Download contrastive analysis between indonesian and english declarative

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