English Education Study Program – STKIP PGRI West Sumatera [2016]

AN ANALYSIS OF ADVERBIAL CLAUSE ON PROCESS

PARAGRAPH
Nabila Alfin1), Riny Dwitya Sani2), Astuti Pratiwi 3)
1)
English department student, college of teaching training and education (PGRI) West Sumatera
E-mail: alfin.nabila94@gmail.com
2)
English department lectures, college of teaching training and education (PGRI) West Sumatera
E-mail: rinydwityaa@gmail.com
3)
English department lectures, college of teaching training and education (PGRI) West Sumatera
E-mail: astutipratiwi09@gmail.com

ABSTRACT
This research was descriptive qualitative research. This research aimed to find out and analyze
the types of adverbial clause used in process paragraph at the first year students of STKIP PGRI
Sumatera Barat. In this research, the researcher took 15% samples from 147 students that took Writing
I subject. In collceting the data, the researcher asked students’ assigments from lecturer. The instruments
in this research was by noting and collecting the data. The data which have found, would be analyzed
by classify it based on the types of adverbial clause. Based on 22 students, the researcher found that
there were several types that used in writing process paragraph. The finding of this research that not all
the types used in process paragraph. Several types that used with different percentage, there were 21
documents used adverbial clause of time (95%), 12 documents adverbial clause of purpose (54,54%), 8
documents adverbial clause of reason and adverbial clause of condition (36,36%), 1 document adverbial
clause of distance/frequency and adverbial clause of contrast (4,54%). Based on the finding from 6 types,
type of adverbial clause that mostly used was adverbial clause of time.

Penelitian ini merupakan penelitian deskriptif kualitatif. Penelitian ini bertujuan untuk
menemukan dan menganalisa tipe adverbial clause yang digunakan di dalam paragraf proses oleh
mahasiswa tingkat pertama di STKIP PGRI Sumatera Barat. Dalam penelitian ini, peneliti mengambil
sampel 15% dari 147 jumlah mahasiswa bahasa inggris yang mengambil mata kuliah Writing I. Untuk
mengumpulkan data, peneliti meminta hasil tulisan tangan mahasiswa kepada dosen Writing I. Instrumen
dalam penelitian ini adalah mengumpulkan dan mengolah data dari dokumen yang dianalisis. Data yang
diperoleh dari dokumen tersebut, kemudian dikelompokkan berdasarkan tipe dari adverbial clause. Dari
22 siswa tersebut menunjukan ada beberapa tipe yang digunakan dalam menulis paragraf proses. Hasil
dari menganalisa data menunjukkan bahwa tidak semua tipe yang digunakan di dalam paragraf proses.
Ada beberapa tipe adverbial clause yang digunakan dalam paragraf proses dengan jumlah persentase
yang berbeda, yaitu ada 21 dokumen yang menggunakan adverbial clause of time (95%), 12 dokumen
adverbial clause of purpose (54,54%), 8 dokumen adverbial clause of reason dan adverbial clause of
condition (36,36%), 1 dokumen adverbial clause of distance/frequency dan adverbial clause of contrast
(4,54%). Berdasarkan hasil persentase dari semua tipe yang ditemukan, maka tipe yang paling sering
digunakan adalah adverbial clause of time.

Key words: adverbial clause, paragraph, process paragraph

2)
First Advisor 1
3)
Second Advisor
 English Education Study Program – STKIP PGRI West Sumatera [2016]
INTRODUCTION
Writing as one of the language skills is very
important for some reasons. The first reason is that
writing is important to communicate or share
information and idea such as to write letter or to
compose stories. Secondly, writing helps the
students to prepare the global competition for their
future, for example to get a job in a foreign country.
Furthermore, writing can help the students to
focus on accurate language use, such as grammar
and vocabulary. It may well provoke language
development of the students because they think as
they write. Writing needs not only good organization
but also perfect grammar. Unlike spoken language
which often contains errors and speakers can often
revise them all the time, written language or
composition has to be perfectly delivered. In this
case, ungrammatical sentences will only hinder
readers to understand the writer’s meaning, thus
good command of grammar is important for writers.
For EFL students who practice EFL writing have to
comprehend grammatical rules and employ them in
sentences.
However, in writing a paragraph also need
grammar to make the paragraph coherent and unity.
There are many kinds of writing. They are writing
sentence, writing paragraph, writing essay and
writing paper. In university, writing skill is taught to
develop literacy competence. It means that teaching
writing for the students will be able to enlarge their
ability in literacy. The students require skill full in
writing because their writing skill will guide
themselves in doing writing task. Then, the students
have to be able to compose many genres of text
included the writing aspects. They are called
content, form, grammar, style and mechanics.
Making a good text needs knowledge in order to
compose a good one. A good text will attract the
people to read it.
A well development paragraph focus on
presentation of a single unit of thought. Based on the
style of writing there are seven different types of
paragraphs. They are narration, description,
definition, comparison, persuasion, exposition, and
process. The researcher also realize that writing a
process paragraph is not an easy thing to do.
Through this research, the students are expected to
be able to produce process paragraph appropriately.
Allocation of adverbs in a sentence is one of
the smallest things, but it has an effect in the
sentence to range in the meaning from words having
a strong lexical content or to make the meaning of
the sentence is clear. A lot of students are confused
to describe, retell, and explain something for the
sentence that is related to the time and occurrence.
Adverbial clause can use comma to separate the
main clause or comma cannot use if the
subordinating is in front of the sentence. Although
in Bahasa Indonesia as our language it is not a big
problem, but in English it is so complicated and will
make different purpose, occurrence, etc.
According to Oshima and Hogue (1991:195),
an adverbial clause is a dependent clause introduced
by an adverbial subordinator. It is used to modify the
verb of the independent clause and tells when (time),
where (place), why (reason), for what purpose, how,
how long, and how far. It means that adverbial
clause is a de pendent clause that has a verb and
subject and introduced by subordinators such as,
when, where, why, how long and how far. There are
several different kinds of adverbial clauses along
with subordinators there are: time, place, manner,
distance/ frequency, reason, result, purpose,
contrast/concession, and strong contrast. When a
time clauses comes before the main clause, a comma
is used between the two clauses. But, a comma is not
used when the time clause comes after the main
clause. For example, (a) When people had to hunt for
food, they had continuous moderate exercise. (b)
People were eating a lot of protein while they were
living on farms.
Many of the elements in longer pieces of
writing such as essays are found in the paragraph.
Thus, the paragraph is a good model to use before
learning to write longer pieces. According to
Oshima and Hogue (1991:16) a paragraph is a basic
unit of organization in writing in which a group of
related sentences develops one main idea. A
paragraph can be as short as one sentence or as long
as ten sentences. The number of sentences is
unimportant; however, the paragraph should be long
enough to develop the main idea clearly. It means
that the paragraph consist of several sentences. A
paragraph can be short or long to develop the idea
from the writer. A paragraph should contain all
element to produce a good paragraph. According to
Oshima and Hogue (1991: 17) a paragraph has three
major structural parts: a topic sentence, supporting
sentences, and a concluding sentence.
One of the types from paragraph is process.
According to Connelly et al (2009:121) process
paragraph explain how things work or give direction
to accomplish a specific task. In explaining how
something works, it is important to consider how
much your readers know about the subject. Process
paragraph may explain about how things works step
by step or giving direction. It means that process
paragraph can answers why and how the something
works. And make sure can provide a necessary
information for a reader.
Based on the explanation above, in this thesis,
the researcher got interest to analyze of adverbial
clause on process paragraph. The researcher has
chosen process paragraph as source of data because
the many adverbial clause found there. In this
research, the researcher would like to clasify and
describes more about adverbial clause that used on
process paragraph based on its types.
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 English Education Study Program – STKIP PGRI West Sumatera [2016]

RESEARCH METHOD Table 3.1 Indicators of Adverbial Clause

Types of
N The
In this research, the researcher used the Adverbial Sub Indicators
qualitative research because the researcher would o Indicators
Clause
analyze the types of adverbial clause on process 1 Time when a point in
paragraph. According to Gay and Airasian time/short duration
(2000:275) descriptive research was used to
investigate the variety of educational problems and whenever at anytime
issues. In this research, the researcher used everytime
document as a source of data. According to Gay and
Airasian (2000:210), there are many sources of while longer duration of
qualitative data, including observation, interview, time
document, recording, drawing, and mails. The
source of data was document. The documents were as soon as immediately at or
from students’ assignment on first year students at once instantly after the
STKIP PGRI Sumatera Barat in academic year time
2015/2016. There were four classes of first year
students at STKIP PGRI Sumatera Barat. following the time
In this research, the researcher used the after that
percentage to get the samples. According to Gay and
Airasian (2000:134), descriptive research common since from that
use sample 10% to 20% from the participants. In time/moment
this study the researcher took 15% from all of
participants. There were 147 students that possible as while when
to be the samples in this research. The researcher
take 15% from participants. Thus, the researcher before earlier than the time
took 22 documents as the samples. when
Instrument can be said as a tool that the
researcher needs for collecting data in a research. until up to the time of
Gay and Airasian (2000:145) said that “Instrument
is a tool or something that is used to collect the data. one event is
In this research, the researcher uses students’ writing by the time completed before
text as the document. According Corbetta another event
(2003:287) a document is any material that provides
information on a given social phenomenon and as long as during all that time
which exists independently of the researcher’s
actions. Documents are produced by individuals or the first time
institutions for purposes other than social research, (that)
but can be utilized by the researcher for cognitive the last time
purposes. In this research, for the document analysis (that)
the researcher used indicator based on indicator that the next time
proposed by Oshima and Hogue to identified the (that)
types of adverbial clause on process in writing 2 Place where a difinte place
paragraph.
In gathering the data, the researcher did some anywhere
steps for this research. The first step was collected wherever anyplace
the documents from one of the lecturer who teach everywhere
Writing I subject in STKIP PGRI Sumatera Barat. 3 Distance/ as + adverb make a comparison
The documents came from students’ assignment. Frequency + as
The second step was researcher read the document. 4 Manner as if/as in the way or
Its purpose to make sure that data is needed by though manner that/like
researcher. The last step was researcher analyzed the 5 Reason because
data by applying techniques of data analysis which now that
are supported by Gay and Airasian. . In analyzing for the reason that
as
the data, the researcher has followed some step since
based on the theory from Gay and Airasian 6 Result so + adj. +
(2000:239). They states that there were four steps in that
analyzing the data, those were reading, describing, with the result that
so + adv +
classifying and interpreting. that

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 English Education Study Program – STKIP PGRI West Sumatera [2016]

such a(n) + The student used subordinating conjunction as well

noun phrase as for their sentence.
+ that.
7 Purpose so that PERCENTAGE TYPES OF ADVERBIAL CLAUSE
in order that for the good of
95%
8 Contrast/ although 100%
in spite of the fact 90%
Concessio even though 80%
n though. that
70%
60% 54.54%
9 Strong while
direct opposition 50% 36.36% 36.36%
Contrast whereas 40%
1 Condition if a future event or 30%
0 situation 20%
10% 4.54% 4.54%
0%
unless if......not

only one condition

only if that will cause a
particular result

whether or neither this TYPES OF ADVERBIAL CLAUSE

not condition nor that
even if condition the result
will be the same
in case probably will not
in the event happen, but it
that might
Source: Oshima and Hogue (1991:196) and Azar
(1999:359).
FINDINGS AND DISCUSSION
Based on the data analysis, the finding showed
that, the first type that almost students used
adverbial clause of time. There are 21 documents
from 22 documents that used this type. The students
used subordinating conjunction after, until, when,
before, while, as soon as, as long as and once for
their sentences. The second type is adverbial clause
of purpose. There are 12 documents from 22
documents that used this type. The students used
subordinating conjunction so that and in order that
for their sentences. The third type is adverbial clause
of reason. There are 8 documents from 22
documents that used this type. The students used
subordinating conjunction because, now that, and as
for their sentences.
The fourth type is adverbial clause of condition.
There are 8 documents from 22 documents that used
this type. The students used subordinating
conjunction if for their sentences. The fifth type is
adverbial clause of contrast/concession. There is 1
document from 22 documents that used this type.
The student used subordinating conjunction
although fro their sentence. The sixth type is
adverbial clause of distance/frequency. There is 1
document from 22 documents that used this type.
Based on the figure above, we know that
percentage of each components is not same. There
are 10 types of adverbial clause. But the students not
use all the types of adverbial clause. The researcher
found some types of adverbial clause that used on
process paragraph. Most of the student used
adverbial clause of time in their paragraph with
95%. Subordinating conjunction from adverbial
clause of time that always appear in students’
paragraph is after and until.
Then, the students also used adverbial clause of
purpose with 54,54% subordinating conjunction so
that. The students also use adverbial clause of reason
with 36,36% subordinating conjunction because and
adverbial clause of condition 36,36% with
subordinating conjunction if. Only several students
that used adverbial clause of distance/frequency and
adverbial clause of contrast with the same
percentage 4,54%. The result of the percentage
viewed that most of student used adverbial clause of
time in their process paragraph.
The researcher also found that most of students
are not understood in using adverbial clause. It can
be seen from the data analysis. They cannot write the
right sentences with the correct structure. In
adverbial clause, they have to add subject and verb
in each clause. Also, sometimes the students forgot
to put punctuation comma to separate the clauses.
From the theory in chapter II, the punctuation also
has a function to separate between main clause and
independent clause using adverbial clause.
CONCLUSIONS
Based on the data analysis and finding in
chapter IV, the student not used all the ten types of
adverbial clause. The researcher found what the
types that students used on process paragraph are.
Most of students used adverbial clause of time on

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 English Education Study Program – STKIP PGRI West Sumatera [2016]
their process paragraph. The other types of adverbial
clause that students used are adverbial clause of
purpose, adverbial clause of reason, adverbial clause
of condition, adverbial clause distance/frequency
and the last adverbial clause of contrast/concession.
The students’ mistake also found in the structure
sentence. They did not write subject and verb to
make a correct sentence. The sentence can be call as
sentence if they have subject and verb. Also forgot
about the rule of adverbial clause that have to use
punctuation comma in several types of adverbial
clause to separate the clauses. But some student
forgot to add it.
ACKNOWLEDGEMENTS
Alhamdulillahirabbil’alamin. Firstly, the
researcher would like to express her deepest
gratitude to Allah SWT who has given the researcher
mercy, chance and health to finish this thesis with
titles “An Analysis of Adverbial Clause on
Process Paragraph”. This thesis was aimed to
fulfill one of the requirement for S1 Degree of
English Department at STKIP PGRI Sumatera
Barat. Secondly, the researcher also expresses big
appreciation and gratitude toward researcher`s
parents who have given love, pray, support, care,
financial, courage in her life. And then the
researcher would like to express sincere gratitude to
her first advisor Dra. Hj. Riny Dwitya Sani, M.M.Pd
for the support of her research, for the motivation,
useful knowledge, and her guidance helped the
researcher in writing of this thesis. The researcher’s
sincere thanks also goes to the second advisor Astuti
Pratiwi, M.Pd for her guidence, advice, suggestion
and support to the researcher in finishing this thesis.
REFERENCES
Azar, Betty Schrampfer. 1999. Understanding and
Using English Grammar (Third Edition).
New York: Pearson Education.
Connelly, Mark et al. 2009. Get Writing Paragraphs
and Essay (First Edition). USA: Nelson
Education Ltd.
Corbetta, Piergiorgio. 2003. Social Research:
Theory, Methods and Techniques.
London: Sage Publications.
Gay, L.R and Airasian, Peter. 2000. Educational
Reseach; Competencies for Analysis and
Application. New York: Prentice-Hall.
Inc.
Oshima, Alice and Hogue, Ann. 1991. Writing
Academic English (Second Edition). New
York: Addison-Wesley Publishing
Company.
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