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THE MASTERY OF SMKN 2 DEPOK STUDENTS

OVER BASIC CLAUSE PATTERNS AND THEIR DISTRIBUTIONS

IN WRITTEN COMPOSITIONS

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Bangkit Setiyaji

Student Number: 051214073

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2010

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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He has set the right time for everything. Ecclesiastes 3:11a

I dedicate this thesis to

My dear God, my lovely family,

and my beloved girlfriend.


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ABSTRACT

Setiyaji, Bangkit. (2010). The Mastey of SMKN 2 Depok Students over Basic Clause Patterns and Their Distributions in Written Compositions. Yogyakarta: Sanata Dharma University.

Since English is termed as a subject prominent language, the subject and

predicate become the basic grammar units of the sentence structures. These basic grammar units are termed as basic clause patterns which are important in the making of grammatically correct sentences or clauses to support students’ English mastery including skill development and students’ study results. Students’ English mastery is reflected through the distributions of the basic clause patterns in written composition as one of learning products. The distributions reflect students’ mastery through presenting the clause patterns commonly used, frequency of correct clauses or sentences as well as the frequency of errors. Hence, the researcher conducts the research in SMKN 2 DEPOK to find out students’ mastery over basic clause patterns. There were three research problems which are formulated, those are: (1) How are the basic clause patterns distributed? (2) What basic clause patterns are commonly used by students of SMKN 2 Depok? (3) How is the mastery of SMKN 2 DEPOK students over the basic clause patterns?

The research was a qualitative descriptive research which utilized document analysis as the data were compositions and human instrument as the researcher was the data analyser. The research participants were SMKN 2 DEPOK students class XI Teknik Pemesinan A (TPA) and class XI Geologi Pertambangan B (GPB) in the academic year of 2008/ 2009.

The research results showed that first, all basic clause patterns were used. Based on the distribution frequency or occurrence, the sequence of the basic clause patterns from the most frequently used until the least used is as follows: 1. SVA, 2. SVOA, 3. SVC, 4. SVO, 5. SV, 6. SVOC, 7. SVOO. The higher distribution frequency of a certain basic clause patterns, the more frequently students used the pattern. Second, students’ mastery over a certain basic clause was determined by the correct and intended clauses in the distributions. The higher frequency of the correct clause of a certain pattern compared to the one of the intended clause, the better students’ mastery over such pattern was. Hence, their mastery could be categorized as, 1. good for SVC and SV pattern, 2. fair for SVO and SVOO pattern, 3. insufficient for SVA and SVOA pattern, 4. poor for SVOC pattern.

Related to the findings, it is suggested that first, after English teachers know students’ mastery, they are to find more appropriate techniques to improve students’ skill and study result by applying focus on form and function technique. Second, students are supposed to master the form and function of English by learning, practicing, and using English grammar, clause patterns, and functions to improve their skill and learning achievement. At last, other researchers are suggested to conduct further research related to this study since this study can give some basis. They can conduct the research about, for example, the effect of L1


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towards students’ mastery over English basic clause patterns or the significances of the errors of English basic clause patterns in students’ compositions.


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ABSTRAK

Setiyaji, Bangkit. (2010). The Mastey of SMKN 2 Depok Students over Basic Clause Patterns and Their Distributions in Written Compositions. Yogyakarta: Universitas Sanata Dharma.

Bahasa Inggris merupakan bahasa subject prominent, maka subjek dan

predikatnya menjadi unit dasar tata bahasa dari struktur kalimat. Unit dasar tata bahasa struktur kalimat ini disebut pola dasar klausa dan sangat penting dalam pembuatan struktur kalimat dan klausa yang benar untuk mendukung penguasaan Bahasa Inggris siswa termasuk perkembangan keterampilan dan hasil belajar. Penguasaan Bahasa Inggris siswa tercermin pada distribusi pola dasar klausa dalam komposisi tertulis sebagai salah satu produk pembelajaran. Distribusi setiap pola dasar klausa mencerminkan penguasaan siswa dengan menunjukkan pola-pola yang sering digunakan, frekuensi kalimat atau klausa yang tepat, dan frekuensi kesalahan. Oleh karena itu, peneliti melakukan penelitian di SMKN 2 Depok untuk mengetahui penguasaan siswa terhadap pola dasar klausa. Ada tiga rumusan permasalahan dalam penelitian ini, yaitu: (1) Bagaimanakah pola dasar klausa didistribusikan? (2) Pola dasar klausa mana yang biasa dipakai siswa SMKN 2 Depok? (3) Bagaimanakah penguasaan siswa SMKN 2 Depok terhadap pola dasar klausa?

Penelitian ini bersifat kualitatif deskriptif dan memanfaatkan analisis dokumen untuk menginterpretasi data yang berbentuk komposisi tertulis dan peneliti berperan sebagai instrumen penelitian yang bertugas menganalisa data. Peserta penelitian ini ialah siswa SMKN 2 Depok kelas XI Teknik Pemesinan A (TPA) dan kelas XI Geologi Pertambangan B (GPB) tahun akademik 2008/ 2009.

Hasil penelitian menunjukkan bahwa, pertama, semua pola dasar klausa digunakan dalam penulisan komposisi. Berdasarkan frekuensi pendistribusian atau penggunannya, pola dasar klausa dari yang paling sering digunakan hingga paling jarang dapat diurutkan sebagai berikut: 1. SVA, 2. SVOA, 3. SVC, 4. SVO, 5. SV, 6. SVOC, 7. SVOO. Semakin tinggi frekuensi distribusi suatu pola dasar klausa, semakin sering pula siswa memakai pola tersebut. Kedua, penguasaan siswa pada pola dasar klausa ditentukan oleh klausa yang tepat dan yang kurang tepat. Semakin tinggi frekuensi klausa yang tepat dibanding dengan yang kurang tepat, maka semakin baiklah penguasaan siswa. Selanjutnya, penguasaan siswa dikategorikan sebagai berikut: 1. baik bagi pola SVC dan SV, 2. sedang bagi pola SVO dan SVOO, 3. kurang bagi pola SVA dan SVOA, 4. rendah bagi pola SVOC.

Hasil penelitian menganjurkan bahwa, pertama, para guru Bahasa Inggris diharapkan dapat menentukan teknik pengajaran yang lebih sesuai untuk meningkatkan keterampilan dan hasil belajar siswa setelah mengetahui penguasaan mereka. Guru dapat menggunakan teknik focus on form and function. Kedua, siswa diharapkan menguasai form and function dari Bahasa Inggris dengan belajar dan berlatih tata bahasa, sekaligus menggunakan pola dasar klausa dan ungkapan dalam bahasa Inggris guna meningkatkan keterampilan dan hasil belajar. Terakhir, peneliti menganjurkan agar para peneliti melakukan penelitian


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lebih lanjut dan dapat menjadikan penelitian ini sebagai landasan. Para peneliti dapat melakukan penelitian lanjutan, sebagai contohnya, mengenai pengaruh bahasa pertama terhadap penguasaan pola dasar klausa Bahasa Inggris atau nilai penting kesalahan pola dasar klausa Bahasa Inggris pada komposisi siswa.


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ACKNOWLEDGEMENTS

First of all, I would like to express my deepest gratitude to Jesus Christ

and Mother Mary for the blessing which had been given to me. I always felt that

I was being encouraged even when I had my bad times. I learnt many things from

Jesus and Mother Mary that I could struggle and kept trying for everything in my

life including to finish my thesis. God blessed me all the way that I could finish

this thesis. With all my heart and gratitude, hereby, I would like to thank Him.

I would like to thank my sponsor Carla Sih Prabandari, S.Pd.,

M.Hum., for her guidance, patience, time, support, and advice during the writing

process of my thesis. Her help, suggestion, and comment were really worthy and

useful.

I would like to thank to Drs. Sutarto, the headmaster of SMKN 2 Depok,

for permitting me to conduct the research in the school. I would thank Erma Ade

Susmonowati, S.Pd. one of the English teachers of SMKN 2 Depok who had

helped me in conducting the research and obtaining the data. I would also thank

all students of SMKN 2 Depok year 2008/ 2009 class XI Teknik Pemesianan A

(TPA), and XI Geologi Pertambangan B (GPB) for the willingness to be research

subjects and the cooperation to do the task given to succeed the research.

I would like to thank God’s gift, my beloved family. My parents - Mrs.

Theresia Sri Suhartati and Mr. Sidik Harjono, my older brother - Suherman,

S.H. and my younger sister - Theresia Ratih Kurnia Putri. I thank my parents

for their love, support, encouragement, and all the things that had made me


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struggle and walk through this far to reach my dreams. I thank my siblings for

their jokes, encouragement, and care which always made me feel happy.

I would like to thank to my beloved Lucia Sekar Widianingsih, for her

love, care, support, encouragement, guidance, and beauty which always made me

complete and alive. I could keep struggling because she always reminded me that

I must be strong and patient to reach my dreams, or actually, our dreams.

I would like to thank my friends, Yosep, Agnes si bos, Dik Monik, Dee,

Filus, Adit, Daniel, and Itok for the beautiful moment of struggling, teamwork,

jokes, share, and friendship during the study.

Finally, I would like to thank anyone who helped me to finish this thesis

whose names could not be mentioned. God blesses us all.

Bangkit Setiyaji


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TABLE OF CONTENTS

TITLE PAGE………………………………………………………………….

APPROVAL PAGES………………………………………………………….

DEDICATION PAGE ………………………………………………………..

STATEMENT OF WORK'S ORIGINALITY ……………………………….

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ILMIAH UNTUK

KEPENTINGAN AKADEMIS.............................................................................

ABSTRACT …………………………………………………………….……..

ABSTRAK………………………………………………………………….…...

ACKNOWLEDGEMENTS ……………………………………………..…….

TABLE OF CONTENTS………………………………………………………

LIST OF TABLES……………………………………………………….…….

LIST OF APPENDICES…………………………………………………..…...

CHAPTER I INTRODUCTION……………………………………………..

A. Research Background ……………………………………………………...

B. Problem Formulation ………………………………………………………

C. Problem Limitation ………………………………………………………...

D. Research Objectives ……………………………………………………….

E. Research Benefits ………………………………………………………….

F. Definition of Terms ………………………………………………………..

CHAPTER II REVIEW OF RELATED LITERATURE…………….…....

A. Theoretical Description ……………………………………………………

1. Clause……………………………………………………………...….

a. Independent Clause ………………………………………….…….

b. Dependent Clause ………………………………………...………..

2. Clause Elements………………………………………………………...

a. Clause Elements based on Positions ………………………………

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1) Subject …………………………………………………..……..

2) Verb ……………………………………………………………

3) Object …………………………………………………………..

4) Adverb …………………………………………………...…….

5) Complements ………………………………..…………………

b. Clause Elements based on Part of Speech

(Form-Classes) ……………………………………………………..

1) Nouns …………………………………………………………..

2) Verb ……………………………………………………………

3) Adjectives ……………………………………………………...

4) Prepositions ……………………………………………..……..

3. Basic Clause Patterns ………………………………....……………….

4. Types of Sentence based on the Relation

between Clauses ………………………………………………………

a. Simple Sentence ……………………………………………….….

b. Compound Sentence …………………………………………..…..

c. Complex Sentence …………………………………………..…….

d. Compound Complex Sentence …………………………………….

5. Mastery …………………………………………………………………

6. Errors and Mistakes …………………………………………………….

7. Written Descriptive Texts ………………………………………………

B. Theoretical Framework ……………………………………………………

CHAPTER III METHODOLOGY…………………………………………..

A. Research Method …………………………………………………………..

B. Research Participants ………………………………………………………

C. Research Instrument ….……………………………………………………

D. Data Gathering Technique …………………………………………………

E. Data Analysis Technique …………………………………………………..

F. Research Procedure ………………………………………………………..

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CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION …………...

A. Research Findings ………………………………………………………….

1. The Distribution of the Basic Clause Patterns ………….……………...

2. Students’ Mastery over Basic Clause Patterns ....……………………...

a. Students’ Mastery over SVA Pattern ……………………...……….

b. Students’ Mastery over SVOA Pattern …………………………….

c. Students’ Mastery over SVC Pattern …..………………………….

d. Students’ Mastery over SVO Pattern …………………………...….

e. Students’ Mastery over SV Pattern ………………………….…….

f. Students’ Mastery over SVOC Pattern …………………………….

g. Students’ Mastery over SVOO Pattern …………………………….

3. Other Research Finding ………………….………………………….…

B. Discussion ……………………………………………………………….…

CHAPTER V. CONCLUSIONS AND SUGGESTIONS …………………..

A. Conclusions ………………………………………………………………..

B. Suggestions ………………………………………………………………..

REFERENCES ………………………………………………………………

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LIST OF TABLES

Table

Table 4.1 The Distributions of Basic Clause Patterns ……………………...….

Table 4.2 The Result of SVA Basic Clause Pattern Distributions …………….

Table 4.3 The Result of SVOA Basic Clause Pattern Distributions ……….….

Table 4.4 The Result of SVC Basic Clause Pattern Distributions ……………..

Table 4.5 The Result of SVO Basic Clause Pattern Distributions …………….

Table 4.6 The Result of SV Basic Clause Pattern Distributions …………...….

Table 4.7 The Result of SVOC Basic Clause Pattern Distributions ……..…….

Table 4.8 The Result of SVOO Basic Clause Patterns Distributions ………….

Table 4.9 The Scope of Errors ………………………………………..…….….

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LIST OF APPENDICES

Appendix Page

APPENDIX A Permission Letters

1. Permission Letter from English Language Education 65

Study Program

2. Permission Letter from BAPPEDA 66

APPENDIX B The Example of the Task 67

APPENDIX C Examples of Students’ Compositions 68

APPENDIX D The Checklist of the Distributions of Basic Clause Patterns 73

APPENDIX E The Detailed Error Scopes of Students’ Clauses 106

APPENDIX F The List of Original Clause, Intended Clause, and 111

Intended Clause


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CHAPTER I

INTRODUCTION

English is defined as a subject prominent language that the grammatical

units of the subject and predicate become the basic elements to the sentence

structure (Richards, 1992: 161). The grammatical units which involve the basic

structure of sentences or clauses are often found in every English lesson,

especially in grammar learning. Those basic structures, in this study, are termed as

basic clause patterns. These basic clause patterns can be seen in students’ written

compositions. These written compositions become one of students’ products of

learning. Hence, the basic clause patterns which students use in their compositions

reflect their mastery over them. Furthermore, their mastery can be revealed

through the distributions of those basic clause patterns.

This study focuses on students’ mastery over the basic clause patterns and

their distribution. This research uses students’ written compositions in a form of

descriptive text. This chapter presents the background of the study, the problem

formulation, the problem limitation, the research objectives, the research benefits,

and the definition of terms.

A. Research Background

The research is conducted in consideration that all of the students of the

eleventh grade of SMKN 2 Depok should be ready to continue their study on

English and master it. English is very important for them to master for the sake of


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their study and skill development. As the eleventh grade students have been

learning English since they were in the tenth grade, their knowledge is supposed

to have been more developing than when they were in the previous grade.

Moreover, they are still expected to make more development on their English

proficiency as they are continuing their study in the twelfth grade.

In order to master English, students need to learn, practice, and use the

basic clause patterns as the grammatical units of English. The lesson related to

English grammar and the basic clause patterns are included in the curriculum and

the teaching materials although there is no specific grammar class in the school.

However, the lessons related to English grammar rules and basic clause patterns

are needed and very important. The basic clause patterns are viewed to have

contributions in students’ mastery related to English. The contribution of basic

clause patterns is supported by Roulet (1975: 48). Roulet claims that “fast and

adequate learning can be achieved if deep structures are properly recognized….

that learners can derive from them the rules which they must internalize in order

to become proficient in the target language.”

The relation between the deep structure and the basic clause patterns is

that the deep structure functions as a syntactic structure which introduces the

structure of a sentence while the basic clause patterns are the forms of clauses’

variations of which each pattern can show the basic structure of a clause or

sentence. Therefore, the deep structure is closely related to the basic clause pattern

since they both introduce the sentence structures. The sentence structures which


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students understand are used based on the basic clause pattern to make the

compositions.

However, apart from the reasons and expectation to master English, there

is also a problem that students face. There is possibility that those eleventh grade

students forget the knowledge that they have learned in the previous grade. The

fact that they forget the knowledge is proved through the existence of the errors in

the compositions that they made. Hereby, students’ mastery is said to be

degenerated. This degeneration can be caused by the result of inappropriate

teaching techniques or other factors which students experienced in the tenth grade

learning process. This problem adds more urgency toward the research.

In summary, the research is conducted for the consideration that while

students’ are expected to develop their study and skill towards English, they also

face a problem which is the degeneration of their knowledge and mastery from the

previous learning. In addition to such degeneration, this problem can be caused by

the inappropriate teaching techniques. Therefore, the research aims to find out

students’ mastery over English through the basic clause patterns that students use

and the distributions in the written compositions that they produce. If students’

mastery can be revealed, teachers can determine the more appropriate teaching

techniques to develop students’ skill and results of their study. Meanwhile,

students can be familiar with the basic grammatical patterns of English and know

how to use them appropriately to communicate.


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B. Problem Formulation

Considering the research background, this research is going to answer

three questions. The first and second question is directed to find out how the basic

clause patterns are distributed as well as what patterns commonly used in

students’ written compositions are. Meanwhile, the third question is directed to

reveal students’ mastery over the basic clause patterns in relation to each clause

pattern distribution. The questions are:

1. How are the basic clause patterns distributed?

2. What basic clause patterns are commonly used by students of SMKN 2 Depok

in their compositions?

3. How is the mastery of SMKN 2 Depok students over the basic clause patterns?

C. Problem Limitation

The research focuses on the mastery of the eleventh grade students of

SMKN 2 Depok over the basic clause patterns. The discussion directs to the

patterns and distributions of the basic clause patterns which students use in their

written compositions. The compositions, which are applied, are descriptive

compositions. The reason of choosing this kind of compositions is because

descriptive compositions are included in the school curriculum and are taught to

all students of SMKN 2 Depok from the tenth grade until the twelfth grade. In

brief, this research works on the patterns and distributions of the basic clause

patterns in students’ written descriptive compositions.


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In addition to students’ compositions, there are also errors that they

possibly make in their sentences or clauses. Therefore, the errors that students

possibly make are included in this research. The errors are involved because errors

are included to the part of students’ mastery. Corder (1967 quoted in Walz 1982:

1) says that “learning a new language requires a trial and error approach, and

errors are evidence that the learners are testing hypotheses of underlying rules,

categories, and systems.”

However, in this study, the errors are not the focus, but are treated as other

research result. The scopes of the errors, which can be revealed, are used to find

the important information of students’ weaknesses towards the basic clause

patterns and other grammatical aspects on them.

D. Research Objectives

Considering the problems stated in the problem formulation, the objectives

of the research are:

1. To find out how the basic clause patterns are distributed as well as what the

common patterns which are used by students of SMKN 2 Depok in their

compositions are.

2. To know how well students’ mastery over the basic clause patterns based on

their distributions.


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E. Research Benefits

Since the distributions of the basic clauses, the common patterns which are

used by students, and the errors that they make are able to show students’ mastery,

this research enables the teacher to know students strengths and weaknesses over

English. For further advantages, the appropriate teaching techniques in English

learning especially in grammar learning can be found to help students develop

their skill and the achievement of their study. As a result, they can enrich their

knowledge and use their skill to communicate in a better way.

In relation to students’ composition, students are able to understand how

the elements of a sentence or a clause work together to make grammatically

correct sentences to convey their ideas. Furthermore, they can make variation in

the sentence structure correctly and, after students master each clause pattern, they

are able to make good compositions by using other basic clause patterns.

F. Definition of Terms

Below are the list of the terms used and the definitions of the terms:

1. Basic Clause Pattern

A basic clause pattern is a pattern of the elements of a clause or a sentence.

This basic clause pattern is reflected in every English sentence in a form of

Subject-Verb relationship. Other elements can be added to make a sentence more

interesting, but they are not essential to its formation. In this study, the basic

clause pattern means the pattern of a sentence or a clause of which the subject and

the verb become the main element and their relationship becomes the determining


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factor to the agreement or concord. Meanwhile, other elements of the basic clause

such as the object, adverb, and or complement are complementary to the pattern.

These complementary elements become the ones which can emerge the variations

of pattern of the basic clause.

2. Written Composition

Heaton (1982: 127) defines “the writing of a composition is a task which

involves the student in manipulating words in grammatically correct sentences

and in linking those sentences to form a piece of continuous writing which

successfully communicates the writer’s thoughts and ideas on a certain topic.” In

this study, written compositions are defined as the result of the writer’s thoughts

and ideas of a certain topic which are communicated through continuous and

grammatically linked correct sentences in compositions.

3. Mastery

Hagboldt (1935: 2 as cited by Suharyono 1997: 8), defines that “someone

is said to have a mastery over a language if he or she has spontaneous

comprehension by ear, effortless and affluent reading, and habitual and skillful

use of words, idioms, and sentences both oral and written.” In this study, the word

mastery is suited to the meaning of students’ comprehension and skill over

English which is reflected through the basic clause patterns in their compositions.


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4. Descriptive Text

Kammer and Diebold (1949: 119) say that “a description is a form of

writing or talking whose purpose is the creation of pictures, sounds, smells, taste,

and touch sensations in the imagination of the reader or listener.” In this study,

descriptive text is referred to a kind of text of which the aim is to describe a

particular persons, places, events, or things. The generic structures of this text

involve, first, identification whose purpose is to identify phenomenon to be

described. The second one is the description. It aims to describe parts, qualities,

and characteristics.

5. Eleventh Grade Students of SMK NEGERI 2 Depok

The eleventh grade students are the students who are studying in the

second year in SMKN 2 Depok. There are nine classes of students in SMKN 2

Depok. The classes are as follows: Teknik Gambar Bangunan (TGB), Teknik

Audio Video (TAV), Teknik Elektronika Industri (TEI), Teknik Komputer

Jaringan (TKJ), Teknik Pemesinan (TP), Teknik Mekanika Otomotif (TMO),

Kimia Industri (KI), Analisis Kimia (AI), and Geologi Pertambangan (GP).

Since those eleventh grade students are still continuing studying English as

one of the school subjects, thus they still learn English grammar, sentence

patterns, and the writing of compositions. Therefore, it is suitable if the researcher

manages to find out their mastery over English through the basic clause patterns

that they use in the compositions.


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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher discusses the underlying theories of the

study. There are two major points of discussion, of which the first one deals with

the theoretical description. The theoretical description covers seven main points,

those are the theory of clause, theory of clause elements, theory of basic clause

patterns, theory of types of sentence based on the relation between clauses, theory

of mastery, theory of error and mistakes, and the theory of written descriptive

texts. The second point, on the other hand, deals with the theoretical framework of

the research.

A. Theoretical Description

1. Clause

A clause means a group of words containing a subject and a verb (Betty,

1989: 238). Other source, John (1962: 245) states that “a clause is defined as a

group of related words that contains a subject and predicate.” Therefore, it can be

concluded that a clause is a group of words of which the main elements are a

subject and a verb or a predicate. In this study, the clause is defined as a group of

words of which the main elements are subject and predicate or the simple

predicate which is called verb and other complementary elements. Furthermore,

clauses are divided into two categories. Those categories are independent clause

and dependent clause.


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a. Independent Clause

An independent clause is defined as a clause that expresses a complete

thought and can stand alone as a sentence (John, 1962: 245). The example of an

independent clause can be seen in the example (1).

(1) Bernard always keeps his room clean.

b. Dependent Clause

A dependent clause is said to depend on the rest of the sentence for its

meaning. This kind of clause can be classified into adjective clause, adverb clause,

and noun clause. Adjective clause functions to modify a noun or a pronoun which

normally uses relative pronouns, such as who, whose, whom, which, that as what

we can see in the italicized clauses in the example (2) and (3):

(2) The person who is preaching is our manager.

(3) The old woman whose hair is blonde is my grandmother.

Meanwhile, adverb clause functions to modify a verb, an object, or an

adverb in a sentence. The subordinating conjunction such as when, where, before,

since, as, unless, than, though are normally present. Examples (4) and (5) show

the adverb clause with subordinating conjunctions:

(4) He had studied before he had the examination.

(5) It was raining when she came.


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The other dependent clause is a noun clause. It is a clause which is used as

a noun and functions as single noun in a sentence. The words such as who, which,

what, when, where, whether, how, and why are used to introduce a noun clause.

(6) What they are doing is not our business.

(7) I know that she did not study last night.

2. Clause Elements

In relation to a sentence, clauses can also become the elements of it. The

elements are divided into two categories; those are the elements based on

positions and the elements based on parts of speech.

a. Clause Elements based on Positions

Randolph and Sidney (1982: 12) state that “the elements of a sentence

based on positions involve subject (S), predicate or verb (Verb), object (O),

adverb (A), and complement (C).” Those elements, in the explanation of the other

section, are used to determine the pattern of the clauses.

1) Subject

Randolph and Sidney (1982: 12) state that “a subject is normally a noun

phrase or a clause with nominal function which occurs before the verb phrase in

declarative clauses and immediately after the operator in question.” In addition, it

has number and concord which are applicable with the verb phrase. The example

of a subject is written in italics and can be seen in the example (8):


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(8) Those two big ships were sailing.

As seen in example (8), the subject is in a form of noun phrase which consists of a

group of words. In this case, the most important word in that complete subject is

the simple subject. Therefore, the subject is ships.

2) Verb

John (1962: 204) states that “A word which is used as the predicate in a

sentence is classified as a verb”. Meanwhile, Warriner (1982: 25) claims that “the

principal word or group of words in the predicate is called the simple predicate or

the verb.” A verb expresses the action or state of being. Examples (9) and (10)

show the verbs which are written in italics:

(9) The architect destroyed the blueprints.

(10) I was in the house all day.

As seen in examples (9), the word destroyed states an action while in example

(10), the word was states of being. There are two kinds of verbs. The first one is

the transitive verb. “A transitive verb is a verb passing an action to a noun or a

pronoun and usually followed by direct objects” (John, 1962: 268). The example

of a transitive verb can be seen in example (11) which is written in italics.

(11) The policemen arrested the robber.

As seen in example (11), the word arrested, which functions as the transitive verb,

passes its action to the word robber, which functions as direct object.


13

The other kind of verbs is the intransitive verb (John, 1962: 276). In

opposite to the transitive verb, intransitive verb does not pass an action to a noun

or a pronoun. In addition, intransitive verbs are still classified into two kinds.

First, complete intransitive. “Complete intransitive verb is an action verb which is

complete in itself and it does not pass an action to a noun or a pronoun” (John,

1962: 276). The example of complete intransitive verb is written in italics in

example (12).

(12) The car moved slowly into the garage.

Meanwhile, the second one is a linking intransitive verb. “Linking

intransitive verb is a verb which links or joins a predicate noun, a predicate

pronoun, or a predicate adjective to the subject of the sentence” (John, 1962: 276).

The example of the linking intransitive verb can be seen in example (13), (14),

and (15) in italics:

(13) Mr. Hendry is the headmaster in my sister’s school.

(14) That is he in the kitchen.

(15) My father and mother have been busy all day.

As seen in example (13), the verb is links the predicate noun headmaster to the

subject Mr. Hendry. In example (14), the verb is links the predicate pronoun he to

the subject that. Meanwhile, in example (15), the words have been are the linking

verb that links the adjective busy to the subjects my father and mother.


14

In addition, there are other verbs which function as linking verbs such as

feel, look, sound, taste, appear, seem, become, get, turn, and grow when they

mean become (Azar, 1989: A5). These words are immediately followed by

adjective (Adj), which describe the subject (S) of the sentence. The example of

such linking verbs can be seen in the example (16) and (17):

(16) She seems sincere.

(17) You look pale.

3) Object

“An object is a noun phrase or noun clause with nominal function and

normally follows the subject and verb phrase” (Randolph and Sidney, 1982: 12).

By the passive transformation, an object assumes the status of subject. An object,

in this case, is divided into two kinds, those are direct object (Od) and indirect

object (Oi). The italic words in example (18) show the direct and indirect objects.

(18) The mother has given her daughter a new dress.

In the example (18), the noun phrase her daughter serves as

indirect object (Oi) and the noun phrase a new dress serve as direct object

(Od). In addition, indirect object almost always precedes the direct object.

It can also be assumed that direct object tends to be done for or received

by the indirect object (Randolph and Sidney, 1982: 13).


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4) Adverb

An adverb is a word that modifies a verb, adjective, or another adverb

(John, 1962: 213). There are words classified as adverbs which can be patterned

with adjective and adverbs, but not verbs such as very, too, quite, really, enough,

rather. They are called intensifier. Example (19) shows the adverbs which is

written in italic:

(19) The young man walks quite rapidly.

Besides, Adverbs can also show the information about time (adverb of time),

place (adverb of place), cause (adverb of cause), manner (adverb of manner), and

degree (adverb of degree) as seen in the following examples:

(20) We shall meet at seven. (adverb of time)

(21) I saw him in the garden. (adverb of place)

(22) The car, therefore, was broken. (adverb of cause)

(23) He speaks clearly. (adverb of manner)

(24) I absolutely agree with you. (adverb of degree)

5) Complement

A complement is a word or a group of words which is added to another

word or group of words to complete a meaning (John, 1962: 223). There are two

kinds of complement, subject complement (Cs) and object complement (Co).

(25) The man is now a teacher in my sister’s school.

(26) All staff appointed Mrs. Anderson a chief of this department.


16

Example (25) explains that the phrase a teacher is the subject complement

(Cs) of the sentence since it has the direct relation to the subject (S) that the

subject of the sentence is understood as being a male teacher. Meanwhile,

example (26) shows the object complement (Co), that is the phrase a chief of this

department. The object complement has similar relation to the direct object Mrs.

Anderson.

b. Clause Elements based on Part of Speech (Form-Classes)

Fries (1952: 64) states that “an English sentence is not a group of words as

words but rather a structure which is made up of form-classes or parts of speech.”

The elements which are included in parts of speech are noun (N), verb (V),

adjective (Adj), and preposition (Prep).

1) Noun

A noun is a word that names a person, place, or thing (John, 1962: 245).

The examples of nouns are students, president, tree, which are defined as living

being or lifeless thing nouns. Other examples are nation, army, crowd, which are

termed as collective nouns. Others are wheat, flour, water, which are termed as

formless mass. The others are kindness, warmth, youth, which are defined as

abstract noun.


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2) Verb

A verb is a word that expresses action or state of being (John, 1962: 245).

Besides, a verb becomes part of speech by means of which we make an assertion

or ask a question (Curme, 1966: 22). Verbs are divided into three categories. The

first category is the transitive verb which functions to denote an action that passes

over from the doer of the action to the object.

(27) Mr. Anderson painted his own house.

The Second category is intransitive verb which denotes a state or simple action

without any reference to an object.

(28) I study every night.

Meanwhile, the last category is linking verb. It is applied when the thing

which is predicated towards the subject is an adjective phrase, noun phrase, or

prepositional phrase. Linking verbs perform merely the function to link the

predicate to the subject.

(29) The mangoes are sweet.

(30) The food seems delicious.

3) Adjective

An adjective is a word that modifies a noun or pronoun (John, 1962: 210).

An adjective modifies a noun or pronoun by giving further description,


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identification, or further information. The examples of adjectives are written in

italics as follows: a wild cat, an interesting story.

4) Preposition

A preposition is a word that shows the relationship of its noun or pronoun

object to some other word or words in sentences (John, 1962: 216). There are

words that introduce prepositional phrase such as in, on, at, inside, by, across,

under, off. The examples of the prepositional phrases are written in italics and can

be seen in the sentence (31) and (32):

(31) I am standing on the desk.

(32) The boat is sailing across the stream.

3. Basic Clause Patterns

The word basic, according to Hornby (1995: 85), means “forming a base

form which something develops or on which something is built or can also mean

the simplest in nature or level.” In this research, a basic clause means a group of

words containing a subject and predicate or verb which become the base forms of

a clause or sentence and can still be developed into variations through the addition

of other elements. Warriner (1982: 34) states that “certain additions to the

predicate create other sentence patterns.” Hence, the variations of the basic clause

patterns are because of the additions of other complementary elements, then these

variations are classified into patterns. In summary, a basic clause pattern means


19

the form of sentence base in a group of words containing a subject and predicate

or verb of which the variations can still be classified into patterns.

Related to the basic clause patterns variations, there three proponents who

propose such theory. The first theory is from John (1962: 169). John says there

are seven patterns of the basic clause. Those seven basic clause patterns are as

follows:

Patterns 1: N1 – V

(33) The sun shines.

Patterns 2: N1 – V – N2

(34) Birds have wings.

Patterns 3: N1 – V – N2 – N3

(35) My father gives me money.

Patterns 4: N1 – LV – N1

(36) Goats are offering animals.

Patterns 5: N1 – LV – Adj

(37) She looks beautiful.

Patterns 6: N1 – V – N2 – N2

(38) We appointed Mr. Bernard our manager.

Patterns 7: N1 – V – N2 – Adj

(39) I consider Anna wise.

Meanwhile, Randolph and Sidney (1982: 167) state that the basic clause patterns

are designated as follows:


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Patterns 1: SVA

(40) My grandmother is in the kitchen.

Patterns 2: SVC

(41) Hendry is a policeman.

Patterns 3: SVO

(42) My cousin lits the firework.

Patterns 4: SVOA

(43) I park the car in the garage.

Patterns 5: SVOC

(44) I found her a good friend.

Patterns 6: SVOO

(45) My father bought me a guitar.

Patterns 7: SV

(46) The ship sailed.

The third proponent is David Crystal. According to Crystal (1991: 221), the seven

basic clause patterns are designated as follows:

Patterns 1: S + V

(47) She smiled.

Patterns 2: S + V + O:

(48) We played football.

Patterns 3: S + V + C

(49) The house is big.


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Patterns 4: S + V + A

(50) My uncle goes to his rice field.

Patterns 5: S + V + O + O

(51) Rivers give farmers water supply.

Patterns 6: S + V + O + C

(52) Lisa get Mrs. Smith a kind neighbor.

Patterns 7: S + V + O + A

(53) Mrs. Emmy plants the seeds in the garden.

From all those three proponents, there are similarities between them. First,

there are subject and verb that become the major elements of the sentence or

clause. Second, the other complementary elements such as adjective, adverb,

object, complement also exist to complete and develop the sentence or clause.

However, this researcher uses the theory of the seven basic clause patterns which

is proposed by Randolph and Sidney (1982: 167). Meanwhile, the other two

theories are used as the complementary which function is to support the

determination of the clauses.

4. Types of Sentence based on the Relation between Clauses

Hornby (1995: 1212) states that “a sentence means a set of words

expressing a statement, a question or an order, usually containing a subject and a

verb.” Meanwhile, Warriner (1982: 24) claims that “a sentence is a group of

words which express a complete thought and consists of two main parts: the


22

subject and the predicate” Therefore, it can be concluded that a sentence means a

group of words which contain a subject and a verb and functions to express a

complete thought. In addition, a sentence, at least, consists of one independent

clause. In addition, structurally there are four types of sentences. Those are simple

sentence, compound sentence, complex sentence, and compound complex

sentence.

a. Simple Sentence

“A simple sentence is a sentence with one independent clause and no

subordinate clauses” (Warriner, 1982: 65). The example of the simple sentences

can be seen in example (54).

(54) My father bought me a new bike.

Hereby, the minimum requirement of a simple sentence is reflected through the

relationship between the subject My father and the verb bought. Meanwhile, the

elements such as the indirect object me and the direct object a new bike are

complementary to the subject-verb relationship to make the sentence have a

complete thought.

b. Compound Sentence

A sentence is said to be compound if it consists of two or more

independent clauses and has no subordinate clauses (Warriner, 1982: 65). Besides,

those clauses are parallelized through the means of coordinating conjunctions


23

such as and, but, nor, yet, or which show the equality of each clause. The equality

between clauses, hereby, becomes the determining factor of a sentence to be

called compound. The example of a compound sentence can be seen in sentence

(55).

(55) John is studying and Lisa is cooking.

There are two clauses in the example (55). The first clause is John is

studying. Meanwhile, the second one is Lisa is cooking. Since the first clause

consists of a subject John and a verb phrase is studying and the second clause

consists of a subject Lisa and a verb phrase is cooking, it can be concluded that

each clause consists of a subject and a verb phrase. Therefore, sentence (55) is

said to be parallel and equal because the subject-verb relationship in the first and

second clause are equal through the existent of subject-verb relationships which

are parallelized by the conjunction and.

c. Complex Sentence

A complex sentence is made up of an independent clause, which is called

main clause, and at least one dependent clause, which is called subordinate clause

(Warriner, 1982: 65). The example of complex sentence can bee seen in sentence

(56).

(56) I like Anna since she is clever.


24

Example (56) shows that the clause I like Anna is the independent clause or the

main clause because such clause can stand alone by itself as a complete sentence

consisting a subject and verb. On the other hand, the clause since she is clever

becomes the dependent clause or the subordinate clause as it cannot stand alone

due to the existence of the conjunction since.

The subordinate clauses are usually introduced by the subordinating

conjunction such as because, when, while, although, as, so that, so, if, after,

before, until, since. In addition, subordinate clause can take the form of noun

clause, as seen in example (57), and relative clause as seen in example (58). The

subordinate clauses are written in italics.

(57) My mother knew that I won the game.

(58) I sold one of my guitars which I like most.

d. Compound Complex Sentence

“A sentence can be said to be compound complex if it consists of two or

more independent clauses and at least one subordinate clause” (Warriner, 1982:

67). The example of compound complex sentence can be seen in sentence (57).

(59) When Lisa was studying for the next day exam, Johnny made a call

and he informed her that the exam would be cancelled.

Example (59) shows that there are two dependent clauses, those are when Lisa

was studying and that the exam would be cancelled. Besides, there are two

independent clauses as Johnny made a call and he informed her.


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5. Mastery

Hagboldt (1935: 2) as cited by Suharyono (1997: 8) states that “if someone

has a mastery over a certain language, then he or she has to have spontaneous

comprehension by ear, effortless and affluent reading, and habitual and skillful

use of words, idioms, and sentences in both speech and writing.” Since this

research works on students’ mastery over basic clause patterns in compositions,

therefore, the mastery is viewed as students’ comprehension and skill to use the

basic clause patterns in the compositions.

6. Errors and Mistakes

Corder (1967 quoted in Richards 1973: 23-24) states that “errors are

differentiated into two kinds, those are error competence and error performance.”

Error competence means a kind of error which deals with students’ competence

and it is characterized to be systematic and serious. This kind of error is said to be

systematic and serious because when someone learns a language, he or she uses a

definite system of such language in every progression he or she makes to master

it.

Meanwhile error performance deals with someone’s language

performance. This kind of error is said to be unsystematic and not serious since

whenever someone make this kind of error, they can correct themselves. The error

performance occurs because of some factors such as, emotional states,

carelessness, memory lapse, fatigue, ignorance. Furthermore, error performance is


26

termed as mistake. In this research, the errors and mistakes are seen to be the ones

which students make and which are revealed through their compositions.

7. Written Descriptive Texts

“A description is a form of writing or talking functions to create pictures,

sounds, smells, taste, and touch sensations in the imagination of the reader or

listener” (Kammer and Diebold, 1949:119). In this research, the definition of

written descriptive text is referred to a kind of text which students write with the

purpose to describe particular person, place, or things.

B. Theoretical Framework

In accordance to the first research question, firstly this research is going to

find out the distributions of the basic clause patterns and the patterns which are

commonly used within the distributions. There are theories which are used to

know the distribution of the basic clause patterns and the common patterns used.

The first theory is the theory of types of sentences based on the relation between

clauses. The theory of types of sentences based on the relation between clauses

aims to determine whether or not the sentence is simple, compound, complex, or

compound complex.

The second theory which is used is the theory of clauses which provides

information to determine the dependent and independent clause. The

determination of the sentence aims to break down the clauses within the sentence

since there are sentences which can still be broken down into clauses such as,


27

compound sentence, complex sentence, and compound-complex sentence,

regardless to the simple sentence which does not need any process of breaking

down on its clause. The determination should be done for a reason that the

dependent clause has to be determined and separated from the independent clause

in order analyse the compound sentence, complex sentence, and compound

complex sentence. After the dependent and independent clause have been

separated, then each of them is analysed based on the basic clause pattern.

The third theory is the theory of clause element which consists of the

clause elements based on position and the clause element based on part of speech.

The theory of clause element based on position is used to give information about

the basic clause patterns’ elements which consist of subject (S), verb (V), object

(O), adverb (A), and complement (C). On the other hand, the theory about clause

element based on parts of speech is used to give information about the basic

clause patterns’ elements which consist of noun (N), verb (V), adjective (Adj),

and preposition (Prep).

Furthermore, the theory of clause element which consists of the clause

elements based on position and the theory of clause element which is based on

part of speech support each other in the determination of each element because of

the following process, for example, subjects (S) are formed by nouns (N) or noun

phrases (NP) or the complement (C) can be formed by adjective (Adj) or noun

(N).

Related to the second research question, secondly, this research is going to

find out the clause patterns which are frequently used. The theory which is used is


28

the theory of the basic clause patterns. This theory functions to determine and to

make categories of the clauses based on the patterns. Therefore, the pattern of

each clause can be found and the distribution of the clause patterns can be

revealed as well as the commonly used patterns. The theory of the basic clause

patterns which will be used in this study is the one based on A University

Grammar of English written by Randolph and Sidney (1982: 167) since it gives

more details related to the information about the subject (S), verb (V), object (O),

adverb (A), and complement (C) of the basic clause patterns which will be

analysed. Meanwhile, the theory from John (1962) and Crystal (1991) is used as

the supporting theory to determine the clause patterns since they all have

similarities.

In relation to the third research question, this research is going to find out

students’ mastery over the basic clause patterns. The theory which is used to find

out students’ mastery is the theory about mastery. The theory of mastery proposed

by Hagboldt (1935: 2 as cited by Suharyono 1997: 8) views that “someone is said

to have a mastery over a language if he or she has spontaneous comprehension by

ear, effortless and affluent reading, and habitual and skillful use of words, idioms,

and sentences both oral and written.” Therefore, since the students’ mastery in this

research is about the basic clause patterns which are used in their compositions,

the mastery is described to be the students’ comprehension and skill to use the

basic clause patterns in their written compositions.


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CHAPTER III

METHODOLOGY

In this chapter, the researcher discusses the methodology which is used to

conduct the research. The methodology covers the research methods, research

participants, research instruments, data gathering technique, data analysis

technique, and the research procedures.

A. Research Method

This research was qualitative research. Brown and Rodgers (2002: 10-12)

state that “a qualitative research is a research which is aimed to understand the

phenomenon by focusing on the total picture rather than breaking it down into

variables”. Meanwhile, Best (1970: 117) says that “descriptive research is a kind

of research which estimates the degree of achievement of a large number of

individuals involved in educational and environmental influences.” Therefore, it

was suitable if the research was defined as descriptive research since it describes

students’ achievements and mastery over the basic clause patterns which are

reflected through their distributions.

In addition, since the description was the basic clause patterns that

students used in their written compositions, this study used document. “Document

analysis focuses on analyzing and interpreting recorded material within its own

context and the material may be public records, textbooks, letters, films, tapes,

diaries, themes, reports, and so on” (Ary, Jacobs, and Razavieh, 2002: 27). The


30

researcher decides to use document analysis because the data were the materials

which were in the form of texts or, in this research, are called students’ written

descriptive compositions.

B. Research Participants

The syllabus of the tenth grade, eleventh grade, and twelfth grade include

the material which discusses the topic of description. Therefore, students have

been learning to make a description since they were in the tenth grade. This

condition assured the researcher to choose the eleventh grade students as research

participants since they have already had the knowledge about description and

since they are able to make descriptive compositions which were needed as the

data to be analysed.

The subjects of the research were the eleventh grade students of SMKN 2

Depok of the 2008/2009 academic year. The eleventh grade students were chosen

because it was necessary for the teacher to know their understanding about

English including their mastery over basic clause patterns. Knowing their

understanding, the teacher was supposed to be able to determine the most

appropriate teaching techniques in order to teach English in a better and more

suitable ways. Therefore, students could continue their study in the following

grade with better result as well as better English skill to communicate.

In conducting the research, the writer chose two classes. Those classes

were XI Teknik Pemesinan A (TPA) and XI Geologi Pertambangan B (GPB). Out

of 32 students of class XI Teknik Pemesinan A (TPA), there were 24 students who


31

became the research participants. Meanwhile, out of 32 students of class XI

Geologi Pertambangan B (GPB), there were 26 students who became the research

participants. In addition to those participants, they were chosen because the

researcher should adjust his schedule to get the data and the teacher’s teaching

schedule. As a result of the agreement of the schedule, the participants which were

chosen were XI Teknik Pemesinan A (TPA) and XI Geologi Pertambangan B

(GPB).

C. Research Instrument

The research instrument which was used in this research was human

instrument. Since the main data, which were gathered, were the product of the

students’ ability to use basic clause patterns in a form of written compositions, the

researcher played an important role as a human instrument whose job was to

analyse the documents in forms of students’ descriptive written compositions.

The students’ compositions were regarded to be the main source of the

research. Through students’ compositions, the basic clause patterns and their

distributions were able to be seen and analysed. Moreover, students’ compositions

were able to reflect their mastery over basic clause patterns as the compositions

became more effective materials which showed students’ interest and knowledge.

Thornbury (1999: 73) claims that “student texts may be the most effective

materials to know students’ knowledge, since they are likely to be of more interest

and remembered longer than those introduced by teachers or course books.”


32

D. Data Gathering Technique

Producing descriptive compositions became one of the items in the

curriculum of the school for all grades in SMKN 2 Depok. Therefore, the data

were gathered through students’ production of the compositions. At the beginning

of the teaching-learning activity, the teacher explained the materials related to the

topic of descriptive. In the following teaching-learning activity, the teacher gave a

task to students which required them to make a descriptive composition. The

compositions should be submitted to the teacher in the end of the class. When the

class was dismissed, the researcher met the teacher to acquire the compositions.

The task which was given to the students can be seen in Appendix B.

The data gathering was conducted twice. The first data gathering was

conducted on October 13, 2009 in order to gain the data from class XI Teknik

Pemesinan A (TPA). Meanwhile, the second data gathering was conducted on

October 28, 2009 to gain the data from class XI Geologi Pertambangan B (GPB).

E. Data Analysis Technique

The data involved the basic clauses patterns that were used by the students

including the distribution of each pattern. Therefore, the researcher analysed the

basic clauses patterns in students’ compositions and made classifications of the

basic clause based on the seven patterns. Then, each pattern was counted in the

matter of how often they were used by students. This step was conducted to find

out the distribution frequency of each pattern. The next step was to find out

students’ mastery over each pattern. To find out students’ mastery over each


33

pattern, the researcher compared the occurrence of the correct clauses and the

intended clauses. However, the standard measurement to determine students’

mastery was the occurrence or frequency of the correct clauses since it reflected

students’ ability to use the basic clauses correctly.

In other words, after all of the basic clauses were classified based on the

seven patterns and their distribution frequencies were found, the results of the

classification and the distribution frequencies were taken into qualitative

description which could give the parameter of how well students’ mastery over

the basic clause patterns was. In addition to the qualitative description, the more

determining factor to determine students’ mastery was the frequency of the correct

clauses. Next, the writer made conclusions to provide the answer to the research

questions.

F. Research Procedure

To conduct the research and obtain the objectives, the researcher made

some steps. The first step was that the researcher asked the permission from

Bappeda Sleman to conduct the research and to obtain the data in SMKN 2 Depok.

Second, before conducting the research and obtaining the data, the researcher

reviewed the materials from the handbooks which were used by the students and

the teacher of SMKN 2 Depok. This step was aimed to know the topics of the

lessons. In this case, the topic determined teacher’ teaching-learning activities and

determined the task which were directed to students to make descriptive

compositions.


34

After reviewing the materials and topics from the handbooks, the

researcher carried out the third step, that was consulting and determining the topic

related to the lesson with the English teacher of SMKN 2 Depok. Next, the

researcher conducted the research by obtaining students’ descriptive compositions

as the result of the teaching-learning activities and the task which was given. The

researcher obtained the compositions after the teaching-learning process was

dismissed. After obtaining the data, the researcher analysed the data. Afterward,

the researcher interpreted the data and discussed the research findings. Then, the

conclusions and suggestions were drawn. Finally, the researcher reported the

result of the research.


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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents detailed information about the data in this research.

The discussion involves three main sections. The first part is the distributions of

the basic clause patterns. The second part is the brief analysis on students’ errors

which is used as the complementary part in order to know the scope of errors that

students made. The third part is the discussion on the students’ mastery over basic

clause patterns and their distributions and the errors that were produced by

students.

A. Research Findings

1. The Distributions of the Basic Clause Patterns

The distributions of the basic clause patterns involved the correct clauses

and the intended clauses. The correct clauses were the ones which did not need

any revision. Meanwhile, the intended clauses were the ones which were revised

by the researcher. However, the revisions did not change the idea of the clauses.

These revisions aimed to make the ideas of the clauses became more apparent

because students might not make perfect clauses to convey their intended ideas.

Besides, the researcher did not consider whether the clauses which students made

were correct or incorrect, but only viewed the errors and or mistakes in the

clauses. Hence, the researcher only made the revisions in order to make the idea

of each clause became more apparent.


36

The idea of each clause became the source of information because the idea

which students intended to convey were reflected through the clauses they use. In

other words, students’ abilities to communicate the ideas were revealed through

the clauses they made. In brief, the more proficient students could communicate

the ideas through the clauses and the more correctly they made the clauses, the

better their mastery was.

In this research, the total frequency of the clauses based on the patterns,

the correct clauses, and the intended clauses were compared to find out the

distributions which reflect students’ mastery them. In other words, the comparison

which was used to reveal students’ mastery over the basic clause patterns involved

the distribution frequency of the basic clause patterns, the correct clauses, and the

intended clauses.

The researcher made this comparison in order to see the fact that although

the distribution of a certain pattern has possibly a high frequency, it did not mean

that students were really able to use such basic clause pattern regarding to the fact

that some of their clauses still needed to have some revisions. In addition, the

clauses which still needed to be revised, in this study, were termed as intended

clauses.

The existence of the intended clauses showed that students still made

errors in using the basic clause patterns. The errors which students made became

parts of the mastery. This statement was supported by Corder (1967 quoted in

Walz 1982: 1). Corder states that “learning a new language requires a trial and

error approach, and errors are evidence that the learners are testing hypotheses of


37

underlying rules, categories, and systems.” Therefore, the intended clauses which

were included in this analysis become the reflection of students’ mastery, but in

this case was the mastery which was imperfect and still needed to be developed.

As it is explained, to reveal students mastery over basic clause patterns,

the researcher used the comparison on the distribution frequencies of the basic

clauses, students’ correct clauses, and students’ intended clauses. The comparison

of them was presented by means of tables. Table 4.1 presents the overall

distributions of basic clause patterns including the correct and intended clauses.

There were several symbols in some parts of the tables related to the terms of the

clause distributions. The symbols were as follows: 1. Clause Pattern frequency

(CP (f)), 2. Clause Pattern Percentage (CP (%)), 3. Correct Clause Frequency (CC

(f)), 4. Correct Clause Percentage (CC (%)), 5. Intended Clause Frequency (IC

(f)), 6. Intended Clause Percentage (IC (%)).

Table 4.1 The Distributions of Basic Clause Patterns

Clause Distribution No.

Clause Pattern CP (f) CP (%) CC (f) CC (%) IC (f) IC (%)

1 SVA 284 34,38 109 38,38 175 61,62 2 SVOA 206 24,94 75 36,41 131 63,60 3 SVC 148 17,92 96 64,86 52 35,13 4 SVO 113 13,68 52 46,02 61 53,98 5 SV 52 6,29 32 61,54 20 38,46 6 SVOC 16 1,94 3 18,75 13 81,25 7 SVOO 7 0,85 3 42,86 4 57,14

Total 826 100 371 44,915 455 55,10

As seen in Table 4.1, the total frequency of the clause patterns’

distributions was 826 or 100%. Out of the total distribution frequency of 826, the

total frequency of the correct clause was 371 or 44,915% while the total frequency


38

of intended clause was 455 or 55,10%. From those total distribution frequencies,

the clause patterns, of which each distribution frequency was analysed, were

sequenced from the most frequent until the least frequent. The sequence of the

basic patterns based on the distribution frequency was as follows: 1. SVA, 2.

SVOA, 3. SVC, 4. SVO, 5. SV, 6. SVOC, 7. SVOO.

Referring to the sequence of the basic patterns and the distributions in

Table 4.1, it could be seen that SVA pattern became the most frequently used

patterns with the occurrence or distribution frequency of 284 or 34,38%. Out of

the total frequency of 284 or 34,38%, the correct clause frequency was 109 or

38,38% while the intended clause’ frequency was 175 or 61,62%. Meanwhile, the

patterns which was in the second sequence was SVOA with 206 or 24,94% of the

total distribution frequency, 75 or 36,41% of the correct clause’s frequency, and

131 or 63,60% of the intended clause’s frequency. The third sequence was for

SVC patterns with the total distribution frequency of 148 or 17,92%. Meanwhile,

the frequency of its correct clause was 96 or 64,86% and 52 or 35,13% for the

frequency of the intended clause.

The forth sequence of the distribution frequencies of the basic clause was

for SVO pattern with its distribution frequency of 113 or 13,68%. Out of 113 total

distribution frequency, the correct clause frequency was 52 or 46,02% and 61 or

53,98% for the frequency of the intended clause. Apart from it, the fifth sequence

was placed by SV pattern. The total distribution frequency of it was 52 or 6,29%,

while the intended clause was 32 or 61,54%, and 20 or 38,46% for the intended

clause’ frequency. The following sequence or the sixth one was SVOC pattern


39

with the total distribution frequency of 16 or 1,94%, 3 or 18,75 for the correct

clause frequency, and 13 or 81,25% for the intended clause’s frequency. At last,

the seventh sequence was SVOO pattern. This pattern’s total distribution

frequency was 7 or 0,85% with the frequency of the correct clause was 3 or

42,86% and the intended clause was 4 or 57,14%.

With regard to the distributions of each pattern which were shown in Table

4.1, the sequence of the patterns from the most frequently used until the least one

was made based on the distribution of each pattern. From that sequence, it could

be seen that there were patterns with high distribution frequency and the ones with

low distribution frequency. Hence, the commonly used patterns were regarded to

be the ones with high distribution frequencies. Those patterns were SVA, SVOA,

SVC, and SVO pattern. In addition, although their frequencies were not high if

they were compared in the matter of the entirely distribution frequency of 826 or

the percentage of 100%, those patterns were regarded to be the four patterns

which had bigger distribution frequencies than the other three ones.

2. Students’ Mastery over Basic Clause Patterns

The results of the analysis of the basic clauses were presented and

discussed per part based on the patterns. The analysis used tables which were

provided in such a way to present students’ mastery. Hereby, the analysis

involved the one on the basic clause pattern distribution frequencies, the correct

clauses, and the intended clauses. In addition, there were example of the correct

clause and intended clause. The researcher provided the examples in order to give


40

a grasp of understanding towards the correct and intended clause that students

made. However, considering that the errors in the intended clauses were discussed

in other section, there was no further discussion on the errors depicted in the

intended clause in the provided examples in this section.

With regard to students’ mastery, it can be classified into categories which

each of them represents students’ mastery over the basic clause patterns, those

were, 1. excellent, 2. very good, 3. good , 4. fair, 5. insufficient, 6. poor. In

addition, students’ mastery did not possibly cover those all categories regarding to

the distribution frequencies of the basic clause patterns.

a. Students’ Mastery over SVA Pattern

This part presents the distribution of SVA pattern. The purpose of this part

was to find out students’ mastery over SVA pattern. The example of the correct

and intended clause can be seen in (60) and (61). Example (60) shows the correct

clause while example (61) shows the intended one.

(60) We go to the restaurant.

(61) We can do stay home.

The highest distribution frequency of the basic clause was SVA pattern.

The frequency of its distribution was 284 or 34,38%. Out of 284 SVA pattern,

there were 109 correct clauses or 38,38 % and 175 intended clauses or 61,62 %.

The correct clauses were less than a half of the total frequency of 284. Meanwhile,


41

the intended clauses were exceeding more than a half of 284. Table 4.2 shows the

percentage result of SVA pattern.

Table 4.2 The Result of SVA Pattern Distributions

Clause Distribution No. Clause Pattern CP (f) CP (%) CC (f) CC (%) IC (f) IC (%)

1 SVA 284 34,38 109 38,38 175 61,62 Difference 66 23,24

Since the frequency of the intended clauses in this pattern was bigger than

the correct clauses and the difference frequency between the correct clause and

intended clause was also significant with its frequency of 66 or 23, 24%,

therefore, students were said to have insufficient mastery to use SVA pattern.

They needed more improvement on their mastery over SVA pattern to make more

correct clauses.

b. Students’ Mastery over SVOA Pattern

SVOA pattern was in the second sequence in the distributions with its

frequency of 206 or 24, 94%. Out of that frequency, students made 75 or 36, 41%

correct clauses and 131 or 63, 60% intended clauses. Here are the examples of the

correct and intended clause. Example (62) shows the correct clause while (63)

shows the intended one.

(62) You can kill some fish with guns or bombs.

(63) Usually we go tour to mountain and beach.


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Considering that the difference between the correct clauses and the

intended clauses was 56 or 27, 18%, the difference between those two clauses was

said to be significant. In other words, although the distribution frequency of

SVOA clause pattern was high, it did not mean that students were able to use this

pattern well with regard to the low frequency of the correct clauses. Therefore,

students’ mastery over SVOA pattern was said to be insufficient. The Distribution

of SVOA pattern can be seen in Table 4.3.

Table 4.3 The Result of SVOA Pattern Distributions


2 SVOA 206 24,82 75 36,41 131 63,41 Difference 56 27,18

c. Students’ Mastery over SVC Pattern

SVC pattern was in the third sequence of the basic clause patterns’

distributions. Here are the examples of the clauses which use SVC pattern.

Different from the distribution frequencies of the correct and intended clauses of

SVA and SVOA pattern, SVC’s frequency of the correct clauses was bigger than

the intended one. The correct clause is in example (64), while the intended one is

in example (65).

(64) Her name is Clara.

(65) All people very happy.

Out of the 148 or 17,92% distribution frequency of SVC pattern, the

correct clauses, of which the frequency was 96 or 64,86%, occurred more


43

frequently than the intended clauses, of which frequency was 52 or 35,13%.

Furthermore, the comparison of the difference, which was 44 or 29,73%, was said

to be significant. Therefore, the distribution of SVC pattern showed that students’

mastery over SVC pattern was good in consideration to its significant comparison

although the distribution frequency of this pattern was in the third sequence. The

distribution of SVC pattern is presented in Table 4.4.

Table 4.4 The Result of SVC Pattern Distributions


3 SVC 148 17,92 96 64,86 52 35,13 Difference 44 29,73

d. Students’ Mastery over SVO Pattern

The forth distribution sequence was for SVO pattern. The distribution of

this pattern was on average high with its frequency of 113 or 13,68%. Within this

distribution frequency, the comparison between the correct clauses and the

intended clauses was not very significant. The correct clauses’ frequency, which

was 52 or 46,02%, was a bit lower than the frequency of intended clauses which

was 61 or 53,98%. As a result, the difference between them was not so far, that

was 9 or 7,96%. The distribution of SVO pattern can be seen in Table 4.5.

Table 4.5 The Result of SVO Pattern Distributions


4 SVO 113 13,68 52 46,02 61 53,98 Difference 9 7,96

Since the frequency of correct clauses and intended clauses was almost the

same, it could be concluded that students’ mastery over SVO pattern was fair. In


44

addition, the examples of the correct and intended clause are shown in the

example (66) and (67).

(66) We ate opor ayam.

(67) We loves the night life.

e. Students’ Mastery over SV Pattern

SV pattern was in the fifth sequence of the basic clause pattern distribution

with its frequency of 52 or 6,29%. Although SV pattern was not very big on its

distribution frequency, it had more correct clauses than the intended ones. The

correct clauses’ distribution frequency was 32 or 61,54% while the intended ones

was 20 or 38,46%. As a result, the difference between the correct clauses and the

intended clauses was 12 or 23,08%. The distribution of SV pattern can be seen in

Table 4.6.

Table 4.6 The Result of SV Pattern Distributions


5 SV 52 6,29 32 61,54 20 38,46 Difference 12 23,08

As seen in Table 4.6, it could be said that although the frequency of this

pattern was not very high, it did not mean that students were not able to use this

pattern. It should be considered that SV pattern requires verb which is intransitive

or kinds of verb which do not need any object and this kind of verbs are very

limited. Therefore, since they are very limited, it was natural if students did not


45

use this pattern very often although they had already had the ability to recognize

and the intransitive verb appropriately.

In summary, with regard to the distribution result of SV clause pattern, the

comparison between the correct clauses and intended clauses, students’ mastery

over SV pattern was said to be good. The example of the correct and intended

clause of SV pattern can be seen in example (68) and (69).

(68) I promise.

(69) SID performe.

f. Students’ Mastery over SVOC Pattern

SVOC pattern was not so often used by students that it was in the sixth

sequence of basic clause patterns’ distributions. The distribution frequency of this

pattern was only 16 or 1,94%. Although the frequency was not significant, the

correct clauses and the intended clauses were concluded to have a very significant

difference. Since the correct clauses frequency of 3 or 18,75% and the intended

clauses frequency of 13 or 81,25%, the comparison between them resulted to the

difference which was 10 or 62,5%. The distribution of SVOC pattern is shown in

Table 4.7.

Table 4.7 The Result of SVOC Pattern Distributions


6 SVOC 16 1,94 3 18,75 13 81,25 Difference 10 62,5


46

As seen in Table 4.7, it could be said that within the low distribution

frequency, the comparison between the correct and the intended clauses showed

students’ incapability or low mastery to use SVOC pattern. This low mastery

could be caused by the fact that this pattern was not very applicable that students

rarely applied this pattern. As a result, they did not have enough mastery to use

SVOC pattern. In brief, considering the distribution of SVOC pattern, students’

mastery over it was concluded to be poor. The examples of the correct and

intended clause are shown in (70) and (71).

(70) Many experiences make my heart so happy.

(71) Traffic jam make we angry.

g. Students’ Mastery over SVOO Patterns

The last distribution sequence was for SVOO patterns. The distribution of

SVOO pattern can be seen in Table 4.8.

Table 4.8 The Result of SVOO Patterns Distributions


7 SVOO 7 0,85 3 42,86 4 57,14 Difference 1 14,28

Since students hardly ever applied SVOO pattern, this pattern had the lowest

distribution frequency compared to the other patterns. The frequency of this

pattern was only 7 or 0,85% with distribution frequency of the correct clauses of 3

or 42,86% and the intended clauses of 4 or 57,14%. Meanwhile, the difference


47

between the correct clauses and the intended clauses, which was only 1 or

14,28%, became not significant.

The very low frequency of SVOO pattern distribution occurred because of

two reasons. First, this pattern requires two objects which lead to the restriction

towards its use because it cannot accept mono object. Second, this pattern can

easily be replaced by another pattern. The existence of preposition “to” alternates

SVOO pattern to be SVOA pattern. For example, the SVOO pattern: My mom

gives me a new blouse can be easily replaced by: My mom gives a new blouse to

me, which is included in SVOA pattern. These restrictions further lessened the use

of SVOO pattern. As a result, students had the tendency to apply SVOA pattern.

Considering those two reasons, the low frequency of the distribution of

SVOO pattern did not mean that students were not able to apply that pattern.

Besides, since the difference between the correct and the intended clause was not

significant, students’ mastery over SVOO pattern could not be said to be low, but

it was regarded to be fair. The examples of the correct and intended clause of

SVOO pattern can be seen in example (72) and (73).

(72) Someone will give you money.

(73) My uncle given me a guitar Yamaha.

3. Other Research Finding

This research also necessarily analysed the errors on the basic clauses that

students made in their compositions and treated them as other research finding.

Errors were included because they become the evidence of the existence of


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students’ mastery. Corder (1967 quoted in Walz 1982: 1) claims that “learning a

new language requires a trial and error approach, and errors are evidence that the

learners is testing hypotheses of underlying rules, categories, and systems.” The

example of the errors that a student made can be seen in sentence (74).

(74) We can looks people, your idol, bands, popular singer.

As seen in example (74), students attempted to test at least two

hypotheses. The first one was related to concord or agreement between modal

auxiliary and verb. The second one was related to the word choice or the diction.

According to the first hypothesis which was about the concord, the verb after

modal auxiliary should not be added with s. Meanwhile, the second one was the

word choice or the diction. The diction, hereby, really influenced the meaning of

the word look and see in such sentence. This student probably considered that the

word look represented the meaning of the action to see something and thus they

were considered synonymous. In fact, there is a slight different meaning between

the meaning of the word look and see. This student might not realize that the

meaning of the word look is to do act something towards the something after he or

she knows that something. Meanwhile, the word see means to use the eyes to

know or acquaint something. These errors are the evidence that this student tried

to use his or her knowledge to make the correct from although he or she

experienced the slip that he or she committed errors.

However, from what he or she did, it could be seen that this student

attempted to make the correct form of the sentence by using the basic clause


49

pattern based on their knowledge as well as attempted to test the underlying rules

of the elements in the sentence. Those rules were the rule of concord or agreement

between modal auxiliary and verb and the rule of the word choice or diction

towards the meaning of the word look and see.

Apart from the finding related to errors, in order not to make the research

tended to be error analysis, but to maintain it still on the focus of students’

mastery, the researcher analysed students’ errors with the aim only to show the

scope of errors that students produced. In other words, the analysis of the errors

was not focusing on whether or not the error frequency was significant, but

focusing on the scope of the errors.

The scopes of the errors were used to find the information about the

weaknesses of the students towards the basic clause patterns, sentence elements,

and or other grammatical aspects. In addition to students’ errors, the researcher

simply presented the errors which they made related to the basic clauses in order

to show the data more specifically, but not in depth. The detailed analysis of

students’ errors, including the clauses, can be seen in Appendix E.

To analyse the errors, the researcher picked students composition

randomly. There were eleven compositions which were chosen. After the

researcher analysed the compositions and the basic clause patterns, as a result, it

was revealed that there were at least forty four kinds of errors that students

produced. The errors that students produced can be seen in Table 4.9.


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Table 4.9 The Scope of Errors

No. Error Scope Error Frequency

1 Article (a, the) 12 2 Plural noun 1 3 Plural noun + plural auxiliary verb 3 4 Singular noun + singular auxiliary verb 1 5 Plural noun + V1 5 6 Singular noun + V1 + s/es 8 7 Do/ don’t + V1 1 8 Modal + V1 6 9 Regular-irregular noun 4

10 Countable-uncountable noun 5 11 Auxiliary verb + adjective 2 12 Preposition 24 13 Clause contraction 1 14 Gerund 14 15 Diction 16 16 Vocabulary 2 17 Clause order 1 18 Phrase order (VP, NP) 9 19 Adverb of manner 2 20 Adverb of purpose 10 21 Adverb of place 5 22 Adverb of time 5 23 The use of pronoun it 1 24 too vs. also 3 25 Parallelism 3 26 Comparative degree 2 27 Passive voice 6 28 Noun phrase 5 29 (Present & Past) perfect tense: Subject + have/ had + V3 1 30 Past tense: V2 9 31 Simple present tense: Subject + V1/ auxiliary verb 5 32 Progressive: auxiliary verb + Ving) 4 33 L1 influence 3 34 Possessive 12 35 To + infinitive (V1) 3 36 Noun phrase (as a subject, of the sub-clause) 7 37 VP 2 38 VP of the sub-clause 3 39 VP of the main-clause 1 40 VP (have to + V1) 1 41 VP (like + to) 1 42 Conditional sentence 2 43 VP + Pronoun + To + V1 1 44 Conjunction 3


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B. Discussion

The clauses which students made in their compositions reflected the use of

the basic clauses. The use of the basic clauses reflected students’ mastery over

English. Therefore, the fact that students used those basic clauses reveal their

mastery over English since the mastery, in this study, meant students’

comprehension and skill over English which is reflected through the use of the

basic clause patterns in the compositions. Students’ mastery over the basic clause

patterns could be revealed through their distributions.

Each pattern of the basic clause had its own distribution which was

different from each other. Table 4.1 showed the frequency of the distribution of

basic clause pattern from the most frequent up to the least frequent. However, to

know the contribution of the basic clause patterns’ distributions towards the

students’ mastery over each basic clause pattern, there were two comparisons of

SVA and SVOA pattern which gave some insights.

As seen in Table 4.2, SVA pattern, of which the distribution frequency

was the highest, had the distribution frequency of 284 or 34,38% with the correct

clauses’ frequency of 109 or 38,38% and 175 or 61,62 % for the intended clause

frequency. Meanwhile, Table 4.3 showed that the second highest distribution

frequency which was SVOA pattern with its frequency of 206 or 24,94%. Out of

that frequency, its correct clauses were only 75 or 36,41%, the intended clauses

were 131 or 63,60%, and the difference was 56 or 27,18%.

From those two comparisons, it could be seen that the distribution

frequency of SVA and SVOA pattern showed that they were the two highest used


52

basic clause patterns above all. It was because students used those two patterns

more frequently than the others. However, although they were the two most

commonly used patterns, it did not always mean that those patterns were the ones

which students really master. If it was viewed from the comparison on the

distribution frequencies between the correct clauses and the intended clauses, the

correct clauses of both patterns were found to be low. This fact explained that

students still needed to improve their mastery over these patterns.

Therefore, it could be concluded that first, although the distribution of

both SVA and SVOA patterns became the two highest frequencies above all, it

did not mean that students really mastered those patterns. It was because the

distribution frequencies of both patterns, which were only 284 or 34,38% for SVA

and 206 or 24,94% for SVOA, were less than half of all frequencies of the seven

basic clauses patterns. Furthermore, this fact explained that the category of

students’ mastery over certain basic clause pattern did not start with the category

of excellent, but the category of good. In addition, SVA and SVOA, hereby, were

not included in the category of good, but insufficient since the correct clauses’

frequencies of both patterns were low compared to the intended ones.

The second consideration that students did not really master those patterns

was that the correct clauses’ frequencies of those patterns were low, those were

109 or 38,38% for SVA and 75 or 36,41% for SVOA. Therefore, it could be

concluded that students’ mastery over those basic clause patterns was insufficient

and students needed to improve their mastery over those patterns.


53

The third basic clause pattern which was in the third grade of the clause

pattern distribution frequency was SVC. Occupying the third rate of the clause

pattern distribution with the frequency of 148 or 17,92%, this pattern had much

higher frequency of the correct clauses compared to the intended clauses. The

frequency of the intended clauses was 52 or 35,13%. Meanwhile, the frequency of

the correct clauses was 96 or 64,86%. The correct clause frequency exceeded the

intended clauses frequency with the difference frequency of 44 or 29,73%.

Considering the comparison between the correct and intended clauses’ frequency,

it meant that although SVC pattern was in the third place of the clause pattern

distribution, students’ mastery over this pattern regarded to be in the category of

good.

The pattern which had the closest frequency of the correct clauses with

SVC pattern was SV pattern. Although this pattern occupied the fifth rate of the

distribution of clause patterns with the frequency of 52 or 6,29%, the comparison

between the correct clauses and the intended clauses was also significant. The

correct clauses frequency of SV pattern was 32 or 61,54% while the intended

clauses frequency was 20 or 38,46%. It resulted to the difference between the

correct and intended clauses, which was 12 or 23,08%. From these distributions, it

could be said that the frequency of the correct clauses was much higher than the

intended clauses. Therefore, it led to the conclusion that students were able to

apply SV pattern and were able to make more correct clauses using this pattern. In

brief, since both patterns of SVC and SV had the higher frequencies of the correct


54

clauses than the intended clauses, students’ mastery over these patterns was

included in the category of good.

Apart from SVC and SV patterns which were in the third and fifth rate of

basic clause patterns distributions, the forth place of the clause pattern

distribution, meanwhile, was occupied by SVO pattern with the frequency of 113

or 13,68%. The comparison between the correct clauses, 52 or 46,02%, and the

intended clauses, 61 or 53,98%, resulted to the difference between them which

was 9 or 7,96%. Based on SVO distribution frequency, it could be seen that the

correct clauses frequency almost reached half of the distribution frequency of this

pattern. Therefore, students’ mastery over SVO pattern was regarded as fair.

In accordance with SVO pattern, the pattern of SVOO could be closely

associated. SVOO pattern was in the seventh sequence of the clause pattern

distributions with the distribution frequency of 7 or 0,85%. The frequency of the

correct clauses was 3 or 42,86% while the intended clause frequency was 4 or

57,14%. As a result, the difference between the correct clauses and intended

clauses became 1 or 14,28%.

If the accordance between SVO and SVOO patterns was seen in the matter

of clause pattern distribution, SVOO pattern, 7 or 0,85%, had a very big gab

compared with SVO pattern, 113 or 13,68%. This was because the difference

between both patterns was very significant. Although in the seventh rate, it did not

mean that students were not able to apply SVOO pattern at all. The low

distribution frequency of SVOO pattern could be of another reason to say, that

was because of the restriction on its use and the easiness of the replacement of this


55

clause with SVOA by the existence of the preposition “to”. This preposition could

easily alternate SVOO pattern to be SVOA pattern.

However, the accordance tended to be seen in the matter of the correct

clauses frequencies between SVO and SVOO patterns. Therefore, the frequency

of the difference between both patterns could be said not to have any significance

since the relation between the two patterns was related in the matter of the correct

clauses’ frequencies. The distribution frequency of the correct clauses of SVOO

pattern was just the same case as SVO pattern because the correct clauses’

frequency of SVOO pattern almost reached half of its clause pattern distribution

frequency. Hereby, it could be said that students’ mastery over SVOO pattern was

regarded as fair. In other words, SVO and SVOO reflected the fact that students’

mastery over those patterns was fair.

The last pattern, but not the least one, to discuss was SVOC. This pattern

was in the sixth sequence of the clause pattern distribution with the frequency of

16 or 1,94%. Different from all patterns, this pattern reflected very significant

comparison on its distribution because of the comparison between the correct

clauses frequency and intended clauses frequency. It could apparently be

concluded that the difference between both frequencies was very big, which was

10 or 62,5%.

In relation to the distribution frequency of SVOO pattern, the distribution

frequency of SVOC pattern was also low, which was only 16 or 1,94%. This

frequency, the same with SVOO pattern, did not only lead to the conclusion of


56

students’ low mastery over this pattern, but also led to the consideration towards

the reasons why this pattern has low distribution.

There were several reasons why SVOC pattern had a very low distribution

frequency. The low distribution frequency of this pattern was because this pattern

was considered not to be very applicable in students’ compositions that they rarely

used this pattern. Moreover, this pattern requires certain verbs which can only be

followed by objects and complements. The sentence We have proved him wrong

(37) has the word prove as the verb which is followed by him which serves as the

object and wrong which serves as the complement. Another example was Henry

got his feet very wet (45). In this case, got serves as the verb, his feet serves as the

object, and wet serves as the complement. These kinds of verbs become very

limited and rarely used when the verbs are applied with objects and complements

within the SVOC pattern. As a result, students might consider it difficult to use.

As seen in Table 4.7, the distribution frequency of SVOC pattern also led

to the conclusion of students’ low ability over SVOC pattern. Table 4.8 shows

that since the correct clauses’ frequency which was only 3 or 18,75% compared to

the intended clause frequency, which was 13 or 81,25%, SVOC pattern’

distribution was said to be very low. Therefore, it reflected that students’ mastery

over this pattern was categorized as poor.


57

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the research conclusion and the research suggestion.

The research conclusion section presents the conclusions of the study regarding

the research analysis of the basic clause patterns and their distributions from the

previous chapter. Meanwhile, the research suggestion section presents the

suggestions for the English teachers, learners, and other researchers.

A. Conclusions

After the researcher analysed the data of the basic clause patterns in

students’ composition, the research finally arrived at some conclusions. The first

conclusion was based on the first and second research question: How are the basic

clause patterns distributed and what basic clause patterns are commonly used by

eleventh grade students of SMKN 2 Depok in their descriptive texts? Based on the

data which were analysed, all of the seven basic clause patterns were proved to be

used by students in their compositions and each basic clause pattern had its own

frequency which determined the distribution. The higher the frequency of a

certain basic clause patterns, the higher distribution it had.

The distributions of the seven basic clause patterns were sequenced from

one up to seven. The sequence of the basic clause patterns based on their

distributions were: 1. SVA, 2. SVOA, 3. SVC, 4. SVO, 5. SV, 6. SVOC, 7.

SVOO. These grades presented the information of the distribution frequencies

which were graded from the highest until the lowest.


58

In summary, students of SMKN 2 Depok used all of the basic clause

patterns to produce their compositions. Each basic clause pattern had its own

frequency which determined the distribution whether it was high or low. The

higher the distribution frequency of a certain basic clause patterns, the more

frequently such basic clause pattern was used by the students.

The second conclusion is related to students’ mastery over basic clause

pattern which was reflected in the third research question: How is SMKN 2 Depok

students’ mastery over the basic clause patterns? At first, related to the

distribution of each basic clause pattern, the researcher concluded that the higher

distribution frequency of a certain basic clause pattern, the better students’

mastery over such basic clause pattern was. However, although a certain basic

clause pattern had a high distribution frequency, it did not mean that students

could really master such basic clause pattern. Students could even have better

mastery over others basic clause patterns which had lower distributions.

This fact was revealed through the existence of the correct clauses and

intended clauses frequency in the distributions of each basic clause pattern. The

correct clauses reflected students’ ability to master and use basic clause patterns

correctly. Meanwhile, the intended clause reflected students’ insufficient ability to

master and use them. Therefore, the more determining factor to measure students’

mastery over basic clause patterns were actually the frequency of the correct

clauses and the intended clauses, not the sequence of the basic clause patterns. In

summary, students’ mastery could be concluded as the higher the correct clauses’


59

frequency of a certain pattern compared to the intended clauses’ frequency in a

certain basic clause pattern distributions, the better students’ mastery was.

Therefore, in accordance to the frequency of the correct clauses and

intended clauses, the distributions of all basic clause patterns led to some

classifications to determine students’ mastery over certain basic clause pattern.

Students’ mastery could be classified into four categories which each category

represented students’ mastery over the basic clause patterns involved in that

category, those were as follows: 1. good, 2. fair, 3. insufficient, 4. poor.

The first category of mastery, which was termed as good, consists of two

basic clause patterns, those were SVC pattern, of which the correct clauses’

frequency was 96 or 64,86% while the intended clauses’ frequency was 52 or

35,13%, and SV pattern, of which the correct clauses’ frequency was 32 or

61,54% correct clause and the intended clauses’ frequency was 20 or 38,46%. The

second category, which was the category of fair, involves SVO pattern, of which

the correct clauses’ frequency was 52 or 46,02% while the intended clauses’

frequency was 61 or 53,98%, and SVOO pattern, of which the correct clauses’


57,14%. Meanwhile, the third category, which was termed as insufficient, consists

of SVA pattern, of which the correct clauses’ frequency was 109 or 38,38% while

the intended clauses’ frequency was 175 or 61,62%, and SVOA pattern, of which

the correct clauses’ frequency was 75 or 36,41% while the intended clauses’

frequency was 131 or 63,60%. At last, the forth category, which was termed as the

category of poor, only consists of SVOC pattern, of which the correct clauses’


60


81,25%.

B. Suggestions

The suggestions of this research are directed to English teachers, students,

and other researchers. The first suggestion is for English teachers. English

teachers are supposed to be able to find new teaching techniques to teach English.

The new teaching techniques aim to help students learn English better. After

teachers know students’ mastery over the basic clause patterns, they can

determine the more appropriate techniques to teach English.

The teaching techniques which are suggested can be the combination of

two techniques. The teachers can use the techniques of focus on form and focus

on function. McKay (1985) states that “by conducting technique which focuses on

form and function, teachers can present the students not only the rules of English,

but also, the more important, encouragement to practice and use English.”

There are two techniques related to form. Those are teaching of grammar

as the formal presentation of grammatical rules and teaching of grammar as the

practice of common grammatical English sentence patterns (McKay, 1985). In

teaching grammatical rules, teachers should also be able to determine which

grammar rule to be taught first and which one the second is. The determination

can be from the consideration of which one of the grammar rules or tenses easier

to be taught is or which one of the grammar rules or tenses more commonly used

in students’ life is, or even which one suitable to their needs is.


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Related to technique of common grammatical English sentence patterns,

teachers can teach the organization of a certain genre of text first. After that, they

can give the practice to students related to genre based practice which requires

students to analyse the sentence patterns applied in that modeling of text as well

as giving them practice of the English grammatical pattern in common. In the next

activity, teachers will be able to encourage students to practice to make

compositions based on the genre of the certain text which has been discussed and

practiced. In other words, for further result, teachers are able to integrate the

teaching of grammar with English skill of writing.

Apart from those techniques on form, teachers should bear in mind that

since there is no specific grammar class either in vocational school or in high

school, the teaching of grammar should be integrated or combined with other

English skills. Teachers should be able to manage the integration and portion of

teaching grammar and English skills such as listening, reading, writing, and

speaking. Therefore, after students understand English grammars, they can be

encouraged to use their grammar knowledge to develop their English skills. The

integration with the English skills can also be promoted through the help of the

technique related to function.

The technique related to function can be conducted by teaching students

how to ask for information, make suggestions, make descriptions, refuse an

invitation, or other English language functions since these become the reason to

use language (McKay, 1985). In addition, since teachers can make use of

students’ compositions as indicators of their mastery, they can use those


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techniques in making good sentences and or compositions to communicate their

ideas through using correct basic clause patterns and obeying grammatical rules.

In brief, by using the new techniques, teachers will enable students to develop

their mastery over English that they can have better understanding about English,

better learning achievement, and better skill to communicate their ideas.

Meanwhile, the second suggestion is for students. Students are supposed to

master the form and function of English by learning, practicing, and using the

English grammar and basic sentence patterns as well as the English language

functions. Therefore, students can produce the correct and more various clauses in

their compositions. Besides, they can also develop their mastery to express or

communicate their ideas through their compositions and improve their

understanding, skill, and learning achievement as well.

At last, the suggestion for other researchers is that they are supposed to

conduct further research related to this study since this study only focuses on

students of SMKN 2 Depok. However, this study can give some basis for other

research. Other researchers can conduct a further research on the effect of L1

towards students’ mastery over basic clause patterns or the significances of the

errors of the basic clause patterns in students’ compositions.


63

REFERENCES

Ary, Donald, Lucy Cheser Jacobs, and Azghar Razavieh. (2002). Introduction to

Research in Education. 6th Edition. Canada: Wadworth Group. Azar, Betty Schramfer. (1989). Understanding and Using English Grammar. 2nd

Edition. New Jersey: Prentice-Hall Inc. Best, John W. (1970). Research in Education. 2nd Edition. Englewoods Cliff, New

Jersey: Prentice-Hall, Inc. Brewton, John E., B. Jo Kinnick, Lois McMullan, and R. Stanley Peterson.

(1962). Using Good English: Composition and Grammar. Illinois: Laidlaw Brothers.

Brown, H. D. (1994). Principles of Language Learning and Teaching. Englewood

Cliffs, New Jersey: Prentice Hall. Brown, James Dean. (1988). Undersatnding Research in Second Language

Learning. Cambridge: Cambridge University Press. Brown, J. D. and Rodgers, T. S. (2002). Doing Second language research.

Oxford: Oxford University Press. Corder, S. Pit. (1977). Introducing Applied Linguistics. New York: Penguin

Books. Curme, George O. (1966). English Grammar. New York: Barnes and Noble, Inc. Crystal, David. (1995). The Cambridge Encyclopedia of the English Language.

Cambridge: Cambridge University Press. Frank, M. (1972). Modern English: A Practical Guide. New Jersey: Prentice Hall. Fries, Charles Carpenter. (1952). The Structure of English. New York and

Burlingame: Harcourt, Brace & World, Inc. Heaton, J. B. (1975). Writing English Language Tests. London: Longman Group

Limited. Hornby, A. S. (1995). Oxford Advanced Learner’s Dictionary. 5th Edition.

Oxford: Oxford University Press.


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Harsh, W. (1975). Three Approaches: Traditional Grammar, Descriptive Linguistics, Generative Grammar’, The Art of Tesol Part One- Selected Articles from the English Teaching Forum.

Kammer, Michael P. and Wilburn A. Diebold. (1949). Writing: Planned Writing.

Illinois: Loyola University Press. McKay, Sandra L. (1985). Teaching Grammar: Form, Function, and Technique.

New York: Pergamon Press Inc. Penny, William Kevin. (2001). An Analysis of Student Error Patterns in Written

English: Suggested Teaching Procedures to help. {OnLine} Available http://www.cels.bham.ac.uk/resources/essays/Penny2.pdf. (Accessed on September 18, 2008).

Quirk, Randolph and Sidney Greenbaum. (1985). A University Grammar of

English. London: Longman Group Ltd. Richards, Jack C. (Editor). (1977). Error Analysis: Perspective on Second

Language Acquisition. London: Longman Group Limited. Richards, J.C., J. Platt, and H. Platt. (1992). Longman Dictionary of Language

Teaching and Applied Linguistics. Harlow: Longman Group UK. Roulet, E. (1975). Linguistic Theory: Linguistic Description and Language

Teaching. London: Longman. Suharyono, Yusuf. (1997). A Study on the Mastery of Modal Auxiliaries Among

the First-Semester Students of the English Language Education Study Programme of Sanata Dharma University. Yogyakarta: Universitas Sanata Dharma (Unpublished).

Thornbury, S. (1999): How to Teach Grammar. London: Longman. Walz, Joel C. (1982). Error Correction Techniques for the FL Classroom.

Prentice-Hall: New Jersey. Warriner, John E. (1982). Englsih Grammar and Composition: Complete Course.

Orlando: Brace Jovanovich, Publisers.


APPENDIX A

PERMISSION LETTERS


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66


APPENDIX B

TASK


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TASK

For:

• Class XI TP A (October 13, 2009)

• Class XI GP B (October 28, 2009)

Task:

Make a descriptive text/ composition about your favorite event.

Notes:

1. Use the correct usage of tenses.

2. Pay attention to the grammatical rules.

3. Dictionaries are allowed to be used.

4. Submit your composition to the teacher in the end of the class.

5. Write your composition in the paper provided.


APPENDIX C

THE EXAMPLES OF STUDENTS’ COMPOSITIONS


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69


70


71


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APPENDIX D

THE CHECKLIST OF THE DISTRIBUTIONS

OF BASIC CLAUSE PATTERNS


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The Checklist of the Distributions of Basic Clause Patterns

Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 1 I hope. √ 2 I arrive. √ 3 My uncle say. √ 4 I always KO. √ 5 I KO. √ 6 I promise. √ 7 I hope. √ 8 My brother must works. √ 9 My sister must teaches. √

10 I think. √ 11 I always hope. √ 12 We ever had. √ 13 I have. √ 14 I can’t arrive. √ 15 I promise. √ 16 I hope. √ 17 I hope. √ 18 I can see. √ 19 SID performes √ 20 The clock shows. √ 21 The first day of Lebaran day is over. √ 22 I have been tired. √ 23 I hope . √ 24 The sun was shining. √ 25 We stayed. √ 26 I visited. √


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Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 27 Everyone say sorry. √ 28 The fields are gathered. √ 29 They usually come back. √ 30 We are tired. √ 31 You can eat. √ 32 Your stomach breaks. √ 33 It is believed. √ 34 It means. √ 35 I think. √ 36 We have visited. √ 37 Independent day comes. √ 38 The holiday was finished. √ 39 I have been. √ 40 We usually visit. √ 41 We met. √ 42 Many games, anime, and toy shops are located. √ 43 It means. √ 44 I don’t study. √ 45 (You) don’t forget to say. √ 46 You have done. √ 47 We want. √ 48 You must remember. √ 49 Many friends join. √ 50 I don’t know. √ 51 What my future will be. √ 52 Our guide explained. √ 53 I go to Surabaya with car. √ 54 That time, I go together with my father. √


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Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 55 There, in Surabaya, I live in my grandparents’ house. √ 56 We can stay at home. √ 57 I started from home at 08.00 p.m. √ 58 There, I spend my night to look a concert and big fireworks. √ 59 It’s 14 days. √ 60 It comes at first and second day of syawal. √ 61 Everyone in my family gets together at my grandpa’s house. √ 62 In the morning, of the first day, all Moslems have to pray together.

√

63 The fireworks look so beautiful in the night. √ 64 My favorite beach is in Gunung Kidul area. √ 65 We go to the restaurant. √ 66 It the second day, we’re staying at home. √ 67 At this moment, I get enough money from my aunt and my parents. √ 68 In Indonesia, people usually come to their birth place. √ 69 My aunt, my uncle, and the other relatives come to my house. √ 70 My family always meet together in my grandparent’s house. √ 71 I come back home at 02.00 a.m. √ 72 We go to beach. √ 73 On the way, we always stop in a good place. √ 74 We go ahead until we get the next beautiful place. √ 75 In that place, we also walk around about the place. √ 76 My family and I usually swim at the beach. √ 77 We also walk along the beach. √ 78 On Sunday morning, I got up from my sweet dream. √ 79 I dream with my sweet heart. √ 80 She came to my dream. √ 81 I get up from my sweet dream. √


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Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 82 The sound was heard from the front of my house. √ 83 My sweet heart stands behind the door. √ 84 She is going to go to the beach. √ 85 We go to the beach by my scooter bike. √ 86 I go to Jakarta with my family. √ 87 On Saturday afternoon, I was ready to go to Jakarta with my father,

mother, sister, grandmother, and grandfather. √

88 My family and I go to Jakarta at 07.00 o’clock from here. √ 89 I arrive at 08.00 at Soekarno-Hatta airport. √ 90 I can go to the beach together with my girl friend. √ 91 We forgive each other. √ 92 My holiday in Jakarta is up to next month. √ 93 My father and I come back to Jogja. √ 94 We are usually surviving in the street. √ 95 There are 2 week holiday. √ 96 We can swim in the beach. √ 97 I go to field to pray Id. √ 98 After praying, we always walk around the village together. √ 99 We tour not far from DIY. √

100 We go there. √ 101 We sit down to enjoy beach panorama. √ 102 In the morning, before sunrise, I just wake up to eat. √ 103 I will go to the mosque to eat together with my friends and children. √ 104 I will pray to God (tarawih). √ 105 I will go home to sleep at night. √ 106 My family and I can meet in the parent’s house. √ 107 I go to the cemetery with my family. √ 108 I become better than the previous. √


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Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 109 I live in Yogyakarta. √ 110 Sekaten starts after Maulud Nabi. √ 111 It’s until 1 month. √ 112 It’s always celebrated on the 31st of October. √ 113 I go home. √ 114 I will go to the city square with my mom, my girl friend, my brother,

and my best friend. √

115 My girl friend and I back home early by motorcycle. √ 116 My girl friend and I arrive at my house. √ 117 We meet in the living room. √ 118 My girl friend goes to the kitchen. √ 119 My girl friend and I sleep together in my room. √ 120 We go to Merbabu mountain, Sumbing mountain, Klanggeran

mountain, Sindoro mountain, or Lawu mountain. √

121 We always stay to enjoy the great of God. √ 122 We can go to Lampung. √ 123 We go to Lampung by bus and ship. √ 124 We don’t go to Lampung by plane. √ 125 Plane tickets must be expensive at holiday. √ 126 In Indonesia, many families get together at their parents and their

relatives’ house. √

127 I don’t care about the price. √ 128 Idul Fitri celebration begins with praying Ied in the mosque or yard. √ 129 After praying, my family go to my grandparent’s house to give

forgiveness each other. √

130 I will go with my girl friend by my car. √ 131 In this moment, I usually go to interesting places. √ 132 I always play all the time. √ 133 At the afternoon, we usually have to gather at someone’s place. √


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Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 134 In the night, we go to some place. √ 135 It’s in Jakal Km. 8. √ 136 You must turn right. √ 137 You must go ahead till T-junction. √ 138 You must turn left. √ 139 I usually go to my village. √ 140 I go to Klaseman once a month. √ 141 I will come back to kill many fish with my big bombs. √ 142 This moment usually comes on December. √ 143 At night before daylight, I go to the mosque to do “takbiran.” √ 144 In the next morning, my family and I pray to God (sholat Ied). √ 145 We go home. √ 146 There are swallow, slayer, carrier or bag, some clothes, cell phone,

camera, jacket, my private thing, etc. √

147 We shake hands as to give apology. √ 148 Usually we need 4 hours to arrive. √ 149 I always try to be happy. √ 150 This moment only happens once a year. √ 151 I go to Paris beach by motorcycle. √ 152 My family and I go there at 09.00 p.m. √ 153 In Paris beach, my family and I take a bath. √ 154 My favorite holiday is in the new year celebration. √ 155 My family and I go home. √ 156 In my holiday, I go to my grandfather’s village. √ 157 It’s always in the tenth of dzulhijjah. √ 158 It is on Moslem calendar. √ 159 Idul Adha day is used to remember the story of the prophet Ibrahim a.s.

and prophet Ismail a.s. √

160 It’s always in the first of syawal in hijriyah calendar. √


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Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 161 Ibrahim goes to kill his son by himself. √ 162 We return to “fitri.” √ 163 They walk along the main street. √ 164 In the midnight, we gather in a big field. √ 165 We start to walk at 08.00 p.m. √ 166 At 12 p.m. we stop in a big field. √ 167 Something has happened for a year. √ 168 This is in Alun-alun Utara. √ 169 Jogja’s birthday is on the 19th of October. √ 170 That always be repeated again once a year. √ 171 In 2009, many bands, attractions, and cultures are performed in Alun-

alun Utara. √

172 Around nine o’clock, we go to mosque. √ 173 Many people come to this celebration. √ 174 Everyone in my family gets together in my grandparents’ house. √ 175 They come to their birth place. √ 176 They usually come to their birth place in the seventh until third days

before Idul Fitri. √

177 Idul Fitri celebration begins with praying led in the mosque. √ 178 People go home. √ 179 People go to their relatives’ house. √ 180 In the relatives’ house my family and I eat together. √ 181 The money is usually given to the children around 5.000 until 50.000

rupiahs. √

182 The day is used to celebrate the war in the 16th century. √ 183 Your experience becomes better than mine. √ 184 My life becomes more useful to other people. √ 185 The stories are about the “pocong” nearby my home. √ 186 On the road, there must be accidents and traffic jam. √


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Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 187 At 12 p.m. we thanks for it. √ 188 Sometimes, my family and I get together at Depok beach, Tangerang, or

Lampung. √

189 We have to wake up earlier than usual. √ 190 I just returned last night. √ 191 I was excited to come back home. √ 192 I was excited to see my class again. √ 193 I was excited to come back to Jogja. √ 194 I was excited to see my class again. √ 195 It’s around 30 days. √ 196 The event is joined by all people, young to old. √ 197 Easter day is always in the twenty of March. √ 198 The maid goes home to kampung every year for the Idul Fitri. √ 199 The beach was two minutes walk away. √ 200 It’s always in the first of syawal month. √ 201 Holiday has not ended yet. √ 202 This praying ceremony is just once a year. √ 203 The rooms were with big bathrooms too. √ 204 There was a tempting salt water swimming pool and a little restaurant. √ 205 In Paris, life is in full swing. √ 206 Paris is simply destined for it. √ 207 My favorite holiday is in Paris. √ 208 The name Jack Lantern can be trace back to the Irish legend of Singy

Jack, a greedy, gambling, bard drinking old farmer. √

209 The day is often associated with orange and black. √ 210 We go home to say sorry to them. √ 211 They already walk on the fasting month. √ 212 The celebration comes at the end of the Moslem month of fasting-

ramadhan. √


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Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 213 The celebration comes at the end of the Moslem month of fasting,

ramadhan. √

214 We go home to meet my family. √ 215 Chinese new year is usually on January or February. √ 216 Everyone waits for it. √ 217 I was just in Japan for two weeks. √ 218 In the holiday, I don’t forget to study. √ 219 Many people go to their home. √ 220 In Idul Fitri, we eat in the afternoon. √ 221 All families join together. √ 222 In that place, they also prepare for many people. √ 223 Many people go to their home. √ 224 The carving of pumpkins is associated with Halloween in North

America. √

225 A driver drove through the peaceful streets of Legian, Denpasar. √ 226 We went to the beach last month. √ 227 In fasting month, Moslem people don’t eat and drink. √ 228 Most of the games, especially for the past two generation, come with

boxes and manuals in good condition √

229 I look for toys and games. √ 230 I also went to Shibuya, also in Tokyo √ 231 The following was taken in Den-Den town in Osaka √ 232 I come back to Indonesia with Air Asia Air lands. √ 233 I usually go to the beach. √ 234 My friend and I go to my other friends. √ 235 We go to my house to open the fasting together. √ 236 In my country, it’s always done by Moslem at ramadhan. √ 237 The fasting begins around 4 p.m. √ 238 The fasting finishes around 6 p.m. √


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Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 239 We can exercise to be more patient. √ 240 We can exercise to be better persons. √ 241 We go to the mosque for syawalan. √ 242 We always go there for silaturahmi. √ 243 We go to other family. √ 244 Other family come to our house. √ 245 In Idul Fitri, my family and I always go to my grandpa and grandma’s

house. √

246 In this holiday, I can play with my friends until night. √ 247 It is always celebrated on the 1st of syawal from Arabic calendar. √ 248 In Idul Fitri, I didn’t go to school. √ 249 I can stay at home anytime. √ 250 Before Idul Fitri celebration, Moslem people must fast and pray about

thirty day. √

251 In Lebaran night, Moslem people go to mosque for praying and for saying tahmid, takbir, and tahlil until midnight.

√

252 We can come back home to sleep. √ 253 In the morning, Moslem people go to field for an Ied prayer. √ 254 We go to the neighbor’s house to give apology. √ 255 The dates of the ninth month of the Moslem calendar, ramadhan, vary

from year to year, as the Moslem calendar (hijriah) is based on a lunar cycle of 29 or 30 days.

√

256 The exact date is determined by the sighting of the new moon. √ 257 In 2009, lebaran will fall on 21-22 September, with “collective leave”

on September 18 & 23, 2009. √

258 Moslem must refrain from eating, drinking, smoking, marital relations, or getting angry during the daylight hours.

√

259 Those fasting are supposed to refrain from bad habits – lying, getting angry, using bad language as well as to be more diligent in prayer and give to charities.

√


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Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 260 The fasting begins in the morning just before sunrise, at imsak. √ 261 The fasting is broken at magrib. √ 262 Magrib falls at sunset. √ 263 A day before, the sounds of takbir are yelled in many places. √ 264 In the morning or Idul Fitri day, everyone goes to yard to pray. √ 265 My brothers, my sisters, and I go to mosque. √ 266 We can says “I’m sorry for my mistakes.”

√

267 In Indonesia, it’s always celebrated on 1 syawal in Arabic calendar. √ 268 The dates of the ninth month of the Moslem calendar - ramadhan, vary

from year to year as the Moslem calendar. √

269 The exact date is determined by the sighting of the new moon. √ 270 During the month of ramadhan, Moslem must refrain from eating,

drinking, smoking, having marital relation, or getting angry during the daylight hours.

√

271 I don’t go to school. √ 272 I can play anytime. √ 273 In the morning, every Moslem people in the world goes to field or

mosque to pray. √

274 In Indonesia, everyone in my family gather in my parent’s house. √ 275 My family go to my grandpa’s house. √ 276 I shake hands with my grandpa and grandma. √ 277 The dates of the ninth month of the Moslem calendar, ramadhan, vary

from year to year. √

278 The faithful know when to begin and end the fasting month. √ 279 In 2009, lebaran will fall on 21-22 September, with “collective leave”

on September 18 & 23, 2009. √

280 During the month of ramadhan, Moslem must refrain from eating, drinking, smoking, marital relations, or getting angry during the daylight hours.

√


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Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 281 This fasting is supposed to refrain from bad habits – lying, getting

angry, using bad language as well as to be more diligent in prayer and giving to charities.

√

282 In United States the spirits were impersonated by young men dressed in white with mask, veil, or blackened faces.

√

283 In the world, it’s always celebrated after fasting month. √ 284 In fasting month, at night, we usually pray together in the mosque yard. √ 285 Before Idul Fitri day, we usually cook for the ceremony of Moslem. √ 286 After praying together in the mosque yard, I go home to give apology

with my family. √

287 After giving apology with family, my family and I go around for the apologies from many people in the village.

√

288 We can eat in many houses. √ 289 After giving apologies with many people in my village, my family and I

go to grandfather and grandmother’s house by motorcycle. √

290 We spent the weekend in Paris. √ 291 We’re extremely surprised by the emptiness around. √ 292 It started with a flight on Adisucipto airlines. √ 293 It started with a couple of hours waiting at Adisucipto airport. √ 294 We arrived in Bali. √ 295 In the world, it’s always celebrated after fasting month. √ 296 This festival starts after isyak prayer. √ 297 This festival finishes around 11.00 p.m. √ 298 In the morning, we must wake up early. √ 299 We go home to prepare food. √ 300 We go home to eat the food. √ 301 We go home to be happy. √ 302 In the next day, I can play with my friend. √ 303 Sometimes it starts with takbir sound at the end of ramadhan month. √


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Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 304 We takbir at mosque until morning before Idul Fitri prayer. √ 305 In Idul Fitri, all of my families gather in my grand father’s house. √ 306 We say sorry one by one from the youngest until the oldest. √ 307 You go door to door. √ 308 You pay zakat with money around Rp. 15.000,- √ 309 You always pay zakat with 2,5 kg of rice. √ 310 They pay at mosque. √ 311 After a month of fasting, those who celebrate it will go back to their

home. √

312 They gather with their families and relatives. √ 313 They usually leave for 1 week. √ 314 You’re sorry for all things. √ 315 The event is joined by all people, young to old. √ 316 Children and teenagers come to the church. √ 317 The Easter day celebration in the church is held from morning until

evening. √

318 They usually eat together. √ 319 They usually drink together. √ 320 The church is very crowded with the people and their family. √ 321 They eat together. √ 322 On 21st of September 2009, my family and I go to my grandfather’s

house in Bandung. √

323 My family and I go to Bandung by train from Lempuyangan train station.

√

324 After going through enough far distance, my family and I come in Kiara Condong train station.

√

325 I swim there. √ 326 I fish there. √ 327 Everyone in my village likes to go to the beach. √


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Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 328 All of my friends and I went to Krakal beach, Kukup beach, and Baron

beach. √

329 After interviewing and finding fish, we went to Kukup beach. √ 330 I go to south beach of Java by bus. √ 331 After in Kukup beach, we went to Baron beach. √ 332 I take a bath in a river near Baron beach. √ 333 The holiday was finished with my friend. √ 334 The exact date is determined by the sighting of the new moon. √ 335 It took a week to get back into bend feet. √ 336 It took a week to be strong enough to do it properly √ 337 My favorite holiday is school holiday. √ 338 It’s very beautiful. √ 339 My favorite day is new year day. √ 340 My favorite holiday is Lebaran day. √ 341 It is so beautiful there. √ 342 The food in the restaurant is so delicious. √ 343 Lebaran holiday always be my favorite holiday. √ 344 My favorite holiday is Idul Fitri. √ 345 The atmosphere is enjoyable and pleasant. √ 346 My favorite school holiday is tour with family. √ 347 I feel so glad. √ 348 I feel so sad. √ 349 I’m very glad. √ 350 Her name is Clara. √ 351 My habbit in the school holiday is varying. √ 352 The celebration is very interesting and exciting. √ 353 New year means repairing myself to be better than before. √ 354 This is the habit of the first Lebaran day. √


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Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 355 Idul Fitri is the day when Moslem celebrate their winning. √ 356 My favorite day is Lebaran day. √ 357 I feel very fun. √ 358 I’m very happy. √ 359 My name is Nicolas. √ 360 My favorite festival is Halloween. √ 361 Halloween is also called all hallows’ eve or all Saint Eves. √ 362 Prophet Ismail is the most favorite son of prophet Ibrahim. √ 363 The time is midnight. √ 364 All people are very happy. √ 365 The night of the last month is the nicest moment. √ 366 My girl friend and I are very happy. √ 367 My favorite holiday is school holiday. √ 368 In Idul Fitri celebration, all people feel happy. √ 369 My favorite holiday is Lebaran day. √ 370 It’s a new year celebration. √ 371 My favorite holiday is the year end holiday. √ 372 The village is very clean. √ 373 It’s interesting. √ 374 You are angry. √ 375 My favorite holiday is celebrating Lebaran day. √ 376 My favorite holiday is visiting some place. √ 377 My favorite school holiday is touring and going picnic with my family. √ 378 My family and I are very enjoyable. √ 379 I am so happy. √ 380 My favorite festival is happy new year festival. √ 381 We are very happy. √ 382 My grandfather’s village is so far away. √


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Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 383 The air is fresh there. √ 384 My favorite holiday is Idul Adha day. √ 385 Prophet Ibrahim is very happy. √ 386 My favorite holiday is Idul Fitri day. √ 387 My favorite day in this year is the day of war. √ 388 The day of war is the day. √ 389 One very interesting thing is decorating my town together with another

else. √

390 My favorite holiday is the 250th anniversary of Jogjakarta. √ 391 My favorite holiday is Idul Fitri celebration. √ 392 That is called mudik. √ 393 The food at Idul Fitri is usually ketupat and opor ayam. √ 394 It’s very delicious. √ 395 The atmosphere in Idul Fitri is very pleasant. √ 396 That’s my favorite holiday. √ 397 This is just my dream. √ 398 In my village, the river is very small. √ 399 I feel enjoyed. √ 400 Every dinner, I am always full. √ 401 Every year, Alun-alun is full of people. √ 402 In Idul Fitri celebration, all people feel happy. √ 403 I am always happy in magrib time. √ 404 Our hotel was called the Villa Bale Agung. √ 405 Lion dance is famously called barongsai. √ 406 This is one of many used goods shops (recycle shop). √ 407 The majority of items in these shops are in good condition. √ 408 My favorite holiday is fasting month. √ 409 That month is amazing for Moslems. √


89

Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 410 It’s a ceremony to describe our feeling. √ 411 It is very crowded. √ 412 It is meaningful. √ 413 Everyone is very happy. √ 414 Everyone feels back to fitrah. √ 415 That is my favorite holiday. √ 416 My favorite holiday is Idul Fitri. √ 417 That is important for me. √ 418 The places are zoo and beach. √ 419 My favorite holiday is Idul fitri. √ 420 This is my favorite holiday. √ 421 Islamic people are very happy in every Idul Fitri √ 422 Mudik is one new tradition in Indonesia. √ 423 Every Idul Fitri, I am very happy. √ 424 Angpao is yellow envelope. √ 425 My favorite holiday is Chinese new year. √ 426 You are lucky. √ 427 My favorite holiday is Idul Fitri. √ 428 Idul Fitri is a celebration for Moslem people in the world. √ 429 Idul Fitri, more commonly referred to indonesia as Lebaran the

celebration. √

430 The Arabic meaning of Idul Fitri is “becoming holy again.” √ 431 An understanding about the fasting month of ramadhan is important. √ 432 Fasting during the month of ramadhan is one of the five pillars of Islam

and an obligation for devout Moslems. √

433 My favorite holiday is Idul Fitri. √ 434 Moslems are busy with their home work. √ 435 It sounds great. √ 436 We are very glad with this moment. √


90

Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 437 It’s exciting. √ 438 My favorite holiday is Idul Fitri. √ 439 The Arabic meaning of Idul Fitri is “becoming holy again”. √ 440 An understanding about the fasting month of ramadhan is important. √ 441 My favorite holiday is Idul Fitri. √ 442 Idul Fitri is the best day every year. √ 443 Idul Fitri, more commonly referred to indonesia as Lebaran, is the

celebration. √

444 The Arabic meaning of Idul Fitri is “becoming holy again.” √ 445 An understanding about the fasting month of ramadhan is important. √ 446 People are very happy. √ 447 My favorite holiday is Halloween. √ 448 In the United States, it’s always on October 31st. √ 449 It is largerly a secular celebration. √ 450 British myths are full of legend of the Brazen Head. √ 451 My favorite holiday is Idul Fitri. √ 452 In Idul Fitri day, we are so happy. √ 453 The capital of the country is busy and animated. √ 454 It is totally unlike the other European cities. √ 455 It’s very beautiful. √ 456 It’s charming, elegant. √ 457 The Paris are also not like the other Europeans. √ 458 The air was hot and humid. √ 459 The rooms were nice and spacious. √ 460 I was a bit disappointed. √ 461 It was time to come back. √ 462 My favorite holiday is Idul fitri. √ 463 This festival is very interesting. √


91

Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 464 My favorite holiday is Idul Fitri. √ 465 You look small. √ 466 (You) don’t be sad. √ 467 They’re employees, ustad, or housewife. √ 468 I am one of them. √ 469 The most important thing of Idul Fitri is apologizing and giving

apologize. √

470 It’s better than saying “selamat hari raya”. √ 471 My favorite holiday is “Independent day.” √ 472 Independent day is the day. √ 473 This is very fun. √ 474 My favorite holidays are Christmas and Easter day. √ 475 The condition is very crowded. √ 476 My favorite holiday is visiting to my grandfather’s home. √ 477 The first place is Krakal beach. √ 478 In Baron, the panorama is beautiful. √ 479 I was a bit disappointed. √ 480 It was time to come back. √ 481 That is Takbiran. √ 482 We are still children. √ 483 Pumpkins are readily available. √ 484 Pumpkins are much larger. √ 485 I like it. √ 486 We can see people, your idol, bands, popular singer. √ 487 One of my family is always bringing fireworks. √ 488 I love this moment. √ 489 We’re having fun. √ 490 We need enough money. √


92

Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 491 I just enjoy my favorite food. √ 492 My mom and my aunt cook opor ayam and ketupat. √ 493 I visit my neighbors. √ 494 I like this moment. √ 495 I always miss this moment. √ 496 We continue our tour. √ 497 I can kiss her lips. √ 498 Her hand touches my cheek. √ 499 I open the door. √ 500 I don’t believe it. √ 501 God hears my wish. √ 502 She kisses my cheeks. √ 503 I really like the beach. √ 504 My uncle picked me up. √ 505 I meet a girl. √ 506 It looks like human sea. √ 507 (You) don’t forget the fireworks. √ 508 We can see the beautiful view. √ 509 Idul Adha is used to remind that story. √ 510 We eat our bringing. √ 511 We drink our bringing. √ 512 I can celebrate Idul fitri. √ 513 My friends and I are wearing costumes. √ 514 I wear pocong costume. √ 515 My friends wear skeleton costume, zombies costume, and many others. √ 516 We also watch horror films. √ 517 We visit haunted attractions. √ 518 All people are really waiting this time. √


93

Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 519 It will be a nice night. √ 520 I have to make a hot tea. √ 521 We watch television. √ 522 Our date in this new year will be the best date. √ 523 I have a long free time. √ 524 I can’t see many attractions. √ 525 I also never forget to bring rain coat. √ 526 I love the way. √ 527 We spend our holiday. √ 528 We love the night life. √ 529 You can see some varieties of fish. √ 530 I love my village. √ 531 I meet my friends. √ 532 We bring fireworks. √ 533 We visit my grandfather. √ 534 We bring clothes, money, hat, bag, jacket, etc. √ 535 We wait it. √ 536 We burn corn, brad, chicken, etc. √ 537 We also make camp fire. √ 538 We also turn on the color lights. √ 539 We start counting the time. √ 540 We burn up the fireworks. √ 541 We turn on the motorcycle. √ 542 We enjoy the happy new year festival. √ 543 We can sing takbiran song. √ 544 They are interested to see Jogja city. √ 545 They also wear unique costumes. √ 546 They bring many chocolates. √


94

Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 547 We clean up the town. √ 548 We have a picnic. √ 549 We ate opor ayam. √ 550 Every student in my school is waiting it. √ 551 The faithful believers know the time when to begin and end the fasting

month. √

552 It’s a hard work. √ 553 The faithful believers know when to begin and end the fasting month. √ 554 Fasting heightens spirituality. √ 555 Fasting develops self control. √ 556 I like this holiday. √ 557 I usually visit my friend’s house. √ 558 They have a maid. √ 559 I see beautiful panorama. √ 560 We can remember our heroes. √ 561 A driver picked us up. √ 562 The results of headhunting was often nail to a door lintel. √ 563 The results of headhunting were often brought to the fireside to speak

their wisdom. √

564 The legend of the Brazen Head may be a folk memory of the widespread ancient Celtic practice of headhunting.

√

565 It is strongly associated with symbol like the jack lantern. √ 566 We can meet my family. √ 567 It’s a big and fantastic day in the month. √ 568 Every house will make a gift and angpao. √ 569 You are looking for anime, toys, and games (new and vintage). √ 570 The American tradition of carving pumpkins proceeds the great famine

period of Irish immigration. √


95

Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 571 Many families celebrate Halloween. √ 572 Everyone shakes hands. √ 573 All families enjoy the condition. √ 574 I did take a lot of picture. √ 575 I bought a bunch of stuff. √ 576 This particular shop sells used toys as well as many other secondhand

items such as CDs, records, clothes, and random assorted sundries. √

577 Every family always cooks opor and ketupat. √ 578 We eat Idul Fitri foods like ketupat, opor, etc. √ 579 Everyone in the world forgets all activities. √ 580 Halloween activities include trick or treating, wearing costumes and

attending costume parties, ghost tours, bonfires, visiting haunted attractions, pranks, telling scary stories, and watching horror films.

√

581 France is a very centralized country. √ 582 Some mosques follow this festival. √ 583 I always remember that day. √ 584 You do not get a lot of money. √ 585 The table always has food. √ 586 You can say “minal aidin wal faidzin.” √ 587 You can say “selamat Idul Fitri.” √ 588 May Allah bless us always. √ 589 My mom usually made ketupat. √ 590 The egg should be given a picture √ 591 Usually, the teenagers bake dog √ 592 I visit Tangkuban Perahu. √ 593 I buy a souvenir. √ 594 I also visit Cibaduyut. √ 595 I see stone and flower. √ 596 I play football. √


96

Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 597 It’s celebrated by all Moslems in the world. √ 598 Although not official in Indonesia, many people celebrate it. √ 599 I want to tell you about my holidays in Surabaya. √ 600 On the street, I see many people and few cars. √ 601 I invited my grandparents to go to field. √ 602 My big family and I go refreshing to kaliurang. √ 603 We can do everything in my school holiday. √ 604 In the new year day, I always watch a concert in Alun-alun. √ 605 My sister and my father accompany me to go there. √ 606 I must order myself to make a new life. √ 607 I must make a plan for my next activity. √ 608 We always visit different beach every year. √ 609 We can find a cute fish or stone in Kukup beach. √ 610 I usually use the money to buy something new. √ 611 Sometimes I save the money in the bank. √ 612 I have two weeks holiday in Lebaran day. √ 613 We eat it together. √ 614 We continue our tour again. √ 615 Her beautiful face makes me over control. √ 616 I feel it just in my dream. √ 617 I can’t feel her lips again. √ 618 She will kiss me next time. √ 619 My sweat heart invites me to accompany her. √ 620 I want to tell you about my holiday. √ 621 My father orders ticket in Adisucipto airlines. √ 622 My uncle bought sandwiches for dinner together. √ 623 We can play “playstation” with friends. √ 624 I play guitar with her. √


97

Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 625 The next Sunday, I help my uncle wash his car. √ 626 I get salary of 50 rupiahs per washing. √ 627 I was invited to play chess vs my uncle. √ 628 We spend the night with our family and the people. √ 629 They are giving apology each other. √ 630 We have been giving apology each other. √ 631 We’re going picnic to the beach. √ 632 This is the children’s turn to get money from their parents. √ 633 This is my turn to get money from parents. √ 634 There are some holidays before the school days come. √ 635 I’ll fill the holiday with playing with all my friends and my special

friend. √

636 We usually go touring to mountain and beach. √ 637 We enjoy the place there. √ 638 We take some pictures there. √ 639 In Ramadhan, I have many activities. √ 640 I will read Al-Qur’an together. √ 641 We have 1 month to fast. √ 642 My family give the money to me and others. √ 643 In the night, I play fireworks with my family. √ 644 I can meet Idul Fitri next year. √ 645 Now, I will tell you about interesting holiday in my town. √ 646 Sekaten is a celebration to thank God upon blessing, food, and health

for 1 year. √

647 It’s largely a secular celebration. √ 648 My family celebrate Halloween by carving a pumpkin into frightening

or comical face. √

649 We place it on my doorstep after dark. √ 650 We also decorate my home with orange and black things. √


98

Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 651 My friends and I are also attending costume party in my old school. √ 652 There, we do “trick or treat” in costumes. √ 653 At home, my father tells scary stories. √ 654 I can meet Idul Fitri next year. √ 655 We share our food and chocolates each other. √ 656 We set many fireworks in each corner of main street. √ 657 We agree to pend it until next holiday. √ 658 In my vacation, I always bring many things for myself. √ 659 We always see many elephants there. √ 660 My vacation in Lampung can add experiences to my life. √ 661 I want to tell you about my favorite holiday. √ 662 After a month of fasting, their sins get forgiveness from God. √ 663 The parents usually give some money to the children. √

664 We spend a lot of energy to prepare this moment. √ 665 I spend my time with my friends. √ 666 Everyday at this holiday, I always have fun. √ 667 I want to tell you about my holiday in my village. √ 668 I usually enjoy my holiday in Klaseman. √ 669 You see the highest tree in the jungle. √ 670 You see the hugest rice field in Jogja. √ 671 My family stop their activity in my house. √ 672 You can kill some fish with guns or bombs. √ 673 I can do many activities there. √ 674 Commonly, people in my country celebrate this moment in the midnight

every new year. √

675 In the early morning, we can do sholat Idul Fitri in the mosque. √ 676 I always celebrate Lebaran day with my family. √ 677 We burn it around the village. √


99

Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 678 There, we also meet other families. √ 679 To welcome Lebaran day, I also buy some T-shirt, clothes, etc. √ 680 Idul Adha is used to remind people to always give thanks to God. √ 681 At the second day of Lebaran day, my family and I visit my

grandmother in Semarang. √

682 To arrive there, my father and I ride a motorcycle. √ 683 To arrive there, my mother and my brother go by bus. √ 684 On the road, we see some places. √ 685 We continue doing takbiran until subuh time. √ 686 My grandparent, my uncle, and my aunt give money to me. √ 687 I want to tell you about my favorite holiday. √ 688 My family and I always celebrate it with fireworks party. √ 689 We conduct fireworks party at 10.00 p.m. – 02.00 a.m. √ 690 During 11.25 p.m. – 11.55 p.m. we stop the eating party. √ 691 At 11.56 p.m. – 11.59 p. we prepared fireworks. √ 692 At 11.56 p.m. – 11.59 p. we prepared my motorcycle. √ 693 I want to tell you about my interesting holiday. √ 694 People celebrate the day by sacrificing the animal. √ 695 People celebrate the day by giving the meat to every family in

neighborhood. √

696 Ibrahim is given a command to kill or to sacrifice his son - Ismail to God.

√

697 We do takbir keliling around Yogya City. √ 698 Ibrahim has to obey the command from God. √ 699 Prophet Ibrahim gives thanks to God. √ 700 God replace prophet Ismail with a goat. √ 701 I go picnic with my family in the next day. √

702 In Paris beach, my family and I play sand. √ 703 In the night, we pray tarawih. √


100

Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 704 After praying, everyone shakes hands. √ 705 There is no single soul around. √ 706 We go refreshing in Krakal. √ 707 We passed a half of the country to get to the city. √ 708 I say sorry to my friends. √ 709 I shake hand with my friends. √ 710 I wouldn’t be able to go swimming again for ages. √ 711 Everyone says sorry each other between Moslem people. √ 712 We can shake hands to everyone. √ 713 Hijriyah is based on a lunar cycle of 29 or 30 days. √ 714 At night before Idul Fitri, my village always conducts Takbir keliling

festival. √

715 Another time, we go picnic. √ 716 This is a long holiday in my school excluding the semester holiday. √ 717 “Congratulations, minal aidin wal faidzin” can make peace to people. √ 718 We have family in other town. √ 719 I usually get 2 weeks for holiday on fasting month √ 720 Akibahara is one of the major places to go in Tokyo. √ 721 There is a flag ceremony in the Independent day. √ 722 The French like to watch the pedestrians and the cars in the streets,

sipping some wonderful wire. √

723 I have just had a fantastic beach holiday in Bali. √ 724 They are something average between the reserved German and dissolute

Italians. √

725 In the morning, people do sholat Idul Fitri. √ 726 They give apology each other. √ 727 Den-Den town is a section in Osaka. √ 728 The fasting is a pray for Moslem. √ 729 I didn’t do many games there. √


101

Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 730 They prepare food for many people. √ 731 I place more importance on other activities. √ 732 The Moslem calendar (hijrah) is based on a lunar cycle of 30 days. √ 733 In the last night of fasting month, people conduct a festival. √ 734 At the end of fasting day, we always do the takbiran. √ 735 At the first of syawal, we always pray Idul Fitri in the morning. √ 736 Everybody expresses their apology to others by shaking hands. √ 737 Older families usually give money to the youngest. √ 738 At that time, we can give an excuse and apology. √ 739 We can get money from parents, uncle, and the others. √ 740 At the night before Idul Fitri, all Moslem do takbir keliling. √ 741 In that chance, I always do takbir. √ 742 People in Indonesia do mudik in two into one week before and after Idul

Fitri. √

743 Chinese people celebrate it with firecrackers. √ 744 In Chinese new year, everyone in my family prepares money “angpao”

for children. √

745 Moslem people must give zakat fitrah to clean the heart. √ 746 I usually get money from brother, sister, and from my family. √ 747 These lunar calculations lead to an official announcement by the

government on the eve of ramadhan and Idul Fitri. √

748 In the world, everyone, especially Moslem, is waiting this moment, √ 749 We get some food and drink everyday. √ 750 We visit my grandparents for the apology. √ 751 There, everyone is celebrating it for hours with their smile. √ 752 The lunar calculation leads to an official announcement by the

government on the eve of ramadhan and Idul Fitri. √

753 Before Idul Fitri, Moslem people in the world do fasting in fasting month.

√


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Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 754 In the last fasting month, Moslem people in Indonesia prefer something

for Idul Fitri like ketupat, opor, and so on. √

755 In the night of last fasting month, people do takbir, takmid, and tahlil. √ 756 In grandpa’s home, I meet my grandfather and grandmother. √ 757 In the next day, I meet my friends. √ 758 These lunar calculations lead to an official announcement by the

government on the eve of ramadhan. √

759 It expresses strong feelings about the perceived religious overtones. √ 760 He tricks the devil to climb a tree. √ 761 He traps him by carving a cross in the tree trunk. √ 762 In the revenge, the devil places a curse on Jack. √ 763 The devil condemns him to forever wander the earth at night with the

only light he had: a candle inside of a hollow turnip. √

764 It makes them easier to carve than turnips. √ 765 Many families carve a pumpkin into a frightening or comical face. √ 766 Many families place it on their doorstep after dark. √ 767 The American tradition of carving pumpkins is originally associated

with harvest time in general. √

768 The American tradition of carving pumpkins is not becoming specifically associated with Halloween until the mid to late 1000s.

√

769 Many people give a little money for many children in my village. √ 770 My parents also give a little money for the apology to many children. √ 771 They also give a little money for many children. √ 772 The city produced a great impression upon me. √ 773 I also did a lot of motorbike riding around the beaches and rice fields

nearby. √

774 You can hire a moped there for about Rp. 25.000,- a day. √ 775 I had one for the whole three weeks. √ 776 I wouldn’t be able to go surfing again for ages. √


103

Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 777 We have to pray Idul Fitri at mosque. √ 778 After praying Idul Fitri, people in my village usually give apology in the

mosque. √

779 Around 09.00 a.m. my family visit some houses to ask for the apology. √ 780 In the night, we always go “takbir keliling.” √ 781 After saying sorry, the house owner gives us an excuse to eat everything

on the table in the dining room like biscuit, candy, fruit. √

782 In Idul Fitri day, you may get money. √ 783 In Idul Fitri day, we do not have to wear new clothes. √ 784 Before Idul Fitri day in ramadhan month, you must pay zakat to clean

yourself. √

785 Many students pay zakat in the school. √ 786 In my village, there is always kenduri in the last ramadhan day. √ 787 All my cousins and aunt said “minal aidin wal faidzin” as the 1st words. √ 788 In my church at Easter day, children and teenager usually bring eggs

from home. √

789 They open trade to other. √ 790 They eat the eggs in the church with snack from home. √ 791 Children and teenagers usually play games in the outdoor and indoor of

the church. √

792 In Christmas day, people in my church make a party from evening until midnight.

√

793 They eat and bake dog until midnight. √ 794 In Bandung, I play football with my brother and my friend. √ 795 In Bandung, I had many friends. √ 796 In my holiday, I did not just visit Tangkuban perahu. √ 797 There, I buy jacket and T-shirt. √ 798 I also buy shoes for football. √ 799 In Krakal, we find fish. √


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Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 800 We find domestic tourists to interview. √ 801 In the interview, we give questions to the tourist. √ 802 In Kukup beach, we had lunch. √ 803 In Baron, I buy fish. √ 804 Many people call it Idul Fitri day. √ 805 We called that “mudik.” √ 806 The green lives make my feeling so calm. √ 807 Accidents make human die. √ 808 Traffic jam makes us angry. √ 809 Traffic jam makes us feel bored to do trip. √ 810 Traffic jam makes the meaning of Lebaran day lost. √ 811 This activity makes me tired. √ 812 I do not want this event ends. √ 813 Many experiences make my heart so happy. √ 814 It makes my heart so happy. √ 815 People celebrate the day happily. √ 816 Sometimes, my friend and I spend a long time at holiday hiking a

mountain or to travelling. √

817 We don’t make people angry.

√

818 You can call it the die of Isa Almasih.

√

819 I spent sometime wondering Akibahara in Tokyo.

√

820 My uncle gives me a Yamaha guitar. √ 821 My mom gives me a new blouse.

√

822 She also gives my young sister and my young brother a new shirt. √ 823 I bought myself an MP3 player. √


105

Pattern No. Clause SV SVA SVC SVO SVOA SVOC SVOO 824 I spent most of the holidays surfing. √ 825 Someone will give you money. √ 826 It can give us more reward from our God. √

Total 52 284 148 113 206 16 7


APPENDIX E

THE DETAILED ERROR SCOPES OF STUDENTS’ CLAUSES


106

The Detailed Error Scopes of Students’ Clauses

No. Sentence/ Clause Error Scope per Sentence/ Clause

1 It’s a 14 days. article (a) 2 Every students on my school wait it. concord (plural-singular

noun), preposition 3 We can do everything on my school holiday. preposition 4 For example, we can do stay home, go to beach

together girl friend, etc. verb redundancy, gerund, preposition.

5 My habbit on the school holiday is bervariasi. concord (plural noun + are), diction, preposition, vocabulary

6 Start from stay at home until play together my friends go to never land and max destination.

gerund, preposition

7 And usually we are survival in the street. concord (be+Ving) 8 At new year day, I always look concer in Alun-alun. diction, vocabulary 9 There, I spend my night for looks concer and big

fireworks. preposition, gerund

10 Every year in Alun-alun full of people. preposition, concord (auxiliary verb)

11 (It) Look like human sea. concord (subject singular + V1+s)

12 The celebrate is very interesting and exciting because many view can see there.

concord (subject as a noun phrase), diction, passive voice

13 We can looks people, your idol, bands, popular singer.

diction, concord (auxiliary verb + V1)

14 You certain to be sorry if you not look a new year day in Alun-alun.

clause order, diction, adverb of manner

15 However, I was excited about coming back to home and about see my class again.

preposition, gerund, parallelism

16 For me, new year is repair myself more better than before.

gerund, comparative degree

17 I must order myself make a new life. verb + pronoun + to V1 18 I hope my life more useful to other people. concord (auxiliary verb) 19 It’s come at first and second day in syawal. concord (auxiliary verb,

singular subject + V1+s) 20 It’s celebrate by all Moslem in the world. passive voice 21 In the morning, at first day, all Moslem have to pray

together. article (the)

22 After that, they are giving apologize with each other. noun phrase, preposition 23 The fireworks looks so beautiful in the night. concord (subject plural + V1) 24 If we have giving apologize by each other, we’re go

picnic to the beach. noun phrase, concord (be form + Ving), preposition, tense (have/ had + V3)

25 There are so beautiful. noun phrase as a subject, be form

26 We can swim in the beach and looking the beautiful view.

concord (modal auxiliary + V1), parallelism

27 Beside that, we can found a cute fish or stone in the Kukup beach.

concord (modal auxiliary + V1), article (the)

28 The foods in the restaurant are so delicious. countable-uncountable noun, auxiliary verb

29 At the second day, we’re stay at home. past tense (stayed)


107

30 This is the child’s turn to get money from their parents include myself.

concord (plural irregular noun, third person possessiveness), clause contraction

31 If there are some holiday before the school day is come, I’ll fill the holiday by play with all my friends and my special friend.

concord (plural noun + plural auxiliary verb), verb, gerund

32 Lebaran’s holiday are always be my favorite holiday.

concord (singular noun + singular auxiliary verb, third person possessiveness), diction

33 It’s always celebration on October 31. passive voice 34 Halloween also called all hallows’ eve or all Saints

Eve. passive voice

35 My family celebrate Halloween is carve a pumpkin into frightening or comical face.

preposition (by), gerund

36 I and my friends wearing costumes. concord (be form + Ving), phrase order

37 I and my friends also attending costume parties in my old school.

concord (be form + Ving), phrase order

38 We also watching horror films. simple present tense (V1) 39 We visiting haunted attractions. simple present tense (V1) 40 At home, my father telling scary stories. simple present tense (V1) 41 The stories about pocong near my home. simple present tense (is),

preposition (nearby) 42 My favorite holiday is Idul Adha’s day. possessiveness 43 People celebrate the day by sacrified the animal and

give the meat to every family in neighborhood. parallelism, gerund

44 The animal such as camel, cow, goat, etc. concord (be form) 45 But in Indonesia, usually sacrified goat and cow. subject noun, concord, L1

influence 46 Prophet Ibrahim is given a command to kill or to

sacrified his son - Ismail from God. to + V1, preposition

47 When the time Ibrahim goes to kill herson by himself, God change prophet Ismail by a goat.

preposition, first person singular possessiveness, diction

48 And prophet Ibrahim is very happy and give thanks to God.

concord (subject singular + V1 + s)

49 It’s always the one of syawal in hijriyah calendar. diction 50 People celebrate the day with happy. adverb of manner,

preposition 51 I always happy in magrib time because we can

takbiran song. concord (be form, auxiliary verb + V1),

52 In day’s usually many fire work or the fire of flower. adverb of place, noun phrase as a subject, possessiveness, diction (L1 influence)

53 We forgive each other so that return for fitri. NP of the sub-clause, preposition

54 Because in the Idul Fitri, I didn’t go to school. conjunction, concord, NP of the sub-clause, VP of the sub-clause

55 Before we Idul Fitri celebration, Moslem people must fasting, pray about thirty day.

concord (modal + V1), plural noun, VP of the sub-clause

56 Then Moslem people must to give a zakat fitrah for a clean heart.

concord (modal + V1), adverb of purpose (to + V1)


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57 In the night Lebaran, Moslem people go to mosque for pray and for a speaks tahmid, takbir, and tahlil until midnight.

adverb of purpose (to + V1), article (a), phrase order, concord (to + V1)

58 After we tired, we can come back in the home for a sleep.

passive voice, auxiliary verb of the sub-clause, preposition, article (the, a), adverb of purpose (to + V1)

59 After that, we go to neighbor’s home for a give a sorry.

diction, adverb of purpose (to + V1), article (a), countable-uncountable noun

60 And usually I get a money from brother, sister, and from my family.

conjunction, countable-uncountable noun,

61 Because I don’t goes to school and I can play anytime.

concord (do/ don’t + V1), conjunction

62 In Indonesia, everyone in my family, together in my parent home.

adverb of place (unrelated), VP of the main-clause, third person possessiveness, diction

63 Everyone shake hands and say sorry. concord (subject singular + V1 + s)

64 Then, we eats Idul Fitri foods like ketupat, opor, etc. concord (subject plural + V1), countable-uncountable noun

65 Then, in the last fasting month, Moslem people in Indonesia prefer something for Idul Fitri like ketupat, opor, and another then.

diction, comparative

66 In night at last fasting month, people says takbir, takmid, and tahlil.

article (the), adverb of time, preposition, concord (subject plural + V1)

67 Then, in the morning, every Moslem people in the world goes to field or mosque for prays.

adverb of purpose (to + V1)

68 After prays, everyone shake hands and say sorry for another Moslem people.

gerund, concord (subject singular + V1 + s), forms of other

69 Then, my family goes to my grandpa home. concord (subject plural + V1), third person possessiveness, diction

70 In grandpa home, I meet my grandfather and grandmother

third person possessiveness, diction, article (the)

71 I shake hand and say sorry with my friends. Preposition

72 Idul Fitri is the best day every years. plural-singular noun (every + singular noun), preposition (in)

73 Everyone in the world forgets all activity and we can meet with my family.

plural-singular noun (all + plural noun), preposition (with)

74 In the world, it’s always the after fasting month. article (the)

75 After pray together in the mosque yard, I go to home for apologies with family.

gerund, preposition, adverb of purpose

76 After apologies with family, I and family take around for apologies with many people in my village.

adverb of time, phrase order, first person possessiveness (my), diction, adverb of purpose


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77 We can eat in many houses because they are prepare food for many people go to her’s home.

concord (progressive: be form + Ving), tenses, gerund, third person (plural) possessiveness, diction

78 Many people give a little money for many child in my village.

plural noun (irregular)

79 My parents too give a little money for apologies with many child.

Too Vs. also, adverb of purpose (to + V1), plural noun (irregular)

80 After apologies with many people in my village, I and my family go to grandfather and grandmother’s house by motorcycle.

adverb of time, gerund, preposition, phrase order

81 In grandfather and grandmother’s house, we apologies with they and with many people in that place.

article (the), verb, third person (plural) as objects

82 In that place, they too prepare to many people go to they’s home.

too Vs. also, transitive verb + object), gerund, third person (plural) possessiveness, diction

83 They too give a little money for many child. too Vs. also, singular-plural (irregular noun)

84 In Idul Fitri day, we so happy. concord (subject plural + are) 85 At night, before Idul Fitri, in my village always be

festival Takbir keliling. preposition, verb, diction, phrase order

86 Some mosque follow this festival. singular-plural noun 87 This festival starts after pray isyak. gerund 88 This festival very interesting. concord (singular present

auxiliary verb [is] + adjective)

89 This festival finish around 11.00 p.m. singular subject + V1 + es 90 And the morning, we must wake up early because

we have pray Idul Fitri at mosque. adverb of time, conjunction, preposition (in), verb phrase (have to)

91 This pray ceremony just once a year. concord (singular present auxiliary verb [is] + gerund)

92 After pray Idul Fitri, people in my village usually give apologies in the mosque.

gerund, uncountable noun

93 Next, we go to home for prepare food. preposition, adverb of purpose

94 Around 09.00 a.m. my family visit to some home to give apologies.

preposition, diction, plural noun, uncountable noun

95 If end, we go home for eat the food and happy. preposition, adverb of purpose, conditional sentence, be form (auxiliary verb + adjective), parallelism

96 In the south beach of Java, everyone in my village like go to the beach and we going to the beach last month.

adverb of place, singular verb + V1 + s, verb phrase (like + to), tenses (past = go/ went)

97 I and all my friend going to Krakal beach, Kukup beach, and Baron beach.

phrase order, plural noun (all + plural noun), tenses (past = go/ went)

98 First place have we visit is Krakal beach. Article (the), phrase order (noun phrase), tense ([past] visited, was)

99 We in Krakal go for refreshing. preposition (for), adverb of place, past tense (go/ went)


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100 In Krakal, we find fish and find tourist domestic for we interview.

adverb of purpose (to + V1)

101 In the interview it, we give question for my tourist. the use of pronoun it, noun phrase, past tense (give/ gave), plural-singular noun

102 After interview and find fish, we going to Kukup beach.

article (the), gerund, past tense (go/ went)

103 And in this, I see panorama is beautiful. adverb of place, phrase order 104 After in Kukup beach, we going to Baron beach. tense (go/ went) 105 I was a bit disappointed when it was time to come

back because it mean the holiday was finished with my friend that I wouldn’t be able to go swimming again for ages.

tense (mean/ meant)


APPENDIX F

THE LIST OF ORIGINAL CLAUSE, CORRECT CLAUSE,

AND INTENDED CLAUSE


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The List of Original Clause, Correct Clause, and Intended Clause for SV Pattern

Clause No. Original clause Correct clause Intended clause 1 I hope . I hope . 2 I hope. I hope. 3 I arrive. I arrive. 4 My uncle say. My uncle says. 5 I always KO. I am always KO (Kicked Out). 6 I KO. I am KO. 7 I promise. I promise. 8 I hope. I hope. 9 My brother must works. My brother must work.

10 My sister must teaches. My sister must teach. 11 I think. I think. 12 I always hope. I always hope. 13 We ever had. We ever had. 14 I have. I have. 15 I can’t arrive. I can’t arrive. 16 I promise. I promise. 17 I hope. I hope. 18 I hope. I hope. 19 I can see. I can see. 20 SID performe. SID performes. 21 The clock show. The clock shows. 22 First day at Lebaran’s day is over. The first day of Lebaran day is over. 23 I have tired. I have been tired. 29 Everyone say sorry. Everyone says sorry. 30 The sun was shining. The sun was shining. 31 We stayed. We stayed. 32 I visited. I visited. 33 The fields are gathered in. The fields are gathered.


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Clause No. Original clause Correct clause Intended clause 34 They usually come back. They usually come back. 35 We tired. We are tired. 36 You can eat. You can eat. 37 Your stomach broke. Your stomach breaks. 38 It is believe. It is believed. 39 It means. It means. 40 I think. I think. 41 We have visit. We have visited. 42 Independent day come. Independent day comes. 43 The holiday was finished. The holiday was finished. 44 I have been. I have been. 45 We usually visit. We usually visit. 46 We met. We met. 47 Many game, anime, and toy shops are

located. Many games, anime, and toy shops are

located. 48 It mean. It means. 49 I don’t study. I don’t study. 50 (You) don’t forget to say. (You) don’t forget to say. 51 You have done. You have done. 52 We want. We want. 53 You must remember. You must remember. 54 Many friends join. Many friends join. 55 I don’t know. I don’t know. 56 What my future. What my future will be. 57 Our guide explained. Our guide explained.


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The List of Correct Clause and Intended Clause for SVA Pattern

Clause No. Original clause Correct clause Intended clause 1 I goes in Surabaya with car. I go to Surabaya by car. 2 It time, I goes together my father. That time, I go together with my father.

3 There, Surabaya I live in grandparents’ house.

There, in Surabaya, I live in my grandparents’ house.

4 We can do stay home. We can stay at home. 5 I started from home at 08.00 p.m. I started from home at 08.00 p.m.

6 There, I spend my night for looks concer and big fireworks.

There, I spend my night to look a concert and big fireworks.

7 It’s a 14 days. It’s 14 days.

8 It’s come at first and second day in syawal.

It comes at first and second day of syawal.

9 It took me a week to strong enough to do it properly.

It took me a week to strong enough to do it properly.

10 Everyone in my family gets together at my grandpa’s house.

Everyone in my family gets together at my grandpa’s house.

11 In the morning, at first day, all Moslem have to pray together.

In the morning, of the first day, all Moslems have to pray together.

12 The fireworks looks so beautiful in the night.

The fireworks look so beautiful in the night.

13 My favorite beach is in Gunung Kidul area.

My favorite beach is in Gunung Kidul area.

14 We go to the restaurant. We go to the restaurant. 15 At the second day, we’re stay at home. It the second day, we’re staying at home.

16 At this moment, I get enough money from my aunt and my parents.

At this moment, I get enough money from my aunt and my parents.

17 In Indonesia, people usually to come to birth place.

In Indonesia, people usually come to their birth place.

18 My aunt, my uncle, and the other my family come to my house.

My aunt, my uncle, and the other relatives come to my house.


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Clause No. Original clause Correct clause Intended clause

19 My family always to meet together in my grandparent’s house.

My family always meet together in my grandparent’s house.

20 I come back home at 02.00 a.m. I come back home at 02.00 a.m. 21 We go to beach there. We go to beach.

22 On the way we always stop on the good place.

On the way, we always stop in a good place.

23 We go ahead until we get next good place.

We go ahead until we get the next beautiful place.

24 On the place, we also walk around about the place.

In that place, we also walk around about the place.

25 Usually, on the beach my family and I swim

My family and I usually swim at the beach.

26 We also walk along the beach. We also walk along the beach.

27 Sunday morning, I got up from my sweet dream.

On Sunday morning, I got up from my sweet dream.

28 I dream with my sweet heart. I dream with my sweet heart. 29 She came to my dream. She came to my dream. 30 I get up from my sweet dream. I get up from my sweet dream.

31 The sound listened from in front of my house.

The sound was heard from the front of my house.

32 My sweet heart stand behind the door. My sweet heart stands behind the door. 33 She is going to go to the beach. She is going to go to the beach. 34 We go to the beach with my scooter bike. We go to the beach by my scooter bike. 35 I go to Jakarta with my family. I go to Jakarta with my family.

36 Saturday afternoon, I am ready to go to Jakarta with my father, mother, sister, grandmother, and grandfather.

On Saturday afternoon, I was ready to go to Jakarta with my father, mother, sister, grandmother, and grandfather.

37 I and my family go to Jakarta at 07.00 o’clock from here.

My family and I go to Jakarta at 07.00 o’clock from here.

38 I arrive to here at 08.00 in Soekarno-Hatta airlines.

I arrive at 08.00 at Soekarno-Hatta airport.


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39 I can go to beach together girl friend. I can go to the beach together with my girl friend.

40 We forgive each other. We forgive each other.

41 My holiday in Jakarta until the next month.

My holiday in Jakarta is up to next month.

42 I and my father come back to Jogja. My father and I come back to Jogja. 43 Usually we are survival in the street. We are usually surviving in the street. 44 There are 2 week to holiday. There are 2 week holiday. 45 We can swim in the beach. We can swim in the beach. 46 I go to field to pray Id. I go to field to pray Id.

47 After pray, we always around village together.

After praying, we always walk around the village together.

48 We tour not far from DIY. We tour not far from DIY. 49 We go to it. We go there. 50 We sit down to enjoy beach panorama. We sit down to enjoy beach panorama.

51 In morning, just wake up to eat before sunrise.

In the morning, before sunrise, I just wake up to eat.

52 I will go mosque to eat together with my friend’s and children’s.

I will go to the mosque to eat together with my friends and children.

53 I will pray to God (tarawih). I will pray to God (tarawih). 54 I will go home to sleep night. I will go home to sleep at night.

55 My family and I can meet in parent’s house.

My family and I can meet in the parent’s house.

56 I go to the cemetery with my family. I go to the cemetery with my family. 57 I make better than now. I become better than the previous. 58 I live in Yogyakarta. I live in Yogyakarta. 59 Sekaten start after Maulud Nabi. Sekaten starts after Maulud Nabi. 60 It’s until 1 month. It’s until 1 month. 61 It’s always celebration on October 31. It’s always celebrated on the 31st of October. 62 I go home. I go home.


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63 I will go to city square with my mom, my girl friend, my brother, and my best friend.

I will go to the city square with my mom, my girl friend, my brother, and my best friend.

64 I and my girl friend to back to home early by motorcycle.

My girl friend and I back home early by motorcycle.

65 I and my girl friend arrive in my home. My girl friend and I arrive at my house. 66 We to meet in the living room. We meet in the living room. 67 My girl friend goes to kitchen. My girl friend goes to the kitchen.

68 I and my girl friend sleep together in my room.

My girl friend and I sleep together in my room.

69 We goes to Merbabu mountain, Sumbing mountain, Klanggeran mountain, Sindoro mountain, or Lawu mountain.

We go to Merbabu mountain, Sumbing mountain, Klanggeran mountain, Sindoro mountain, or Lawu mountain.

70 We always spends to enjoy to the great of God.

We always stay to enjoy the great of God.

71 We can go to Lampung. We can go to Lampung. 72 We goes to Lampung by bus and ship. We go to Lampung by bus and ship. 73 We don’t go to Lampung by plane. We don’t go to Lampung by plane. 74 Plane ticket must expensive at holiday. Plane tickets must be expensive at holiday.

75 In Indonesia, many family get’s together at their parent’s and their relative.

In Indonesia, many families get together at their parents and their relatives’ house.

76 I don’t care about the price. I don’t care about the price.

77 Idul Fitri celebration beginning by for pray Ied in mosque or yard.

Idul Fitri celebration begins with praying Ied in the mosque or yard.

78 After pray, my family go to my grandparent’s house to give forgive each other.

After praying, my family go to my grandparent’s house to give forgiveness each other.

79 I will go with my girl friend by my car. I will go with my girl friend by my car.

80 In this moment, I usually goes to interesting places.

In this moment, I usually go to interesting places.

81 I always play at all the time. I always play all the time.


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82 Usually, at the afternoon, we has to be together at someone’s place.

At the afternoon, we usually have to gather at someone’s place.

83 At the night, we go to some place. In the night, we go to some place. 84 It’s in Jakal Km. 8. It’s in Jakal Km. 8. 85 You must turn right. You must turn right. 86 You must go ahead till T-junction. You must go ahead till T-junction. 87 You must turn left. You must turn left. 88 I usually goes to my village. I usually go to my village. 89 I goes to Klaseman once a month. I go to Klaseman once a month.

90 I will come back to kill many fish with my big bombs.

I will come back to kill many fish with my big bombs.

91 This moment usually come at December. This moment usually comes on December.

92 At the night before the day come, I go to mosque to “takbiran.”

At night before daylight, I go to the mosque to do “takbiran.”

93 In the next morning I and my family do pray to God (sholat Ied).

In the next morning, my family and I pray to God (sholat Ied).

94 We go home. We go home.

95 There are swallow, slayer, carrier or bag, some clothes, handphone, camera, jacket, my privacy thing, etc.

There are swallow, slayer, carrier or bag, some clothes, cell phone, camera, jacket, my private thing, etc.

96 We shake hands as to give apology. We shake hands as to give apology. 97 Usually we need 4 hours to arrive. Usually we need 4 hours to arrive. 98 I always try to happy. I always try to be happy. 99 This moment only happens once a year. This moment only happens once a year.

100 I goes to Paris beach by motorcycle. I go to Paris beach by motorcycle.

101 I and my family goes to here at 09.00 p.m.

My family and I go there at 09.00 p.m.

102 In Paris beach, I and my family will take a bath

In Paris beach, my family and I take a bath.

103 My favorite holiday is in new year celebration.

My favorite holiday is in the new year celebration.


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Clause No. Original clause Correct clause Intended clause 104 I and my family go home. My family and I go home.

105 In my holiday, I goes to my grandfather’s village.

In my holiday, I go to my grandfather’s village.

106 It’s always the tenth of dzulhijjah. It’s always in the tenth of dzulhijjah. 107 It is on Moslem calendar. It is on Moslem calendar.

108 Idul Adha’s day is used to remember the story of the prophet Ibrahim a.s. and Ismail a.s. Prophet

Idul Adha day is used to remember the story of the prophet Ibrahim a.s. and prophet Ismail a.s.

109 It’s always the one of syawal in hijriyah calendar.

It’s always in the first of syawal in hijriyah calendar.

110 Ibrahim goes to kill herson by himself. Ibrahim goes to kill his son by himself. 111 We return for fitri. We return to “fitri.” 112 They walk along the main street. They walk along the main street. 113 At midnight we to gather in big field In the midnight, we gather in a big field. 114 We start to walk at 08.00 p.m. We start to walk at 08.00 p.m. 115 At 12 p.m. we stop in a big field. At 12 p.m. we stop in a big field. 116 Something have happened for year. Something has happened for a year.

117 This is be in Alun-alun Utara.

This is in Alun-alun Utara.

118 Birthday Jogja at October 19th. Jogja’s birthday is on the 19th of October. 119 That always repeat again once a year. That always be repeated again once a year.

120 On 2009 year, many bands performe in Alun-alun Utara, attractions and cultures.

In 2009, many bands, attractions, and cultures are performed in Alun-alun Utara.

121 Around nine o’clock, we go to mosque. Around nine o’clock, we go to mosque. 122 Many people to come this celebrate. Many people come to this celebration.

123 Everyone in my family gets together in my grandparents’ house.

Everyone in my family gets together in my grandparents’ house.

124 They come to the birthday place. They come to their birth place.

125 They usually come to the birthday place at seven until three days before Idul Fitri.

They usually come to their birth place in the seventh until third days before Idul Fitri.


119


126 Idul Fitri celebration beginning by for pray led in mosque.

Idul Fitri celebration begins with praying led in the mosque.

127 People go home. People go home. 128 People go to their relatives’ house. People go to their relatives’ house.

129 In the relatives’ house me and my family eat together.

In the relatives’ house my family and I eat together.

130 Usually the money is given to the children around 5.000 until 50.000 rupiahs.

The money is usually given to the children around 5.000 until 50.000 rupiahs.

131 The day uses for celebrate the war at 16 century.

The day is used to celebrate the war in the 16th century.

132 Your experience be better than me. Your experience becomes better than mine. 133 My life to be more useful to other people. My life becomes more useful to other people.

134 The stories about pocong near my home. The stories are about the “pocong” nearby my home.

135 In the road, must there accident and traffic jam.

On the road, there must be accidents and traffic jam.

136 At 12 p.m. we thanks for it. At 12 p.m. we thanks for it.

137 Sometimes my family and I gets together at Depok beach, Tangerang, or Lampung.

Sometimes my family and I gets together at Depok beach, Tangerang, or Lampung.

Sometimes, my family and I get together at Depok beach, Tangerang, or Lampung.

138 We have to wake up more early that commonly.

We have to wake up more early that commonly. We have to wake up earlier than usual.

139 I just returned last night. I just returned last night. 140 I was excited about coming back to home. I was excited to come back home. 141 I was excited about seeing my class again. I was excited to see my class again. 142 I was excited about coming back to Jogja. I was excited to come back to Jogja. 143 I was excited about seeing my class again. I was excited to see my class again. 144 It’s around 30 days. It’s around 30 days.

145 The event is join all people, younger to old.

The event is joined by all people, young to old.


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146 Easter day it’s always the twenty of March.

Easter day is always in the twenty of March.

147 The maid goes home to kampung every year for the Idul Fitri.

The maid goes home to kampung every year for the Idul Fitri.

148 The beach was two minutes walk away. The beach was two minutes walk away. 149 It’s always in the first in syawal month. It’s always in the first of syawal month. 150 Holiday not yet end. Holiday has not ended yet. 151 This pray ceremony just once a year. This praying ceremony is just once a year. 152 The rooms were with big bathrooms too. The rooms were with big bathrooms too.

153 There was a tempting salt water swimming pool and a little restaurant.

There was a tempting salt water swimming pool and a little restaurant.

154 In Paris, life is in full swing. In Paris, life is in full swing. 155 Paris is simply destined for it. Paris is simply destined for it. 156 My favorite holiday in Paris. My favorite holiday is in Paris.

157

The name Jack Lantern can be trace back to the Irish legend of Singy Jack, a greedy, gambling, bard drinking old farmer.

The name Jack Lantern can be trace back to the Irish legend of Singy Jack, a greedy, gambling, bard drinking old farmer.

158 The day is often associated with orange and black.

The day is often associated with orange and black.

159 We go home for say “I’m sorry” to they. We go home to say sorry to them. 160 They already walk on fasting mont. They already walk on the fasting month.

161 The celebration comes at the end of the Moslem month of fasting-ramadhan.

The celebration comes at the end of the Moslem month of fasting-ramadhan.

162 The celebration comes at the end of the Moslem month of fasting, ramadhan.

The celebration comes at the end of the Moslem month of fasting, ramadhan.

163 We go home for meet my family. We go home to meet my family.

164 Chinese new year usually on January or February.

Chinese new year is usually on January or February.

165 Everyone waits for it. Everyone waits for it. 166 I was just in Japan for two weeks. I was just in Japan for two weeks.


121

Clause No. Original clause Correct clause Intended clause 167 When holiday I don’t forget with study. In the holiday, I don’t forget to study. 168 Many people go to her’s home. Many people go to their home. 169 In Idul Fitri, we eats afternoon. In Idul Fitri, we eat in the afternoon. 170 All family join together. All families join together.

171 In that place, they also prepare for many people.

In that place, they also prepare for many people.

172 Many people go to they’s home. Many people go to their home.

173 The carving of pumpkins is associated with Halloween in North America.

The carving of pumpkins is associated with Halloween in North America.

174 A driver drove through the peaceful streets of Legian, Denpasar.

A driver drove through the peaceful streets of Legian, Denpasar.

175 We going to the beach last month. We went to the beach last month.

176 In fasting month, Moslem people don’t eat and drink.

In fasting month, Moslem people don’t eat and drink.

177 Most of the games, especially for the past two generation, come with boxes and manuals in good condition

Most of the games, especially for the past two generation, come with boxes and manuals in good condition

178 I look for toys and games. I look for toys and games. 179 I also went to Shibuya, also in Tokyo I also went to Shibuya, also in Tokyo

180 The following was taken in Den-Den town in Osaka

The following was taken in Den-Den town in Osaka

181 I come back to Indonesia with Air Asia Air lands.

I come back to Indonesia with Air Asia Air lands.

182 I usually goes to the beach. I usually go to the beach. 183 I and my friend goes to my other friends. My friend and I go to my other friends.

184 We goes to my house for open the fasting together.

We go to my house to open the fasting together.

185 In my country, it’s always do for Moslem at ramadhan.

In my country, it’s always done by Moslem at ramadhan.

186 The fasting is begin from around 4 p.m. The fasting begins around 4 p.m.


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Clause No. Original clause Correct clause Intended clause 187 The fasting finish at around 6 p.m. The fasting finishes around 6 p.m. 188 We can exercise to be more patiently. We can exercise to be more patient. 189 We can exercise to be better persons. We can exercise to be better persons. 190 We go to the mosque for syawalan. We go to the mosque for syawalan. 191 We always go to there for silaturahmi. We always go there for silaturahmi. 192 We go to other family. We go to other family. 193 Other family come to our house. Other family come to our house.

194 In Idul Fitri, I and my family always go to my grandpa and grandma’s home.

In Idul Fitri, my family and I always go to my grandpa and grandma’s house.

195 In this holiday, I can play with my friends until night.

In this holiday, I can play with my friends until night.

196 It is always be celebrate in 1st syawal from Arabic calendar.

It is always celebrated on the 1st of syawal from Arabic calendar.

197 In Idul Fitri, I didn’t go to school. In Idul Fitri, I didn’t go to school. 198 I can stay at home anytime. I can stay at home anytime.

199 Before we Idul Fitri celebration, Moslem people must fasting pray about thirty day.

Before Idul Fitri celebration, Moslem people must fast and pray about thirty day.

200 In the night Lebaran, Moslem people go to mosque for pray and for a speaks tahmid, takbir, and tahlil until midnight.

In Lebaran night, Moslem people go to mosque for praying and for saying tahmid, takbir, and tahlil until midnight.

201 we can come back in the home for a sleep.

We can come back home to sleep.

202 In the morning, Moslem people go to field for an Ied prayer.

In the morning, Moslem people go to field for an Ied prayer.

203 We go to neighbor’s home for a give a sorry.

We go to the neighbor’s house to give apology.

204

The dates of the ninth month of the Moslem calendar, ramadhan, vary from year to year, as the Moslem calendar (hijriah) is based on a lunar cycle of 29 or 30 days.

The dates of the ninth month of the Moslem calendar, ramadhan, vary from year to year, as the Moslem calendar (hijriah) is based on a lunar cycle of 29 or 30 days.


123


205 The exact date is determined by the sighting of the new moon.

The exact date is determined by the sighting of the new moon.

206 In 2009, lebaran will fall on 21-22 September, with “collective leave” on September 18 & 23, 2009.

In 2009, lebaran will fall on 21-22 September, with “collective leave” on September 18 & 23, 2009.

207 Moslem must refrain from eating, drinking, smoking, marital relations, or getting angry during the daylight hours.

Moslem must refrain from eating, drinking, smoking, marital relations, or getting angry during the daylight hours.

208

Those fasting are supposed to refrain from bad habits – lying, getting angry, using bad language as well as to be more diligent in prayer and give to charities.


209 The fast begins in the morning just before sunrise, at imsak.

The fasting begins in the morning just before sunrise, at imsak.

210 The fast is broken at magrib. The fasting is broken at magrib. 211 Magrib falls at sunset.

212 A day before it, sounds of takbir are noise in many places.

A day before, the sounds of takbir are yelled in many places.

213 In the morning or Idul Fitri day, everyone goes to yard for pray.

In the morning or Idul Fitri day, everyone goes to yard to pray.

214 My brothers, my sisters, and I go to mosque.

My brothers, my sisters, and I go to mosque.

215 We can says “I’m sorry about my wrong.” We can says “I’m sorry for my mistakes.”

216 In Indonesia, it’s celebrate always on 1 syawal Arabic calendar.

In Indonesia, it’s always celebrated on 1 syawal in Arabic calendar.

217 The dates of the ninth month of the Moslem calendar - ramadhan, vary from year to year as the Moslem calendar.

The dates of the ninth month of the Moslem calendar - ramadhan, vary from year to year as the Moslem calendar.


The exact date is determined by the sighting of the new moon.


124


219

During the month of ramadhan, Moslem must refrain eating, drinking, smoking, having marital relation, or getting angry during the daylight hours.

During the month of ramadhan, Moslem must refrain from eating, drinking, smoking, having marital relation, or getting angry during the daylight hours.

220 I don’t goes to school. I don’t go to school. 221 I can play anytime. I can play anytime.

222

In the morning, every Moslem people in the world goes to field or mosque for prays.

In the morning, every Moslem people in the world goes to field or mosque to pray.

223 In Indonesia, everyone in my family, together in my parent home.

In Indonesia, everyone in my family gather in my parent’s house.

224 My family goes to my grandpa home. My family go to my grandpa’s house.

225 I shake hands with my grandpa and grandma.

I shake hands with my grandpa and grandma.

226 The dates of the ninth month of the Moslem calendar, ramadhan, vary from year to year.

The dates of the ninth month of the Moslem calendar, ramadhan, vary from year to year.

227 The faithful know when to begin and end the fasting mont.

The faithful know when to begin and end the fasting month.

228 In 2009, lebaran will fall on 21-22 September, with “collective leave” on September 18 & 23, 2009.

In 2009, lebaran will fall on 21-22 September, with “collective leave” on September 18 & 23, 2009.

229

During the month of ramadhan, Moslem must refrain from eating, drinking, smoking, marital relations, or getting angry during the daylight hours.

During the month of ramadhan, Moslem must refrain from eating, drinking, smoking, marital relations, or getting angry during the daylight hours.

230


This fasting is supposed to refrain from bad habits – lying, getting angry, using bad language as well as to be more diligent in prayer and giving to charities.


125


231 In United States the spirits were impersonate by young men dress in white with mask, veil, or blackene faces.

In United States the spirits were impersonated by young men dressed in white with mask, veil, or blackened faces.

232 In the world, it’s always the after fasting month.

In the world, it’s always celebrated after fasting month.

233 In fasting month, at night, we usually pray together in the mosque yard.

In fasting month, at night, we usually pray together in the mosque yard.

234 Before Idul Fitri day, we usually cook for the ceremony of Moslem.

Before Idul Fitri day, we usually cook for the ceremony of Moslem.

235 After pray together in the mosque yard, I go to home for apologies with family.

After praying together in the mosque yard, I go home to give apology with my family.

236 After apologies with family, I and family take around for apologies with many people in my village.

After giving apology with family, my family and I go around for the apologies from many people in the village.

237 We can eat in many houses. We can eat in many houses.

238 After apologies with many people in my village, I and my family go to grandfather and grandmother’s house by motorcycle.

After giving apologies with many people in my village, my family and I go to grandfather and grandmother’s house by motorcycle.

239 We spent a weekend in Paris. We spent the weekend in Paris.

240 We’re extremely surprised by the emptiness around.

We’re extremely surprised by the emptiness around.

241 It started with a flight on Adisucipto airlines.

It started with a flight on Adisucipto airlines.

242 It started with a couple of hours waiting at Adisucipto airport.

It started with a couple of hours waiting at Adisucipto airport.

243 We arrived in Bali. We arrived in Bali.

244 In the world, it’s always the after fasting month.

In the world, it’s always celebrated after fasting month.

245 This festival starts after pray isyak. This festival starts after isyak prayer. 246 This festival finish around 11.00 p.m. This festival finishes around 11.00 p.m. 247 And the morning, we must wake up early In the morning, we must wake up early.


126

Clause No. Original clause Correct clause Intended clause 248 We go to home for prepare food. We go home to prepare food. 249 We go home for eat the food. We go home to eat the food. 250 We go home for happy. We go home to be happy. 251 Next day after I can play with my friend. In the next day, I can play with my friend. 252

253 We takbir at mosque until morning before pray Idul Fitri.

We takbir at mosque until morning before Idul Fitri prayer.

254 In Idul Fitri, all my family together in my grand father’s house.

In Idul Fitri, all of my families gather in my grand father’s house.

255 We say sorry for one by one from the youngest until the oldest.

We say sorry one by one from the youngest until the oldest.

256 You go from door to door. You go door to door.

257 You pay zakat with money around Rp. 15.000,-

You pay zakat with money around Rp. 15.000,-

258 You pay zakat with rice always 2,5 kg. You always pay zakat with 2,5 kg of rice. 259 They pay at mosque. They pay at mosque.

260 After a month of fasting, those who celebrate will go back to their home.

After a month of fasting, those who celebrate it will go back to their home.

261 They gather with their families and relatives.

They gather with their families and relatives.

262 They usually leave for 1 week. They usually leave for 1 week. 263 You’re sorry for all things. You’re sorry for all things.

264 The event is join all people, younger to old.

The event is joined by all people, young to old.

265 Children and teenager come to church Children and teenagers come to the church.

266 The Easter day in celebrate in church from morning until evening.

The Easter day celebration in the church is held from morning until evening.

267 They usually eat together. They usually eat together. 268 They usually drink together. They usually drink together.

269 In the church is very crowded by the people with their family.

The church is very crowded with the people and their family.


127

Clause No. Original clause Correct clause Intended clause 270 Their eat together. They eat together.

271 On 21st of September 2009, my family and I go to my grandfather’s home in Bandung.

On 21st of September 2009, my family and I go to my grandfather’s house in Bandung.

272 My family and I go to Bandung by train from Lempuyangan train station.

My family and I go to Bandung by train from Lempuyangan train station.

273 After to go through enough far distance, my family and I come in station Kiara Condong.

After going through enough far distance, my family and I come in Kiara Condong train station.

274 I swim there. I swim there. 275 I fish there. I fish there.

276 Everyone in my village like go to the beach.

Everyone in my village likes to go to the beach.

277 I and all my friend going to Krakal beach, Kukup beach, and Baron beach.

All of my friends and I went to Krakal beach, Kukup beach, and Baron beach.

278 After interview and find fish, we going to Kukup beach.

After interviewing and finding fish, we went to Kukup beach.

279 I go to south beach of Java by bus. I go to south beach of Java by bus.

280 After in Kukup beach, we going to Baron beach.

After in Kukup beach, we went to Baron beach.

281 I take a bath in a river near Baron beach. I take a bath in a river near Baron beach. 282 The holiday was finished with my friend. The holiday was finished with my friend.


It took a week to get back into bend feet.

284 It took me a week to get back into bend feet.

It took a week to be strong enough to do it properly


128

The List of Correct Clause and Intended Clause for SVC Pattern

Clause No. Original clause Correct clause Intended clause 1 My favorite holiday is school holiday. My favorite holiday is school holiday. 2 It’s very beautiful. It’s very beautiful. 3 My favorite day is new year day. My favorite day is new year day. 4 My favorite holiday is Lebaran day. My favorite holiday is Lebaran day. 5 There are so beautiful. It is so beautiful there.

6 The foods in the restaurant are so delicious.

The food in the restaurant is so delicious.

7 Lebaran’s holiday are always be my favorite holiday.

Lebaran holiday always be my favorite holiday.

8 My favorite holiday is Idul Fitri. My favorite holiday is Idul Fitri. 9 The atmosphere is enjoy and pleasant. The atmosphere is enjoyable and pleasant.

10 My favorite school holiday is tour with family.

My favorite school holiday is tour with family.

11 I feel so glad. I feel so glad. 12 I feel so sad. I feel so sad. 13 I’m very glad. I’m very glad. 14 Her name is Clara. Her name is Clara.

15 My habbit on the school holiday is bervariasi.

My habbit in the school holiday is varying.

16 The celebrate is very interesting and exciting.

The celebration is very interesting and exciting.

17 New year is repair myself more better than before.

New year means repairing myself to be better than before.

18 This is a habit of first Lebaran day. This is the habit of the first Lebaran day.

19 Idul Fitri is the day when Moslem to celebration the winning.

Idul Fitri is the day when Moslem celebrate their winning.

20 My favorite day is Lebaran day. My favorite day is Lebaran day. 21 I feel very fun. I feel very fun.


129

Clause No. Original clause Correct clause Intended clause 22 I’m very happy. I’m very happy. 23 My name is Nicolas. My name is Nicolas. 24 My favorite festival is Halloween. My favorite festival is Halloween.

25 Halloween also called all hallows’ eve or all Saints Eve.

Halloween is also called all hallows’ eve or all Saint Eves.

26 Prophet Ismail is the most favorite son of prophet Ibrahim.

Prophet Ismail is the most favorite son of prophet Ibrahim.

27 The time is midnight. The time is midnight. 28 All people very happy. All people are very happy.

29 The night is the nice day and of the last month..

The night of the last month is the nicest moment.

30 I and my girl friend is very happy. My girl friend and I are very happy. 31 My favorite holiday is school holiday. My favorite holiday is school holiday.

32 In Idul Fitri celebration, all people feel happy.

In Idul Fitri celebration, all people feel happy.

33 My favorite holiday is Lebaran day. My favorite holiday is Lebaran day. 34 It’s a new year celebration. It’s a new year celebration.

35 My favorite holiday is the year end holiday.

My favorite holiday is the year end holiday.

36 The village is very clean. The village is very clean. 37 It’s interesting. It’s interesting. 38 You angry. You are angry.

39 My favorite holiday is celebrate Lebaran day.

My favorite holiday is celebrate Lebaran day. My favorite holiday is celebrating Lebaran day.

40 My favorite holiday is visiting some place.

My favorite holiday is visiting some place.

41 My favorite school holiday is tour and picnic with my family.

My favorite school holiday is touring and going picnic with my family.

42 I and my family very enjoy. My family and I are very enjoyable. 43 I so happy. I am so happy.


130


44 My favorite festival is festival happy new year.

My favorite festival is happy new year festival.

45 We very happy. We are very happy. 46 My grandfather’s village is so far away. My grandfather’s village is so far away. 47 The air in there is fresh. The air is fresh there. 48 My favorite holiday is Idul Adha’s day. My favorite holiday is Idul Adha day. 49 Prophet Ibrahim is very happy. Prophet Ibrahim is very happy. 50 My favorite holiday is Idul Fitri day. My favorite holiday is Idul Fitri day. 51 My favorite day in year is the day of war. My favorite day in this year is the day of war. 52 The day of war is the day. The day of war is the day.

53 One very interesting things is decorate my town together with another else.

One very interesting thing is decorating my town together with another else.

54 My favorite holiday is the 250th anniversary of Jogjakarta.

My favorite holiday is the 250th anniversary of Jogjakarta.

55 My favorite holiday is Idul Fitri celebration.

My favorite holiday is Idul Fitri celebration.

56 That symbols as mudik. That is called mudik.

57 Usually food at Idul Fitri is ketupat and opor ayam.

The food at Idul Fitri is usually ketupat and opor ayam.

58 It’s very delicious. It’s very delicious. 59 Atmosphere in Idul Fitri very pleasant. The atmosphere in Idul Fitri is very pleasant. 60 That’s my favorite holiday. That’s my favorite holiday. 61 This is just my dream. This is just my dream. 62 In my village the river it’s very small. In my village, the river is very small. 63 I feel enjoy. I feel enjoyed. 64 Every dinner, I always full. Every dinner, I am always full. 65 Every year in Alun-alun full of people. Every year, Alun-alun is full of people.

66 In Idul Fitri celebration, all people feel happy.

In Idul Fitri celebration, all people feel happy.

67 I always happy in magrib time. I am always happy in magrib time.


131


68 Our hotel was called the Villa Bale Agung.

Our hotel was called the Villa Bale Agung.

69 Lion dance or is famous with barongsai. Lion dance is famously called barongsai.

70 This is one of many used goods shops (recycle shop).

This is one of many used goods shops (recycle shop).

71 The majority of items in these shops are in good condition.

The majority of items in these shops are in good condition.

72 My favorite holiday is fasting month. My favorite holiday is fasting month. 73 That month is amazing for Moslems. That month is amazing for Moslems. 74 It’s a ceremony to describe our feeling. It’s a ceremony to describe our feeling. 75 It is very crowded. It is very crowded. 76 It is meanfull. It is meaningful. 77 Every people very happy. Everyone is very happy. 78 Every people feel back to fitrah. Everyone feels back to fitrah. 79 That is my favorite holiday. That is my favorite holiday. 80 My favorite holiday is Idul Fitri. My favorite holiday is Idul Fitri. 81 That is important for me. That is important for me. 82 The place is zoo and beach. The places are zoo and beach. 83 My favorite holiday is Idul fitri. My favorite holiday is Idul fitri. 84 This is my favorite holiday. This is my favorite holiday.

85 Islamic people very happy every Idul Fitri come.

Islamic people are very happy in every Idul Fitri.

86 Mudik is one new tradition in Indonesia. Mudik is one new tradition in Indonesia. 87 Every Idul Fitri, I very happy. Every Idul Fitri, I am very happy. 88 Angpao is yellow envelope. Angpao is yellow envelope. 89 My favorite holiday is Chinese new year. My favorite holiday is Chinese new year. 90 You lucky. You are lucky. 91 My favorite holiday is Idul Fitri. My favorite holiday is Idul Fitri.

92 Idul Fitri is a celebration for Moslem people in the world.

Idul Fitri is a celebration for Moslem people in the world.


132


93 Idul Fitri, more commonly referred to indonesia as Lebaran the celebration.

Idul Fitri, more commonly referred to indonesia as Lebaran the celebration.

94 The Arabic meaning of Idul Fitri is “becoming holy again.”

The Arabic meaning of Idul Fitri is “becoming holy again.”

95 An understanding about the fasting month of ramadhan is important.

An understanding about the fasting month of ramadhan is important.

96 Fasting during the month of ramadhan is one of the five pillars of Islam and an obligation for devout Moslems.

Fasting during the month of ramadhan is one of the five pillars of Islam and an obligation for devout Moslems.

97 My favorite holiday is Idul Fitri. My favorite holiday is Idul Fitri. 98 Moslems are busy with their home work. Moslems are busy with their home work. 99 It’s sound great. It sounds great.

100 We are very glad with this moment. We are very glad with this moment. 101 It’s an exciting. It’s exciting. 102 My favorite holiday is Idul Fitri. My favorite holiday is Idul Fitri.

103 The Arabic meaning of Idul Fitri is “becoming holy again”.

The Arabic meaning of Idul Fitri is “becoming holy again”.



105 My favorite holiday is Idul Fitri. My favorite holiday is Idul Fitri. 106 Idul Fitri is the best day every years. Idul Fitri is the best day every year.

107 Idul Fitri, more commonly referred to indonesia as Lebaran, is the celebration.

Idul Fitri, more commonly referred to indonesia as Lebaran, is the celebration.

108 The Arabic meaning of Idul Fitri is “becoming holy again.”

The Arabic meaning of Idul Fitri is “becoming holy again.”



110 People is very happy. People are very happy. 111 My favorite holiday is Halloween. My favorite holiday is Halloween.

112 In the United States, it’s always on October 31st.

In the United States, it’s always on October 31st.


133

Clause No. Original clause Correct clause Intended clause 113 It is largerly a secular celebration. It is largerly a secular celebration.

114 British myths are full of legend of the Brazen Head.

British myths are full of legend of the Brazen Head.

115 My favorite holiday is Idul Fitri. My favorite holiday is Idul Fitri. 116 In Idul Fitri day we so happy. In Idul Fitri day, we are so happy.

117 The capital of the country is busy and animated.

The capital of the country is busy and animated.

118 It is totally unlike the other European cities.

It is totally unlike the other European cities.

119 It’s very beautiful. It’s very beautiful. 120 It’s charming, elegant. It’s charming, elegant.

121 The Paris are also not like the other Europeans.

The Paris are also not like the other Europeans.

122 The air was hot and humid. The air was hot and humid. 123 The rooms were nice and spacious. The rooms were nice and spacious. 124 I was a bit disappointed. I was a bit disappointed. 125 It was time to come back. It was time to come back. 126 My favorite holiday is Idul fitri. My favorite holiday is Idul fitri. 127 This festival very interesting. This festival is very interesting. 128 My favorite holiday is Idul Fitri. My favorite holiday is Idul Fitri. 129 You look small. You look small. 130 (You) don’t be sad. (You) don’t be sad. 131 They’re employees, ustad, or housewife. They’re employees, ustad, or housewife. 132 I am one of those. I am one of them.

133 The most important thing of Idul Fitri is apologizing and giving apologize.

The most important thing of Idul Fitri is apologizing and giving apologize.

134 It’s better than saying “selamat hari raya”. It’s better than saying “selamat hari raya”. 135 My favorite holiday is “Independent day.” My favorite holiday is “Independent day.” 136 Independent day this is day. Independent day is the day. 137 This is very fun. This is very fun.


134


138 My favorite holiday is Christmas and Easter day.

My favorite holidays are Christmas and Easter day.

139 The condition is very crowded. The condition is very crowded.

140 My favorite holiday is visit to my grandfather’s home.

My favorite holiday is visiting to my grandfather’s home.

141 First place is Krakal beach. The first place is Krakal beach. 142 In Baron, the panorama is beautiful. In Baron, the panorama is beautiful. 143 I was a bit disappointed. I was a bit disappointed. 144 It was time to come back. It was time to come back. 145 That is Takbiran. That is Takbiran. 146 We still children. We are still children. 147 Pumpkins are readily available. Pumpkins are readily available. 148 Pumpkins are much larger. Pumpkins are much larger.


135

The List of Correct Clause and Intended Clause for SVO Pattern


1 I like it. I like it.

2 We can looks people, your idol, bands, popular singer.

We can see people, your idol, bands, popular singer.

3 One of my family are always bring fireworks.

One of my family is always bringing fireworks.

4 I love this moment. I love this moment. 5 We’re having fun. We’re having fun. 6 We need enough money. We need enough money. 7 I just enjoy my favorite food. I just enjoy my favorite food.

8 My mom and my aunt cook opor ayam and ketupat.

My mom and my aunt cook opor ayam and ketupat.

9 I visit my neighborhood. I visit my neighbors. 10 I like this moment. I like this moment. 11 I always miss this moment. I always miss this moment. 12 We continue our tour. We continue our tour. 13 I can kiss her lips. I can kiss her lips. 14 Her hand touch my cheek. Her hand touches my cheek. 15 I open the door. I open the door. 16 I don’t believe it. I don’t believe it. 17 The God listen my wish. God hears my wish. 18 She kiss my cheeps. She kisses my cheeks. 19 I very like the beach. I really like the beach. 20 My uncle pick me up. My uncle picked me up. 21 I’m meet with a girl. I meet a girl. 22 Look like human sea. It looks like human sea. 23 Don’t forget about fireworks. (You) don’t forget the fireworks. 24 We can looking the beautiful view. We can see the beautiful view.


136

Clause No. Original clause Correct clause Intended clause 25 Idul Adha’s is used to remind that story Idul Adha is used to remind that story. 26 We eat our bringing. We eat our bringing. 27 We drink our bringing. We drink our bringing. 28 I can celebrate Idul fitri. I can celebrate Idul fitri. 29 I and my friends wearing costumes. My friends and I are wearing costumes. 30 I wear pocong’s costume. I wear pocong costume.

31 My friends wear skeleton’s costume, zombies’ costume, and many other.

My friends wear skeleton costume, zombies costume, and many others.

32 We also watching horror films. We also watch horror films. 33 We visiting haunted attractions. We visit haunted attractions. 34 All people is very waiting this time. All people are really waiting this time. 35 It’s will be nice night. It will be a nice night. 36 I have to made a hot tea. I have to make a hot tea. 37 We to watch television. We watch television.

38 Our date in this new year will be the best date.

Our date in this new year will be the best date.

39 I have a long free time. I have a long free time. 40 I can’t see many attractions. I can’t see many attractions. 41 I also never forget to bring rain coat. I also never forget to bring rain coat. 42 I loves the way. I love the way. 43 We spend our holiday. We spend our holiday. 44 We loves the night life. We love the night life.

45 You can see some varieties of fish. You can see some varieties of fish. 46 I love my village. I love my village. 47 I meet with my friends. I meet my friends. 48 We bring fireworks. We bring fireworks. 49 We visit my grandfather. We visit my grandfather.

50 We brings a clothes, money, hat, bag, jacket, etc.

We bring clothes, money, hat, bag, jacket, etc.

51 We wait it. We wait it.


137

Clause No. Original clause Correct clause Intended clause 52 We burn of corn, brad, chicken, etc. We burn corn, brad, chicken, etc. 53 We also make camp fire. We also make camp fire. 54 We also turn on the color lights. We also turn on the color lights. 55 We start sum of the time. We start counting the time. 56 We turn on the fireworks. We burn up the fireworks. 57 We turn the motorcycle. We turn on the motorcycle. 58 We enjoy the festival happy new year. We enjoy the happy new year festival. 59 We can takbiran song. We can sing takbiran song. 60 They interested to see a Jogja city. They are interested to see Jogja city. 61 They also put on unique costume. They also wear unique costumes. 62 They bring many chocolate. They bring many chocolates. 63 We clean off the town. We clean up the town. 64 We have a picnic. We have a picnic. 65 We ate opor ayam. We ate opor ayam. 66 Every students on my school wait it. Every student in my school is waiting it.

67 Faithful know when to begin and end the fasting month.

The faithful believers know the time when to begin and end the fasting month.

68 It’s hard work. It’s a hard work.

69 The faithful know when to begin and end the fasting month.

The faithful believers know when to begin and end the fasting month.

70 Fasting heightens spirituality. Fasting heightens spirituality. 71 Fasting develops self control. Fasting develops self control. 72 I like this holiday. I like this holiday. 73 I usually visit my friend’s house. I usually visit my friend’s house. 74 They has a maid. They have a maid. 75 I see panorama is beautiful. I see beautiful panorama. 76 We can remember our heroes. We can remember our heroes. 77 A driver picked us up. A driver picked us up.

78 The result of headhunting were often nail to a door lintel.

The results of headhunting was often nail to a door lintel.


138


79 The result of headhunting were often brought to the fireside to speak their wisdom.

The results of headhunting were often brought to the fireside to speak their wisdom.

80 The legend of the Brazen Head may be a folk memory of the widespread ancient Celtic practice of headhunting.

The legend of the Brazen Head may be a folk memory of the widespread ancient Celtic practice of headhunting.

81 It is strongly associated with symbol like the jack lantern.

It is strongly associated with symbol like the jack lantern.

82 We can meet with my family.

We can meet my family.

83 It’s a big and fantastic day in the month. It’s a big and fantastic day in the month. 84 Every house will make a gift and angpao. Every house will make a gift and angpao.

85 You are looking for anime, toys, and games (new and vintage).

You are looking for anime, toys, and games (new and vintage).

86 The American tradition of carving pumpkins preced the great famine period of Irish immigration.

The American tradition of carving pumpkins proceeds the great famine period of Irish immigration.

87 Many families celebrate Halloween. Many families celebrate Halloween. 88 Everyone shake hands. Everyone shakes hands. 89 All family enjoy the condition. All families enjoy the condition. 90 I did take a lot of picture. I did take a lot of picture. 91 I bought a bunch of stuff. I bought a bunch of stuff.

92

This particular shop sells used toys as well as many other secondhand items such as CDs, records, clothings, and random assorted sundries.

This particular shop sells used toys as well as many other secondhand items such as CDs, records, clothes, and random assorted sundries.

93 Always every family cook opor and ketupat.

Every family always cooks opor and ketupat.

94 We eats Idul Fitri foods like ketupat, opor, etc.

We eat Idul Fitri foods like ketupat, opor, etc.

95 Everyone in the world forgets all activity. Everyone in the world forgets all activities.


139


96

Halloween activities include trick or treating, wearing costumes and attending costume parties, ghost tours, bonfires, visiting haunted attractions, pranks, telling scary stories, and watching horror films.

Halloween activities include trick or treating, wearing costumes and attending costume parties, ghost tours, bonfires, visiting haunted attractions, pranks, telling scary stories, and watching horror films.

97 France is a very centralized country. France is a very centralized country. 98 Some mosque follow this festival. Some mosques follow this festival. 99 I usually don’t forget that day. I always remember that day.

100 You not get a lot of money. You do not get a lot of money. 101 On the table always has food. The table always has food. 102 You can say “minal aidin wal faidzin.” You can say “minal aidin wal faidzin.” 103 You can say “selamat Idul Fitri.” You can say “selamat Idul Fitri.” 104 May Allah bless us always. May Allah bless us always. 105 My mom usually made ketupat. My mom usually made ketupat. 106 The egg must give a picture. The egg should be given a picture 107 Usually, the teenagers bake dog Usually, the teenagers bake dog 108 I visit Tangkuban Perahu. I visit Tangkuban Perahu. 109 I buy a souvenir. I buy a souvenir. 110 I also visit Cibaduyut. I also visit Cibaduyut. 111 I see stone and flower. I see stone and flower. 112 I play football. I play football.

113 Although in Indonesia not official but many people celebrate.

Although not official in Indonesia, many people celebrate it.


140

The List of Correct Clause and Intended Clause for SVOA Pattern


1 I want to tell you about my holidays in Surabaya.

I want to tell you about my holidays in Surabaya.

2 On the street, I see many people, car fiew. On the street, I see many people and few cars. 3 I invited my grandparents goes to field. I invited my grandparents to go to field.

4 Me and my big family refreshing to the kaliurang.

My big family and I go refreshing to kaliurang.

5 We can do everything on my school holiday.

We can do everything in my school holiday.

6 At new year day, I always look concer in Alun-alun.

In the new year day, I always watch a concert in Alun-alun.

7 My sister and my father accompany me to go there.

My sister and my father accompany me to go there.

8 I must order myself make a new life. I must order myself to make a new life. 9 I must make a plan for my activity next. I must make a plan for my next activity.

10 We always visit different beach every year.

We always visit different beach every year.

11 We can found a cute fish or stone in the Kukup beach.

We can find a cute fish or stone in Kukup beach.

12 I usually use the money to buy something new.

I usually use the money to buy something new.

13 Sometimes I save the money in the bank. Sometimes I save the money in the bank.

14 I have two weeks holiday in Lebaran’s day.

I have two weeks holiday in Lebaran day.

15 We eat it together. We eat it together. 16 We continue our tour again. We continue our tour again. 17 Her beautiful face make me over control. Her beautiful face makes me over control. 18 It just I feel in my dream. I feel it just in my dream. 19 I can’t feel her lips again. I can’t feel her lips again.


141

Clause No. Original clause Correct clause Intended clause 20 She will kiss me next time. She will kiss me next time.

21 My sweat heart invite me to accompany her.

My sweat heart invite me to accompany her. My sweat heart invites me to accompany her.

22 I want to tell you about my holiday. I want to tell you about my holiday.

23 My father order ticket in Adisucipto airlines.

My father orders ticket in Adisucipto airlines.

24 My uncle buy sandwiches for dinner together.

My uncle bought sandwiches for dinner together.

25 Can be playing playstation with friends. We can play “playstation” with friends. 26 I play guitar with her. I play guitar with her.

27 The next Sunday, I help my uncle to washing his car.

The next Sunday, I help my uncle wash his car.

28 I get salary 50 rupiahs per washing. I get salary of 50 rupiahs per washing. 29 I invited playing chees vs my uncle. I was invited to play chess vs my uncle.

30 We spend the night with our family and the people.

We spend the night with our family and the people.

31 They are giving apologize with each other.

They are giving apology each other.

32 We have giving apologize by each other. We have been giving apology each other. 33 We’re go picnic to the beach. We’re going picnic to the beach.

34 This is the child’s turn to get money from their parents.

This is the children’s turn to get money from their parents.

35 This is my turn to get money from parents.

This is my turn to get money from parents.

36 There are some holiday before the school day is come.

There are some holidays before the school days come.

37 I’ll fill the holiday by play with all my friends and my special friend.

I’ll fill the holiday with playing with all my friends and my special friend.

38 Usually we go tour to mountain and beach.

We usually go touring to mountain and beach.

39 There, we enjoy the place. We enjoy the place there.


142

Clause No. Original clause Correct clause Intended clause 40 There, we take some pictures. We take some pictures there. 41 In Ramadhan, I have many activitys. In Ramadhan, I have many activities. 42 I will read Al-Qur’an together. I will read Al-Qur’an together. 43 We have 1 month to fast. We have 1 month to fast. 44 My family give money to me and other. My family give the money to me and others. 45 In night, I play fireworks with my family. In the night, I play fireworks with my family. 46 I can meet Idul Fitri next year. I can meet Idul Fitri next year.

47 I now will to tell you about interesting holiday in my town.

Now, I will tell you about interesting holiday in my town.

48 Sekaten is celebrate to thank for God upon blessing, food, and healthy until 1 year.

Sekaten is a celebration to thank God upon blessing, food, and health for 1 year.

49 It’s largely a secular celebration. It’s largely a secular celebration.

50 My family celebrate Halloween is carve a pumpkin into frightening or comical face.

My family celebrate Halloween by carving a pumpkin into frightening or comical face.

51 We place it on my doorstep after dark. We place it on my doorstep after dark.

52 We also decorate my home with orange and black things.

We also decorate my home with orange and black things.

53 I and my friends also attending costume parties in my old school.

My friends and I are also attending costume party in my old school.

54 There, we do trick or treating in costumes. There, we do “trick or treat” in costumes. 55 At home, my father telling scary stories. At home, my father tells scary stories. 56 I can meet Idul Fitri next year. I can meet Idul Fitri next year.

57 We share our foods and chocolate to another else.

We share our food and chocolates each other.

58 We set many fireworks each corner of main street.

We set many fireworks in each corner of main street.

59 We agree to pending at next holiday. We agree to pend it until next holiday.

60 In my vacation, I always brings my many things to myself.

In my vacation, I always bring many things for myself.

61 We always look many elephant in there. We always see many elephants there.


143


62 My vacation in Lampung can add my experience of my life.

My vacation in Lampung can add experiences to my life.

63 I want to tell you about my favorite holiday.

I want to tell you about my favorite holiday.

64 After a mount do the fasting mount, they sin to get forgiveness from God.

After a month of fasting, their sins get forgiveness from God.

65 Usually, the parent give some money to

the children.

The parents usually give some money to the

children.

66 We spend a lot of energy to prepare this moment.

We spend a lot of energy to prepare this moment.

67 I spends my time with my friends. I spend my time with my friends.

68 Everyday at this holiday, I always have fun.

Everyday at this holiday, I always have fun.

69 I want to tell you about my holiday in my village.

I want to tell you about my holiday in my village.

70 I usually enjoy my holiday in Klaseman. I usually enjoy my holiday in Klaseman. 71 You see more highest tree in the jungle You see the highest tree in the jungle. 72 You has see hugest rice field in Jogja. You see the hugest rice field in Jogja. 73 My family stop their activity in my home. My family stop their activity in my house.

74 You can kill some fish with guns or bombs.

You can kill some fish with guns or bombs.

75 Many activities can I do in there. I can do many activities there.

76 Commonly, people in my country celebrate this moment at midnight each new year.

Commonly, people in my country celebrate this moment in the midnight every new year.

77 In the early morning, we can sholat Idul Fitri in mosque.

In the early morning, we can do sholat Idul Fitri in the mosque.

78 I always celebrate Lebaran day with my family.

I always celebrate Lebaran day with my family.

79 We burn it with take around in the village. We burn it around the village.


144

Clause No. Original clause Correct clause Intended clause 80 There, we also meet with the other family. There, we also meet other families.

81 To welcome Lebaran day, I also buy some T-shirt, clothes, etc.

To welcome Lebaran day, I also buy some T-shirt, clothes, etc.

82 Idul Adha’s is used to remind people to always give thanks to God.

Idul Adha is used to remind people to always give thanks to God.

83 At second Lebaran day, I and y family visit my grandmother at Semarang.

At the second day of Lebaran day, my family and I visit my grandmother in Semarang.

84 To arrive at there, I and my father ride a motorcycle

To arrive there, my father and I ride a motorcycle.

85 To arrive there, my mother and my brother by bus.

To arrive there, my mother and my brother go by bus.

86 In the road, we see some place. On the road, we see some places. 87 We continue takbiran until subuh time. We continue doing takbiran until subuh time.

88 My grandparent, my uncle, and my aunt give money for me.

My grandparent, my uncle, and my aunt give money to me.

89 I want to tell you about my favorite holiday.

I want to tell you about my favorite holiday.

90 My family and I always celebrate it with fireworks party.

My family and I always celebrate it with fireworks party.

91 We behavior fireworks party at 10.00 p.m. – 02.00 a.m.

We conduct fireworks party at 10.00 p.m. – 02.00 a.m.

92 Before at 11.25 p.m. – 11.55 p.m. we stop from eat party.

During 11.25 p.m. – 11.55 p.m. we stop the eating party.

93 At 11.56 p.m. – 11.59 p. we prepared fireworks.

At 11.56 p.m. – 11.59 p. we prepared fireworks.

94 At 11.56 p.m. – 11.59 p. we prepared my motorcycle.

At 11.56 p.m. – 11.59 p. we prepared my motorcycle.

95 I want to tell you about my interesting holiday.

I want to tell you about my interesting holiday.

96 People celebrate the day by sacrified the animal

People celebrate the day by sacrificing the animal.


145


97 People celebrate the day by give the meat to every family in neighborhood.

People celebrate the day by giving the meat to every family in neighborhood.

98 Ibrahim is given a command to kill or to sacrified his son - Ismail from God.

Ibrahim is given a command to kill or to sacrifice his son - Ismail to God.

99 We takbir keliling around Yogya City. We do takbir keliling around Yogya City.

100 Ibrahim have to obey the command from God.

Ibrahim has to obey the command from God.

101 Prophet Ibrahim give thanks to God. Prophet Ibrahim gives thanks to God. 102 God change prophet Ismail by a goat. God replace prophet Ismail with a goat.

103 I go to picnic with my family in the next day.

I go picnic with my family in the next day.

104 In Paris beach, I and my family play sand. In Paris beach, my family and I play sand. 105 In the night, we pray tarawih. In the night, we pray tarawih. 106 After prays, everyone shake hands. After praying, everyone shakes hands. 107 Not a single soul around. There is no single soul around. 108 We in Krakal go for refreshing. We go refreshing in Krakal.

109 We passed a half of the country to get to the city.

We passed a half of the country to get to the city.

110 I say sorry with my friends.

I say sorry to my friends.

111 I shake hand with my friends. I shake hand with my friends.

112 I wouldn’t be able to go swimming again for ages.

I wouldn’t be able to go swimming again for ages.

113 Everyone says sorry for another Moslem people.

Everyone says sorry each other between Moslem people.

114 We can shake hands to everyone. We can shake hands to everyone.

115 Hijriyah is based on a lunar cycle of 29 or 30 day.

Hijriyah is based on a lunar cycle of 29 or 30 days.

116 At night before Idul Fitri, in my village always be festival Takbir keliling.

At night before Idul Fitri, my village always conducts Takbir keliling festival.

117 The other time, we go to picnic. Another time, we go picnic.


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118 This is a long holiday I school, except semester holiday.

This is a long holiday in my school excluding the semester holiday.

119 “Congratulations, minal aidin wal faidzin” can make peace to people.

“Congratulations, minal aidin wal faidzin” can make peace to people.

120 We have family in other town. We have family in other town.

121 I usually gets 2 weeks for holiday on fasting month

I usually get 2 weeks for holiday on fasting month

122 Akibahara is one of the major places to go in Tokyo.

Akibahara is one of the major places to go in Tokyo.

123 Independence day usually there is a flag ceremony.

There is a flag ceremony in the Independent day.

124 The French like to watch the pedestrians and the cars in the streets, sipping some wonderful wire.

The French like to watch the pedestrians and the cars in the streets, sipping some wonderful wire.

125 I have just had a fantastic beach holiday in Bali.

I have just had a fantastic beach holiday in Bali.

126 They are something average between the reserved German and dissolute Italians.

They are something average between the reserved German and dissolute Italians.

127 In the morning, people sholat Idul Fitri. In the morning, people do sholat Idul Fitri. 128 They are another give apology. They give apology each other. 129 Den-Den town is a section Osaka. Den-Den town is a section in Osaka. 130 The fasting is a pray for Moslem. The fasting is a pray for Moslem. 131 I didn’t do much gaming there. I didn’t do many games there. 132 They are prepare food for many people. They prepare food for many people.

133 I place more importance on other activities.

I place more importance on other activities.

134 The Moslem calendar (hijrah) is based on a lunar cycle of or 30 days.

The Moslem calendar (hijrah) is based on a lunar cycle of 30 days.

135 The last night fasting mont people have festival.

In the last night of fasting month, people conduct a festival.


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136 At the end of fasting day, we always do the takbiran.

At the end of fasting day, we always do the takbiran.

137 At the first of syawal, we always pray Idul Fitri in the morning.

At the first of syawal, we always pray Idul Fitri in the morning.

138 Everybody expresses their apology for others by shake hands.

Everybody expresses their apology to others by shaking hands.

139 Usually, older family give money to the youngest.

Older families usually give money to the youngest.

140 At that time, we can give an excuse and apologize.

At that time, we can give an excuse and apology.

141 We can get money from parents, uncle, and the other.

We can get money from parents, uncle, and the others.

142 At the night before Idul Fitri, all Moslem do takbir keliling.

At the night before Idul Fitri, all Moslem do takbir keliling.

143 In the chance, I always do takbir In that chance, I always do takbir.

144 People in Indonesia do a mudik in two into one week before and after Idul Fitri.

People in Indonesia do mudik in two into one week before and after Idul Fitri.

145 Chinese people celebrate with firecrackers

Chinese people celebrate it with firecrackers.

146 In Chinese new year, everyone in my family prepare money “angpao” for children.

In Chinese new year, everyone in my family prepares money “angpao” for children.

147 Moslem people must to give a zakat fitrah for a clean heart

Moslem people must give zakat fitrah to clean the heart.

148 Usually I get a money from brother, sister, and from my family.

I usually get money from brother, sister, and from my family.

149 These lunar calculations lead to an official announcement by the government on the eve of ramadhan and Idul Fitri.

These lunar calculations lead to an official announcement by the government on the eve of ramadhan and Idul Fitri.

150 In the world, everyone is waits this moment, especially Moslems.

In the world, everyone, especially Moslem, is waiting this moment,


148

Clause No. Original clause Correct clause Intended clause 151 We gets some food and drink everyday. We get some food and drink everyday. 152 We visits my grandparents for apologizes. We visit my grandparents for the apology.

153 In there, everyone with their smile are celebrating for our.

There, everyone is celebrating it for hours with their smile.

154 The lunar calculation lead to an official announcement by the government on the eve of ramadhan and Idul Fitri.

The lunar calculation leads to an official announcement by the government on the eve of ramadhan and Idul Fitri.

155 Before Idul Fitri, Moslem people in the world do fasting in fasting month.

Before Idul Fitri, Moslem people in the world do fasting in fasting month.

156 In the last fasting month, Moslem people in Indonesia prefer something for Idul Fitri like ketupat, opor, and another then.

In the last fasting month, Moslem people in Indonesia prefer something for Idul Fitri like ketupat, opor, and so on.

157 In night at last fasting month, people says takbir, takmid, and tahlil.

In the night of last fasting month, people do takbir, takmid, and tahlil.

158 In grandpa home, I meet my grandfather and grandmother.

In grandpa’s home, I meet my grandfather and grandmother.

159 In the next day, I meet my friends. In the next day, I meet my friends.

160 These lunar calculations lead to an official announcement by the government on the eve of ramadhan.

These lunar calculations lead to an official announcement by the government on the eve of ramadhan.

161 It express strong feelings about perceive religious overtones.

It expresses strong feelings about the perceived religious overtones.

162 He trick the devil into climbing a tree. He tricks the devil to climb a tree.

163 He trapp him by carving a cross into the tree trunk.

He traps him by carving a cross in the tree trunk.

164 In revenge, the devil place a curse on Jack.

In the revenge, the devil places a curse on Jack.

165

The devil condemning him to forever wander the earth at night with the only light he had: a candle inside of a hollow turnip.

The devil condemns him to forever wander the earth at night with the only light he had: a candle inside of a hollow turnip.


149

Clause No. Original clause Correct clause Intended clause 166 It makes them easier to carve than turnips. It makes them easier to carve than turnips.

167 Many families carve a pumpkin into a frightening or comical face.

Many families carve a pumpkin into a frightening or comical face.

168 Many families place it on their doorstep after dark.

Many families place it on their doorstep after dark.

169 The American tradition of carving pumpkins originally associated with harvest time in general.

The American tradition of carving pumpkins is originally associated with harvest time in general.

170

The American tradition of carving pumpkins not becoming specifically associated with Halloween until the mid to late 1000s.

The American tradition of carving pumpkins is not becoming specifically associated with Halloween until the mid to late 1000s.

171 Many people give a little money for many child in my village.

Many people give a little money for many children in my village.

172 My parents too give a little money for apologies with many child.

My parents also give a little money for the apology to many children.

173 They too give a little money for many child.

They also give a little money for many children.

174 The city produced a great impression upon me.

The city produced a great impression upon me.

175 I also did a lot of motorbike riding around the beaches and rice fields nearby.

I also did a lot of motorbike riding around the beaches and rice fields nearby.

176 You can hire a moped there for about Rp. 25.000,- a day.

You can hire a moped there for about Rp. 25.000,- a day.

177 I had one for the whole three weeks. I had one for the whole three weeks.

178 I wouldn’t be able to go surfing again for ages.

I wouldn’t be able to go surfing again for ages.

179 We have pray Idul Fitri at mosque.

We have to pray Idul Fitri at mosque.

180 After pray Idul Fitri, people in my village usually give apologies in the mosque.

After praying Idul Fitri, people in my village usually give apology in the mosque.


150


181 Around 09.00 a.m. my family visit to some home to give apologies.

Around 09.00 a.m. my family visit some houses to ask for the apology.

182 At night, we always go to takbir take around.

In the night, we always go “takbir keliling.”

183 After say sorry, the house owner give we excuse to eat everything on the table in the dining room like biscuit, candy, fruit.

After saying sorry, the house owner gives us an excuse to eat everything on the table in the dining room like biscuit, candy, fruit.

184 In Idul Fitri day, you may get money. In Idul Fitri day, you may get money.

185 In Idul Fitri day, we not must wear new clothes.

In Idul Fitri day, we do not have to wear new clothes.

186 Before Idul Fitri day in ramadhan month, you must pay zakat to clean yourself.

Before Idul Fitri day in ramadhan month, you must pay zakat to clean yourself.

187 Many students pay zakat in the school. Many students pay zakat in the school.

188 In my village, always has kenduri in the last ramadhan day.

In my village, there is always kenduri in the last ramadhan day.

189 All my cousins and aunt said “minal aidin wal faidzin” as the 1st words.

All my cousins and aunt said “minal aidin wal faidzin” as the 1st words.

190 In my church, usually, if Easter day, a children and teenager must bring egg from house.

In my church at Easter day, children and teenager usually bring eggs from home.

191 They open trade to other. They open trade to other.

192 They eat the eggs in the church with snack from home.

They eat the eggs in the church with snack from home.

193 Children and teenagers usually play games in the outdoor and indoor of the church.

Children and teenagers usually play games in the outdoor and indoor of the church.

194 In Christmas day, in my church makes a party from evening until midnight.

In Christmas day, people in my church make a party from evening until midnight.

195 They eat and bake dog until midnight. They eat and bake dog until midnight.

196 In Bandung, I play football with my brother and my friend.

In Bandung, I play football with my brother and my friend.


151

Clause No. Original clause Correct clause Intended clause 197 In Bandung, I had many friends. In Bandung, I had many friends.

198 In my holiday, I not just visit Tangkuban perahu.

In my holiday, I did not just visit Tangkuban perahu.

199 At there I buy jacket and T-shirt. There, I buy jacket and T-shirt. 200 I also buy shoes for football. I also buy shoes for football. 201 In Krakal, we find fish. In Krakal, we find fish.

202 We find tourist domestic for we interview.

We find domestic tourists to interview.

203 In the interview it, we give question for my tourist.

In the interview, we give questions to the tourist.

204 In Kukup beach, we had lunch. In Kukup beach, we had lunch. 205 In Baron, I buy fish. In Baron, I buy fish.

206 Although in Indonesia not official but many people celebrate it.

Although not official in Indonesia, many people celebrate it.


152

The List of Correct Clause and Intended Clause for SVOC Pattern

Clause No. Original clause Correct clause Intended clause 1 Many people call it’s Idul Fitri day. Many people call it Idul Fitri day. 2 We called that “mudik.” We called that “mudik.” 3 The green lives make my feel so calm. The green lives make my feeling so calm. 4 Accidents make human die. Accidents make human die. 5 Traffic jam make we angry. Traffic jam makes us angry. 6 Traffic jam make we feel boring to do

trip. Traffic jam makes us feel bored to do trip.

7 Traffic jam make the meaning of Lebaran day lost.

Traffic jam makes the meaning of Lebaran day lost.

8 This activity make me tired. This activity makes me tired. 9 I want this event not ending. I do not want this event ends.

10 Many experiences make my heart so happy.

Many experiences make my heart so happy.

11 Make my heart so happy. It makes my heart so happy. 12 People celebrate the day with happy. People celebrate the day happily. 13 Sometimes, my friend and I spends a long

time at holiday to hiking mountain or traveling.

Sometimes, my friend and I spend a long time at holiday hiking a mountain or to travelling.

14 We doesn’t make people angry. We don’t make people angry. 15 You can call the die of Isa Almasih. You can call it the die of Isa Almasih. 16 I spent sometime wondering Akibahara in

Tokyo. I spent sometime wondering Akibahara in Tokyo.


153

The List of Correct Clause and Intended Clause for SVOO Pattern

Clause No. Original clause Correct clause Intended clause 1 My uncle given me a guitar Yamaha. My uncle gives me a Yamaha guitar. 2 My mom give me a new blouse. My mom gives me a new blouse.

3 She also give my young sister and my young brother a new shirt.

She also gives my young sister and my young brother a new shirt.

4 I bought myself an MP3 player. I bought myself an MP3 player. 5 I spent most of the holidays surfing. I spent most of the holidays surfing. 6 Someone will give you money. Someone will give you money.

7 It is can give us more reward from our God.

It can give us more reward from our God.


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