UNIVERSITAS NUSA CENDANA

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
MATA KULIAH: STRUCTURE III
=====================================================
1. Fakultas / Program Studi : LANGUAGES AND ARTS/ENGLISH
EDUCATION
2. Mata Kuliah & Kode : STRUCTURE III Kode: ENG 221
3. Jumlah SKS :
Teori : 2 SKS Praktik : - SKS Waktu
: @ 90 Menit Semester : III
4. Standar Kompetensi: Developing students’ knowledge and ability to use pre-
advanced structure of English at both receptive and
productive levels.

Meeting/Topic:
1. INTRODUCTION:
a. Checking registered class participants
b. Establishing Lecture Contract D:\S1\Structure 2\Course Contract for
all Subjects.doc
c. Pre-test: Free English-composition, at least one page.
1/9/2020: Semester 3B
7/9/2020: Semester 3C
2. Constructing correct sentences:
a. Identifying sentence elements
b. Using concords correctly
c. Using punctuations correctly
d. Using conjunctions correctly
e. Identifying grammatical rules (mistakes)
f. Correcting grammatical mistakes
g. Constructing correct sentences
3. Understanding and using articles
a. Identifying nouns that need an article or not
b. Identifying anaphoric use
c. Identifying adjective modifiers
d. Identifying unique nouns
e. Identifying superlative degree and double comparative
f. Identifying grammatical rules (mistakes)
g. Correcting grammatical mistakes related to articles
4. Understanding and using nouns correctly
a. Identifying Characteristics of Nouns
b. Identifying Forms of Nouns
c. Identifying Nouns Classified as to Meaning
d. Identifying Nouns Based on Gender
e. mentioning ways of Showing Gender
f. Concluding Rules for Pluralizing Nouns, and Noun Suffixes
g. Using nouns correctly
5. Understanding and using pronouns
a. Identifying ang using Central Pronoun
b. Identifying ang using Relative Pronoun
c. Identifying ang using Interrogative Pronoun
a. Identifying ang using Definite Pronoun and Indefinite Pronoun
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 b. Using pronouns in sentences and passages correctly

6. Understanding and using noun phrases

a. Identifying noun heads
b. Identifying pre-modifiers
c. Identifying post-modifiers
7. Understanding and using Finite and Non-finite Verbs
a. Identifying finite and non-finite verbs
b. Identifying forms of finite verbs
c. Using finite verbs in sentences/passages
d. Correcting mistakes of using finite verbs
8. MID-SEMESTER TEST
9. Understanding and using verb groups in sentences
a. Identifying forms of finite verbs
b. Using finite verbs correctly
c. Changing statements into negative meaningful forms
d. Changing statements into interrogative sentences
e. Understanding and using tenses in sentences/passages correctly
10. Understanding and using conjunctions correctly
a. Mentioning types of conjunctions
b. Mentioning functions of conjunctions
c. Using conjunctions in sentences correctly
11. Understanding and using the adjective clause
a. Defining the adjective clause
b. Mentioning and identifying the use of relative pronouns
c. Constructing reduced adjective clause
d. Differentiating between restrictive and non-restrictive clause
e. Using the adjective clause correctly
12. Understanding and using the adverbial clause
a. Defining the adverbial clause
b. Mentioning and identifying sub-ordinating conjunctions
c. Mentioning and identifying the adverbial clauses
d. Using the adverbial clause correctly
13. Understanding and using the noun clause
a. Defining the noun clause
b. Mentioning and identifying functions of the noun clause
c. Using the noun clause correctly
14. Understanding how to change direct into indirect constructions
a. . Identifying types of sentences
b. Identifying tenses of sentences
c. Recognizing how to change direct into indirect constructions
d. Changing direct into indirect constructions
15. Understanding and analyzing English sentences using tree diagram
a. Identifying types of sentences
b. Identifying sentence elements
c. Analyzing Simple Sentence, Diagram of the Compound Sentence, and the
Complex Sentence using the tree diagram
16. FINAL SEMESTER EXAMINATION

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MEETING 2

UNIT 1: CONSTRUCTING CORRECT SENTENCES:

A. SENTENCE ELEMENTS
Elements of Sentence Construction
Subjects and Predicates
Parts of speech have specific tasks to perform when they are put together in a sentence.
A noun or pronoun functions as the sentence subject when it is paired with a verb functioning
as the sentence predicate.
Every sentence has a subject and predicate.

A subject can be a noun or pronoun that is partnered with an action verb.

Example:
subject verb

Philanthropists donated millions to charity.

The Action of this sentence is expressed by the verb – donated.
The noun Philanthropists is DOING the action of donating.
Therefore, Philanthropists is the subject of the sentence.

Sometimes a verb will express being or existence instead of action.

Example:
subject verb

Good friends are loyal people.

The verb in this sentence – are – does not express action.
Instead, it expresses being or existence – tells us that something is alive.

The noun friends is DOING the existing or being.

Therefore, friends is the subject of the sentence.

Sometimes we use sentences in which a subject is not actually stated, but is, nevertheless,
understood in the meaning.

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 Example:
Call the plumber, please.

A sentence like this gives an order or a request to someone.

Because we use such statements when we are talking directly to someone, we omit the word
you. It is understood in the sentence. Therefore, in statements like this one, we say the
subject is
you (understood).

This kind of sentence is an imperative sentence.

A predicate is a verb that expresses the subject's action or state of being.
Example:

Sometimes the predicate will be composed of two or three verbs that fit together - the main
verb preceded by one or more auxiliary (helping) verbs.

IMPORTANT NOTE: To be a predicate, a verb that ends in -ing must ALWAYS have a
helping verb with it. An -ing verb WITHOUT a helping verb cannot be a predicate in a
sentence.
I am Come again (wrong)
I Coming again. (wrong)
I am coming again. (correct)
A subject and predicate may not always appear together or in the normal order, as the
following examples show:

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Phrases
A phrase is a group of related words that
1. does not express a complete thought
2. does not have a subject and predicate pair

One type of phrase is a prepositional phrase.

Examples:

at the beach, near the store, by this time

Another kind of phrase is a verbal phrase.

Examples:

to fly in a plane, building a large dam, signed the legal document

Even though these phrases contain nouns (pronouns) and/or verb forms, none of the
nouns/pronouns/verbs are subjects or predicates. None of them work as a partnership.
Also, these phrases do NOT express complete thoughts. 8/9/2020 _3B

Clauses
Words and phrases can be put together to make clauses.
A clause is a group of related words that contain a subject and predicate.
Note the difference between phrases and clauses in the following examples:

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Only one of the clauses is a sentence.

Clause #1 gives a thought or an idea that is COMPLETE, that can stand by itself,
independent of other words.

However, clause #2 gives an INCOMPLETE thought or idea, one that cannot stand by itself,
one that needs some more words to make it whole. The word after changes the meaning,
making the thought incomplete. After reading this clause, we are left hanging.
The clause raises a question
What happened after Webster took the train?
These two clauses illustrate the two kinds of clauses:
independent clauses and dependent clauses
An independent clause is a group of words that contains a subject, a predicate, and a
complete thought.
A dependent clause is a group of words that contains a subject and a predicate but does NOT
express a complete thought. 14/09/2020 ➔ Semester 3C

Hello, good morning Students!

As I have said, the lecture we had last week was recorded and was
already uploaded on the Youtube. Before we begin the class this
morning, please Go to my channel: Mann Dapa Taka. Try to watch
for a minute and subscribe the channel. Thank you.

Compounding Sentence Elements

Words, phrases, and clauses may be joined to one another inside a sentence with a
conjunction.
The coordinating conjunctions and, but, or, and nor may join subjects, predicates,
adjectives, adverbs, prepositional phrases, or dependent clauses within a sentence. This
process is called "compounding."
The following examples show the process of compounding

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 WORDS

PHRASES

DEPENDENT CLAUSES

Before the play begins.

After it is over.
It is over.
When entire independent clauses (simple sentences) are joined this way, they become
compound sentences.

Avoiding Fragments
A complete sentence needs only two elements:
a subject - predicate unit AND a complete thought
In other words, a simple sentence is actually the SAME thing as an independent clause.

Dependent clauses or phrases are called fragments because they are missing one or more
parts needed to make a sentence.
Therefore, they are only pieces or fragments of complete sentences.

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Look at these examples:

Let me write the three sentences/fragments again:

1. The candidate addressed the crowd. (sentence)
2. addressing the crowd (fragment)
3. The candidate addressing the crowd (fragment)
Why number three cannot be a sentence?
Because the verb “addressing” as a predicate/to be a predicate, needs a helping
verb/auxiliary verb (in this case “is”).
➔ The candidate is addressing the crowd.
1. The candidate who is addressing the crowd is my friend.
2. The candidate addressing the crowd is my friend.

The man standing in front of my house is my brother.

The man who is standing in front of my house is my brother.

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We can using it. (wrong)
The candidate is addressing the crowd. (correct)
The candidate addressing the crowd. (incomplete thought).
The candidate addressing the crowd is Savio. (Theresia Amal)
The girl who is addressing the crowd is the candidate. (Salvator S.)

The man (who is) walking down the street is my brother.

Avoiding Comma Splices and Fused Sentences

Sometimes two independent clauses (simple sentences) can be joined to form another kind
of sentence: the compound sentence.

Two major errors can occur when constructing compound sentences.

Error #1: The Comma Splice

Writers make this error when they try to separate the two independent clauses in a compound
sentence with a comma alone.
Error vs mistake
Mistake ➔ He go to school every day.
He goes to school every day.

A comma is not a strong enough punctuation mark to separate the two independent clauses
by itself; thus, using it causes the clauses to be spliced together.

Example of a comma splice:

September 21st, 2020 ➔ Semester 3C

This sentence can be repaired in three ways:
1. by adding an appropriate coordinating conjunction

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2. by changing the comma to a semicolon

3. by changing the punctuation and adding an appropriate conjunctive adverb

15/09/2020 ➔ 3b

Error #2: The Fused Sentence

Writers make this error by joining two independent clauses into a compound sentence
without using any punctuation between them.
No punctuation between the two independent clauses causes them to "fuse" into an
INCORRECT compound sentence.

Example of a fused sentence:

This sentence is also repaired in three ways:

1. by adding a comma and an appropriate coordinating conjunction

2. by placing a semicolon between the two clauses

Note/Catatan:
Tanda titik koma dapat dipakai untuk memisahkan bagian-
bagian kalimat yang sejenis dan setara. Contoh: Malam makin larut; kami

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belum selesai juga. Tanda titik koma dapat dipakai untuk
memisahkan kalimat yang setara di dalam suatu kalimat majemuk sebagai
pengganti kata penghubung.

3. by adding the needed punctuation and an appropriate conjunctive adverb

Another way to repair a comma splice or fused sentence is to make each independent clause
into a simple sentence.

B. CONCORD (Subject-Verb agreement)

Concord means agreement or harmony. In grammar, we apply this word as meaning perfect
agreement between subject and verb. This is shown by the subject and verb having the same
person and number.
When the subject is singular, the verb is singular, e.g.
a) He writes b) She swims c) The baby cries

When the subject is plural, the verb is plural, e.g.

a) We write b) They swim c) The babies cry ➔ the babies cried (past tense)

Expressions such as each of, one of, neither of, everyone of, not one of and words such as
each, every, none, anybody, everybody, and nobody must be followed by verbs in the
singular, e.g.

a) Each of the boys has a toy. ➔ each of boys (wrong)

b) One of the ladies is married.
c) Neither of the brothers was present.
d) Is either of the sisters coming? ➔ Yes, one of them is coming. (Petra Tefa)

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e) Every one of us knows that it is wrong.
f) Not one of the girls has a skipping rope.
g) Each man was searched.
h) Every child has a secret ambition.
i) Anybody is admitted to the caves.
j) Everybody was delighted at the end.
k) Nobody is displeased with the result.
l) None of the ships was lost.

A singular subject with attached phrases introduced by with or like or as well as is

followed by a singular verb, e.g.

a) The boy, with several others, was late for school.

b) Alice, like Rose, is tall for her age.
c) Tom, as well as Fred, rises early in the morning.

When a verb has two singular subjects connected by and the verb is plural, e.g.

a) The cat and the dog were great friends.

b) The farmer and his wife are jolly people.

When a verb has one or more plural subjects connected by and, the verb is plural, e.g.

a) The officer and his men were crossing the field.

b) The boys and the girls are sure of their work.

Two singular subjects separated by ‘either _____ or’, ‘neither _____ nor’ take a singular
verb, e.g.
a) Either one or the other has blundered.
b) Either he or she is right.
c) Neither Grace nor Helen knows anything about it.
d) Neither he nor she writes well.

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Subjects separated by ‘either (plural) or’, ‘neither (plural) nor’, ‘both_____ and’, ‘all
_____ but’, take a plural verb, e.g.

a) Either the boys or the girls are to blame.

b) Neither the pirates nor the sailors were afraid of battle.
c) Both Hugh and Sam were standing.
d) All but James are going to the picnic.
e) All of them but Grace are correct.

Exercise:
Subject and Verb Agreement Exercise
A. Choose the correct form of the verb that agrees with the subject.
1. Annie and her brothers (is, are) at school.
2. Either my mother or my father (is, are) coming to the meeting.
3. The dog or the cats (is, are) outside.
4. Either my shoes or your coat (is, are) always on the floor.
5. George and Tamara (doesn't, don't) want to see that movie.
6. Benito (doesn't, don't) know the answer.
7. One of my sisters (is, are) going on a trip to France.
8. The man with all the birds (live, lives) on my street.
9. The movie, including all the previews, (take, takes) about two hours to
watch.
10. The players, as well as the captain, (want, wants) to win.
11. Either answer (is, are) acceptable.
12. Every one of those books (is, are) fiction.
13. Nobody (know, knows) the trouble I've seen.
14. (Is, Are) the news on at five or six?
15. Mathematics (is, are) John's favorite subject, while Civics (is, are)
Andrea's favorite subject.
16. Eight dollars (is, are) the price of a movie these days.
17. (Is, Are) the tweezers in this drawer?
18. Your pants (is, are) at the cleaner's.
19. There (was, were) fifteen candies in that bag. Now there (is, are) only one
left!
20. The committee (debates, debate) these questions carefully.
21. The committee members (leads, lead) very different lives in private.
22. The Prime Minister, together with his wife, (greets, greet) the press
cordially.
23. All of the CDs, even the scratched one, (is, are) in this case.

B. In each of the sentences below, one of the two words in brackets is correct, the other is
wrong. Rewrite, underlining the correct word:

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a) Each of the boys (is, are) going on holiday so each of them (has, have) gone to bed
early.
b) Everybody (was, were) pleased as each of them (was, were) treated alike.
c) Neither he nor she (want, wants) to go.
d) (Wasn’t, Weren’t) we sorry when we heard you (was, were) going?
e) One of the men (is, are) married and so he (get, gets) preference.
f) All but William (has, have) behaved well so all but William (get, gets) away early.
g) James, as well as John, (rise, rises) at eight, so James, like John, (is, are) early for work.
h) Neither of the singers (was, were) present.
i) Every little girl (desire, desires) a nice doll.
j) The miller and his wife (is, are) a happy couple.
k) Why (does, do) every one of us (do, does) stupid things at times?
l) Neither of them (has, have) failed as both of them (is, are) right in five sums.
m) The girl, with several others, (was, were) going to school.
n) Both Agnes and Albert (is, are) here tonight.
o) Either Fred or Jean (has, have) made a mistake, so either he or she (is, are) wrong.
p) Not one of the boys (has, have) a knife although not one of the boys (is, are) young.
q) John, like James, (is, are) smaller than Peter.
r) (Is, Are) Frank and Margaret happy, as both he and she (was, were) complaining?
s) All of you but Andrew (is, are) good, so all of you but Andrew (get, gets) a reward.
t) Each of the ladies (is, are) delighted as each of the ladies (receive, receives) a prize.
u) Anybody (is, are) allowed to enter.
v) Every one of us (know, knows) the answers because every one of us (was, were)
copying.
w) Nobody (is, are) grumpy at the camp because nobody (is, are) allowed to feel lonely.
x) Arthur, as well as Donald, (is, are) clever, so Arthur, as well as Donald, (has, have)
succeeded.
y) The gentlemen and the ladies (was, were) wearing evening dress.
z) Either one or the other (is, are) wealthy as either one or the other (has, have) plenty of
money.

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