
Peserta
5
26 November 2012
Peserta
3
18.
79
19.
Dauroh Mar’atus
Sholihah (DMS) II LDK
Darul Amal STAIN
Salatiga dengan Tema
“Muslimah Sejati, Tetap
Gaul Tapi Syar’i”
1 Desember 2012
Peserta
3
20.
Seminar Nasional
dengan Tema
“Ahlussunnah
Waljama’ah dalam
Perspektif Islam
Indonesia” oleh Dewan
Mahasiswa(DeMa)
STAIN Salatiga
26 Maret 2013
Peserta
6
21.
Qiro’atul Qutub dalam
acara Musabaqoh
Lughoh Arobiyah
(MLA) dengan Tema “
Mewujudkan dan
Mengembangkan
Intelektualitas
Kebahasaan Melalui
MLA” oleh ITTAQO
STAIN Salatiga
30 Mei 2013
Peserta
3
22.
Khitobah dalam acara
Musabaqoh Lughoh
Arobiyah (MLA) dengan
Tema “ Mewujudkan
dan Mengembangkan
Intelektualitas
Kebahasaan Melalui
MLA” oleh ITTAQO
STAIN Salatiga
30 Mei 2013
Peserta
3
23.
Panitia Masa Ta’aruf
(MASTA) Ikatan
Mahasiswa
Muhammadiyah (IMM)
Kota Salatiga
06 September 2013
Panitia
3
24.
Training Motivasi dan
“Lomba Ranking Satu”
26 September 2013
Peserta
3
80
oleh LDK Darul Amal
STAIN Salatiga
25.
Sosialisasi dan
Silaturrahim Nasional
dengan tema “Sosialisasi
UU No.1 Tahun 2013,
Peran Serta Fungsi OJK
dan Peran Pemerintah
dalam Pengawasan LKM
(Lembaga Keuangan
Mikro) diselenggarakan
oleh HMJ Tarbiyah dan
Syari’ah STAIN Salatiga
26.
30 September 2013
Peserta
3
Seminar Nasional
Bahasa Arab dengan
tema, “Inovasi
Pembelajaran Bahasa:
Upaya Menjaga
Eksistensi dan Masa
Depan Pembelajaran
Bahasa Arab”.
Diselenggarakan oleh
ITTAQO STAIN
Salatiga.
09 Oktober 2013
Peserta
6
27.
Surat Keputusan
Pimpinan Cabang
Lembaga Pendidikan
NU Kota Salatiga
04 November 2013
Guru Tidak Tetap
Yayasan (GTTY)
3
28.
Surat Keputusan
Pimpinan Cabang
Lembaga Pendidikan
NU Kota Salatiga
04 November 2013
Guru Tidak Tetap
Yayasan (GTTY)
3
29.
Surat Keputusan Kepala
Madrasah tentang
Restrukturisasi
Organisasi dan
Pembagian Tugas Tahap
II Guru dan Karyawan
Madrasah Ibtidaiyah
Ma’arif Canden Tahun
Pelajaran 2013-2014
4 Januari 2014
Guru Mapel
6
30.
Surat keputusan Kepala
Madrasah tentang
Pembentukan Panitia
17 Mei 2014
Seksi konsumsi
3
81
31.
Pelaksana Ujian sekolah
(US) dan Ujian Akhir
Madrasah (UAM)
Madrasah Ibtidaiyah
Ma’arif Kutowinangun
Kecamatan Tingkir Kota
Salatiga Tahun Pelajaran
2013/2014
Surat keputusan Kepala
Madrasah tentang
Pembentukan Panitia
Pelaksana Ujian sekolah
(US) dan Ujian Akhir
Madrasah (UAM)
Madrasah Ibtidaiyah
Ma’arif Kutowinangun
Kecamatan Tingkir Kota
Salatiga Tahun Pelajaran
2013/2014
17 Mei 2014
Korektor (Ujian
Akhir Madrasah)
UAM
3
32.
Surat keputusan Kepala
Madrasah tentang
Pembentukan Panitia
Pelaksana Ujian sekolah
(US) dan Ujian Akhir
Madrasah (UAM)
Madrasah Ibtidaiyah
Ma’arif Kutowinangun
Kecamatan Tingkir Kota
Salatiga Tahun Pelajaran
2013/2014
17 Mei 2014
Penyusun Naskah
soal Ujian Akhir
Madrasah
(UAM) Praktek
Bahasa Inggris
3
33.
Surat keputusan Kepala
Madrasah tentang
Pembentukan Panitia
Pelaksana Ujian sekolah
(US) dan Ujian Akhir
Madrasah (UAM)
Madrasah Ibtidaiyah
Ma’arif Kutowinangun
Kecamatan Tingkir Kota
Salatiga Tahun Pelajaran
2013/2014
17 Mei 2014
Penguji Ujian
Akhir Madrasah
(UAM) Praktek
Bahasa Inggris
3
34.
Surat keputusan Kepala
Madrasah tentang
Pembentukan Panitia
Pelaksana Ujian sekolah
(US) dan Ujian Akhir
Madrasah (UAM)
17 Mei 2014
Pengawas Ujian
Akhir Madrasah
(UAM)
3
82
Madrasah Ibtidaiyah
Ma’arif Kutowinangun
Kecamatan Tingkir Kota
Salatiga Tahun Pelajaran
2013/2014
35.
Surat Keputusan
Pimpinan Cabang
Lembaga Pendidikan
NU Kota Salatiga
01 Juli 2014
Guru Tidak Tetap
Yayasan (GTTY)
3
36.
Surat Keputusan Kepala
Madrasah tentang
Restrukturisasi
Organisasi dan
Pembagian Tugas Tahap
II Guru dan Karyawan
Madrasah Ibtidaiyah
Ma’arif Canden Tahun
Pelajaran 2014-2015
01 Juli 2014
Guru mapel
3
37.
Surat Keputusan
Pimpinan Cabang
Lembaga Pendidikan
NU Kota Salatiga
01 Juli 2014
Guru Tidak Tetap
Yayasan (GTTY)
3
38.
Surat Keputusan
Pimpinan Cabang
Lembaga Pendidikan
NU Kota Salatiga
01 Juli 2014
Guru Tetap
Yayasan (GTY)
3
39.
Piagam Penghargaan
Negara Badan Pengawas
Pemilihan Umum
Republik Indonesia
sebagai Relawan
Gerakan Sejuta Relawan
Pengawas Pemilu
20 Oktober 2014
Relawan
3
83
40.
Kantor Kementrian
Agama Kota Salatiga
Panitia Lomba Mapsium
Tingkat MI Se Kota
Salatiga Tahun
2014/2015
15 November 2014
Dewan Juri
Lomba Mapsium
4
41.
Seminar Nasional
Perlindungan Hukum
Terhadap Usaha Mikro
Menghadapi Pasar Bebas
ASEAN
8 Desember 2014
Peserta
6
JUMLAH
141
Salatiga, Maret 2015
Mengetahui,
Wakil Ketua Bidang
Kemahasiwaan
Moh. Khusen, M. Ag., M.A
NIP. 19741212 199903 1003
84
NAME :
NIM
:
Change each sentence to be a compound sentence!
1. Sarah is falling heavily
Sarah’s arm is broken.
Answer:
2. I was tired
I did not finished my homework.
Answer:
3. I was practicing Yoga exercise.
The body was very fat.
Answer:
4. Lukman is writing the poem.
Lukman’s poem is very romantic.
Answer:
5. I had a good time on the trip
I took it to Glacier National Park.
85
Answer:
6. The lake contains dangerous chemicals
The lake not open for swimming.
Answer:
7. I was signing the repair contract
I had second thoughts.
Answer:
8. My mother lets us put our feet on the living room furniture
My mother protected the living room furniture by slipcovers.
Answer:
9. I am trying to lose weight
I should avoid all snacks.
Answer:
10. I could not understand the woman
I talked to her on the phone.
Answer:
86
11. Alicia likes the family
Alicia is living with them.
Answer:
12. The woman gave me some information.
I called her.
Answer:
13. The man is friendly
The man lives next to me.
Answer:
14. The river is polluted
The river flows through town
Answer:
15. The books were expensive.
I bought them
Answer:
87
16. I lost the scarf
I borrowed it from my roommate
Answer:
17. The woman predicated my future
The woman read my palm.
Answer:
18. A lion is an animal
A lion lives in Africa.
Answer:
19. A globe is a ball
A globe has a map of the world on it.
Answer:
20. I want to tell you about the party.
I went to it last night.
Answer:
88