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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.
Ehrilch states that conjunctions are words, which join words, phrases, or
clauses 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
conjunctions and subordinating conjunctions, and each type is used differently
1

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

Penerbit Erlangga. p. 126
2

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

Penerbit Erlangga.

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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 3. 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,
as long as,
because,
before,
how,
3

Kardimin, Akhmad. 2007.

Yogyakarta: Pustaka Pelajar. P.99

Perfect

18

Structure For

Better

TOEFL.

1st

ed.

19

if,
in order that,
since,
so,
so that,
though,
till,
unless,
when,
where,
wherever,
while,
why, and yet.4
Izzan and Mahfuddin states that subordinating conjunctions connect the

independent clause and the dependent clause 5. 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

subordinator. The following italicized conjunctions are examples of subordinating

conjunctions:
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.
Examples:
1. He made a promise that he would return soon.
4

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

Penerbit Erlangga. p. 126
5

Izzan, Ahmad and Mahfuddin, F.M. 2008. How to Master English. Jakarta:
Kesaint Blanc. P.91

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2. I know that she is your sister.

2. Cause
These nouns donate what bring about or is associated with an effect or result 6,
The conjunction are because, because of, as, since, and for.
Examples:
1. He is weak because he is ill.
2. He is famous because of his generosity.
3. They live on the street as they are homeless.
4. Since he came late to attend the class, his teacher punished him.
5. He gets the punishment, for he came late.
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.7 The conjunctions are than, more than,
and asas
Examples:
1. The sea is deeper than the mountains height.
2. The house more expensive than the car.
3. I as beautiful as my mother.

4. Contrast
6
7

Horby, AS 2003. Oxford Advenced Learner Dictionary, Oxford University Press

Ibid.,

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To compare in order to show unlikeness or differences.8 The conjunctions are

although, even though, though, however, nevertheless, yet, still, but, whereas,
despite, and in spite of.
Examples:
1. We went on a picnic in spite of the cool weather.
2. He worked hard even though he was tired.
3. However hot the sun is, we must go.
4. Although he never likes her, he doesnt show it.
5. I know its hard but Ill never stop trying.
6. His clothes is not expensive yet its clean.
7. We enjoyed our holiday despite the rain
8. There was little hope of success, nevertheless they decided to perform the
operation.
9. He is very wealthy, still very unhappy.
10. Tom is ambitious, whereas his brother is quite he reverse.
5. Condition
The dependent clause of conditional senteces. 9 The conjunctions are if, unless,
whetheror, even if, in case, and otherwise.
Examples:
1. I will go to London if I have lot of money.
2. Unless you say the truth, Ill hate you.
3. I wear a raincoat whether it is raining or snowing.
8
9

Ibid.,
Ibid.,

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4. Im going out even if it rains.

5. Take a sweater in case it gets cold.
6. Otherwise hell find you, You must go far away from here.
6. Purpose
The reason for which anithing is done.10 The conjunctions are so that, in order
that, and in order to
Examples:
1. He comes early so that he isnt late.
2. They practiced hard in order that they could win the game.
3. I am here in order to meet you.
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
Examples:
1. You may go wherever you like.
2. I searched where I was asked to.

8. Time

10

Ibid.,

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Time is a dimension in which events can be ordered from the past trough the
present.11The conjunctions are after, while, when, before, until, as, as soon as,
and since.
Examples:
1.

We went after you left.

2. While it was snowing, we played cards.

3. The boy was sleeping when his parents got home.
4. Before you told me, I had known it.
5. Wait here until I return.
6. She called on her neighbor as the clock strucks six.
7. I will go as soon as he comes.
8. I have been here since the sun rose.
9. Result
The conjunctions are that, therefore, hence, consequently, thus, and as a
result.
Examples:
1. You have disregarded my advice therefore I will not help you again.
3. We must meet the deadline hence a decision is needed now.
4. The road was wet and slippery consequently there were many accidents.
5. There was little traffic thus it took us only ten minutes to get there.
6. As a result the surface temperature of the globe is around 85 C warmer
than it would be if there were no atmosphere.
11

Ibid.,

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10. Manner
The conjunctions are as if and as though.
Examples:
1. She looks as if she had seen a ghost.
2. I felt as though I had been hit by a car.
C.

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.
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.
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.

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.
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.

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Purwanti Dewi explain the type of conjunction 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.
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.
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 need. 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.

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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. If the clause were to come at
the end of the sentence, as in
c. Place: where, wherever
Ex. 3: Whenever a country goes to war, certain freedoms in that country may be
compromised.
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 lost. 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.

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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 vote. 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.
D.

Review of Related Finding

Suparningsih, Stdent Ability in Determine Conjunction in Pharagraph in
Junior High School12 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 Semarang13. 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

12

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

High School, UNJA, Pustaka.
13
Hani Rahman, 2005, Error Analyzing in Using Conjunction of the Sentences, Students
of SMAN 1 Semarang , UIN Press Pustaka

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test, in her research rahman ask to sample to make a sentence wiht their own
words an put a conjunction in the sentences.
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 14. 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.
E.

Conceptual Frame Work

The conceptual frame work in this reserach is in using the date from the test
that give by reseracher to the student of MA Jujun, and the kind of the test is
dicotomy test and the containt of the test is about subordinate conjucntion. And
after get the data from the test reseracher analyze it by giving percentage to every
kind of subordinate conjuction, and than finally reaseracher take conclution. 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
14

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

Validity
Test
Testof Tarbiyah, English
Index Departemen,
of difficulties
Test
ability
in using
subordinate conjuction toReliability
student Faculty
IAIN
STS Jambi, Pustaka.

Test
28
Student Score
Percentage
Analysis
Conclution