The use of Conjunction in Literacy Learning Discourse

The Using of Conjunction in Discourse of Literacy Learning

Yeni Maulina

Riau Language Center

St.Binawi, Kompleks Universitas Riau, Pekanbaru, Indonesia
Email: yeni.maulina@kemdikbud.go.id

Manuscripts accepted: May 28, 2018; revised: 05 October 2018; approved: 05 October 2018

DOI: http://dx.doi.org/10.26499/madah.v9i2.765

Abstract

This study aims to determine the use of conjunctions that are often used by fifth grade
elementary school students in the city of Pekanbaru in writing literacy learning discourse.
The use of conjunctions seen is the frequency of appearance and accuracy of its use. The
method used in this research is descriptive analytical method. The research data in the form
of 50 student essays about the retelling of 5 folklore read in the Sastranesia activity. The titles
of the folklore used are "Pearls of Indragiri Hilir", "Magical Fruit", "Tarondam Village", "The
Youngest Child of Durhaka", and "Scratch Cloth". The results showed that there were 15
conjunctions used in 2,140 uses with 650 coordinating conjunctions and 1,470 subordintents.
The highest frequency of occurrence of conjunctions is found in the type of conjunction which
states the meaning of sequence, addition, and time. In the essay found 24 errors in using
conjunctions. Errors occur in the use of conjunctions as many as 11 errors; conjunctions and
as many as 5 errors; conjunctions but / but as many as 4 errors; and then 4 conjunctions of
errors. Mistakes in the use of these conjunctions are generally not in accordance with
Indonesian rules. In addition, it was also found that the majority of student essays consisted
of clauses and single sentences. In addition, it was also found that the majority of student
essays consisted of clauses and single sentences. In addition, it was also found that the
majority of student essays consisted of clauses and single sentences.

Abstract

This study aims at determining the use of conjunctions that are often used by the fifth grade
elementary school students in writing literacy learning discourse in Pekanbaru. The use of
conjunctions that observed is the frequency of their appearance and the accuracy of their use.
The method used in this study is analytical descriptive method. The research data consists of 50
essays of students about the retelling of 5 folklores read in Sastranesia activities. The titles of
folklore used were “Mutiara dari Indragiri Hilir”, “Buah Ajaib”, “Kampung Tarondam”, “Si
Bungsu Anak Durhaka”, dan “Kain Sindai”.’ The results show that there were 15 conjunctions
used in 2,140 times of use with 650 coordinative conjunctions and 1,470 subordinatives. The
highest frequency of occurrence of conjunctions is found in the type of conjunction that states
the meaning of sequence, addition, and time. In the essay, 24 misuses of conjunctions were found.
There were 11 errors occurred in the use of conjunctions; dan (and) conjunctions were 5 errors;
conjunction tapi/tetapi (but) are 4 errors; and conjunctions kemudian (then) were 4 errors. The
error in using the conjunction is generally not in accordance with the Indonesian language
rules. Besides, it was also found that most of the students' essays consisting of clauses and single
sentences. This is due to the limited ability of students to write. Keywords: conjunction use;
discourse; literacy learning
1. Introduction
Literacy skills are part of
Indonesian language
proficiency.learning In literacy skills
teachers should be able to emphasize
competence and material selection in
schools. In literacy skills teachers
should be able to emphasize
competence and material selection in
schools. In this case, students
provision of basic literacy, knowledge,
and basic skills that is useful according
to the level of development and is
prepared for further education (Rofi'
Zuhdi, 1998).
The implementation of literacy
learning includes the ability of students
to write according to standard
Indonesian grammar. Related to this,
Gipayana (2004) explains a number of
data from the International
Educational survey
Achievement (IEA) regarding the
reading and writing abilities of
Indonesian children that around 50% of
elementary school students in grade VI
in the six provinces built by the Primary
Educational Quality Improvement
Project (PEQIP) cannot compose. This is
due to the low reading ability of
elementary students in Indonesia
because students get more
memorization lessons than practice,
including writing.
Nurdiyanti & Suryanto (2010)
stated that students 'ability in reading
was quite high, but the students' ability
in writing was new
shows the level of being able to express
ideas through writing. shows the level
of being able to express ideas through
writing. In improving writing skills
192 Madah, Volume 9, Number 2, October 2018 Edition: 191-202
writing material is needed. One of the
writing materials can be in the form of
discourse, which is the most
comprehensive language unit
composed of elements underneath it
hierarchically, starting from
paragraphs, sentences, clauses,
phrases, words, morphemes, and
phonemes (Sudaryanto, 1993: 109).
Thus, discourse is a form of writing
which has an orderly and logical order.
Thus, discourse is a form of writing
which has an orderly and logical order.
This integration can be created by
conjunction.
Conjunction is an important
element in composing a discourse.
Conjunction is a word that connects
syntactic units, both between words,
between phrases, between clauses, and
between spaces (Chaer, 2008: 98). The
existence of conjunctions in a
discourse can expand the unit in
sentence construction, both in order
and not. The existence of a conjunction
makes intercultural relationship
capable of forming solid and logical
sentences so that the ideas conveyed
are easily understood (Boneh &
Waters, 2007; Sargolini et al., 2006;
Aribowo, 2013; Parwati, 2013; Sheng
et al., 2018; Saddhono & Wijana, 2011).
Examining the conjunction is
inseparable from the problem of the
sentence and its meaning. Conjunction
has an important role in arranging
words to become a coherent sentence.
Teaching conjunctions is needed by
students to expand ways
think and sharpen understanding of
many things.
Supposedly, grade V elementary
school students already have
grammatically complete speech and
are continually increasing
gradually. To hone the language skills,
students get a lot of lessons
the language that is required must be
able to read, speak, write, and
understand intentions.
However, the facts found in the
field, there are still many fifth grade
elementary school students who are
confused about the use of conjunctions,
not even a few who do not know the
term "conjunction". They are more
familiar with the term conjunctions,
but do not really understand the
meaning, types, and uses. Thus, it can
be said that the development of
vocabulary in spoken language is very
different from written language. In
writing, students tend not to be as
fluent when speaking verbally.
Literacy learning in schools is still
low. Based on several studies, most
children
Indonesia has not been able to
actualize itself through writing. They
rely more on sight and hearing alone in
thinking, acting and acting (Atmazaki
et al., 2017; Syahrul, 2016; Wahyuni,
2016). In his research, Syahrul (2016)
even placed Indonesian children in a
critical position of literacy.
Of course this should not be
allowed continue. One thing that can be
done for elementary students to
overcome this is literacy learning in
schools. Like the fifth grade elementary
school students in the city of
Pekanbaru who get a lesson writing
discourse. Therefore, the Riau
Language Center in cooperation with
the Riau Language Ambassador held a
Sastranesia event. Like the fifth grade
elementary school students in the city
of Pekanbaru who get a lesson writing
discourse. After listening to the story,
students are asked to rewrite what
they hear. With
Yeni Maulina: The use of Conjunction in Literacy Learning Discourse
using the retelling method, students
rewrote the folklore.
In the activity there were five
folklore reads. From this telling,
obtained 50 manuscripts. Through
quick reading with skimming and
scanning methods, the writer found the
conjunction writing was not quite right
in the essay.Melalui pembacaan cepat
dengan metode skimming dan
scanning, penulis menemukan
penulisan konjungsi yang kurang tepat
pada karangan. Therefore, the writer is
interested in knowing more deeply.
As a first step to analyzing errors
in the use of conjunctions in discourse,
the authors calculate the frequency of
use of conjunctions in existing
discourse. Then, the authors analyze
the conjunctions used authors analyze
the conjunctions used
to find out the accuracy of its use.
The use of conjunction as a
grammatical tool in a discourse can
combine words with words, phrases
with phrases, clauses with clauses, or
sentences with sentences (E. Z. Arifin &
Matanggui, 2013:207—208).
Kridalaksana (2013) calls the
conjunctions as conjunctors, which are
conjunctions. According to him,
conjunctors are forms or units of
language that function to connect,
arrange, or connect words with words,
phrases with phrases, clauses with
clauses, sentences with sentences, and
so on. Conjunctors are very easy to
recognize because they are formal
markers. Several types of conjunctors,
including adversative conjunctors (for
example: however, but), causal
conjunctors (for example: cause,
because), correlative conjunctors (for
example: moreover, likewise),
subordinative conjunctors (for example:
even if, if), and conjunctors
193
temporal (for example: before, after,
then, then).
Meanwhile, Sugono (2005:93 93—
94) mentions that there are two
conjunctions, namely intracalimat
conjunctions and interalimatic
conjunctions. Intracalimat
conjunctions are expressions / words
in a sentence that function to connect
the elements of the sentence. There are
two intracalimat conjunctions, namely
coordinative (and, then, but, while) and
subordinative (if, after, because of,
etc.). Coordinative conjunctions always
connect the second clause (and so on)
with the first clause. Therefore, this
coordinating conjunction is not
justified in starting a sentence, which
means that this conjunction is not
written in capital letters. This is
different from the subordinative
conjunction that connects the
subordinate clause (clause) with the
main clause (main sentence). If the
clause accompanies the parent
sentence, subordinative conjunctions
are used and no commas are used.
However, if the clause precedes the
main sentence, the subordinal
conjunction starts the sentence,
written in capital letters. So, this
conjunction should not be written in
capital letters, but depends on the
position of the subordinate
conjunction. In addition, in
Indonesian there are
intracalimat conjunctions whose
writing is often preceded by commas
(,), like ..., whereas ...
... but ... etc. This happens not because
of the existing conjunctions, but
because the subordinative clause
(clause) precedes or accompanies the
parent sentence (Sugono, 2009).
Chaer (1993) mentions
conjunctions and to express addition
relationships, however, but rather, and
while expressing conflicting
relationships; or for
194 Madah, Volume 9, Number 2, October 2018 Edition: 191-202
declare the relationship of choice, then
and then to state the relationship of
order; and even to declare a
strengthening relationship. Because it
always connects two constituents, this
coordinating conjunction is not
possible at the beginning of a sentence.
Meanwhile, Sugono (2009) added
that conjunctions
antarkalimat berfungsi
menghubungkan sebuah kalimat
dengan kalimat lain. Therefore,
connecting words / expressions of that
type must be written in capital letters
and accompanied by commas (,). Its
position in the sentence is always at
the beginning of the sentence which
will be connected with the previous
sentence. Connecting words or
expressions that are classified as this
type, among others, as follows.
... However, ...
... Related to that, ...
... Related to that, ...
... Therefore, ...
... Equally, ...
... Related with that matter, ..
... Therefore, ...
... According to that, ...
... According to the description
... Even so, ...
Conjunction, as an important part
in building a discourse, functions to
create integration or cohesion.
Conjunction can also form coherence at
the same time in the discourse that
contains a related meaning of the
sentence. In other words, conjunction
can create cohesive discourse by
building harmonious relations
between elements so that a coherent
understanding is born (Aribowo,
2013). This interconnectedness and
integration will make it easier for
readers to capture the code and the
message being conveyed
writer, so reader
get complete information from a
discourse (Saddhono & Wijana, 2011).
Basically, discourse is an
understanding of the text with
complete information by considering
the coherent content of information
and the form of cohesive supporting
elements (Parwati, 2013). It can be
said that discourse is a series of related
sentences so that a harmonious
meaning is formed between the
sentences. A series of sentences will
not form a discourse if there is no
harmony of meaning. Vice versa, a
series of sentences will form a
discourse because of the series formed
a harmonious meaning (Alwi,
Darjowidjojo, Lapoliwa, & Moeliono,
1998).
Based on the background that has
been described, in this study, the
authors describe the frequency
the emergence of conjunctions and
analyzing the accuracy of the use of
these conjunctions in 50 essays of fifth
grade elementary school students in
the city of Pekanbaru resulting in the
Sastranesia activities. This is done
because given the importance of
conjunctions to form sentences that
are good and right in a discourse.
Errors in the use of conjunctions will
change the meaning of ideas or
messages conveyed. Therefore, by
knowing the errors that exist and
understanding the correct use of
conjunctions, it is believed to be able to
improve the ability (students) in
writing discourse. Thus, the grave
condition of the nation's children will
slowly be overcome.
2. Method
This paper uses the method
analytical descriptive through the
content analysis techniques.
Implementation of this method
Yeni Maulina: The use of Conjunction in Literacy Learning Discourse
not limited to the collection of data, but
to the analysis and interpretation of
data. The object of this study is the
conjunction found in the discourse of
literacy learning for fifth grade
elementary school students in
Pekanbaru City. The resulting
discourse was written by 50 students
who were retelling of five folklore read
by the Riau Language Ambassadors.
The five folktales are titled "Mutiara
dari Indragiri Hilir" "Buah Ajaib",
"Kampung Tarondam", "Si Bungsu
Anak Durhaka", and "Kain Sindai".
The folklore was read by the
language ambassadors in Sastranesia
activities. This activity is in the form of
reading folklore in front of the fifth
grade students. After listening to the
story, students are asked to rewrite
(with the retelling story method) the
story they hear in the form of essays or
discourse.
Then, the authors do a quick
reading with the skimming and
scanning method of the 50 discourse to
look for the frequency of appearance of
the conjunction. After that, the writer
classifies these conjunctions based on
their shape and position. From the
results
classification of conjunctions, the
author found several errors or
inaccurate use. The inaccuracy in using
the conjunction is then analyzed using
the content analysis method (Diah,
2000: 21) as a research tool in
determining the existence of the
conjunction.
195
3. Results and Discussion In Table 1 it is explained that of the
3.1 Frequency of use of 650 coordinative conjunctions that
conjunctions in discourse emerged, there were: conjunctions and
Literacy Learning Frequency of as many as 202 times; that conjunction
using conjunctions 42 times; conjunctions but / but 162
conducted on student activities in times; conjunctions later / then / after
learning literacy shows that the that / subsequently 152 times; and
conjunctions used by fifth grade conjunctions while as many as In Table
elementary school students in 1 it is explained that of the 650
Pekanbaru City are quite diverse. On coordinative conjunctions that
50 the discourse obtained is found emerged, there were: conjunctions and
15 form of conjunction used with as many as 202 times; that conjunction
2,140 uses. Of all the frequencies of the 42 times; conjunctions but / but 162
use of these conjunctions, there are times; conjunctions later / then / after
650 coordinative conjunctions and that / subsequently 152 times; and
1,470 subordinative conjunctions. conjunctions while 92 times.92 times.
Meanwhile, in Table 2 it is
Table 1 explained that of the 1,470
Frequency of appearance subordinated conjunctions that
Coordinating Conjunction appeared, there were: conjunctions for
as many as 145 times; conjunctions as
No. Conjunction Frequency of many as 305 times; conjunction if as
1. and 202 much as 140 times; such conjunctions
2. whereas 42 115 times; conjunction then as many as
3. but/but 162 140 times; conjunction after 275 times;
4. then / then / after and conjunction 350 times.
that/next 152 From the data collected, it is found
5. whereas 92
that conjunctions that are often used
by students in essays are types of
TOTAL 650 conjunctions which state the meaning
of sequence, addition, and time. This
Table 2 shows that the fifth grade elementary
Frequency of appearance
school students in Pekanbaru City, in
Subordinate Conjunction
general, already know the function of
conjunctions in discourse.
No. Conjunction Frequency of
1. for 145
3.2 Inaccurate Use of Literacy
2. because 305 Learning Discourse Conjunction
3. if 140 The high frequency number
4. like 115 the use of conjunctions found in the
5. then 140 discourse written by fifth grade
6. after 275 elementary school students in
7. which 350 Pekanbaru City shows that students
can already write or express ideas in
TOTAL 1.470
compound sentences. The use of this
conjunction will show the cohesion and
coherence of discourse written by
students.
Unfortunately, of the 2,140
conjunctions found, there are still
some errors or inaccuracies in their use in inflict incongruity
discourse. Of course this is not only
196 Madah, Volume 9, Number 2, October 2018 Edition: 191-202
discourse, but can also cause a shift in
meaning to the idea that is to be
conveyed.
Apart from students' inaccuracy in
writing, errors in the use of
conjunctions can also be caused by
ignorance or lack of understanding of
students regarding the use of these
conjunctions. In fact, the use of good
and correct conjunctions can help
create effective sentences.
The following are some of the
errors or inaccuracies in the use of
conjunctions found in discourse made
by fifth grade elementary school
students in Pekanbaru City.
3.2.1 Inaccuracies in usage of
conjunctions
Some inaccuracies in the use of
conjunctions are seen as follows.
(1) In ancient times there stood a
kingdom located in the land of
Soban.
(2) Datuk Perpatih wanted to meet his
father, he sailed on the Kuantan
river in Indragiri Hilir.
(3) In ancient times, there lived a
grandfather named Datuk
Bandarajati and he had a wife
named Siti Hawa.
Conjunctives that are attributive.
This conjunction serves to expand the
syntactic function in a sentence, be it
subject, predicate, object, or
description. The use of conjunctions
which have thus formed multilevel
compound sentences.
The use of conjunctions in
sentences (1), (2), and (3) is
inappropriate. As a subordinate
conjunction
functioning supportive or
Yeni Maulina: The use of Conjunction in Literacy Learning Discourse
expand one of the syntactic functions,
the conjunctions in the sentence
(1), (2), and (3) are wasteful. The
existence of conjunctions there does
not function. Sentences that are born
actually become ineffective. In fact, the
function of conjunctions in principle is
to create effective sentences.
Thus, the three sentences
grammatically do not have to use
conjunctions as a means of combining
one clause with another clause. If the
conjunction is ignored, an effective
sentence will look like the following.
1) In ancient times, there was an
empire in the land of Soban.
2) (2a) Datuk Perpatih wants to meet
his father.
(2b) He sails on the Kuantan River,
Indragiri Hilir.
3) (3a) In ancient times, there lived a
grandfather named Datuk
Bandarajati.
(3a) In ancient times, there lived a
grandfather named Datuk
Bandarajati.
In sentence (1), the function O
(kingdom) does not need to be
extended with the conjunction. By
ignoring these conjunctions, the
existence of the kingdom is still well
known, namely in the land of Soban.
Thus, sentence (1) can be changed to
sentence 1).
In sentence (2), the sign (,) can be
changed to (.). Thus, one long sentence
can be divided into 2 sentences,
because each sentence has a different
main idea as seen in sentences (2a)
and (2b). In sentence (2b),
conjunctions that can be ignored to
avoid using the prepositions 2 times
and are replaced with (,).
197
 In sentence (3), the case is almost
the same as sentence (2). The sentence
can be broken up into 2 sentences
because it has different information.
The functions O in sentences (3a) and
(3b) do not need to be extended using
the conjunction. Regardless of the
conjunction, the meaning of the
sentence does not change.
another sentence. For example as
follows.
a) Then, After a few days, he asked
again what his name and father
was.
b) After that, he went to the first
island.
c) Next, they built a house made of
wooden branches.

3.2.2 Inaccuracies use of 3.2.3 Inaccuracies use of

conjunctions and conjunctions but / but
Some inaccuracies in the use of
Some inaccuracies in the use of conjunctions but / but seen as follows.
conjunctions and seen as follows. (7) When they got home, they
(4) And, after a few days he asked again practiced knitting with their
what my name and my father was. mother. But the youngest prepares
(5) And, he went to the first island. dinner first.
(6) And, they built a house made of (8) Eventually they did not buy clothes
wooden branches. but they bought needles and yarn
for knitting.
Sentences (4), (5), and (6) have the (9) He wanted to see the sunset but he
same conjunction and error use. saw a bunch of black birds.
Conjunction and the third sentence
does not match the rules of the correct The use of conjunctions but in
use of conjunction. Conjunction cannot sentences (7), (8), and (9) are not in
be placed at the beginning of a accordance with the rules of their use.
sentence. Therefore, writing a good Conjunction but, as a sign of a
and correct sentence is as follows. resistance relationship, is a
4) After a few days, he asked again coordinating conjunction that
what his name and father was. functions to connect two or more
5) He went to the first island. elements that are equally important.
6) They built a house made of wood Conjunction but, as a sign of a
branches. resistance relationship, is a
coordinating conjunction that
Conjunction as a marker of functions to connect two or more
addition relationships, in sentences elements that are equally important.
(4), (5), and (6) are not needed, Meanwhile, in sentence (7),
because there is no relationship to be conjunction but
added. If you want to add a used as an inter-fetal conjunction. He
conjunction, perhaps appropriate interalimatic conjunction
can use intercallal conjunctions, like for both sentences is but or
later, after that, after that, then, etc. however.The appropriate interalimatic
This conjunction functions to connect conjunction for both sentences is but
one sentence with or however. This conjunction
expresses conflict with the previous
situation. In order to be a sentence

198 Madah, Volume 9, Number 2, October 2018 Edition: 191-202

good and true, and meaningful,
sentence (7) suggested as a actually wants to see the sunset.Pada
replacement is as follows.
7) Arriving at home, they (want to)
immediately practice knitting
with mother. However, the
youngest instead prepares dinner
first.
But this conjunction always starts
a new sentence. Therefore, this
conjunction must begin with a capital
letter. In sentence 7) it appears that
they rushed home to be able to
immediately practice sewing with
mother. However, in reality, the
youngest is buying time by preparing
dinner first.
Sentences (8) and (9) have the
same pattern. Supposedly, before the
conjunction but, the sentence is
marked with (,). In addition, S (they)
and S (he) in clauses are omitted. The
following is the suggested sentence
form.
8) Eventually they did not buy
clothes but they bought needles
and yarn for knitting.
9) He (actually) wants to see the
sunset, but (instead) sees a
collection of black birds.Ia
(sebenarnya) ingin melihat
matahari terbenam, tetapi
(malah) melihat sekumpulan
burung hitam.
Actually there are exceptions to
the use of conjunctions but, i.e. it is
recommended to use conjunctions but
rather to mark the relationship of verb
resistance. Therefore, the suggested
sentence for sentence 8) is as follows.
8a) Finally, they don't buy clothes, but
instead buy needles and yarn for
knitting.
For sentence 9) the exception
cannot be applied, because there is a
meaning of a different resistance
relationship
Yeni Maulina: The use of Conjunction in Literacy Learning Discourse
sentence 8). In sentence 9), S (he)
kalimat 9), S (ia) sesungguhnya ingin
melihat matahari terbenam. However,
without hope, what happened he
(even) saw a collection of black birds.
Instead the usage in sentences 7) and
9) emphasizes the relationship of
clauses that indicate reinforcement or
affirmation.
3.2.4 Inaccurate usage
conjunctions later
Some inaccuracies in the use of
conjunctions are then seen as follows.
(10) Datuk Bandaro Jati goes to the
top of Mount Merapi. And he left
and the grandfather did not
forget his wife was pregnant and
soon his wife gave birth to a child.
The use of conjunctions later in
sentence (10) does not match the rules
of use. Conjunction is then used to
declare a time sequence or event that
is used as an intercallal conjunction.
If corrected, sentence (10) should
be written as follows.
10) Datuk Bandaro Jati goes to the
top of Mount Merapi. However,
he had forgotten his pregnant
wife. Not long after, Bandaro
Jati's wife gave birth to a child.
Supposedly, as an inter-sentence
conjunction, then the task is to connect
one sentence with another sentence,
beginning with a capital letter because
it starts a sentence. Supposedly, as an
inter-sentence conjunction, then the
task is to connect one sentence with
another sentence, beginning with a
capital letter because it starts a
sentence. The word not long it
functions to
199
emphasized that Datuk Bandaro Jati
had just left his wife, his pregnant wife
gave birth.
From the analysis that has been
done on the use of conjunctions by fifth
grade elementary school students in
the city of Pekanbaru in writing
discourse found 24 errors with the
following description: (a) 11 errors in
using the cojunction; (b) 5 errors in
using conjunctions and; (c) 4 errors in
using conjunctions but / but; (d) 4
errors in the use of later conjunctions.
This means, not all fifth grade
elementary school students in
Pekanbaru City understand the use of
conjunctions properly.
4. Conclusion
From the results of the analysis of
the use of conjunctions on 50 discourse
the results of retelling as a result of
listening to fifth grade elementary
school students in Pekanbaru City in
the literacy learning discourse, there
are two research conclusions. First,
there are 2.140 times the frequency of
appearance of conjunctions in student
essays. Conjunctions that are often
used in these essays are conjunctions
which state the meaning of sequence,
addition, and time of two types
conjunctions, such us coordinative, and
subordinative. In the 650 coordinative
conjunctions used there were
conjunctions and 202 times; that
conjunction 42 times; conjunctions but
/ but 162 times; conjunctions later /
then / after that / subsequently 152
times; and conjunctions while 92
times. Meanwhile, of the 1,470
subordinate conjunctions that
emerged, there were: conjunctions for
as many as 145 times; conjunctions as
many as 305 times; conjunction if as
much as 140 times;
200 Madah, Volume 9, Number 2, October 2018 Edition: 191-202
such conjunctions 115 times;
conjunction then as many as 140
times; conjunction after 275 times; and
conjunction 350 times.
Second, the inaccurate use of
conjunctions found in the 50 discourse
found 24 errors with the description:
11 errors in the use of conjunctions
which; 5 errors in the use of
conjunctions and; 4 errors in using
conjunctions but / but; and 4 mistakes
in using conjunctions later. Errors can
occur due to inaccuracy in writing and
students' lack of understanding of the
use of the conjunction.
In the end, after reading the results
of the retelling of students to 5
folklore, it can be said that even though
they are still making mistakes,
students have begun to use
conjunction. Because, of 2,140 times
the appearance of conjunctions, only
24 errors occurred. It means that in
general, if students are able to use
conjunctions in their writing, it means
that students have (started) to use
compound sentences in conveying
their ideas so that effective sentences
are formed.
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202 Madah, Volume 9, Number 2, October 2018 Edition: 191-202