Mohamad Wisnu Fajri , 2201415085 (2020) SOPHOMORE’S MASTERY OF USING CONJUNCTIONS AS MEASURED BY CLOZE TEST. Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

This study aimed to measure third-semester students’ mastery in using conjunctions assessed by using a cloze test (CT) in order to find out their grammatical competence dealing with the cohesive flow of ideas in some given written texts used as the instrument. Halliday & Hasan (1976) divide the conjunction into four types: additive, adversative, causal, and temporal. This study is concerned with the use of a test of the cloze test to assess the comprehension of conjunctions as the data analysis. The investigation approach of this study used a cross-sectional qualitative design. The participants of this study were twenty-six sophomores of C class English Education Program of Universitas Negeri Semarang in the academic year 2018/2019. The data of this study were thirty conjunctions in the 8 texts as questions that were taken from IELTS Preparation Test Book and InSearch English “Prepare For IELTS”. The findings showed that more than 70% of sophomores’ scores were good and it means that they have mastered conjunction, but the rest of them still had a lack of mastering conjunctions. The easiest conjunctions in this study were such as, also, both, and next. For the easy conjunctions were followed by alike, similar to, just as, difference, unlike, moreover, but [text 3], then, finally, before, while, until, as soon as, first. Next, the average conjunctions there were 4 conjunctions like, above all, but [text 8], as, and by the time. Then, the hard conjunctions were in contrast to, in other words [text 1] and [text 3], in addition, furthermore, however, and as a result. Lastly, the hard conjunction in this study was likewise. In conclusion, it is clear that almost all of them have mastered the conjunctions even though some of them still got lack to master the conjunctions. Based on the conjunction theory by Halliday & Hasan, the easiest conjunction in this study was temporal. It was followed by adversative, causal, and additive.

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