Adjective Clauses Research Articles

Assessing Students’ Speaking Using the Theory of Linguistic Competence

Grammar is still considered the most problem experienced by Indonesian native speaker in speaking English, especially those who are preparing for the IELTS test. Thus, this study aimed to assess five students’ speaking performance to determine their linguistic competence in speaking. This study employed qualitative descriptive design with a case study method. The participants were five students of an IELTS course. The spoken data was collected by face-to-face interview, transcribed, and analysed using the theory of linguistic competence proposed by Celce-Murcia et al. The parameters used in the study were the noun clause and adjective clause (syntax), the subject and verb agreements (morphology), and the pronoun references (lexicon). It was found that the students had several weaknesses in performing subject and verb agreement as well as pronoun references, while they found no difficulties in using adjective and noun clauses. A ‘lexical sophistication’ strategy can be implemented to improve the students’ grammar in speaking by playing roles as IELTS examiners and test takers.

Analysis of Adjective Clauses in John Steinbeck’s Novel “Of Mice and Men”

Analysis of Adjective Clauses in John Steinbeck’s Novel “Of Mice and Men”

학문 목적 한국어 학습자를 위한 인용절 교육 내용 연구

Objectives The purpose of this paper is to propose new educational content for quotations for Korean language learners, reflecting the logic-semantic types of Systemic Functional Linguistics(SFL). Methods Quotation clauses are elucidated as projective clauses within the logic-semantic relationship of SFL. Projection is categorized based on three criteria: projection level (thought, locution), projection mode (parataxis, hypotaxis), and speech function (proposition, proposal). Reflecting these perspectives of projection in the educational content of quotations can improve existing problems observed among Korean language learners for academic purposes. Results First, this paper distinguishes between locution quotation, thought quotation, and fact quotation based on the linguistic content being quoted, and indicates the need to address various sources of quotations such as speaker, listener, the third person and media. Second, it is emphasized that educational content should explicitly cover not only indirect quotation expressions but also direct quotation. Regarding the form of presenting indirect quotation expressions, considering ‘고’ as a particle is effective. This is because regarding ‘고’ as a particle helps to clearly reveal the content of the quotation, explicitly indicate the speech function of propositions or proposals, and above all, because it well represents the nature of quotations, making it accessible for Korean language learners. Third, it is suggested that educational content should be designed to include various quotation verbs to allow learners to express the attitudes and opinions of quoted speakers. To this end, this paper provides a list of quotation verbs for each learning level. Fourth, it is proposed that quotation nouns should be included as grammar items in quotation expression learning to enable learners to skillfully use quotation expressions by also mastering the structure of adjective clause. Conclusions The SFL-based educational content on quotations proposed in this paper can contain sufficient content of quotation expressions required by academic learners after university admission, and it is expected to be effectively applied in cultivating their usage proficiency.

Thai EFL Undergraduate Students’ Attitudes towards Syntactic Structures in English Writing

This study investigates Thai EFL students’ attitudes of difficulty towards syntactic structures in English writing and their evaluation of frequencies in using syntactic structures in their writing. The framework of attitudes in this study follows Baker (1992) and Garrett (2010). The methodology of this study uses convenience sampling method. The participants in this study were 30 sophomores, majoring in English from a private university in Thailand. They were asked to fill in a questionnaire concerning syntactic structures in English writing. The instruments in this study were a questionnaire with a five-scale measurement. After the questionnaire was developed, it was validated by three experts. The three experts are PhD instructors in the field of English language and language assessment and evaluation from a renowned public university of Thailand. The descriptive statistical analysis via frequencies and percentages was used to calculate the data analysis. The results in this study show that the participants feel that dependent clauses are difficult for them to use, especially adverbial clauses, reduced adjective clauses and verbless adverbial clauses. Based upon their evaluation toward frequencies of syntactic structures, the participants frequently use existential there constructions and adjective clauses in their writing in English. It is highly expected that the results of this study will be useful for English language teachers to gain better understanding of Thai EFL university students toward their difficulties with syntactic structures in English writing. So, English teachers could bring the results of this study to provide improvement to their students.

Correlation between end-weight principle and adjective clauses in English: Q1 SCOPUS applied linguistics articles and Thai EFL learners’ essays

The researcher in this study applied the notions of quantitative method, theoretical linguistics and applied linguistics to examine the correlation between the linguistic theory of end-weight principle and English adjective clauses in Q1-SCOPUS applied linguistics articles and Thai EFL learners’ descriptive essays. The significance of this study is that structure and use in writing should be learned simultaneously. This current study also innovatively supports Thai EFL learners to examine their linguistic competence in structuring information in their English writing. The data collection in this study was divided into two datasets. The first dataset was 20 Q1-SCOPUS applied linguistics articles published between 2022 and 2024. Approximately 200,000 words provided 117 sentences containing adjective clauses in the final position or VP-postmodifiers. On the other hand, the second dataset was 67 descriptive essays written by Thai EFL high-school learners from both public schools and private schools under the supervision of the Ministry of Education, Thailand. The original theory of the end-weight principle proposed by Quirk et al. (1972) is followed in this study. The syntactic structure of adjective clauses follows Radford (2009) who analyzed adjective clauses as complementizer phrases (CP). The inferential statistical analysis of correlation follows SPSS 29. The results showed that there was a statistically significant relationship between the datasets of applied linguistics articles and EFL learners’ descriptive essays where the p-values were reported at 0.01 and 0.02, respectively. Not only do these statistical relationships show that English is an end-weight language, but also Thai EFL learners can follow the norm accurately. This is due to the positive effect of the mother tongue interference since the Thai language is an end-weight language. The pedagogical implication of the study to EFL learners is that information structures should be contributed to grammar classes. For future studies, it is recommended to test the hypothesis of the end-weight principle with reduced adjective clauses in the medial position of sentences.

국어 명사절, 관형절의 논리-의미 유형 연구

Objectives In the clause complexing systems of systemic functional linguistics, the logico-semantic types(LSTs) between ‘clause’ and ‘clause’ are realised in different ways in coordinate clauses, subordinate clauses, and em-bedded clauses. The purpose of this paper is to identify the LSTs of Korean nominal clauses and adjective clauses that are distinct form other embedded clauses.
 Methods SFL's clause complexing system consists of three optinal systems: taxis, LSTs, and repercussions. Among the LSTs of Korean embedded clauses, three are used: [projection], [phenomenon], and [extension]. These are realised in different ways in quotation clauses, nominal clauses, and adjevtive clauses, repectively.
 Results After applying the aforementioned methodology, we were able to establish [phenomenon] of the com-plement participants of mental verbs as the common LST of Korean nominal clauses. Based on this, it was further found that the nominal clause ‘-기’ combined with desrative verbs and emotional verbs has the LST of [phenom-enon_ideas]; and the nominal clause ‘-음’ combined with cognitive verbs has the LST of [phenomenon_facts]; and the nomonal clause ‘-는 것’ combined with perceptual verbs has the LST of [phenomenon_acts]. On the other hand, the LSTs of adjevtive clauses were broadly distinguished as [projection] and [expansion]. The [projection] semantics of adjevtive clauses are mainly realised in the complement clauses of superordinate Projective Nouns and Factual Nouns.
 Conclusions The LSTs between ‘clause’ and ‘clause’ in clause-complexing systems in systemic functional lin-guistics are big research topics. This can be realised in different ways in coordinate, subordinate and embedded clauses. So far, this paper focuses on the LSTs that appear in nominal clauses and adjective clauses, examining them in detail using examples from the Korean language dictionary, and summarising the results. It is hoped that further research could conduct to investigate the LSTs of the entire Korean clause complexing systems.

한국어 인용절의 논리-의미 관계 연구

Objectives The purpose of this paper is to identify the types of logico-semantic relations that Korean quotation clauses have with their main clauses.
 Methods The clause complexing system of systemic functional linguistics separates the logico-semantic relations of quotation clauses and the Taxis into a optional system. This method can solves the previous problems of mixing the two criteria within the framework of embedded clauses.
 Results First, we argued that the logico-semantic relationship(projection) and clause complexing of quotation clause are independent systems, so that quotation clause can be used as a paratactic, hypotactic, or adverbial clause. we, also, explained that projecting nouns and fact nouns require adjective clauses as complement clause, and some factual cognitive verbs require nominal clauses as complement clause. Second, we explained that Korean quotation clauses can be logically and semantically categorized into locution, idea, and fact projections, respectively. Each of these is governed by the locution verb, the idea verb, and the fact noun in the main clause. In addition, a projecting clause always functions as a proposition or a proposal: thus, projenting clause can be defined as an obligatory bound clause that functions as speech acts of proposition or proposal. Third, from the perspective of systemic functional linguistics, we proposed the morpho-syntactic structures of quotation clauses as paratactic, hypotactic, and adverbial clauses, reflecting the aforementioned logico-semantic types and clause complexing system of quotation clauses.
 Conclusions The clause complexing system of SFL adopted in this paper is expected to provide a more comprehensive explanation than existing grammar theories because it reflects both logical-semantic types and the Taxis.

A Contrastive Analysis Of Adjective Clause In English And Indonesia On Explanation Text

This research aims to determine the ability of students of the 6th semester English study program at HKBP Nommensen Pematangsiantar University in using adjective clauses in Indonesian and English. This research aims to show the dominant function and types of adjective clauses in explanatory text. Apart from that, this journal also shows differences in the use of adjective clauses between English and Indonesian. Researchers looked at adjective-clause material based on English and Indonesian. The method used in this research is called library research, or in other words library research. From this research it can be concluded that the number of words most often found in the use of adjective clauses for explanatory text is 7, with a total of 7 words from 10 sentences. In Indonesia, 7 words out of 10 sentences. This means that, in both English and Indonesian, adjective clauses in explanatory texts have differences and similarities between English and Indonesian.

A Comparative Study between the Use of Adjectives and Adjective Clauses Based on Bloom’s Taxonomy in Writing Sentence Levels Versus Paragraph Levels

The purpose of this paper was to examine English as a Foreign Language (EFL) students’ comprehension of adjectives and adjective clauses by writing in different phases. The first phase, students were writing an individual sentence by using adjectives and adjectives clauses. The next phase was creating paragraphs using the same rules that they used previously. The framework of the present research was Bloom’s taxonomy to examine students’ development from the lowest levels of cognition into the highest levels of the hierarchy. The design of this study was descriptive qualitative research focusing on 20 students’ writing who used the target grammatical structures. To analyze the collected data, the author used themes to divide the data based on a sentence level and a paragraph level. The results of the research revealed EFL students’ success in applying the target grammatical rules at the lowest cognitive levels by composing an individual sentence. However, the findings showed that only six students out of 20 were able to reach the highest levels of cognitive to create paragraphs using adjective clauses; whereas, the rest of the students failed to create paragraphs using adjective clauses. However, all students successfully composed simple and accurate individual sentences using both one adjective and the other for using adjective clauses, which is considered the lowest levels of the hierarchy.

Four Dichotomies in Spanish: Adjective Position, Adjectival Clauses, Ser/Estar, and Preterite/Imperfect by Luis H. González, and: Understanding and Teaching Reflexive Sentences in Spanish by Luis H. González (review)

Four Dichotomies in Spanish: Adjective Position, Adjectival Clauses, Ser/Estar, and Preterite/Imperfect by Luis H. González, and: Understanding and Teaching Reflexive Sentences in Spanish by Luis H. González (review)

Syntactic Analysis on Sentence Patterns in Agnez Mo’s Song Lyrics

Analyzing sentence patterns turns into more essential in song lyrics as there are regularly misinterpretation of words when they are arranged into sentences in song lyrics. This research was aimed to analyze the types of phrase, clause and describe the sentence patterns in Agnez Mo’s song lyrics through tree diagram. This research employed qualitative research. The data of this research is the four lyrics of Agnez Mo’s songs, they are: Long as I get paid, Coke bottle, Damn I love you and Overdose. In analyzing the data, the research used theory of Miles and Huberman; data reduction, data display and conclusion drawing/verification. The result of the research shows that found types of phrase, clause and sentence patterns. In phrase, there are five types; noun phrase, verb phrase, adjective phrase, adverb phrase and preposition phrase that found in Agnez Mo’s song lyrics. In clause found there are two types; independent clause and dependent clause, which is in the dependent clause also found of each kinds; noun clause, adverb clause and adjective clause in Agnez Mo’s song lyrics. Moreover, there are twenty nine sentence patterns that used in Agnez Mo’s song lyrics. The researcher concludes that there are types of phrases, clauses and sentence patterns which should be known in the syntax. Hence, the researcher hopes that the reader or learner can get knowledge from this research.

Errors Analysis on the use of Adjective Clauses: The Application of Dulay's Surface Strategy Taxonomyat University Students

Errors Analysis on the use of Adjective Clauses: The Application of Dulay's Surface Strategy Taxonomyat University Students

The Influence of Indirect Corrective Feedback on the Linguistic Accuracy of Adjectival Clauses in an EFL Context

The goal of this research was to find out which corrective feedback technique would be most effective in some EFL context. Concisely, we wanted to find out whether the feedback techniques commonly used in this context (namely indirect feedback and oral meta-linguistic explanation) were structure-, learner-, and task-dependent. We chose to experiment with all the functional uses of one linguistic structure, namely adjective clauses. Whereas the experimental group received two types of feedback (indirect coded written corrective feedback and oral meta-linguistic feedback), the control group received no corrective feedback at all on the targeted features. Findings showed that the experimental group’s linguistic accuracy in using adjectival clauses improved far better than that of the control group. However, this improvement, quite expectedly, declined gradually over the course of time; hence the experimental group’s linguistic accuracy was a little better on the immediate posttest than on the delayed post-test. Our argument was that a combination of indirect feedback and meta-linguistic explanation would be rewarding for adult learners with low-proficiency levels probably because such feedback techniques require them to exert maximum cognitive, especially when getting engaged in a problem-solving process.

Adjective Clauses in Hosseini’s The Kite Runner: A Systemic Functional Analysis in Translation Studies

This research analyzed translation techniques used to translate adjective clauses found in the novel The Kite Runner, described the shifts of semantic categories in some of the translated clauses, and described the effects of the techniques used on the quality of the translated clauses. This study falls into the class of descriptive qualitative research. The main source of the data is the novel The Kite Runner, written by Khaled Hosseini and its Indonesian version. The secondary source of the data is the information given by raters and respondents through questionnaires given to them. The result of this study shows that eleven translation techniques are used to translate 268 data analyzed in this research. In terms of semantic category, 55 data are believed to experience shifts in semantic categories. In general, 231 (86,1%) data are accurate, 35 (13%) data are less accurate, and 2 (0,74) data are inaccurate. In terms of the acceptability, 234 (87,3%) data are acceptable, 31(11,5%) data are less acceptable, and 3 (1,1%)data are unacceptable. Meanwhile, viewed from the level of readability, 226 (84,3%) data are highly readable, 40(14,9%) data moderately readable, and 2 (0,74%) data hardly readable.

EXPLORING COMPLEX SENTENCES AND METPHORS IN ONLINE NEWS ARTICLES ABOUT COVID-19 IN ASIA TIMES

<p>This research aims to find the use of complex sentences and metaphors in online news article about Covid-19 in Asia Times. This research employs descriptive qualitative approach to examine five online news articles about Covid-19 in Indonesia containing complex sentences and seven news articles about Covid-19 in Indonesia containing metaphors posted in Asia Times. The writer uses the Verspoor’s and Azar’s theories to examine complex sentences and Lakoff and Johnson’s conceptual metaphor theory to examine metaphors. The result shows that in 5 news articles writing the authors used 115 complex sentences and 40 or (34.8%) of which are modified by noun clauses, 36 sentences (31.3%) are modified by adjective clauses, 32 sentences (27.8%) are modified by adverbial clauses, and 7 sentences (6.1%) are modified by multiple subordinate clauses. This implied that teachers should emphasize on the use of noun clauses in complex sentences when teaching writing. Secondly, the result demonstrates that in seven news articles the authors used 95 metaphors categorized into three types of metaphors: 64 or 67.3% are ontological metaphors, 16 or 16.8% are orientational metaphors, and 15 or 15.9% structural metaphors. In addition, this implied that teachers should be aware of the use of metaphors in various reading text genres specifically online articles.</p>

Students’ Difficulties in Reducing Adjective Clauses into Participial Phrases

Clause and phrase construction is one of the essential components needs to be mastered by English students in order to support their writing. However, this is the problem that students still encounter. The purposes of this study are to figure out students’ difficulties and the causes of the difficulties in reducing adjective clauses into participial phrases. 30 students were selected using cluster random sampling technique from a population of 162 second-year English Department students at Universitas Negeri Padang. Data gained from questionnaire were analyzed using quantitative approach and descriptive method. The findings demonstrate that understanding adjective clauses (68.8%), using pronouns (64.6%), and constructing verbs (62.8%) are three aspects students found the most problematic. In addition, using relative pronouns is a bit challenging for them (46.6%). It was also found out that these difficulties are significantly influenced by the instructional method utilized (80%), students’ motivation (66.3%), their educational background (65.8%), and learning strategies (63.1%). Indeed, family environment (54.6%) has a fair impact on it as well.

THE SYNTAX OF TAMIANG LANGUAGE ACEH PROVINCE

Syntax is the study of rules for combining words into a sentence. The purpose of this research is to find out how the syntax of Tamiang language especially the sentences that are construction in the Language such as the patterns of phrases, clauses, and sentences. This research used descriptive design. The data in this research were collected through interviewing, noting and translating, recording and transcribing all utterances of Tamiang language. The number of subjects were about 24 persons. This research resulted that Tamiang language has four kinds of phrases. Meanwhile, Tamiang clauses have two forms: complete and incomplete form. The complete form has two patterns: subject-predicate and predicate -subject. Based on the parts of speech, Tamiang clauses have five forms: nominal clause, verbal clause, adjectival clause, numeral clause and prepositional clause. There are four kinds of sentences in Tamiang language: declarative sentence, imperative sentence, interrogative sentence and exclamatory sentence.Key Words: Syntax, Sentences, and Tamiang Language

A CONTRASTIVE ANALYSIS OF ADJECTIVE CLAUSE ON SPIDERMAN HOME COMING

This research focuses on the contrastive analysis of adjective clauses found in the Spiderman Homecoming movie. The research design used is a qualitative design. The researcher conducted this research descriptively, which explained the research by making a table and a few sentences to explain it. The data is taken from the Spiderman Homecoming movie. Researchers search and find data from various websites to obtain data by reading and searching for materials in journals, e-books, and related articles. The researcher discusses everything related to the adjective clause, which is the main purpose of this research. The sentences or scripts are taken and analyzed through an adjective clause. The results of the researcher's analysis found 2 types of adjective clauses, namely, adjective clause defining and adjective clause modifying. In the Spiderman: Homecoming film script, there are 25 adjective clause defining sentences and 14 adjective modifying sentences.

The Use of Linguistic Features in Indonesian Students’ Texts at Hungarian Universities

Students enrolled in a higher level of education may face challenges in producing assignments, including writing an essay. They need to present appropriate linguistic features in the text to demonstrate their writing quality. Comparing linguistic features during university study is one fundamental aspect of administering writing quality and showing student writing development. The topic presented in this study describes an initial statistical analysis and the frequency of linguistic features in the texts produced by Indonesian graduate students enrolled at Hungarian universities. This study proposed two research questions: 1) How frequently do pre-selected linguistic features appear in the texts of Indonesian graduate students? 2) How do these features appear in a paired T-test statistical analysis? Seven MSc and MA graduate students took part in the study to meet the goal. They are students at three different universities in Hungary, which all have a Social Science Faculty. During their second-year studies, fourteen essays with a minimum text length of 2000 words were collected. The findings revealed an increase in conjunctions, adjectives, abstract nouns, concrete nouns, noun phrases, expanded noun phrases, active verbs, verb phrases, and passive forms. Meanwhile, the frequency of linguistic features such as prepositions, definite articles, indefinite articles, noun clauses, adverbial clauses, and adjective clauses decreased. In addition, both the rise of nine linguistic features and the decrease of six features in the second semester are not statistically significant.

Morphosyntax Errors in Undergraduate Research Articles from English Education Department

Since the graduates of English education department are expected to be educators, errors that are still prevalent in their research articles need to be acknowledgedas teaching what is essentially flawed language use may lead to damaging results.Therefore, the aim of this research is to inspectprevalent morphological and syntactical errors in undergraduate research articles from English education department and determine the factors causing the errors. The results of the study show that errors are found at both morphological and syntactical levels. The morphological level includes inflection, derivation, preposition, article, possessive determiner, quantifier determiner, copula be, and pronoun. Meanwhile, the syntactical level includes passive voice, tense, infinitive, noun phrase, adverbial clause, adjectival clause, auxiliary, and subject-verb agreement. As for the source of errors, both interlingual and intralingual factors are attributed to causing such errors.This study highlights the process of error classification andthe trend of frequently-made errors, including their commonality within the EFL context. Several suggestions are also offered in order that English learners can be more attentive to their writings.
 Keywords:error analysis, morpheme, syntax, research article, undergraduate