ANALYZING TRANSITIONAL SIGNALS IN THE STUDENT ESSAYS

AT FIFTH SEMESTER OF ENGLISH LANGUAGE EDUCATION

MAKASSAR MUHAMMADIYAH UNIVERSITY

(A Descriptive Research)

A THESIS

A THESIS

Submitted to the Faculty of Teachers Training and Education Makassar

Muhammadiyah University in Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan

BY:

ADE HARYANTO
105355327 12

ENGLISH DEPARTMENT
FACULTY OF TEACHER AND TRAINING EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2017
 UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin Telp. (0411) 860132 Makassar 90221

SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : Ade Haryanto

NIM : 10535 5327 12
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : Analyzing Students’ Transitional Signal in Essay Writing at
Fifth Semester of English Department Student Makassar
Muhammadiyah Universty

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya, saya
akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun.
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan
pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1,2 dan
3 maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, November 2017

Yang membuat perjanjian

Ade Haryanto

v
iv

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin Telp. (0411) 860132 Makassar 90221

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : ADE HARYANTO

NIM : 10535 5327 12
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : Analyzing Students’ Transitional Signal in Essay Writing at
Fifth Semester of English Department Student Makassar
Muhammadiyah Universty

Dengan ini menyatakan:

Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri
bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia
menerima sanksi apabila pernyataan saya tidak benar.

Makassar, November2015

Yang membuat perjanjian

Ade Haryanto

iv
 MOTTO

Wherever you are, whatever

you do, Keep High and Smile

and don’t Forget Suck the

weeds.

“So verily, with the hardship, there is

relief. Verily, with the hardship,
there is relief. “
(Q.S Al- Insyirah {94}: 5-6)

I dedicated this thesis to my beloved Parents

Muhammad Basri Betu and Sitti Fatimah

vii
 ABSTRACT

ADE HARYANTO, 2017. Analyzing Students’ Transitional Signal in Essay

Writing at Fifth Semester of English Department Students of Makassar
Muhammadiyah University. A thesis of English Education Department, Faculty of
Teacher Training and Education, Makassar Muhammadiyah University. Supervisors
by Ratna Dewi, and Radiah Hamid.
This research aimed to find out what transitional signals are used by the
students in their essays in the fifth semester students of English Department at
Makassar Muhammadiyah University and how is the ability of the students in using
transitional signals in their essay by the fifth semester students of English Department
at Makassar Muhammadiyah University.
This research used a Descriptive Research. The researcher applied the
research by writing test. The test aims to know the students’ ability in using
transitional signals in the students’ essays. The subject of this research was the fifth
semester students of English Education Department, Faculty of Teacher Training and
Education, Makassar Muhammadiyah University in academic year 2016/2017. This
research used Randomly Sampling Technique to decide the sample, it consisted of
students of BG V-A, V-B and V-C Class. The total number of sample is 30 students.
The result of the analysis showed that there were some students did wrong of
using transitional signal in writing an essay. It caused by the students did not know
the usage of some transitional signal in writing an essay correctly.

Keywords: Transitional Signals, Essay, Writing Test

 ACKNOWLEDGMENT

Alhamdulliahi Robbil Alamin, the researcher expresses her sincere gratitude

to the almighty God, Allah SWT, who has given guidance, mercy, and good health,

so that she could finish writing this thesis with the title “Analyzing Students’

Transitional Signal in Essay Writing at Fifth Semester of Emglish Department

Students’ Makassar Muhammadiyah University”. Salam and Shalawat are

addressed to the beloved and chosen messenger, the Prophet Muhammad SAW

(peace is upon him).

The researcher would like to express his deepest prost profound and gratitude

to his parents, his father Muhammad Basri Betu, his mother Sitti Fatimah and all of

his family for their prayer, financial, motivation, support, and sacrificed.

The writer would like to convey her high appreciation and sincere thanks to

her consultants Dr. Ratna Dewi, S.S., M. Hum and Dra. Radiah Hamid, M.Pd for

their invaluable clear perspective, professional expertise, and motivation along for

finishing this thesis.

The writer realized that many people had given their helps and useful

suggestion for the finishing of this thesis. Without the assistance of them, this thesis

would never have existed. Therefore, the writer would like to express appreciation

and sincere and deepest thanks to all of them as follows:

vii
1. Dr. H. Abd. Rahman Rahim, S.E., M.M, the Rector of Makassar Muhammadiyah

University.

2. Erwin Akib, M.Pd., Ph.D., the Dean of Teacher Training and Education Faculty.

3. Ummi Khaerati Syam, S.Pd., M.Pd., the Head of English Education Department

of FKIP UNISMUH Makassar.

4. Heartful thanks to all lectures of the FKIP UNISMUH especially to the lectures

of English Department for their guidance during her study.

5. All of thanks to her beloved best friends (12 BERSAUDARA) especially

Muhammad Zulfikar Sahabuddin Laide and Ridwan who always give motivation,

support, and happiness you all cheerful friends.

6. Thank you very much to All Member of EDSA for motivation and support.

7. Thank you very much to her brother Astri Safitri Said who always give support.

8. All lot of thanks to Hj. Sulaeha Apartments for their dedicated and support when I

feeling down and feeling high and everybody that I could not mentioned their

name one by one, may Allah almighty bless us now and forever.

Makassar, November 2017

The writer

ADE HARYANTO

vii
 LIST OF CONTENTS

TITLE PAGE ......................................................................................................i

APPROVAL SHEET ............................................................................................ii

CONSELLING SHEET ........................................................................................iii

SURAT PERJANJIAN .........................................................................................iv

SURAT PERNYATAAN......................................................................................v

ACKNOWLEDGEMENT ....................................................................................vi

ABSTRACT .........................................................................................................vii

LIST OF CONTENT ...........................................................................................vii

LIST OF TABLE .................................................................................................ix

LIST OF CHART .................................................................................................x

CHAPTER I: INTRODUCTION

A. Background ..................................................................................... 1

B. Problem Statements ......................................................................... 4

C. Research Objective........................................................................... 4

D. Significance of the Research ........................................................... 4

E. Scope of the Research ..................................................................... 5

CHAPTER II: REVIEW RELATED LITERATURE

A. The Concept of Writing ................................................................... 6

B. Concept of Transition Signal……………………………………... 13

C. Conceptual Framework ....................................................................18

CHAPTER III: RESEARCH METHOD

A. Research Design...............................................................................19

viii
 B. Population and Sample.....................................................................19

C. Research Variable and Indicator ......................................................20

D. The Procedure of Collecting Data....................................................20

E. Technique of Data Analysis .............................................................20

CHAPTER IV: FINDINGS AND DISCUSSION

A. Findings............................................................................................22

B. Discussion ........................................................................................27

CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion .......................................................................................29

B. Suggestion ........................................................................................30

BIBLIOGRAPHY………………………………………………………… .......

APPENDICES

CURRICULUM VITAE

viii
 LIST OF TABLE

Table 4.1: Classification of Transition Signals Using Sentence Connectors

by the Students in Their Essays ........................................................................... 23

Table 4.2: Classification of Transition Signals Using Clause Connectors

by the Students in Their Essays ............................................................................ 25

Table 4.3: Students’ Ability in Using Transition Signal in Essay ....................... 26

 LIST OF FIGURE

Figure 2.1: Conceptual Framework .................................................................... 18

 LIST OF APPENDICES

Appendix A: Research Instrument....................................................................... 34

Appendix B: Student’s Worksheet....................................................................... 35

Appendix C: Documentation ............................................................................... 68

 1

CHAPTER I

INTRODUCTION

A. Background

Transition signals are connecting words or phrases that strengthen the

internal cohesion of any writing. Transition signals act like bridges between parts

writing. They link the sentences and paragraphs together so that they flow

smoothly and there are no abrupt jumps or breaks between ideas. Transition

signals also act like signposts making it easier for the reader to follow ideas. They

help carry over a thought from one sentence to another, from one paragraph to

another, or between separate sentences, paragraphs or topics.

Being cohesive is important for students in producing their writing essays.

One of the techniques used to achieve cohesive in writing is applying transition

signals. While, Communication through writing transition signals are important

since they will give comprehension to the readers.

Raudah (2013) on her thesis “The Eleventh Grade Students’ Mastery in

Using Transitional Signal as Sentence Connectors in Paragraph at MAN Selat

Kapuas Regency Academy Year 2012/2013” found that mistakes of using

transitional signal happened because the students do not understand well about

using transition signals that is used as sentence connectors. The writer also

concludes that the mistakes that the students have done because of the

inappropriateness in choosing signals. The students have to choose which

appropriate signals should be attached to the sentence.

 2

Yolanda (2011) on her thesis entitle “The Analysis of English Department

Students’ Ability in Using Transition Signals at Padang State University” found

that the second year English Department Student have shown average mastery in

using transitions signals. More than half of the students were not able to use

transitions well. The finding is indicated by the fact that the students had mistaken

in putting transitions in a paragraph; writes sentences using transition given, and

combines the sentences by adding transitions, the last; many of them ignore the

use of commas when they put transitions.

Hartati (2006) conducted the research entitle “The Students’ Ability of

Using Transition Signals as Sentence Connectors in Paragraph” Found that the

students’ moderate achievement in using transition signals as sentence connectors

in paragraph is probably due to several factors. First, the process of teaching and

learning in the writing class has not been running well since one class consisted of

twenty-two students in might be caused the crowded class, the facility was not

supported (for example, the book) since there were students who have book and

students who have not. Second, the students might not be able to understand the

materials explained by the teacher. Third, the students did not have high

motivation to learn sentence connectors. Last of all, the students seldom read the

English texts, such as English newspapers, magazines, and internet article since

they can help students understand the use of transition signals as sentence

connectors in paragraph.

Muqsitur (2005) conducted the research “The Students Ability in Using

Transition Signals of the Ninth Grade at MTsNBanjar Selatan 2 Academic Year

 3

2015/2016”. The result of this research indicates that the students’ ability in using

transition signals is into fair category, its means that the students’ ability in using

transition signal is not good enough, they made many mistakes and errors in using

transition signal. The most difficult transition signal is also and they lack of

knowledge about transition signals.

Sugiyanto (2006) conducted the research at English Education Study

Program Faculty of Teacher Training and Education Ahmad Dahlan University

Yogyakarta stated that there is a positive and significant correlation between the

student mastery on transition signals toward writing ability.

Based on the explanation of some previous studies above, the writer

concludes that some of the researchers found that the students were not able to use

Transition signal well, it is happened because the students do not understand well

about using transition signals that is used as sentence connectors. The writer also

concludes that the mistakes that the students have done because of the

inappropriateness in choosing signals. Some researchers also find that the

students’ ability in using Transition signal will affect the students’ writing ability.

This study will analyze the students’transition signals in the students’

essay writing, especially those link the sentences and paragraphs together. Based

on the explanation above the writer commits to conduct a research entitled

“Analyzing Students’ Transitional Signal in their Essays at the Fifth Semester of

English Department Students of Makassar Muhammadiyah University”.

 4

B. Problem Statement

Based on the statement above, the researcher would like to formulate the

problem as follow:

1. What Transition Signals are used by the students in their essay sthe Fifth

Semester Students English Department in Muhammadiyah University of

Makassar?

2. How is the ability of the students in using Transition Signals in their

essays?

C. Objective of the Research

Based on the research problem above, the purpose of the research is:

1. To find out what Transition Signals are used by the students in their

essays by the fifth semester students English Department in

Muhammadiyah University of Makassar.

2. To find out how is the ability of the students in using Transition Signals

in their essays by the fifth semester students English Department in

Makassar University of Makassar.

D. Significant of the Research

The result of this research expected to be useful information and a

reference for the English students in general, and for the teacher to add

information of teaching learning in the class especially for writing skill.

 5

E. Scope of Research

The researcher will conduct a research at the fifth semester Students of

English Department FKIP Muhammadiyah University of Makassar. The

researcher will analyze transition signal in the students’ essays. The researcher

will focus on analyzing transition signals as sentence connectors(Transition

phrases : such as, not only, first of all, generally, especially, in the other hand, for

example, even though, as well as, first, second, and Conjunctive adverb: besides,

however, although, also, therefore, Moreover, thus, then, than)and clause

connectors(Coordinating conjunction: or, but, yet, and, nor, for and

Subordinating conjunction: as, if, so, because, where, which, that, who, when) in

descriptive text.
 6

CHAPTER II

REVIEW OF RELATED LITERATURE.

A. The Concept of Writing

1. Definition of Writing

Byrne in Ismayanti (1990: 1) states that writing is clearly more than

the prediction of the sounds. The symbols have been arranged according to

certain in convention. As rule, however the students do not write just one

sentence or a number of sentence as arranged in particular order and linked

together in certain ways. Writing involves the encoding of message of some

kinds that translate throughout into language.

Another statement about writing skill comes from Widdowson in

Saleha (2008:15) states that writing is a communicative activity and is carried

out in accordance with certain general principal in which underline the use of

language in communication.

Lindbolm in Fatmawaty (2009: 13) gives definition of writing as

studying to focus our mind on important matters, and learning about them. By

this activity, a person can find the solution of difficult problem, master the

fact even by writing, a person can also communicate their mind that cannot be

done through other way. We can say that writing is the act of expressing

something through the application of language system. So, when we write,

there are two problematic areas namely “what to write and how to write it”. It

is then understandable that language skills are meant as the ability to

manipulate the rules of language conventionally, while extra linguistic system

 7

or knowledge of the world refers to what the writer knows about the subject

to write.

Graham and Perin (2007:3) explain that writing well is not just an

option for young people-it is a necessity. Writing skill is predictor of

academic success and a basic requirement for participation in civic life in the

global economy, while Writing is not a simple language skill to perform

because of it is large areas that must be involved. In producing a piece of

writing, linguistic competence and extra linguistic competence are always

involved. The fact is that writing is not only a means of expression, but it is

also an essential criterion of competence in any field. This means that to write

is to seek expression or to have something to say through the application of

linguistic system.

2. The Importance of Writing

There are a lot of reasons why writing is important by Hairston in Saleha

(2008: 5):

a. Writing is a tool for discovery. We stimulate our thought process by

the act writing into information and tab into information and image

we have our unconscious mind.

b. Writing helps us to organize our ideas. We can arrange them in

coherent form.

c. Writing generates new ideas by helping us to make connection and

see relationship.

d. Writing down ideas allow us to dictate ourselves form them.

 8

e. Writing helps us to observe and process information when we write a

topic, we learn it better.

f. Writing enables us to solve the problems by putting the element of

them into written form; we can examine and manipulate them.

g. Writing on a subject makes us active rather than passive learns of

information.

While the other reason:

1) People can read something because of writing so that we know

everything.

2) Through writing, we can express our ideas and also our feeling

to other people.

By expressing idea through writing, the writer can improve the way

of delivery ideas and opinions in more appropriate way since she can

check and revise her writing before being read by other people.

3. Essay Writing

Brown (2001:334) states that learning writing is just like learning to

swim. Learning to swim can only be practiced if there is a body of water

available and usually only if someone teachers too. People learn writing if

they are member of literate society and usually only if someone teaches too.

If someone want to be able to swim, he cannot just master theories to swim

but he has to get into water to practice and apply the theories on ourselves.

Same in writing if someone want to be master in writing they have to practice

of the theories and apply that. Writing not just write a paragraph but it can be
 9

write an essay. Oshima and Hogue (1998:101) stated that writing an essay is

no more difficult than writing a paragraph except that an essay is longer. It

means essay writing more complicated than writing paragraph. So if you can

write a good paragraph, you can write a good essay. According to Oshima

and Hogue (1998:101) Essay writing have three main parts, they are:

a. An Introductory

The introductory paragraph consists of two parts: a few general

statements about your reader’s attention and a thesis statement to state

the specific subdivision soft your part topic and or the plan of your paper.

A thesis statement for an essay is just like a topic sentence for paragraph:

it names the specific topic the controlling idea or major subdivision of

the topic.

b. The Body

The body consists of one more paragraphs. Each paragraph

develops a subdivision of your topic, so the number of paragraphs in the

body will vary with the number of subdivision or subtopics. The body is

the longest part of the essay and can contain as many paragraphs as

necessary to support the controlling ideas of your statements. The

paragraphs of the body of the essay are like the main supporting points in

single paragraph. Furthermore, you can organize the paragraphs in essay

just as you organize the ideas in paragraph, by chronological order,

logical divisions of ideas, comparison and contrast, etc.

 10

c. The Conclusion

The conclusion in essay, like concluding sentence of paragraph, is

a summary or review of the main points discussed in the body. The only

additional elements in an essay are linking expressions between the

paragraphs of the body. These are just like transition within a paragraph.

Use transitions within a paragraph to connect the ideas between to

sentences. Similarly, use transitions between paragraphs to connect the

ideas between them.

According to Kriszner and Mandell (2008:18) there are some stages

actually overlapped to make an essay:

a. You look for ideas. Before we are going to write we must decide

what we are going to write. Identify the audience around and decide

on an appropriate tone.

b. You begin to shape your material. After we look for ideas, the next

step is shape the material by find out the reference to write.

c. You begin to write. As you shape the material you begin to write the

draft.

d. You recognize your idea. As you revise, you continue to discover

new material.
 11

According to Jordan (1999:17) the stages of writing an essay are:

a. Carefully about the topic, subject or question. Subject or question

should be thought about carefully: what is required in the essay

should be understood.

b. What is required in the essay A note should be made of idea. It is can

be get from experience, knowledge, or around we are.

c. A note of your ideas. A note should be made of ideas perhaps from

reading list or a bibliography. Then to the list should be added any

other books, articles, etc.

d. List any other reference. To your list any other books, articles, etc.

that you discover while finding the recommended books.

e. The books, chapters, articles, etc. with a purpose, by asking yourself

appropriate questions that are related to the essay topic or title.

f. Clear notes from your reading. Clear notes should be written from

the reading.

g. A record of your sources so that you can compile your own

bibliography or list of reference at the end of your essay. A record of

the sources should be kept so that a bibliography or list of reference

can be compiled at the end of essay.

h. Accurately any quotation: author’s surname, and initials, year of

publication, edition, publisher, place of publication.

i. When the notes have been finished, they should be looked through in

order for an overview of the subject to be obtained.

 12

j. Content of your essay. On the content of your essay should be

decided on and how it is to be organized or planned.

k. Your material carefully. The material should be carefully selected:

there may be too much and some may not be very relevant to the

question.

l. Your material, or ideas, into three main sections for the essay. The

material or ideas should be divided into three main sections for the

essay: the introduction, the main body, and the conclusion. An

outline of the essay should be written, with use being made of

headings or subheadings, if they are appropriate.

According to Bryan (2001:2) for any essay to achieve high marks it’s

essential to go through five distinct stages they are:

a. Interpretation of the question

At this stage you should be list your question as the first step

to write down an essay. The question as the basic to find out the

topic or title an essay.

b. Research

At this stage you should find out the topic or title by doing

some research in the field. What the topic are going to choose and

what topic are interested to write.

c. Planning

At this stage the idea, topic or title have been ready. You

should plan what you are going to write.

 13

d. Writing

At this stage you began to write the idea with the topic you

have been choose. In this stage the reference should be clear.

e. Revision

In this stage you should be observation (examination)

returned for repair your write.

B. Concept of Transition Signal

1. Transition Signal

Oshima and Hogue (1998:44) states that transition signal such as first,

second, next, finally, therefore, and however or phrases such as in conclusion,

on the other hand and as result. Transition signal means conjunction or

phrases using in writing to make the sentence and paragraph more coherence

and easier. Think transition signal as traffic signs that tell the reader go

forward, turn, slow down, and stop.

Peha (2003:38) states that transitions these are short phrases like

“Then” or “After a while” or “In the beginning” that help to introduce each

new action in the sequence. It is not necessary to add a transition for each

action, but they can be very helpful at making your sequence flow smoothly.
 14

2. Types of Transition Signal

Oshima and Hogue (1998:44) states that Transition signal can be

categorized in the three groups they are sentence connectors (including

transition phrases and conjunctive adverbs), clause connectors (including

coordinating conjunction and subordinating conjunction), and a mixed group

called “others”. But the writer focus analyzing in sentence connectors and

clause connectors.

a. Sentence Connectors

1) Transition Phrases

Most transition phrases in this group usually appear at the

beginning of sentence. They maybe appear in the middle (normally

following the subject) or at the end of sentences. They are always

separated from the rest of the sentence by comma. Hence, these

patterns are possible (Oshima and Hogue 1998:45,46):

a) For example, the Batlic Sea in Northern Europe is only

one fourth as deadline as the Red Sea in the Middle East.

Most transition phrases may also follow this pattern:

b) Many societies in the world are matriarchal: that is, the

mother is head of the family.

 15

2) Conjunctive Adverbs

Conjunctive adverbs (expect too) may also appear at the

beginning, in the middle. Or at the end of sentence, and are separated

by commas.

a) Furthermore, the run off created by melting snow adds a

considerable amount of fresh water to dilute the saline sea

water.

b) The run off created by melting snow, furthermore. Adds a

considerable amount of fresh water to dilute the saline sea

water.

c) My parents want me to become an engineer, however.

Conjunctive adverbs are also often used with a semicolon and

comma to join with two independent clauses to form a compound

sentence.

a) In warm climate zones, water evaporateds rapidly,

therefore, the concentration of salt is greater.

b) The company’s sales increased last year, nevertheless, it’s

not profit declined.

b. Clause Connectors

1) Coordinating Conjunction
 16

The five coordinating conjunction (plus two additional ones,

for and nor) are used with a comma to join two independent clauses

to form compound sentence. (Oshima and Hogue 1998:45,46)

a) Dad washes the car, he polished it.

b) Dad not only washed the car, but he also polished it.

c) The company’s sales increased last year, yet it’s not profit

declined.

Conjunction action are words used to link words, phrases or

clauses. Some common conjunctions are or.

a) He can’t sing or dance.

b) She doesn’t like apple juice or orange juice

Yet and but have similar meaning: they both signal that an

opposite idea is coming. Yet is preffered when the second clause is

unexpected or surprising contrast to the first clause. When two clauses

are direct opposites, but ispreffered.

a) Thomas Eddision dropped out of school at age twelve, yethe

became a famous inventor.

b) I want to study art, but my parents want to become an

engineer.

Yet is similar in meaning to nevertheless, and but is similar to however.

 17

2) Subordinating Conjunction

These words (and, many, others including because, when,

and so that) introduce a dependent clause, which is joined to an

independent clause to form a complex sentence. There are two

possible positions for the dependent clause. If the dependent clause

comes before the independent use come after it.

a) Although the company’s sales increased last year, its not

profit declined. If the independent clause comes first, do not

use a comma.

b) The company is not profit declined lat year, although its

sales increased.

c. Mixed “others”

The transition signal in this group include adjectives such as

additional, prepositions such as in spite of, and nouns such as example.

There are no special punctuation rules for this group.

1) The company’s net profit declined last year in spite of increased

sales.

2) An additional reason for the company’s bankruptcy was the lack

of competent management.

3) Examples of vocabulary differences between British and

American English.
 18

C. Conceptual Framework

Figure 2.1: Conceptual Framework

Student Essay
Writing

Transition
Signal

Sentence Clause
Connectors Connectors

Transition Conjunctive Coordinating Subordinating

Phrases Adverbs Conjunction Conjunction

The researcher will conduct a research on writing skill, where the

researcher take essay writing for specific subject. In essay writing the researcher

will analyze the transition signal. It consists of two parts: sentence connectors

involving transition phrases or conjunctive adverbs and clause connectors

involving coordinating conjunction or subordinating conjunction. Writing skill as

the basic of this analysis. That’s why the researcher put first line for writing.
 19

CHAPTER III

RESEARCH METHOD

A. Research Design

The writer used Descriptive Quantitative Method, where the researcher

will describe the student’s ability in using different kinds of transition signals in

the essays made by the Fifth Semester Students of English Department in

Muhammadiyah University of Makassar.

B. Population and Sample

1. Population

The population of this research took the Fifth Semester Students’ of

English Language Education, Faculty of Teacher Training and Education,

Muhammadiyah University of Makassar in academic year 2016-2017 which

consist of 354 students

2. Sample

This writer used Randomly Sampling Technque by choosing the data

in the form of essays written by class A, B, & C in Academic year 2016-

2017. The total number of sample is 30 students.

 20

C. Research Variable and Indicator

Three are two variables which had been observed in this research. They

were student’s ability as dependent variable and transition signals as independent

variable. The indicator of this research is Sentence connector (Transition Phrases,

Conjunctive Adverbs) and Clause Connector (Coordinating Conjunction,

Subordinating Conjunction).

D. The Procedure of Collecting Data

1. The data had been found by identifying Transition Signals used by the

students. Then, they will be classified into their types.

2. Students’ ability in using Transition Signals was taken from the correct

use of Transition Signals used in the students’ essays.

E. Instrument of the Research

The instrument of this research was writing an essay. It was applied in writing

test. It aimed to know the transition signal which was used of the students in

their essay, and to measure the ability of the students in using transition signal

in their essay and it was applied in the class.

F. Technique of Data Analysis

The researcher will use the following formula in analyzing the student’s

ability in using Transition Signal

a) Scoring
P= Fx 100

Where:
 21

P= the percentage of student ability

F= correct answer

N= maximum score

Mean is used to make a generalization the finding of the research.

It is more relevance to describe student grade point average. The formula

form:

(Gay in Nurhasanah 2008:32)

M = ΣX

Where M = mean

Σ = sum of

X = score in a distribution

N = number of score

(Gay in Nurhasanah2008: 32)

After knowing the test result of students’ scores, then, the writer

percentages all the data in formula of Four Level Mastery (Haris, 1968,

134).

Here are in detail formula:

80% - 100% = excellent

60% - 79% = good

50% - 59%= fair

0 % - 49% = poor
 22

CHAPTER IV

FINDINGS AND DISCUSSIONS

In this chapter, the researcher presented finding of the research and

discussion. The research findings showed the data obtained from the result in

order to know how is the ability of the fifth semester students English Department

Muhammadiyah University of Makassar in use of transition signal in essay

writing. The discussion contains the description and the data interpretation.

A. Findings

The data described in this finding was taken from the fifth semester

students English Language Department Muhammadiyah University of Makassar

in using of Transition Signals in their essays.

1. Kinds of Transition Signal Used by Students

There were two kinds of transition signals which appeared in the

students’ essays.

a. Sentence Connectors

Sentence Connectors are used to connect two sentences together.

They are joined by a full-stop (period) or semi-colon, and are followed

by a comma. The first are ‘besides’ and ‘also’. It uses ‘to introduce an
 23

additional idea’ about the topic to giving some information as sentence

connector. The second is ‘however, still and instead’. It uses ‘to contrast’

about the one and the other things. The third is ‘therefore’ and ‘thus’. It

Transition Signal used ‘to introduce an effect/result’ about the topic. The

fourth is ‘for example’. It uses ‘to give an example’ about the topic. The

fifth is ‘third, the first, the second, than, then, that and the last’. It uses

‘to show chronological order’ about the topic. The sixth is ‘in other

words’. It Transition Signal used ‘to identify or clarify’ the topic.

Table 4.1: Classification of Transition Signals Using Sentence

Connectors by the Students in Their Essays

No FUNCTION KINDS OF WRONG CORRECT TOTAL

SENTENCE
CONNECTOR
1 To introduce an Besides - 1 1
2 additional idea Also 1 12 13
3 To compare - - - -
4 However - 2 2
5 To contrast Still - 2 2
6 Instead - 1 1
7 To introduce a -
cause/reason
8 To introduce an Therefore 2 - 2
9 effect/result Thus 1 - 1
10 To give an For example - 4 4
example
11 Third - 2 2
12 The first 10 4 14
13 The second 8 3 11
14 To show Than 1 8 9
15 chronological Then - 4 4
16 order That - 7 7
17 The Last - 3 3
18 To show an - - - -
alternative
19 To identify or In other words - 1 1
clarify
 24

TOTAL 23 54 77

Table 4.1, there are 77 sentence connectors used in the students’

essay. Some of students were correct when using sentence connectors.

The correct usages of sentence connectors were 54, but the wrong usages

of using sentence connectors were 23.

There were some correct usages in the students’ essays in using

sentence connectors, for example: “We can see, in the hospital there are division

of doctor. For example, surgeons and internist.” In this part, we can see that

there is a student using ‘For example’ as a sentence connector of

transition signal, because at the previous sentence the student explains

about the division of doctor in hospital, so the sentence need an example

at the next sentence as supporting idea.

b. Clause Connectors

Clause Connectors are used to connect two clauses together to

form one sentence. They are joined by a comma. The first is ‘and’. It

uses to ‘to introduce an additional idea’ and ‘to compare’ about the

topic. The second is ‘but, although, even though, whereas and while’. It

uses ‘to contrast’ the topic. The third is ‘for, because and as’. It will use

‘to introduce a cause/reason’ about the topic. The fourth is ‘so’. It uses

‘to introduce an effect/result’ about the topic. The fifth is ‘after, as,

before, when, while and until’. It uses ‘to show chronological order’ of
 25

the topic. The sixth is ‘or’. It will use ‘to show an alternative’ for the

topic. The seventh is ‘if’. It uses ‘to identify or clarify’ the topic.

Table 4.2: Classification of Transition Signals Using Clause

Connectors by the Students in Their Essays

No FUNCTION KINDS OF WRONG CORRECT TOTAL

CLAUSE
CONNECTOR
1 To introduce an And 9 76 85
additional idea
2 To compare And 9 76 85
3 But 4 3 7
4 Although - 5 5
5 Even thought - 1 1
6 To contrast Whereas - 2 2
7 While - 2 2
8 For - 23 23
9 To introduce a Because - 11 11
10 cause/reason As - 29 29
11 To introduce an So 6 13 19
effect/result
12 To give an - - -
example
13 After - 1 1
14 As - 29 29
15 Before - 2 2
16 To show When - 4 4
17 chronological While - 2 2
18 order Until - 1 1
19 To show an Or - 11 11
alternative
20 If - 7 7
21 To identify or -
clarify
TOTAL 28 298 326

Table 4.2, there are 326 clause connectors by the students. Some

of students were correct when using clause connectors. The correct

 26

usages of clause connectors were 298. But the wrong usages of using

clause connector were 28.

There were some correct usages of students’ essay in using

sentence connectors in transitional signal, for example: “When price is more

than the taxi and the people also easily to find public transportation in a terminal.” In

this part, we can see that there is a student using ‘and’ as a clause

connector of transition signal, because at the previous sentence the

student explains about the idea about smoking, so the next sentence gives

an additional idea to build up the sentence be well.

2. Students’ Ability in Using Transition Signal

In this part discusses about the students’ ability in using sentence

connectors and clause connectors of transition signal based on the students’

essay. The researcher presents the percentage of students’ ability in using

transition signal.

Table 4.3: Students’ Ability in Using Transition Signal in Essay

No Transition Total used Wrong Correct Percentage Criteria

signal

1. Sentence 77 23 54 70% Good

Connectors

2. Clause 326 28 298 91% Excellent

Connectors

TOTAL 403 51 352 87% Excellent

 27

Table 4.3 shows that the 30 students’ essays contain 403 transition

signals. It is found 77 sentence connectors and 326 clause connector. In

sentence connectors, there were 54 correct usages of transition signal based

on the students’ essay. The percentage of sentence connector usages were

70% and it classify in Good Criteria. In clause connectors, there were 298

correct usages of transition signal based on the students’ essay. The

percentage of clause connector usages were 91% and it classify in Excellent

Criteria. So, the researcher concludes that the students’ ability in using

transition signal were got Excellent Criteria.

B. Discussions

1. Transition Signal Used by the Students

Transition Signal used by the students are ‘besides, also, however,

still, instead, therefore, thus, for example, third, the first, the second, than,

then, that, the last, in other words, and, but, although, even though, whereas,

while, for, because, as, so, after, as, before, when, while, until, or and if’.

Transition Signal shows that to introduce an additional idea by using

sentence connector such as ‘also’ is used mostly correct in the students’

essays, but there is misused 1 time. To compare, there is no sentence

connector usage in this part. To contrast by using sentence connector such as

‘however and still’ is used mostly correct in the students’ essays, and there is

no wrong usage. To introduce a cause/reason, there is no sentence connector

 28

usage. To introduce an effect/result by using sentence connector such as

‘therefore and thus’ is used in the students’ essays, but those are misused. To

give an example by using sentence connector such as ‘for example’ is used

mostly correct in the students’ essays, and there is no wrong usage. To show

chronological order by using sentence connector such as ‘the first’ is used

mostly in the students’ essays, but there are misused 10 times. To show an

alternative, there is no sentence connector usage. To identify or clarify by

using sentence connector such as ‘in other words’ is used in the students’

essays, and there is no wrong usage.

To introduce an additional idea by using clause connector such as

‘and’ is used mostly correct in the students’ essays. but there are misused 9

times. To compare by using clause connector such as ‘and’ is used mostly

correct in the students’ essays, but there are wrong usage 9 times. To contrast

by using clause connector such as ‘but’ is used mostly in the students’ essays.

but there are misused 4 times. To introduce a cause/reason by using clause

connector such as ‘for and as’ is used mostly correct in the students’ essays,

and there is no one an error. To introduce an effect/result by using clause

connector such as ‘so’ is used mostly correct in the students’ essays. but there

are wrong usage 6 times. There is no clause connector usage to give an

example. To show chronological order by using clause connector such as ‘as’

is used mostly correct in the students’ essays, and there is no misused. To

show an alternative by using clause connector such as ‘or’ is used mostly

correct in the students’ essays, and there is no wrong usage. To identify or

 29

clarify by using clause connector such as ‘if’ is used mostly correct in the

students’ essays, and there is no one an error.

2. Students’ Ability in Using Transition Signal

Students’ ability in using transition signal is counted by the correct

number of transition signals used divided with the use of transition signal

time 100%. The percentage of the students’ correct numbers are given a score

based on the classification of score in chapter 3.

The score expresses the students’ ability in using sentence connectors

is 70%. It caused by most of students in using some sentence connector such

as ‘also, for example, than, then and that’ are mostly correct. It Transition

Signal is commonly used by everyone and easy to use. The students’ ability

in using sentence connectors is categorized as good.

On the other side, the students’ ability in using clause connectors are

show by score 91%. It caused by most of students in using some clause

connector such as ‘and, for, as, so, or and if’ are mostly correct. It Transition

Signal is commonly used by everybody and easy to use. The students’ ability

in using clause connector is categorized are excellent. So, we can conclude

that the students’ ability in using transition signal is excellent.

 30

CHAPTER V
CONCLUSION AND SUGGESTION

A. Conclusion

Based on the data described in the previous chapter, the researcher

could draw a conclusion that most students of academic year 2014/2015,

Muhammadiyah University of Makassar had fair ability in using transition

signal aspects that the fifth semester students English Department University

of Makassar in use of sentence connectors and clause connectors in essay

writing.

1. In sentence connectors there were six-teen transition signal type sentence

connector made by students namely: besides, also, however, still, instead,

therefore, thus, for example, third, the first, the second, than, then, that,

the last and in other words. The highest frequency of the transition signal

type sentence connector made by students’ was “also” which used twelve

times in the students’ essay. In clause connectors there were sixteen

transition signal type clause connector made by students namely: and,

but, although, even though, whereas, while, for, because, as, so, after,

before, when, until, or and if. The highest frequency of transition signal

type clause connector made by the students’ was “and” which used

seventy-six times in the students’ essay.

2. The students’ ability in using Transition Signals is 87%. It means the use

of transition signals in the students’ essays are correctly implemented

 31

87%. This is categorized as excellent. in using Transition Signal got

87%, it means that they have an excellent categorized in using transition

signal.

B. Suggestion

In this chapter, the researcher would like to propose some suggestions that

hopefully would useful for to the lecturer, further researcher and students.

1. The lecturer must be creative in teaching learning English and makes

students comfortable in the class.

2. The lecturer should give many information about transition signal, its

kinds and examples.

3. The lecturer should explain the usage of every transition signal.

 32

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 CURRICULUM VITAE

The writer, Ade Haryanto was born on 11 Desember, 1994

in Bulukumba. He is the second boy of Muhammad Basri

and Sitti Fatimah. He finished his study at Elementary

School at SD 155 Center Bontobahari 2006. He then

continued his study to Junior High School at SMP Negeri 1

Bontobahari and he graduated his study in 2009. Continued his study to Senior

High School at SMA Negeri 1 Bontobahari and finished it in 2012. In the same

time, he continued his study of English Department in Muhammadiyah University

of Makassar.