18

CHAPTER II
REVIEW OF RELATED LITERATURE
A.

The Definition of Conjunctions

There are many definitions of conjunctions which are proposed by

grammarians, such as Ehrilch and Kardimin. Ehrilch states that conjunctions are
words which join words, phrases, or clauses. In grammar, a conjunction is a part
of speech that connects two words, sentences, phrases, or clauses together1.
Conjunctions join parts of a sentence together and express the relationship
between them 2. It is divided into two types: they are coordinating conjunction and
subordinating conjunction. Conjunction is a universal aspect of language, all
languages have conjunction. Without it, every sentence will be short and unrelated
to its neighbors and it will take a long time to say everything.

The function of

using conjunction in communication is to tie a word with another word and

a clause with another clause. So it will help us to understand the
connection of the sentences or the paragraphs.
A conjunction is a word that links words, phrases, or clauses. Conjunctions
are used frequently in everyday speech and writing. Use these definitions, lists
and samples to learn how to identify them within sentences.
A conjunction is any word that connects other words within a sentence. There
are three types of conjunctions: coordinating conjunctions, correlative

Ehrilch, Eugene.2004. Schaums Outline English Grammar Edisi Ketiga. Jakarta:

Penerbit Erlangga. p. 126
2
Rhowwen claud, 2009 Academic Writing Help Centre, University of Ottawa,
ww.sass.uottawa.ca/writing - 613-562-5601 - cartu@uottawa.ca

18

19

conjunctions and subordinating conjunctions3, and each type is used differently

within a sentence. By understanding the types of conjunctions and their functions
in the English language, you can improve your overall grammar and sentence
structure.
Kardimin states that conjunction is a word which is used to link or
join words, phrases, or clauses 4. In a sentence, most of conjunctions are from
another parts of speech, especially from preposition. Conjunctions must be
distinguished from preposition, relative pronouns, adjective clause or adverb that
are also connecting words.
Examples:
1. Look the traffic lamp before you cross the street. (Conjunction)
2. I have seen him before. (Adverb)
3. We left before the end. (Preposition)
4. This is a book that my sister bought. (Relative pronoun)
5. The man that answered the phone was polite. (Adjective clause)
B.

Subordinating Conjunctions
Ehrlich also states that subordinating conjunctions are connecting unequal

clauses. The general subordinating conjunctions are:

-

after,
although,
as,
as if,
3

Jossef, Essberger, 2012. English Conjunction List in Grammar,first edition, 23 King

Street Cambridge CB1 1AH England, UK
4
Kardimin, Akhmad. 2007. Perfect Structure For Better TOEFL. 1st ed.
Yogyakarta: Pustaka Pelajar. P.99

19

20

as long as,
because,
before,
how,
if,
in order that,
since,
so,
so that,
though,
till,
unless,
when,
where,
wherever,
while,
why, and yet.5
Izzan and Mahfuddin states that subordinating conjunctions connect the

independent clause and the dependent clause 6. Subordinating conjunctions,

also called subordinators, are conjunctions that introduce a dependent clause.
Subordinating conjunctions are words that introduce dependent or subordinate
clauses including noun clauses, adjective clauses, and adverb clauses.
Subordinating

conjunctions

perform

the

grammatical

function

of

subordinator7 The following italicized conjunctions are examples of subordinating

conjunctions:
C.

The way to use subordinate conjuction

General Rule Use a comma to separate the dependent clause from the

independent clause only if the subordinating conjunction begins the sentence.

Op.Cit., p 126
Izzan, Ahmad and Mahfuddin, F.M. 2008. How to Master English. Jakarta:
Kesaint Blanc. P.91
7
Tessy 1997, Grammar FANBOYS, 23 King Street Cambridge CB1 1AH England, UK
press
6

20

21

When using that conjunctive adverbs to show contrast or concession in the

middle of a sentence, you may use a comma before them. Hampton-Reeves state
that subordinating conjunctions connect a subordinate clause to the main clause8.
Look at the discription bellow:
1. Apposition
Appostioan is a grametical constructtion in which a word, especially a noun
pharase, is placed after another to modify its meaning. The kind of conjunction in
apposition form is that. When using that conjunctive adverbs to show contrast
or concession in the middle of a sentence, you may use a comma before them.
Examples:
1. He made a promise, that he would return soon.
Dc

Sc

Ic

We can use that without comma look at the example bellow:

2. I know
Dc

that
Sc

she is your sister.

Ic

2. Cause
These nouns donate what bring about or is associated with an effect or result 9,
The conjunction are because, because of, as, since, and for.
we can use a comma to separate the dependent clause from the independent
clause only if the subordinating conjunction begins the sentence, look the example
bellow:

Hampton,Reeves 2009, Grammar Book Coordination, Correlation, and Subordination.

Produced by the Centre for Research-informed Teaching, University of Central Lancashire
9
Horby, AS 2003. Oxford Advenced Learner Dictionary, Oxford University Press

21

22

1. because he is ill, He is weak

Sc

Dc

Ic

2. Since he came late to attend the class, his teacher punished him.
Sc

Dc

Ic

if the subordinating conjuction do not begins a sentence we should not a

comma, look the exampel bellow:
1. He is famous because of his generosity.
Dc

Sc

Ic

2. They live on the street

Dc

as they are homeless.

Sc

Ic

3. He gets the punishment for he came late.

Dc

Sc

Ic

3. Comparison
The modification or inflection of an adjective or adverb to donate the positive,
comparative, and superlative degrees, as in english, along with the quantitative
degree in certain another languages.10 The conjunctions are than, more than, and
asas. When using conjunctive adverbs to show contrast or concession in the
middle of a sentence, you may use a comma before them or not.
Examples:
1. The sea is deeper than the mountains height.
Dc

Sc

Ic

10

Caron, J., Hans C. and Man Fred T., 1988. Conjunctions and the Recall of Composite
Sentences. Journal of Memory and Language, p. 27, 309-323

22

23

The sentence above consist of two pharese that are the sea is deeper and the
mountain is higgest, andthan we connect the both of sentence tobe a sentence such
as the example above.
2. The house more expensive than the car.
Dc

Sc

Ic

The sentence above consist of two sentence that are the car is expensive, the
house is more expensive, the sentence we connect to be one senctence as the
example above by using subordinating More .........than.
4. Contrast
To compare in order to show unlikeness or differences. 11 The conjunctions are
although, even though, though, however, nevertheless, yet, still, but, whereas,
despite, and in spite of. We can use a comma to separate the dependent clause
from the independent clause only if the subordinating conjunction begins the
sentence, look the example bellow:
1. However hot the sun is, we must go.
Sc

Dc

Ic

2. Although he never likes her, he doesnt show it.

Dc

Sc

Ic

We dont use comma if subordinating conjunction put in the midle of

sentences, look the example bellow:
1. We went on a picnic in spite of the cool weather.
Dc

Sc

Ic

11

Geva, E., 1992. The Role of Conjunctions in L2 Text Comprehension. TESOL Quarterly
Cambridge University Press. p. 26 (4), 731-747.

23

24

The sentence above consist of two sentence that are we went on picnic, and the
second is the water is cool and than both of sentence above connect by using
subordinate, we dont use comma becuse subordinate put in the midle of sentence.
2. He worked hard even though he was tired.
Dc

Sc

Ic

The sentence above consist of two sentence, that are He work hard, He was
tired the rule is same with example number one.
5. Condition
The dependent clause of conditional senteces.12 The conjunctions are if,
unless, whetheror, even if, in case, and otherwise. We can use a comma to
separate the dependent clause from the independent clause only if the
subordinating conjunction begins the sentence, look the example bellow:
1.

Unless you say the truth, Ill hate you.

Sc

Dc

Ic

The sentence above consist of two sentence that are you say the truth, and the
second is Ill hate you. and than both of sentence above connect by using
subordinate, we dont use comma becuse subordinate put in the midle of sentence.

2.

Even if it rains, Im going out

Sc

12

Dc

Ic

Op. Cit.,

24

25

The sentence above consist of two sentence that are it rain, and the second is
Im going out and than both of sentence above connect by using subordinate,
we dont use comma becuse subordinate put in the midle of sentence.
1.

I will go to London if I have lot of money.

Dc

Sc

Ic

The sentence above consist of two sentence, that are I have lot of money, I will
go to london put there is no comma because subordinate put in the midle of
sentence.
2.

I Take a sweater in case it gets cold.

Dc

Sc

Ic

The sentence above consist of two sentence, that are I take a sweater, it gets
cold the rule is same with example number one.
6. Purpose
The reason for which anithing is done.13 The conjunctions are so that, in order
that, and in order to
Examples:
1. He comes early so that he isnt late.
Dc

Sc

Ic

2. They practiced hard in order that they could win the game.
Dc

Sc

Ic

13

Martin, J. R., 1992. English Text: System and Structure. John Benjamins Publishing
Company, Philadelphia.

25

26

Both of example above do not use comma because subordinate conjunction put in
the midle of sentence.
7. Place
The place is the particular position to show the aim or desire from the object
in order to know the action. The conjunctions are wherever and where in
using this subordinate
Examples:
1.

You may go wherever you like.

Dc

Sc

Ic

of example above do not use comma because subordinate conjunction put in the
midle of sentence
8. Time
Time is a dimension in which events can be ordered from the past trough the
present.14 The conjunctions are after, while, when, before, until, as, as soon as, and
since. If subordinate conjucntion take palce at the begining we must use comma to
sparate dependent clause and indipendent clause look example bellow:
1.

While it was snowing, we played cards.

Sc

Dc

Ic

The sentence above consist of two sentence they are; we played cards,it
was snowing.
If subordinate conjucntion take palce at midle of sentence we should not use
comma to sparate dependent clause and indipendent clause look example bellow:
14

Millis, K. and Marcell A. J., 1994. The Influence of Connectives on Sentence

Comprehension. Journal of Memory and Language p. 33, 128-147

26

27

2.

The boy was sleeping when his parents got home.

Dc

Sc

Ic

The sentence above consist of two sentence they are; the boy was
sleeping,his paret got home both of sentence connected by using subordinate
conjunction.
9. Result
The conjunctions are that, therefore, hence, consequently, thus, and as a result
examples:

15

the way to use this subordinating conjuntion is same to the

exolenation above, the rule if sobordinate take place at the begining of sentences,
we use comma but if they put in the midle to connect dependent clause we dont
use comma (,) look example bellow:
1. You have disregarded my advice therefore I will not help you again.
Dc

Sc

Ic

2. We must meet the deadline hence a decision is needed now.

Dc

Sc

Ic

If subordinate put at the begining of sentence we use coma (,) to connect

dependent clause and independent clause, look example bellow:
3. consequently The road was wet and slippery, there were many accidents.
Sc

Dc

Ic

15

Sanders, T. J. and Leo G., 2000. The Role of Coherence Relations and Their Linguistic
Markers in Text Processing. Discourse Processes p. 29 (1), 37-60.

27

28

10. Manner
The conjunctions are as if and as though, the rule in using this subordinate
same with explenation above, use comma it subordinate put at begineing and
dont use comma if subordinate put in the midle, Examples: 16
1.

She looks as if she had seen a ghost.

Dc

2.

Sc

Ic

I felt as though I had been hit by a car.

Dc

Sc

D.

Ic

The Position of Subordinating Conjunctions

Generally all of conjunctions occur between the sentences patterns, but it

may occur at the beginning of the sentences and in the middle of the sentences 17.
Positions of subordinating conjunctions are:
1.

When a subordinating conjunction is between the independent and dependent

clause or the independent clause is placed first and the dependent clause is
placed second, do not separate the two clauses with a comma.18
Examples:
1. Ram went swimming although it was raining.
2. He is an honest man though he is poor.
3. I will take care of her after the doctor has gone.

16

Op.Cit.,

17

Quirk, R. and Sidney G., 1973. A University Grammar of English. Longman Group UK

18

Ibid., P.210

Limited.

28

29

2.

When a subordinating is in the beginning of the sentence or the dependent

clause is placed first in a sentence, use a comma between the two clauses.19
Examples:
1. While I was having my lunch, a friend dropped by my table.
2. Wherever I go in New York, I meet old friends.
3. Although nothing appeared to be wrong wiyh the car, it would not start.
Besides type of conjunction can explain as bellow: A conjunction is a

word that connects other words or groups of words. In the sentence Bob and Dan
are friends the conjunction and connects two nouns and in the sentence He will
drive or fly, the conjunction or connects two verbs. In the sentence It is early but
we can go, the conjunction but connects two groups of words.
A conjunction is a word that links words, phrases, or clauses. There are three
types of conjunctions: coordinating conjunctions, correlative conjunctions, and
subordinating conjunctions.20
Subordinating Conjunctions these are the largest class of conjunctions. They
connect subordinate clauses to a main clause. They are adverbs used as
conjunctions. Subordinate conjunctions are words or phrases that connect a
dependent clause or adjective or adverbial phrase to an independent clause. The
dependent clauses provide context and description for the independent clause; in
short, it adds information that isn't the direct focus of the sentence but is important
in adding time, place, or reasons to the sentence.
19

William, R., 1983. Teaching the Recognition of Cohesive Ties in Reading a Foreign
Language , Longman Group UK Limited, P. 305
20

Stoodt, B. D., 1972. The Relationship Between Understanding Grammatical

Conjunctions and Reading Comprehension. Elementary English, P. 49, 502-504.

29

30

a. Time: after, before, since, when, while, until

Ex. 1: After Josie studied the lab reports, she determined that Glen would need
further treatment.
Explanation: The After clause explains the time frame for Josie's decision that
Glen needed further treatment. It gives readers the information that they need to
understand how Josie determined Glen's need21. Notice how the above sentence
sounds so much better than if the sentence had been written with two independent
-

clauses:
Josie studied the lab reports.
She determined that Glen would need further treatment.
Using a subordinate conjunction to combine the sentences not only makes the
style better, but it also tells us that the decision was made after Josie had studied
the reports. We can feel better that the decision is based on Josie's previous work

and Glen's treatment is not unfounded!

b. Reason: because, since, so that, why
Ex. 2: Because the war is being fought in the Middle East, oil prices will continue
to rise.
Explanation: The Because clause provides a reason for the rise in oil prices,
the information the writer is stressing in that sentence. Since that clause comes
before the main clause, it is followed by a comma 22. If the clause were to come at
c.

the end of the sentence, as in

Place: where, wherever
Ex. 3: Whenever a country goes to war, certain freedoms in that country may be
compromised.

21

Qand, D. D., 2002. Investigating the Relationship Between Vocabulary Knowledge and
Academic Reading Performance: An Assessment Perspective. Language Learning p. 52 (3), 513536.
22
Caron, J., Hans C. and Manfried T., 1988. Conjunctions and the Recall of Composite
Sentences. Journal of Memory and Language, P. 27, 309-323

30

31

Explanation: The main point in the above sentence is that freedoms may be
lost; the dependent point, expressed in the whenever clause, gives explanation to
the main point by describing when freedoms may be lost23. Again notice the
comma following the opening dependent clause.
d. Condition: if, unless, until, in case
Ex. 4: The candidate, who ran a clean race, was elected by a wide majority.
Explanation: The dependent clause here comes in the middle of the sentence
and is used to clarify why the candidate won. Because this who clause can be
removed from the sentence without changing the main point, commas are used to
separate it from the main clause. Such an unnecessary clause is called a nonrestrictive clause since it doesn't restrict the meaning of the sentence.
e. Manner: as if, as though, how
Ex. 5: Any voters who have registered can vote.
Explanation: In this example, the who clause is necessary to the meaning of
the main clause since the meaning of the sentence is that only registered voters
can vote24. Without who have registered the sentence would have an entirely
different meaning. As a result of the necessary clause, there are no commas. Such
a clause is called a restrictive clause since it restricts the meaning of the sentence.
E.

Review of Related Finding

A large number of studies over the past few years have highlighted key
challenges for the sector and identified some of the pressures which have
transformed the contexts for students use of research. In this literature review, we
have digested the most salient studies in what is a large field of theoretical and
empirical data on the way in which students use research in their teaching and
23

Op. Cit.,
Cooper, M., 1984. Linguistic Competence of Practical and Unpractical non-native
Readers in English. In: Anderson, C. and A. M. Urquhart, eds. Reading in a Foreign Language.
Longman Group Limited, p.122-125.
24

31

32

learning. The review is presented as a survey of work grouped together under the
key issues relevant to our study. It is not presented as a critical review, its function
is to raise some key questions and relate the literature of the field to the findings
in our study.
Suparningsih, Stdent Ability in Determine Conjunction in Pharagraph in
Junior High School25 in her reserach, she focus on student ability to determine
kinds of subordinate in a pharagraph and the result of her reserach find that 75%
student can determine conjunction and 25% student cant determine it. The
differences betwen supraningsih research with this research; first on the sample of
the reserach in this reserach the sample take by reseracher from senior high school
but supraningsih take student from Junior High school as a sample, besides the
difference also in test wich use by researcher, supra ningsih use pharagraph to test
student ability but in this reserach reseracher use objective test or dicotomy test.
Hani Rahman, Error Analyzing in Using Conjunction of the Sentences,
Students of SMAN 1 Semarang26. In this reserach Hani Rahman focus on student
ability use a conjunction in a sentences, and the test that give by reseracher is
writing conjunction in sentences with total number of test is 25 item the result of
her test find that 95% student can put conjucntion in a sentence wich make by
herself, the differences between her research to this reserach is on the form of the
test, in her research rahman ask to sample to make a sentence wiht their own
words an put a conjunction in the sentences.

25

Supraningsih, 2011, Stdent Ability in Determine Conjunction in Pharagraph in Junior

High School, UNJA, Pustaka.
26
Hani Rahman, 2005, Error Analyzing in Using Conjunction of the Sentences, Students
of SMAN 1 Semarang , UIN Press Pustaka

32

33

Nur Wasiah, Students from IAIN STS Jambi, Teaching Conjunction by using
Multimedia to increase student ability in using subordinate conjuction to student
Faculty of Tarbiyah, English Departement 27. In this research nurwasiah use
multimedia to increas student ability in using conjuction to student of English
Departement of Tarbiyah Faculty-IAIN STS Jambi, in the research she find that
89% student can master conjunction and 11% student cant master it. The
differences between her research and this reserach are really significan, because
the focus on her reserach to university student but in my reserach focus on student
of MA.
Abdussalam A Inajih also have done a research about conjucntion an title The
Impact Of Textual Cohesive Conjunctions On The Reading Comprehension Of
Foreign Language Students in his research he investigated the impact of textual
cohesive conjunctions on the reading comprehension of Libyan university
students studying English as a foreign language. The study assumed that
conjunctions have a positive effect on reading comprehension if students are
explicitly taught these items. Data were collected through using a self-completion
questionnaire, and the application of two intervention programmes in Gharian and
Sabrata English Departments. A hundred students participated in the programmes
that included the administration of pre-and post-test and only post-test
experiments. As a part of the experiments, participants who were assigned
randomly to the treatment groups attended about thirty hours of explicit teaching
of conjunctions. The results revealed that conjunctives facilitate the reading
27

Nur Wasiah, 2003, Teaching Conjunction by using Multimedia to increase student

ability in using subordinate conjuction to student Faculty of Tarbiyah, English Departemen, IAIN
STS Jambi, Pustaka.

33

34

comprehension of the fourth-year English department students in two Libyan

universities. These findings could have important pedagogical implications, which
may require explicit teaching of conjunctions in order to improve reading
comprehension.
Base on hir research he find in all, explicit teaching of conjunctions was found
to be useful for better reading comprehension. This was suggested by the
improvement the treatment groups achieved in their post-tests results both in
Gharian and Sabrata English Departments. The encouraging findings of this study
suggest that the reading comprehension of foreign language students could be
improved if they are explicitly taught conjunctions, and the way they are used in
making the semantic relations which exist in expository texts explicit.28
Most of the research papers referenced in this review arise from small-scale
studies which, like our own work, provide useful snapshots of a developing field,
but were conducted across different universities, at different times, with relatively
small numbers of students in different disciplines. There are exceptions, such as
Nurwasiah, which were large scale studies involving more than 5students on an
annual basis, but comparable, systematic data for student is lacking. Nevertheless,
the studies weve looked at highlight key issues as well as pointing to critical gaps
in our knowledge. One issue which emerges very clearly from the most recent
published research is that the debate has now decisively shifted from what might
be called a utopian/dystopian evaluation of the potential of information
technologies to a critical, considered awareness of the complexities of the current
learning environment.
28

Abdussallama A Inajah 2010, The Impact Of Textual Cohesive Conjunctions On The

Reading Comprehension Of Foreign Language Student. UIN S

34

35

F.

Conceptual Frame Work

A school are increasingly responsive to the changing needs of students and to
that end are providing library spaces or information commons which are they
student can study about english grammar easier. The move towards creating social
learning spaces has been informed by a consensus in research into the value to
student learning of group work and collaborative projects in teaching and
learning. In MA Jujun Sheffields Information Commons has wholly re-thought
the relationship between students and research content, displacing the traditional
role of the library as a repository for books and instead emphasising the provision
of a variety of different kinds of learning spaces, in order to increase student
ability in using conjuction.
Some student in MA Jujun now focus on the role of digital information and
the role of technology in mediating research content and disrupting established
pathways they can search in internet by they phone or Internet rent about subject
of subordinate conjuction. Students are no longer constrained by the resources
provided by their own institution, but they are not yet equipped with the skills, the
conjunction, need to deal with the vast amount of information available online. In
the past year there have been studies which have usefully corrected
overenthusiastic attempts to predict future trends and have highlighted how much
research remains to be done on the exact impact of new technologies on students
use of research content about subordinating conjuction besides, lesson that they
get from teacher in MA Jujun.
The conceptual frame work in this reserach is in using the data from the test
that give by reseracher to the student of MA Jujun, and the kind of the test is

35

36

dicotomy test and the containt of the test is about subordinate conjucntion,
conjunction is a part of speech in grammar subject, Ehrilch and Kardimin. Ehrilch
states that conjunctions are words which join words, phrases, or clauses. In
grammar, a conjunction is a part of speech that connects two words, sentences,
phrases, or clauses together29. According to the statement above we know that
subordinate conjucntion is really importan to master by student especially in
Senior High School, because its related to student ability in make a good
sentences according to English grammar. Besides the other definition is a
conjunction is any word that connects other words within a sentence. There are
three types of conjunctions: coordinating conjunctions, correlative conjunctions
and subordinating conjunctions30, and all type and kind of subordinating
conjunction above has teached by teacher of MA Jujun, so researcher want to
know student ability in using it. The frame work of the reserach is displayed
bellow:
Firgure 1 Conceptual Frame Work
figure 1 Conceptual Frame Work.

Student ability in using Conjunction of MA Jujun

Instrument of Test

Validity Test

29

Reliability Test

Index of difficulties Test

Test

Ehrilch, Eugene.2004. Schaums Outline English Grammar Edisi Ketiga. Jakarta:

Penerbit Erlangga. p. 126
30

Student Score

Jossef, Essberger, 2012. English Conjunction List in Grammar,first edition, 23 King

Street Cambridge CB1 1AH England, UK

Percentage
Analysis
36
Conclution