Project assignment

COMPLIED BY:

Name : Anwar Gea

NIM : 182108006

Semester/Class : IV/C

Subject : SYNTAX

Lecturer :

Kristof Martin E.Telaumbanua S.S,M.pd

INSTITUTE OF EDUCATION AND EDUCATION SCIENCE

FACULTY OF LANGUAGE AND ARTS EDUCATION
ENGLISH EDUCATION STUDY PROGRAM
2020/2021
 CHAPTER I

INTRODUCTION

A. BACKGROUND

Syntax is the study of the principles and processes by which sentences are
constructed in particular languages. (Chomsky, 2002:1) The term syntax has been
defined by many linguists: Crystal (in Ba‟dulu, 2004:45) defines syntax as the
study of the rules governing the way words are combined to form sentences in a
language. In this use, syntax is opposed to morphology, the study of word
structure. Crane (1981: 102) defines syntax as the way words put together to form
phrase and sentences. To study syntax is to study the patterns and relationship of
words, phrases, and clauses. Francis (in Ba‟dulu, 2004:45) states that syntax is a
subdivision of grammar which deals with the structure of word groups. The study
of syntax includes phrase, clause and sentence.

B. PROBLEM FORMULATION
a. what is syntax?
b. how far students mastery in syntax?
c. How to be creative in the teaching and learning process?
C. PURPOSE
a. can understand the syntax learning
b. able to understand parts of syntax
 CHAPTER II

DISCUSSION

The major goal of this investigation was to begin to characterize the syntax
in speaking by a representative sample of preparatory school learners and find a
connection between the performances in terms of syntax in speaking with regard
to level expectations and these learners’ general competence. The results suggest
that when learners gain general competence, they have a better level of speaking
skill within a higher level of syntactic variety. This line of study may help learners
see better that investment on their competences will lead them to develop better
spoken performance in terms of syntax. Learners may need to understand
pragmatic aspects of owning competences to speak grammatically and freely to
the extent permitted by the syntax of English language. They also should be aware
of the fact that in speaking mistakes or errors of syntax does not hinder the
learning process. On the contrary, they are welcomed to make contributions to the
process as “individual use of syntactic structures” in spoken performance.Before
all, parents should support their children to discover their interests and talents
since it is extremely advantageous to have one in terms of motivation and their
psychological status. Students usually feel stressed and nervous when they deal
with getting into a world of another language, namely a wholly different way of
thinking and living. Therefore, it is utmost important to discharge regularly with
something they enjoy. Furthermore, L2 teachers may need to incorporate many
competences in order to give students more than what the books suggest, namely
what they are more interested in. Learners are like sponges when they are A1
level, so L2 teachers should avoid fixed expressions that sound unnatural or make
very little sense in speaking. They should let learners know that they are free to
own their favorite expressions that they acquire outside of the school and
encourage them to improve general competence and/or transfer them to their new
language learning experiences
 CHAPTER III

CONCLUSION AND SUGGESTION

A. CONCLUSION

From the result project that I have been done to begin to characterize the
syntax in speaking by a representative sample of preparatory school learners and
find a connection between the performances in terms of syntax in speaking with
regard to level expectations and these learners’ general competence. The results
suggest that when learners gain general competence, they have a better level of
speaking skill within a higher level of syntactic variety.

B. SUGEGESTION

Based on the research findings, discussions and conclusions in this study,

the weaknesses obtained, should never be bored to improve the learning process
so that learning runs well and in accordance with the expectations of the teaching
in the class.