Analyzing the Types of Sentences and Transitional Markers in Natural

Science and Social Studies Articles

Camilla Nazira Hudaya (2181121017)
Cinthya Tarigan (2183121062)
Henny Agustina Harianja (2183121032)
Naura Aqilla (2183121037)
Nurul Fadilla (2182121026)

English Education 18 B
2019

I. Introduction

In writing a paper, there are many things that must be mastered that will be the basis in making
it, one of them is making a sentence and knowing each type of transitional markers that is
suitable in uniting all of the sentences so that it becomes a whole unit. In writing this article, the
main objective is to examine the types of sentences and transitional markers that used in 2
articles, which are Science articles and Social articles. With the analysis and observation of the
types of sentences and transitional markers that exist in each of these articles, then people will
easily distinguish each type of them through the analysis of sentences in the articles. This is
really good to training people so they can be able to understand the basic concepts of sentences
and transitional markers. So that someday if they are directed to write a paper, they can easily
apply what they have obtained from the analysis.

Basicly, sentence can be categorized by structure; by using and combining one or more either
independent or dependent clause. There are four types of sentences categorized by structure:
There are simple sentence, compound sentence, complex sentence and compound-complex
sentence. In a sentence, not infrequently we find additional words that can unite and connect one
sentence with another sentence so that it can make a single whole sentence. These words help
bring thoughts from one sentence to another, from one idea to other ideas, or from one paragraph
to another. Linking sentences and paragraphs together smoothly so that there is no jump or pause
between ideas. this is called a transitional marker, they can make paragraphs together, make the
flow of writing better, connect one idea to another and make it easier for us to arrange sentences
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smoothly. The purpose of transition markers is very important to make sure transitional words
fall naturally into your composition. A transitional marker is a word or phrase placed at or near
the beginning of a sentence to indicate its relation to the preceding sentence. Be wary of
cluttering your writing with unnecessary ‘howevers’, ‘moreovers’, and ‘consequentlys’. But you
should be equally careful to know these markers and to use them when they create clarity. Here
is a list of many of the common transitional words and phrases: there are 7 parts in the
transitional markers that you need to know, namely: add, causes and effect, comparison,
concession, contrast, special features or examples and summary. And you must know, including
which part of the word enhancer you will write, so that it makes you more focused on writing

II. Discussion

a. Methodology

A quantitative analysis method was used in this research within data collecting, with sampling
the two articles existed in the natural science and social studies journals. This is conducted by the
six researchers involved as a team-mate, who each person do and make the analysis of the
articles, then discuss it to find the conclusions.This already selected two different articles in the
two different kinds of journals which the sentences and transitional markers written there will be
deeply analyzed to make the comparisons between both.Within the time researchers were
collecting data, researchers got to find each kinds of sentences one by one in the two articles,
which are including the simple sentences, compound sentences, complex sentences, and complex
compound sentences. And after that, making the amount of percentage for each kinds of
sentences in both articles, then finally analyze it. About; why it is different, or how each articles
could be written with the most dominant kind of sentences. And so on the analysis of the
transitional markers within both articles, which will be counted the amount of percentage first,
then second will be analyzed that what is the most common transitional markers appeared in both
articles.

b. Theoritical Background

In understanding sentences and those types, we should know the definition of a sentence.
Here is the definition of sentence in Oxford American Dictionary: A set of words that is
complete in itself, typically containing a subject and predicate, conveying a statement, question,
exclamation or command, and consisting of a main clause and sometime one or more
subordinate clauses.´ A sentence can include words grouped meaningfully to express a statement,
question, exclamation, request or command. Also in academic writing, we have also pay
attention in the grammar rules we use in each sentences. The more good sentences and language
we use in the article, the more readers able to get the points of main information that we deliver
through the writing. Here are ten of most frequently ignored (or unknown) grammar rules and
writing practices:

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1. Commas: the comma is the most common punctuation mark and the most misused. In weak
writing, there are too few or too many commas. Be consistent in how you use commas and strike
the right balance.

2. Verb tense: The topic of tense warrants an article of its own (or maybe an entire book). There
are multiple tenses beyond past, present, and future, and they are worth knowing. Be especially
careful of mixing up simple past tense (I danced all night) and past perfect tense (I had danced all
night).

3. Adjectives vs. adverbs: People don’t run quick; they run quickly. The word quick is an
adjective; quickly is an adverb. Make sure you’re using adverbs to modify verbs and adjectives to
modify nouns.

4. Check your homophones: homophones are little devils because spell check won’t catch them
and they often sneak past editors’ eyes. Too many youngsters aren’t taught proper homophone
use (in other words, they don’t know spellings or definitions of their vocabulary). From common
sets of homophones like they’re, their, and there to more advanced words
like complement and compliment, it pays to learn proper usage and to proofread meticulously.

5. Rare or uncommon punctuation marks: if you decide to use a punctuation mark like the
ellipsis (three dots) or semicolon (comma with a period over it), then take the time to learn what
it’s called and how to use it properly.

6. Subject-verb agreement: The subject of a sentence needs to match the verb. Due to verb
conjugation, this is especially tricky for people who speak English as a second language and for
tots who are learning to speak. Here’s an example of a common mistake: She have two cats. The
verb have does not go with the subject she. It should be She has two cats.

7. Only proper nouns are capitalized: for some reason, a lot of people have taken it upon
themselves to freely capitalize any words they think are important, a practice that is rampant in
business writing. The Product is on Sale now is not a grammatically correct sentence.

8. Verb tense consistency and meticulous editing: these errors are often the result of shoddy
editing and proofreading. A sentence that was originally in perfect past tense is changed to
simple past tense, but one of the words in the sentence is overlooked, and you end up with
something like She went to the store and had shopped for produce.

9. Should’ve, could’ve, would’ve: I don’t know why, but a lot of people seem to think the “ve”
in these words means “of.” But it’s short for “have.” These words are contractions for “should
have,” “could have,” and “would have,” respectively — NOT “should of,” “could of,” or “would
of.”

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10. Consistency is key: grammar rules don’t cover everything. As a writer, you will constantly be
challenged to make judicious decisions about how to construct your sentences and paragraphs.
Always be consistent. Keeping a style guide handy will be a tremendous help.

Sentences are nice little packages of words that come together to express complete
thoughts. They make it easy to understand ideas and learn information. After we learn about the
grammatical rules in academic writing, now we’re going to learn about simple sentences,
compound sentences, complex sentences and compound-complex sentence.
1. Simple Sentence Structure  A simple sentence consists of one independent clause. (An
independent clause contains a subject and verb and expresses a complete thought.). Example: I
like coffee.
2. Compound Sentence Structure  A compound sentence is two (or more) independent
clauses joined by a conjunction or semi-colon. Each of these clauses could form a sentence
alone. Example: I like coffee and Mary likes tea.

3. Complex Sentence Structure  A complex sentence consists of an independent clause plus a

dependent clause. (A dependent clause starts with a subordinating conjunction or a relative
pronoun, and contains a subject and verb, but does not express a complete thought.). Example:
We missed our plane because we were late.

4. Compound-Complex Sentence Structure  A compound-complex sentence consists of at

least two independent clauses and one or more dependent clauses. Examples: John didn’t come
because he was ill so Mary wasn’t happy.

Transition words and phrases help make a piece of writing flow better and connect one
idea to the next. Because there's more than one way to connect ideas, there are many types of
transitional phrases to show a variety of relationships. Some words will help you show the order
in which events occur, while others explain a cause-and-effect relationship or allow you to
present your ideas in a hierarchy of importance. There are some categories of transitional
markers;

1. Agreement / Addition / Similarity  The transition words like also, in addition, and,
likewise, add information, reinforce ideas, and express agreement with preceding material.

2. Opposition / Limitation / Contradiction  Transition phrases like but, rather and or,
express that there is evidence to the contrary or point out alternatives, and thus introduce a
change the line of reasoning (contrast).

3. Cause / Condition / Purpose  These transitional phrases present

specific conditions or intentions: in the event that, granted (that), as / so long as, on (the)
condition (that), for the purpose of, etc.

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 4. Examples / Support / Emphasis  These transitional devices (like especially) are used to
introduce examples assupport, to indicate importance or as an illustration so that an idea is cued
to the reader.

5. Effect / Consequence / Result  Some of these transition words (thus, then, accordingly,
consequently, therefore, henceforth) are time words that are used to show that after a particular
time there was a consequence or an effect.

6. Conclusion / Summary / Restatement  These transition words and

phrases conclude, summarize and / or restate ideas, or indicate a final general statement.
Example: after all, in fact, in summary, in conclusion, etc.

7. Time / Chronology / Sequence  These transitional words (like finally) have the function of
limiting, restricting, and defining time. They can be used either alone or as part of adverbial
expressions. Many transition words in the time category (consequently; first, second, third;
further; hence; henceforth; since; then, when; and whenever) have other uses.

8. Space / Location / Place  These transition words are often used as part of adverbial
expressions and have the function to restrict, limit or qualify space. Quite a few of these are also
found in the Time category and can be used to describe spatial order or spatial reference.
Example: in the middle, to the left/right, in front of, etc.

c. Result & Discussion

1. Sentences Types

In table 1, the analysis of amount of sentence types are reported. This analysis based on 1
article is presented. In the first column, the variables as included in the type of sentences of the
journal are given. In the second and fifth column, there are amount of all sentences of each
article. In the third and sixth column there result of each type of sentence (simple sentence,
complex sentence, compound sentence, and compound complex sentence). The fourth and
seventh column consists of the percentage of each type of sentences.

Type of sentence Result of Result Presentation Result of Result Presentation of

all the of of article 1 all the of article 2
sentences article sentences article
in article 1 1 in article 2 2

Simple sentence
18 17,4% 33 36,2%
Complex
103 43 41,7% 91 25 27,4%
sentence
Compound
13 12,6% 5 5,4%
sentence

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Compound
complex sentence 29 28,1% 28 30,76%

There are significant differences between the result and percentage of each type of
sentences. In the first article, the amounts of all type sentences are 103. Complex sentence takes
the first place of the highest amount of sentence in this part. On the second place, there is
compound complex sentence that has percentage 28,1%. Third place is for simple sentence type
with percentage 17,4%. And in the last place, compound sentence with the lowest percentage
12,6%. In the fifth column, we enter the second article with the amounts of all type sentences are
91. From 4 type of sentences, simple sentence becomes the first type with the highest amount of
sentence (36,2%). The second place is compound and complex sentence with percentage
30,76%. Complex sentence takes third place with 27,4%. The last place is for the compound
sentence. It takes percentage 5,4%.

Example of type of sentences in article 1:

a. Simple sentence
“The respondents (street children) were visited for the data collection through observation,
interviews and measurements.”
b. Complex sentence
“Nutrition, which they should have got as the priority to support development and growth, is
often not present.”
c. Compound sentence
“Salty fish in Indonesia is cheap, and its salty flavor causes it unnecessary to be consumed in a
large amount with rice.”
d. Compound complex sentence
“The result showed the level of consumption adequacy did not meet the recommended dietary
allowances i.e. with the shortage of 10-15%, this is an indication that the street children should
be aware of their daily food consumption.”

Example of type of sentences in article 2:

a. Simple sentence
“In the end, the interest of regionalism at that time were not far from the theme of politics and
security.”
b. Complex sentence
“Second, a conceptual framework such as “Global Antiterrorism Governance” is needed to be
agreed upon by all countries in the world, which can be used as a basis for combating global
terrorism.”
c. Compound sentence
“There is a tendency for terrorism to spread throughout the world, and its roots are always the
West Asian Region which is slandered by all these acts of terror.”

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 d. Compound and complex sentence
“Global security can be realized if all human beings have a vision of not discriminating between
one human being and another, feeling that their security is a top priority so that they will also
provide security and a sense of comfort even if they do not want to take actions that lead to
disruption of other human life security.”

So, chosing what types of sentences to use in an essay can be challenging for several
reasons. The writer must consider the following questions: Are my ideas simple or complex? Do
my ideas require shorter statements or longer explanations? How do I express my ideas clearly?
This handout discusses the basic components of a sentence, the different types of sentences, and
various functions of each type of sentence.
In both article we can see that there are many types of sentences, such as simple sentence,
complex, compound, and compound complex. In nutrient intake article there are many complex
sentences. It means that the content of the article using complex idea and it is more complicated
in the arranging. We can admit it because it is a science article. So that the most appearance
sentence in this article is complex sentence. In terrorism article, there are many simple sentences
that means the context is more simple than the science article. From the explanation above, we
can make a clear statement that in the first article the highest amount of sentence type in article 1
is complex sentence and in the article 2 is simple sentence. For the transitional markers, the
highest amount of the transitional markers is in the article 2 with the highest type of transitional
markers is space /place.

2. Transitional Markers

The object studied in the form of two articles in natural science and social studies
journals, is a source of data which is analyzed based on the types of sentences, and the type of
inter-sentence conjunctions in the two articles to obtain data in the form of: comparison and
percentage of the types of conjunctions or transitional markers, and analyzing the number of
sentences including simple sentence, compound sentence, complex sentence and compound and
complex sentence.
Findings about the use of transitional markers in the writing of the two articles can be
seen in the table below:

ARTICLE 1: NUTRIENT INTAKE AND NUTRITIONAL STATUS OF STREET

CHILDREN IN BANDUNG

TRANSITIONAL MARKERS
No Cause Agreeme Oppositio Examples Effect Conclusi Time Space/pla
nt n on ce

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 1 While In However Including For Usually Before There
addition
2 As And Whereas Such as Because In fact More From
the than 2
times a
day
3 Since Also While Especially Then Five Below
times a
month
4 Because Then Or Hence Until Under
of
5 When As Besides Therefore About 2 Around
times a
year
6 Due to I Converse After Between
ly
7 So that Now Before
8 If Then Among
9 Beside
Total : 8 5 6 3 5 2 8 9 = 46
Amount 8/46 x 5/46 x 6/46 x 3/46 x 5/46 x 2/46 x 8/46 x 9/46 x
of 100% 100% 100% 100% 100% 100% 100% 100%
percentage:
= = = = = = = =
17.39% 10.86% 13.04% 6.52% 10.86% 4.34% 17.39% 19.56%

ARTICLE 2: TERRORISM: GLOBAL THREATS AND HUMAN SECURITY

TRANSITIONAL MARKERS
No Cause Agreeme Oppositio Examples Effect Conclusion Time Space/place
nt n
1 Than First Or Namely For This can First, In the
be seen second middle
2 If Second But Such as Thus In fact Since There

3 So that To However Includin Because Last year Next

g the from
2015
4 Due to And Even For Then Then Where
though example

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 5 As Also Although Therefor When From
e
6 Because Then During Over
7 When As Meanwhi Above
le
8 While Otherwis About Up
e
9 Furtherm Under
ore
10 That way Further
11 Wherever
12 Around
13 Between
14 Among
15 Beside
Total: 8 10 5 4 5 2 8 15 = 57

Amount 8/57 x 10/57 x 5/57 x 4/57 x 5/57 x 2/57 x 8/57 x 15/57 x

of 100% 100% 100% 100% 100% 100% 100% 100%
percentage
: = = = = = = = =
14.03% 17.54% 8.77% 7.01% 8.77% 3.50% 14.03% 26.31%

There are significant differences between the result and percentage of each type of
sentences. In the first article, the amounts of all type transitional markers are 46. ‘Space/place’
takes the first place of the highest amount of transitional markers in this part. On the second
place, there are ‘cause and time’ with its percentage 17,39%. The third place for ‘opposition’
with its percentage 13,04%. The fourth place are ‘agreement and effect’ that have percentage
10,86%. The fifth is ‘examples’ that has percentage 6.52%. and in the last place is ‘conclusion’
with the lowest percentage 4,34%. Meanwhile, in second article, the amounts of all type
transitional markers are 57. Space/place takes the first place of the highest amount of transitional
markers in this part. The second place for ‘agreement’ with its percentage 17,54%. On the third
place, there are ‘cause and time’ with its percentage 14,03%. The fourth place is ‘opposition and
effect’ that have percentage 8,77%. The fifth is ‘example’ with its percentage 7,01%. And in the
last place is ‘conclusion’ with the lowest percentage 3,05%.

In the table above, it can be seen that the two articles written by each author have used
more than one types of conjunctions even though they often occur repetition, but according to the

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context of the contents of a sentence or paragraph. This shows that the author's level of mastery
of the use of words coherence in writing scientific papers in this case the proposal is good. A
paragraph is said to be coherent, if there is coherence between the ideas put forward in one
sentence and the other. The sentences have a reciprocal relationship and together discuss one
main idea. This means that no sentence is found that deviates from the main idea or jumps in the
mind that is confusing. Mastery of the use of conjunctions in writing the two articles in the table
above can be explained as follows:

a. Additive coherence relationship

This coherence is expressed by the idea expressed in the first sentence followed by or
added to the idea in the next sentence. This relationship is characterized by relationship markers
such as, also, and, or, indeed, also, for example, and, it means, and, in addition, beside, addition,
beside, which express additive relations in general.
Additive coherence is the level of micro coherence related to the addition of words or
connecting words. In connecting one word with other words it is necessary to understand the
context or content of the sentence, so that the sentence will be arranged in accordance with the
rules of good language. For that a writer must master the coherence relationship, which includes
additive relationships. Examples of the use of additives can be seen in the following sentence:

However, this is a bit disturbed by the emergence of terrorist acts in several countries and this is
carried out continuously, such as the Islamic State of Iraq and Syria (ISIS) in Iraq, Syria, and
several countries in West Asia, and Boko Haram in the African Region. Economic collaboration
is also a choice that is in great demand by countries in the world considering the country's need
to escalate in the current era of globalization. (article 2)

Such as and also above is the link between the first sentence and the next sentence.
Such as is used to express examples and also shows emphasis. In sentences (1) and (2) the
additives can be seen. The second sentence gives more detailed information. The first sentence
conveys information about the emergence of terrorist acts in several countries and the second
sentence determines the first sentence by providing information about its purpose. Sentences that
use other additives are found in the following sentences.

“The seven components above can be simplified into two main components, namely freedom
from fear and freedom from want (free from inability to have).(article 2)”

And is used as coordinative conjunction which combines two clauses. The use of the
word or is in the sentence:

“The emergence of a new priority (the role of the world) in the form of regional integration
which is used as a basis for a paradigm, where the interests of the group become the main or in
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other words, the existing regional interests’ paradigm. Similar to and above, or also used as
coordinative conjunction.”
Next the use of the word for example is in the sentence:

“Even the US, for example, which calls itself a protector of human rights a democracy, during
the Cold War must cooperate with the military government in many countries as its global
coordination against the Soviet Union.”

Judging from the writing above, it appears that the author has an understanding of the
use of the additive word as a link of sentence. Use of words additives such as and & it means
are in sentences as following:

“A sample of 324 street children was selected randomly. The sample consisted of 232 boys and
92 girls. (article 1)”

“ It means, standard deviation, frequency and proportion were calculated with a combination of
software applications: Microsoft Excel and Statistical Analysis System. The result showed the
level of consumption adequacy did not meet the recommended dietary allowances i.e. with the
shortage of 10-15%, this is an indication that the street children should be aware of their daily
food consumption.(article 1)”

Next conjunction is used in adding ideas in the author's article, namely as follows:

In addition, 22.7 % and 18.4 % of them suffered from diarrhoea and skin diseases, respectively.
Blood haemoglobin status of street children shows that the incidence of anemia was 29.3%.
Based on the classification of nutritionalstatus, 42.7% and 80.4 % of street children were
underweight and stunted, respectively. (article 1)

Besides, the street children get money more easilyfrom their activities in the streets, and some of
the money earned is spent to buy foods inthe streets. (article 1)

The use of words in the four quotes of the sentence above illustrates that the words
used are still general in nature, but the writer is able to interpret the words as a link from one
sentence to another. The conjunctions that are written give meaning to the existence of linkages
and the reader understands the intent and purpose of the sentence context.

b. Adversative coordination

This coherence is expressed by the first sentence compared to what is stated in the next
sentence. The relationship of adversative coherence which is interpreted as conflict occurs when

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one of the words / sentences is opposite to the one expressed in other words / sentences. The
relationship of adversative coherence that marks the relationship of the conflicting meanings in
these two articles:
In article 1 (NUTRIENT INTAKE AND NUTRITIONAL STATUS OF STREET
CHILDREN IN BANDUNG), there are six opposition words such as however, whereas, while,
or, besides, and conversely. Meanwhile in article 2 (TERORISM: GLOBAL THREATS AND
HUMAN SECURITY), there are five opposition words such as or, but, however, even though,
and although.

The use of the word however can be seen in the following sentence:

“However, such condition is not experienced by street children. The Social Department (1999)
defined street children as children who spend most of their time to work for a living or wander
around the streets or public places; whereas UNICEF gives the following definition: Street
children are those who have abandoned their homes, school and immediate communities before
they are sixteen years of age, and have drifted into a nomadic street life. (article 1)”

“However, the method or method that must be taken is that there is no global agreement.18 In
fact, this debate is escalating as the US carelessly accuses countries that once defied their
hegemony, as terrorists, the axis of evil, and terrorist nests.(article 2)”

c. Causal coherence

This coherence is expressed by the first sentence stating the cause, while the next sentence states
the effect. The relationship of causal coherence can be interpreted with a causal relationship,
where the next sentence is the result of the previous sentence. The first sentence is the cause of
the next sentence.
The relationship of causal coherence that marks the meaning of causes is in the words
therefore, because, etc. The following are examples of the use of coherence words from the two
articles.

“Therefore, the problem of the “method” of handling global terrorism is what continues to
cause pros and cons. The substance of each country towards global terrorism is the same, which
must be prevented and eradicated because it is very contradictory and threatens international
peace, stability and security.”

The two sentences above include words that use relationships adversative coherence, therefore,
and because,. The words are used contains the meaning of cause and effect. The first sentence is
the cause of the meaning in the second sentence. The existence of events in the second sentence
is the cause of the first sentence.

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d. Temporal coherence

The meaning of the relationship of temporal coherence is the existence of a relationship

with continuous time or the period of use repetition words that have been written. The use of
temporal coherence is found in article 1 and article 2 , namely the word then found in the
following sentence.

“It is then very essential that the street children also get access to relevant information on health
nutrition so they can maintain their health better.(article 1)”

“The World Body then proclaimed the Universal Declaration of Human Rights in 1948 which in
its development was outlined in two agreements: International Covenant on Civil and Political
Rights and International Covenant on Social, Economic, and Cultural Rights.(article 2).”

Basicly, the use of conjunctions in a sentence aims to determine coherence or level of

coherence of the author. As described in theoretical studies that a paragraph is called effective if
there is unity seen from the whole idea of paragraphs, coherence that links ideas inter-sentence or
paragraph, and development that can explain and describe controlling ideas (Leglet, Mead, and
Kramer, 1988: 374). Unity means all sentences in paragraphs can support ideas principal.
The findings and analysis of the study found that the author uses the word connectors
or micro level coherence of different types and still are of a nature general. Described in the use
of conjunctions are still general words, but the author has understood the importance of using
words can connect one sentence to another sentence. Author also has the presumption that the
use of conjunctions can provide understanding the content or context of a sentence for the reader.
As is known that the use of conjunctions in a sentence is needed to know the meaning of the
sentence clearly. The use of conjunctions has understanding which is different from one
another.12 Like the words contained in the two articles, the use of the word such as indicates
meaning others. So that, the word is following it is a different word from the previous word. This
matter explained that the right conjunction is needed in a sentence that aims to a sentence
requires coherence, so that it can be understood by the reader.
The description above is in accordance with the statement that to integrate sentences
in paragraphs become coherent paragraphs, needed connective devices such as pronouns,
repetitive structures, contrast, transitional markers, and coherence between paragraphs
(McCrimmon, 1984: 212- 216). The statement or theory of the Crimmon can be related to the
description research findings that coherent paragraphs can be easily understood because in the
paragraph there are logically written sentences sequentially, thus creating continuity between
sentences (Oshima and Hogue, 1999).
The sentences written in the paragraph must be able to describe the intent of main idea
of the paragraph. If it has shown coherence between sentences in paragraphs and between
paragraphs in the text, the reader will easily understand the purpose of the author. The reader will

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understand the intended purpose conveyed by the author and the author's way of thinking shown
in the pattern development of sentences about the topics discussed (Harmer, 2000: 25). The
above theory statement explains that the sentence is understood by the reader, that is a sentence
that has the coherence between paragraphs. The reader will not find difficulties in understanding
the meaning desired by a writer reading. It is clear that a good sentence must have levels
coherence.
Regarding coherence or coherence in the sentence explained that cohesion and the
device of coherence is very important in writing in a discourse. (Prayuda, 2016). Then in other
research journals the writing is said to be coherent when content from an article that can be
understood by the reader or can be said the contents of the writing coherent if it reflects the
purpose of writing. (Carascalo and Hasanah, 2015: 12).

4. Conclusions

Academic writing is such a thing that really important to be mastered, in order to support us to
write well no matter what themes we are talking about. Whether it’s about a natural science or
something that related into the social studies writing. There are some differences between the
writers’ writing in the two different articles; natural science and social studies articles. We can
see that difference in the term of sentences and the transactional markers used in. And it such
also make the influence in the readers understanding with the point of informations in each
articles, because as we know, the use of the good sentences and grammatical structure in the
writing determine the most. The comparison between two articles that we have analyzed is that;
in the first article, the most common type of sentence that appeared in this article is complex
sentences. Meanwhile in the second article, we can see that there are many complex sentences
and compound complex sentences. But in both articles are still can be found the other type of
sentences such as simple sentences and compound sentences. Based on the theory that we have
read, there are eight types of transitional markers. And in the term of its transactional markers,
we can see that each articles used different types of transactional markers to connect every
sentences. Based on the percentage appeared in the table, the transactional markers about the
time/place being the most common conjunctions that is used in both articles, because there are
many different kinds of the space/place conjunctions that connected each sentences.So it showed
that the writers mostly talked about the spesific informations within their writing, so they’d
rather to give more details with the use of space/time conjunctions.

5. Recommendations

Some suggestions can be listed as follows for the Learning and Teaching: Where, english
teachers are expected to motivate their students to spend a lot of time reading, especially reading
some academic writings. Reading in English is one of the way to improve the students' reading
comprehension whilst mastering the sentences types and kinds of transactional markers existed
in it. For students: Students will maintain their habits in English because it has been proven that

14
English can make them sensitive in reading words and sentences in English. In addition, the
habit of reading in English can also increase their vocabulary and pronunciation. And for this
research: It is hoped that this will be beneficial to the reader, especially as a reference that
correlates with the variables in this study. Where from both journals we can find dominant
simple sentences and compounds. Researchers hope that other researchers can carry out the same
study in a wider area of research so that the results will have more benefits and can be applied in
a broad area of research.

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