STUDENTS’ PROBLEMS IN WRITING COMPOUND SENTENCES

Silviana Fadhilah
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Abstract

The purpose of this research was to describe the third year students’ problems in writing compound sentences expressing contrast, reason, and additional idea at English Department of Bung Hatta University. Descriptive method was used as the design of this research. The number of population members was 53 students. The writer used total sampling technique to select the sample. Writing test was the instrument to get the data. The students were asked to write 21 compound sentences : 7 sentences expressing contrast, 7 sentences expressing reason, and 7 sentences expressing additional idea. The test was reliable because the reliability of the test was high (0.98).The result of this research showed that generally the third year students at English Department of Bung Hatta University had problem in writing      compound sentences. They had problems in writing compound sentences expressing contrast, reason, and additional idea. Among those problems, the most problem the students face was writing compound sentences expressing reason (39.49%). In writing compound sentences expressing reason, the most problem the students face was in mechanics (41.06%), especially in punctuation (25.13%).Dealing with the conclusion, the writer suggested to the lecturers to use matching picture as the media to teach compound sentence to the students. The students are suggested to do more exercises in writing compound sentences expressing reason by using matching pictures. The next writers are expected to find out students’ problems in writing compound sentences in other conjunction such as compound sentences with semicolon, correlative conjunction, and conjunctive adverbs.   REFERENCES Brandon, Lee & Kelly Brandon. (2011). Paragraph and Essays with Integrated Readings (11thed). Boston : Wadsworth Cengange Learning. Cahyo, Fuad Nur. (2013). Using The Mind Mapping Technique To Improve The English Writing Skill of The Tenth Grade at MAN Yogyakarta III in The Academic Year 2012/2013. (S1 Degree). Online Publish Thesis. Universitas Negeri Yogyakarta. Gay, L.R, Geoffrey E. Mills, & Peter Airasian. (2009). Educational Research : Competencies for Analysis and Application. Upper Saddle River, New Jersey : Pearson Education, Inc. Lauder, Allan. (2008). The Status and Function of English in Indonesia : A Review of Key Factors. Makara, Sosial Humaniora.,12(1),1-12. McMillan, James. H. (1996). Educational Researh : Fundamentals for the Consumer. (2nded). New York: HarperCollins Publishers, Inc.                Sudijono, Anas. (2015). Pengantar Statistik Pendidikan. Jakarta: Rajawali Pers. Usman, Husaini & Purnomo Setiady Akbar. (2011). Pengantar Statistika. Jakarta : Bumi Aksara.  
学生写并列句的问题
本研究的目的是描述邦哈达大学英语系三年级学生在表达对比、推理和附加思想的复合句写作中的问题。本研究采用描述性方法设计。总人数为53名学生。作者采用了全抽样的方法来选择样本。写作测试是获取数据的工具。学生们被要求写21个并列句:7个句子表达对比,7个句子表达原因,7个句子表达附加的想法。检验的信度较高(0.98),因此检验是可靠的。本研究结果显示,奉哈达大学英语系三年级学生普遍存在复合句写作问题。他们在写表达对比、推理和附加观点的复合句方面存在问题。在这些问题中,学生面临的最多的问题是写表达原因的复合句(39.49%)。在表达理由的复合句写作中,学生面临的问题最多的是力学(41.06%),尤其是标点(25.13%)。针对本文的结论,笔者建议教师以配图为媒介对学生进行并列句教学。建议学生多做搭配图片表达理由的复合句的练习。接下来的作者希望找出学生在其他连词中写作复合句的问题,如分号复合句、关联连词、连接副词等。参考资料:布兰登,李和凯利布兰登。(2011)。段落和文章与综合阅读(11次)。波士顿:华兹华斯圣格学习。Cahyo, Fuad Nur。(2013)。运用思维导图法提高2012/2013学年MAN日惹中学十年级学生的英语写作能力。(S1)。在线发表论文。日惹尼日利亚大学。Gay, L.R, Geoffrey E. Mills, & Peter Airasian。(2009)。教育研究:分析与应用能力。新泽西州上鞍河:皮尔逊教育有限公司。(2008)。英语在印度尼西亚的地位和功能:关键因素综述。刘志强,刘志强。中国社会科学,12(1):1-12。麦克米兰,詹姆斯。h(1996)。教育研究:面向消费者的基础。(经济日报)。纽约:哈珀柯林斯出版公司。Sudijono轶事。(2015). 彭达尔统计。雅加达:Rajawali Pers。Usman, Husaini & Purnomo Setiady Akbar。(2011)。Pengantar Statistika。雅加达:Bumi Aksara。
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