Grammatical Analysis on Final Project Conclusions Written in English by Semarang State Polytechnic Students

Tribekti Maryanto Agustinus Politeknik Negeri Semarang Abstract: The conclusion of final projects written in English by second language learners as in other written products have complexities like the sentence structure, lexical choice, and clarity. Due to this fact the conclusion of final project needs to be investigated. The study is aimed at analyzing the student made written conclusion as a text viewed on through linguistic features. The conclusion texts are analyzed with the method offered by Eggin (1994) on the three strands of meaning and the lexical items analysis offered by Gerrot and Wignel (1998). The data are taken from the Final Project in Accounting Department of Semarang State Polytechnic in the period of 2006, 2007, and 2008. There are 335 clauses of many types and those come from 16 conclusion texts. The research finds that the clauses are 64% of compounded clauses with action verbs and the rest are 36% single nominal clauses. Beside that there are five findings on the three strands of meaning. In conclusion, the students can write the text well although there are 3.4 % of grammatical errors. Key words: grammatical analysis, conclusion text, strand of meaning

INTRODUCTION
In relation to finding a way to change national into international oriented education in Indonesia it is practical to start with assigning the non native students to write their final project in English. Usually the schools and some universities begin with using English as instructional language in class although teachers or lecturer of non English subject get difficulties to do so. In Polytechnic it begins with giving an optional chance to the students to write their final project in English. The argument is that the students have got used to do written assignment in business English related to their study field. Writing final project in English is felt easier to implement than to ask teachers or lecturer of non English subjects to use English as the media of communication in class rooms. This was implemented in Accounting Department Semarang State Polytechnic since 2006. The Accounting and Business Administration departments are proactive to offer the students to write their final project in English language. In Accounting Department the realization of writing final project in English is done under certain requirements. Firstly, the students who write their final project in English language should have minimal rank B (6.9-7.4 in 10 scale mark) for their English subject in each semester and secondly, they have to present their final project report orally in 15 minutes in front of the panel examiners. The number of students who get rank B for their English subject in each semester is 125 students among the total of 2775 students but there are only 36 students who respond to it from the year 2006 to 2008. Although those students study at non English department, they are interested in writing final project in English language. The reason to do so is due to their work needs in globalization era. In this era exporters and importers from other countries who speak international language play important communicative roles in the needs for commerce (Polytechnic Curriculum Development Study, 2004). When their final project is written in English, they get some advantages for instance: recruiters who are managers and Ragam Jurnal Pengembangan Humaniora Vol. 10 No. 3, Desember 2010 131

exporter or importers believe that the job seekers who wrote the final project in English have certain communicative competence for business. It ensures them to offer the job to those candidates. The success of writing final project in English is measured with an indication whether the research questions are answered in chapter V Conclusion or not. If the research questions are answered in conclusion, it is considered that the final project is successful. On the other hand, when students wrote the wrong conclusions of final project it is considered that the final project is a failure. Writing a conclusion is a challenge for the students. It is presumed that they just copied the text of findings and put them in the conclusion chapter without looking into whether they really answer the research questions or not. It is assumed that this happens because of their insufficient writing skills, their inappropriate implementation of the research guide or even their lack mastery of the language used as communication media. Furthermore, Bitchener and Basturkman (2006) cited by Paltridge and Starfield (2007:145) described that the difficulty of second language learners have with this part of their thesis is that learners have insufficient knowledge of the function of this part of their theses. Analysis on Conclusion is rarely done. Paltridge and Starfield (2007) put primary concerns to the abstract and introduction chapter to be analyzed due to its importance or move richness and as a consequence conclusion has lesser analysis which can cause serious impact to the whole report when it is written incorrectly. Moreover, Swales (1990) puts forwards RA (Research Article) to be studied thoroughly. Based on the above reasons it is also important to do a study on conclusion of final project written by non-English department so that problem arising due to blunt conclusions can be dealt with. Furthermore, Emilia and Rojab (2009) find six out of nine theses did not attempt to see the meaning and significance of the data, they also found that the number of verbal process that indicated analytical text is very low, weak in precision of arguments and various circumstances are not well-employed. The students as well as teachers limitations of the academic writing skills are also found in the way they wrote abstract. Knowing that those researches above are none analyzing the Conclusion Chapter, I found a new research gap. It is the conclusion chapter as a text to analyze and the scope of analysis is limited to analyzing grammar. The reason is that grammar has very important role to make the text meaningful. In doing the analysis of conclusion text, the research focuses on how grammar is used in the conclusions. In line with the research question the formulated research objective is to describe the grammar of the conclusions of the final projects written by Accounting Department students of Semarang State Polytechnic.

METHOD
The research is qualitative approach using analysis offered by Eggin (1994: 123) and Gerott & Wignell (1998). It is offered that text analysis in this research can be studied through linguistic constituents in clause structure of SFL (Systemic Functional Grammar) using the ideational meaning and lexical items. Ideational meaning is the structure of logic in a clause or sentence. There are six process types of clauses as illustrated in Table 1 (next page). The data are analyzed in the following steps: (1) Every text is read at a glance (skimming) to get the whole meaning of the text. (2) The texts are read thoroughly to acknowledge the clauses. (3) The clauses of every text are identified and numbered, for example, the clause number 1.2 means that the clause is taken from text no.1, and it is the second clause. (4) The clauses are analyzed in three strands of meaning using SFL (Systemic Functional Linguistic). 132 Grammatical Analysis on Final Project Conclusions Written in English by Semarang State Polytechnic Students (Tribekti M Agustinus)

(5) The clauses are identified whether they belong to active voice, passive voice or none of the two mentioned. (6) The identification of the tenses use is done to every clause. (7) Finally the results of the analysis are presented in tables so that it can be described and interpreted. Table 1. Process Type of Clauses Process Material Mental Verbal Behavioral Existential Relational: -identifying -attributive Roles of Parts of Clauses in Ideational Meaning Actor, Process, Goal, Beneficiary, Range, Circumstances Senser, Process, Phenomenon Sayer, Receiver, Verbiage Behaver, Process, Behaviour, Phenomenon Existent

Token, Value Carrier, Attribute Source: Eggin (1994:228) The clause then is analyzed according to the above process. The example of analysis is as follows: Based on the discussion of the application of Microsoft Visual Basic 6.0 for cost of goods manufactured calculation system in material cost subsystem at CV Aneka Ilmu Semarang, then the writer can conclude that the calculation of cost of goods manufactured in CV Aneka Ilmu Semarang is still done manually. The way to find the three Strands of meaning - Ideational meaning, Personal meaning and Textual meaning - is elaborated as follows. Clause 1.1 Based on the discussion of the application of then the writer can conclude Microsoft Visual Basic 6.0 for cost of goods manufactured calculation system in material cost subsystem at CV Aneka Ilmu Semarang 1 Circ. Senser Process: Mental Circ. Transition Temporal 2 Adjunct Subject Finite Modal Predi Adjunct cator Mood Residue 3 Theme Clause 1.2 that the calculation of cost of is still goods manufactured in CV Aneka Ilmu Semarang Goal Process: Material Subject Finite Mood Rheme 133 Mood Adjunct done manually Rheme

1 Conj. 2 3

Circ. Manner Predicator Adjunct: manner

Theme

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The unit analysis of this study is the grammar of conclusion text. The following quotation helps to enhance the research method. Generally, though the fullest picture of what is going on will require using several techniques in combination, usually observation, interview, and text analysis Hyland (2004:209). The lexical items are analyzed into the type of process and the nominal groups are analyzed as follows: Process Material Mental Verbs Do Conclude

The calculation of cost of goods manufactured in CV Aneka Ilmu Semarang D Thing Pre-D Thing Pre-D Things Qualifier Qualifier The calculation of cost of goods manufactured in CV Ilmu Semarang is still done manually. is still done manually. The data were taken from the conclusions of the final project reports written in English by the students of Accounting Department of Semarang State Polytechnic in period of 20062008. There were 35 final project reports and so there were also 35 conclusions; the research took randomly 16 units of conclusion in which each conclusion consisted of 1-2 page average. The total clauses investigated are 335 clauses. The data for this research have been collected from the conclusions. The data of linguistic features are taken from clause analysis with SFL as instrument of analysis by which lexical choice analysis includes derivation, accounting technical terms, and clause structure analysis includes tense choice, voice, and cohesive devices are used in this research.

FINDINGS
Viewed from the grammar it is found that the students can write sentences in conclusion well. The following are the results of linguistic feature analysis: 1. The sentence structure varies among the compounded clauses with action verbs occupies 37%, compound complex clauses are in amount of 27%, singular clauses with attribute 8%, with existence 11%, with relational7%, compound and compound complex with relational occupies 10%. Tenses used in conclusion written by the students varies among the Simple Present Tense which occupies 83%, the Simple Past Tense which is accounted to 10.4%, the Future Tense which occupies 2%, the Perfect Tense which is accounted to 2.1% and the 2% rest is not clear tense usage. Voices found in the conclusion made by the students are Active voice for 37.9%, Passive voice at 26.9% and others for 35.2%. Noun Groups used by the students to write the conclusion is categorized as long noun group since it consists of 8 words at the average. The structures of the noun groups are as follow: Deictic, Thing, Pre-Deictic, Thing, Pre-Deictic, Thing, PreDeictic, Thing Lexical Choice found in the conclusion is stated as nominalization. They derived from Verb and adjective by which they are inflected with certain suffixes like +cation, +ive, +ness, +ence.

2.

3. 4.

5.

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DISCUSSION
Grammatical Analysis In this level of analysis, the texts are examined through grammatical features such as: the tense choice, voice, intra clause analysis, and three strands of meanings (i.e.Textual, Interpersonal, and Ideational meanings). Eggins 1994:123 stated the following concept of grammatical analysis: There are two preliminary observations that we can make of this level of lexico-grammar. The first is that we can find a number of different kinds of units. The second is that these units are related to each other through constituency - i.e that smaller units make up bigger units, and bigger units are made up of smaller unit. The application of what Eggins stated is in the nominal group that the smallest unit Deitic is related to a nominal in order to make a clear meaning. There are certain structures of nominal groups. In this research it is found that there are certain structures of nominal group in which article the usually begins the noun groups. They are as follows: Clause 1.7a The recommendations from the discussion of the calculation of cost of goods Pre- D Thing Pre- D Thing Pre- Thing Pre- thing D Thing D D D D The recommendationfrom the discussion of the calculation of cost of goods manufactured system in material cost calculation subsystem at CV Aneka Pre- Class Qualifier Qualifier D Pre- ClassQualifier Thing D D system in material cost calculation subsystem at CV Aneka Ilmu Semarang Thing Qualifier Ilmu Semarang Noun Groups (Nominal Groups) Noun group is a word or a phrase which shows lexical cohesion and is counted as a single unit. The noun groups shown by Martin (1992:290) are Poly words, Phrasal Constraint, Deictic Locution, Clause Builders, Verbatim Text on the other hand Gerot and Wignell (1994:140) wrote that Words groups are Nominal group, Verbal group, Adverbial group, Conjunction group and Preposition group. The research finds that the nominalization is derived from verb and adjective. The nominal based on verb ends in cation and -ive but the one based on adjective ends in -ness. For example: apply+cation alternate+ive effective+ness application; alternative; effectiveness

It is found in the research that the Simple Present Tense has occupied 83.3% of the tenses used in the conclusion. For example: Clause 2.22 For researcher hereinafter, it is suggested applying other independent variable that research accuracy can be improved. The use of the Simple Present Tense in conclusion chapter is intended for creating impression that the research is still valid because it happens at present time or in other words it is not outdated although some grammarians state that any kind of report usually Ragam Jurnal Pengembangan Humaniora Vol. 10 No. 3, Desember 2010 135

uses the Simple Past Tense because the action of doing the research happened in the past. For example: In 2006, there was an increase of gross profit Rp.12.571.491.384,75 compared to the gross profit in 2005. On the other hand the clauses in Simple Past Tense were 10.4%. It happens because temporal adjunct of year is used in a clause, for example in 2006, and so the use of the Simple Past Tense in that clause cannot be avoided. Future Tense employed 2% of the total clauses for the need of writing the future research. So it can be stated that the conclusion chapter written by non English department student mostly use the Simple Present Tense. Noun Group Nominalization Process calculate alter Nominalization calculation alternative Participant in Clause The calculation of cost of goods manufactured in CV Aneka Ilmu Semarang is still done manually. (1.10) The alternative to solve the problem in material cost subsystem at CV ANEKA Ilmu Semarang is done by developing the application program uses (Microsoft visual Basic 6.0 and Microsoft Access 2000). (1.3) The application of the calculation of cost of goods manufactured system in material cost subsystem can process the data to make a report directly. (2.7) Correlation value of this variable is negative. (11.26) This shows that the implementation procedures and policy of import transaction can create the effectiveness of Internal control structure. (1.2)

apply

application

correlate implement

correlation implementation

Voices Certain requirements to be fulfilled are related to voice of the clauses. It reveals that texts in this research mostly use active voice and finite verbs in relational, existence and attributive process in the conclusion. Passive Voice is used in lower frequency. It is known that the use of active (37.9%) and passive (26.9%) are almost equal and finite process is 35.2%. It means that what Tarone et.al (1998) argued is gradually strengthening up to now. Research paper guidance usually suggests writers to use passive voice to achieve formality of the text (Hyland, 2004:204). In Accounting Department, the use of passive is almost the same in numbers as the use of active voice. Quoted are the examples of the passive: Clause No. 1.2 2.12 Passive Voice Clauses that the calculation of cost of goods manufactured in CV Aneka Ilmu Semarang is still done manually. From the result of research to test partially influence between level of inflation towards composite index in Indonesia Stock Exchange, it is obtained significant value <(0.05) that is 0.122. For researcher hereinafter, it is suggested applying other independent variable that research accuracy can be improved. Suggested to lengthen expecting research period so that result of research is more accurately to be used as retrieval of investment conclusion. From the discussion in the previous chapters, it can be concluded that there was a difference between the gross profit realization and gross profit budget in 2006. The alternative to solve the problem in material cost subsystem at CV ANEKA Ilmu Semarang is done by developing the application program uses Microsoft visual Basic 6.0 and Microsoft Access 2000. Hence Ho is received if interest rate of SBI in partially does not have significant influence towards composite index. Grammatical Analysis on Final Project Conclusions Written in English by Semarang State Polytechnic Students (Tribekti M Agustinus)

2.22 2.24 3.1-2

1.10

136

11.2

3.11

Based on the test of control by using Fixed Sample Size Attribute Sampling Method that was discussed on chapter IV, it is concluded that International Control Structure for Import transaction at CV. Suryo Kusumo Semarang in 2006 is effective. The cost of sales is uncontrolled factor in Koperasi Karyawan Amsata PT Ungaran Sari Garment, because it is specified from the supplier, that is PT Jantra Bhumi, Semarang.

The examples of the active: Clause No. 8.21 Active Voice Clauses Based on the observation and discussion about the gross profit of KUD Mekar Ungaran, especially saprodi and photocopy, the writer suggest So, the cost of goods sold can decrease and the company can increase the profit. Perum bulog Sub Divre IV Banyumas do not yet make gross profit analysis because it will make management better and it can help management for every variance element, how much the variance Based on Internal control Structure Evaluation at CV Suryo Kusumo Semarang it shows the results: Each division does the duty and functions, appropriate with company policy to create the good practice, This shows that the implementation procedures and policy of import transaction can create the effectiveness of Internal control structure. The writer may recommend company to maintain the procedures and policy import transaction. Company needs separation on accounting and cash functions so it can create workers independency and avoid the risks that happen.

9.13 10.10 10.12 10.13 11.6 11.9 11.25 11.27 11.30

Clause Structure in Textual Meaning Textual meaning is the logical organization of a clause in which the point of departure or the theme-rheme is negotiated to another clause in old and new information (Gerot, and Wignell 1994: 25). Here are presented some examples of the clause structure employed by the students in writing their conclusions. No. Clause type 1 One Main Clause with conjunction that followed by five subordinate Objective clauses, for example: 1.1 Based on the discussion of the application of Microsoft Visual Basic 6.0 for cost of goods manufactured calculation system in material cost subsystem at CV Aneka Ilmu Semarang, then the writer can conclude that 1. The calculation of cost of goods manufactured in CV Aneka Ilmu Semarang is still done manually. 2. The application of the calculation of cost of goods manufactured system in material cost subsystem can process the data to make a report directly. 3. The reports of cost of goods manufactured calculation system are more detail than the manual one. The theme-rheme shows the connectivity of cohesion in text. The first clause is the main clause of hypotactic type which contains Theme 1 and Rheme 1. Theme 1 is unmarked theme it which is containing action to lengthen the research and Rheme 1. The second clause functions as the adjunct of result or circumstance of effect which contains Theme2 Ragam Jurnal Pengembangan Humaniora Vol. 10 No. 3, Desember 2010 137

and Rheme2. Clause type 3 is one Independent Clause with Subject as Beneficiary. In short, it is found that the students can write various clauses with subordinating conjunctions and compounding conjunctions. Clause Structure in Interpersonal Meaning The interpersonal relationship between the writer and reader or between non human participants is known from the modality and mood adjunct in the clause. The participant has role as the subject in interpersonal clause. The personality of the participant the writer in clause 1.1 1.1 Based on the discussion of the application of Microsoft Visual Basic 6.0 for cost of goods manufactured calculation system in material cost subsystem at CV Aneka Ilmu Semarang, then the writer can conclude that The participant capability to conclude is known from the modality can which means having capability to do something mention in the predicator. The participant feels sure that he himself or herself has capability to conclude. In contrast to this the participants in clause 1.2 1.2 that the calculation of cost of goods manufactured in CV Aneka Ilmu Semarang is still done manually.

CV. Aneka Ilmu or the employees feel underestimated when they read that clause because their work operation is claimed as done manually which means that they cannot keep pace with the technology or on the other hand, their work is stated with the word computerized which means modern and sophisticated. The mood adjunct still enhances the meaning of the adjunct of manner manually. The personal feeling plays important role in interpersonal meaning. Clause Structure of Experiential Meaning In Experiential meaning the clause is as representation. The process type and functional participant roles become center of attention. The result of experiential meaning is the field of the text. In the following clause the actor always negotiates the process and the process has special participant function. The clause The writer concludes in clause number 1.1 means that the writer does a mental process of concluding. He does not do other activities except concluding or the writer has an experience to conclude something. It implies that when someone is concluding, he or she is thinking, looking back to previous chapter and writing something to summarize the main points. Action Verbs used as conclusion signals are can conclude, draw some conclusions, Conclusion can be taken as follow, and it can be concluded that. The clauses that use the verbs are: Based on the discussion of the application of Microsoft Visual Basic 6.0 for cost of goods manufactured calculation system in material cost subsystem at CV Aneka Ilmu Semarang, then the writer can conclude that 3.1 From the discussion in the previous chapters, it can be concluded that, there was a difference between the gross profit realization and gross profit budget in 2006. 2.1 Result of testing hypothesis by using dependent variable of composite index and independent variables consisted of rupiah exchange rate to USD (x1), interest rate of SBI(x2) and level of inflation (x3) shows that: 5.1 Based on the discussion in Chapter IV it can be concluded that 8.1 Based on the discussion of gross profit analysis of KUD Mekar Ungaran there are some conclusions, as follows: 10.1 Based on gross profit analysis at Perum Bulog Sub Divre IV Banyumas for the year 2005 and 2006, can be concluded: 138 Grammatical Analysis on Final Project Conclusions Written in English by Semarang State Polytechnic Students (Tribekti M Agustinus)

The number of action verbs used as conclusion signals which are known by the students is so limited and need to be expanded. Reference is the way a writer manages the participants in a text. Participants are thing, place or people which are discussed in the text. Eggin (1994: 95) and Martin (1992: 95) wrote about cohesive resources as follows: the cohesive resource of reference refers to how the writer/speaker introduces participants and then keeps track of them once they are in the text. Participants are people, place or things that get talked about in the text presuming, presenting and generic reference. In these conclusion texts the reference used are personal participant: the writer, the author while the non-human participant (thing) is the topic that is discussed like: Application is still done manually. In this case, the word application has a role as beneficiary (a person or a thing who/which receives action from the process verb in a clause. In another example, the application of the calculation can process the data to make report directly wherein the phrase application of the calculation participates in the clause as actor. Besides the repetition, there is also another cohesive device in the text using Deictic the which specifies the type of application or calculation previously mentioned in Chapter IV. In clause 1.1 the phrase Based on the discussion creates cohesion to the previous chapter and this is called Presuming Reference of what has been mention before. The word steps is referred with the word They in Clause 1.7. Cohesion within the clauses in conclusion texts is marked with the paratactic and hypotactic (complex-compound, complex and compound) clauses using conjunction. In particular, when those conjunctions are observed using SFL (systemic Functional Linguistics), it is known that there are nine types of clause functioned as Circumstances in Ideational Meaning while the three other are compounders (and, but, or). The conjunctive relation relates the parts of the text. It shows the achievement of a text which is gained through the conjunctive relation. There are three types of conjunctive relation; those are the reference, lexical relation, and the conjunctive relation (Eggins, 1994:72-77).

CONCLUSION
In the discussion of grammatical analysis it is found that every clause in conclusion texts is structured cohesively. The lexical choice is appropriate to the field of study. The clause construction has shown specific feature of texts which characterizes the conclusion as expository conclusion. It is known that the undergraduate students of Accounting Department are competent to write correct clauses which are suitable with the content. The students have competence in lexicogrammar. Most clauses they are writing are correct and meaningful. The voice, tense, cohesion, clause structure and lexical choice are well implemented. In the interpretation of micro level in chapter IV there is positive result of the study showing that the conclusion text is structured cohesively. In contrast to that, the sentences used to write conclusion for 16 conclusion texts are nearly the same one to another. Most conclusion texts are written by using one complex sentence consisting of one main clause and four to five sub-ordinate clauses. This has happened for three years from 2006 to 2008. There is an indication that the students who write conclusion text in the following year repeat the writing style of the conclusion writer in the previous year. Beside that, Syntax errors in clause structure are still found although it is only 3.4% from the total of 335 clauses. In correcting these two phenomena certain actions related to pedagogy is crucial to do in the future.

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Pedagogical Implication It is known that the students have their creativity to write the conclusion in English language and the result of linguistic feature analysis is satisfying. It is said to be satisfying because there are only few grammatical errors. The errors happen due to the misconception between expression in Indonesian and English, so in classroom teaching process the teacher can give some exercises to justify the misconception. When students write the final report in English as their foreign language, they are influenced by Indonesian as official language. One of the influences of the second language acquisition is the influence of Indonesian language. The influences are grouped into 3 categories: the syntax, the styles, and lexical choice. Due to those phenomena it is important to add English for Academic Writing in the curriculum so that the student will be more aware in writing better final project. Further, it is important to make supervision more effective and the guidelines used for writing final project needs to be improved. By achieving academic writing the students can comprehend the generic structure of conclusion written by the native speakers of English and the conclusion guides commonly written in Polytechnic. When they get enough resources to write conclusion both from parental generic structure and the final project guides available in Polytechnic, it is believed that the conclusion text written by the students is improved. Further research can be conducted to investigate the genre of conclusion text. It is the text generic structure. The generic structure used to write the conclusion is the final project guides which are taken from parental thesis guides or which are written by the teachers at Polytechnic.

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Suryani, F.B. 2007. Genre Analysis of Translated Abstract Thesis of the English Department of Universitas Negeri Semarang. Thesis Magister of Education, Semarang State University. Swales, J.M. 1990. Genre Analysis: English in Academic and Research Settings. New York: Cambridge University Press. Swales, J.M. 1994. and Feak, C.B. Academic Writing for Graduate Students. London: University of Michigan Press. Tarone, E., Dwyer, S., Gillette, S. & Icke, V. 1998. On the Use of the Passive and Active Voice in Astrophysics Journal Papers: With Extensions to other Languages and Fields. English for Specific Purposes (113-122) Thomspon, P. 2005. Points of focus and position: Intertextual reference in Ph D Theses. Journal of English for Academic Purpose, 4:307-323. UPT Bahasa. 2004. Survey Stake Holders Dalam Rangka Analisis Kebutuhan Terhadap Kemampuan bahasa Inggris Lulusan Politeknik Negeri Semarang, UPT Bahasa Polines

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