CHAPTER I

INTRODUCTION

1.1 Background

Language is an important part in human life because it is a means of

communication. This is related to Cassirer’s definition of language as one of the

most conservative powers in human culture (Cassirer in Bustan 2010:20). Since

human beings are social in nature, they have a tendency to live among their

society and need communication and interaction. They cannot live along without

interaction with other people. Therefore, people need to communicate with

others by using language because it is a mediator to transfer what they have in

mind.

English as well as other languages all over the world have the function as

means of communication. Through language people exchange feelings,

information, ideas, et cetera (Hornby 1974:240). In this context, English has

become an international language and play important roles in our daily life.

English is taught or learned as a compulsory subject at the all school level.

There are two forms of language known: oral form meaning the language

forms or expression uttered by speech organ, and written form meaning the

language forms expressed though symbols. In oral or spoken form, sometimes

people accompany their utterances with gesture or other body movements or

facial expression to justify what they really mean. But in written language, the

writer, who shares his/her feelings, ideas or thought, does not accompany them

1

with such remarks symbolized by the gesture or body movements. Instead,

he/she produces particular words or sentences, employs appropriate grammar,

diction and syntax to describe particular situation, so the reader could understand

what he/she is trying to communicate (Sanggam 2008:35).

As an international language, English is widely used all over the world,

whether as first language, second language or as foreign language. This means

that people across the nations use it to share and exchange not only knowledge of

particular aspect but also every aspect of their life. Many people learn the

language to help them get a key for wider knowledge whether in a formal or

informal situation, such as by attending English course, doing long distance

course learning, etcetera (Wikipedia.org). In our country, English is taught to

children since they are in junior high school or even since they are at forth class

in the primary school. Although it is still considered as foreign language,

Indonesian government attempts to make the students be able to use it

communicatively.

Since sentences or utterances are constructed under a certain kind of

grammar which can show meaning in context, the students who study English

should also know about how to combine words and sentences. As stated

previously, in written form the preciseness of correct words and grammar also

effect the meaning of a sentence. The use of conjunction as a “bridge” in linking

words and sentences is a strategy to gain such a precise written form. Although

conjunction is only a small part of English grammar, it has an important role in

constructing a big unit of sentences. Words, phrases, clauses and sentences can

be combined together by the use of conjunction.

2

Barnhart (1998), classifies conjunctions into: coordinate conjunction,

correlative conjunction, subordinate conjunction and conjunctive adverbs.

However, the main concern of this research is only with coordinate conjunction.

The connection of words, phrases or clauses of equal rank is categorized as

coordinative. Conjunctions which are included in this classification are: “and”,

“but”, “for”, “nor”, “or”, “so”, “yet”. We use these words (conjunctions) to

join two sentences. They make one longer sentence from two shorter sentences.

Coordinate conjunction is one of the particular parts of English that can

determine whether or not the sentences are formed correctly (Azar1989). At

senior high school level, coordinate conjunction has been learned by the students

of senior high school since they are at the ten grade or even when they are at

junior high school. Being an important part of English grammar, coordinate

conjunction is taught in every level of educational institution where English is

determined to be an obligatory subject.

It is assumed then those senior high school students, especially those in

twelfth grade of language program of SMA Negeri 2 Kupang, no longer find

difficulties with this grammar item. However, many English teachers complain

about students’ ability in composing a good writing/ paragraph, which might

include the use of coordinate conjunctions. This situation prompts the writer to

conduct a research on the problems of using coordinate conjunctions by the

twelfth grade students of language program of SMA Negeri 2 Kupang. The

research will be conducted under the title:

3

“A DESCRIPTIVE STUDY ON THE PROBLEMS OF USING

COORDINATE CONJUNCTIONS BY THE TWELFTH GRADE

STUDENTS OF LANGUAGE PROGRAM OF SMA NEGERI 2 KUPANG

IN THE ACADEMIC YEAR 2014/2015”.

1.2 Problems

Based on the title of the research, the writer formulates the problems into the

question as follows:

What are the problems encountered by the students in using coordinate

conjunction to combine English sentences?

1.3 Aim and Benefits

1.3.1 Aim

The aim of this writing as follows:

To identify the problems encountered by the students in using

coordinate conjunctions to combine sentences.

1.3.2 Benefits

This writing is supposed to give some contribution and benefits as follows:

The result of the research will be used as a feedback for the twelfth

grade students dealing with their ability in using coordinate

conjunctions.

4

The result of the research maybe useful for the English teachers of

SMA Negeri 2 Kupang as a reference in order to improve English

teaching quality, especially related to conjunctions.

1.4 Definition of terms

To avoid misinterpretation in this research, the writer provides the

definition of the term used in this research as follows:

Coordinate conjunction. It can be defined as conjunction that connects

words, phrases, or clauses of equal rank such as and, but, for, nor, or, so,

and yet (Barnhart;1998).

Sentences. It can be defined as a group of words (or sometimes a single

word) that is grammatically compete and expresses a statement, request,

command, question or exclamation. A sentence normally contains a subject

and predicate (Hornby;1974).

1.5 Scope of writing

The focus of this writing is to describe the problems of using

coordinate conjunctions by the students especially the twelfth grade students

of language program of SMA Negeri 2 Kupang in the academic year

2014/2015.

5

1.6 The Organization of writing

This writing is systematically presented into the following parts:

Chapter one, Introduction, which consists of the background of research,

problems statement, aims and benefits of writing and the organization of writing.

Chapter two, review of related literature, presents experts’ ideas and

concept concerning coordinate conjunction.

Chapter three, Research methodology, deals with the type of research

being used, population, data gathering technique, and data analysis technique.

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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the writer is going to discuss several points including

types of conjunctions and the role of coordinate conjunctions. Connecting words

to words, clause to clause using conjunction is not the same in every type of

circumstances of the words or clause in which we are going to connect.

2.1 Conjunctions

According to Barnhart (1998:206), “conjunctions are historically derived

from other parts of speech, particularly from prepositions which are members of

a small class that have no characteristic form. Their function is chiefly as

nonmovable structure words that join such units as parts of speech, phrases or

clauses. Some conjunctions also serve the double purpose of introducing a clause

and connecting it with the rest of the sentence”.

Allsop (1989: 97) also explain that, “conjunctions join words, phrases, or

sentences and some of them make a simple link, like the links in a chain such as

and, but, or, either … … or, neither … … nor, or so”.

Based on the descriptions about what conjunction is, it can be stated that

conjunction serve as an aspect or component, which joins nonmovable structure

as the parts of a whole sentence. In other words, conjunctions are used as

connectors to make an understandable and meaningful sentence. It can combine

the elements that make up a sentence as a whole.

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2.2 Types of Conjunctions

To fulfill its function as a connector of one part of sentence with the other

part, the conjunction can be categorized into:

1. Coordinate Conjunctions

Azar (1998:287) said that to connect words or phrases that have the same

grammatical function in a sentence a coordinate conjunction is used.

Conjunctions of this type include and, but, or and nor. Azar (1989:206) also

stated the same notion about this type of conjunctions.

He said that coordinate conjunctions are used to join structural units that are

grammatically equal. This type of conjunction according to him includes and, or,

but, yet, for, nor, and so.

As quoted in Azar, 1989:287, these are some examples:

Irvan has applied for a scholarship, and Ellen has requested finance.

(Additional idea related to the first idea).

Foreign students must take English classes, for they must be able to

communicate easily in speaking and writing (reason for the first clause).

Many students do not like to study for tests, nor do they like to write

papers (negative choice in both clauses).

2. Correlative conjunctions

Correlative conjunctions are used in pairs such as:

both……and

either….…or

neither……nor

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not only………..but also and

whether…………or.

Azar (1989:291) states that correlative conjunctions are paired conjunctions such

as:

both……and

not only…….but also

either……..or, and

neither………..nor.

The following are some examples of correlative conjunction:

Both my mother and my sister are here.

The research project will take both time and money.

Yesterday it not only rained but (also) snowed.

I’ll take either chemistry or physics next quarter.

The book is neither interesting nor accurate.

Neither my mother nor my sister is here.

Neither my sister nor my parents are here.

Not only my sister but also my parents are here.

Not only my mother but also my sister is here.(Azar, 1989:291

3. Subordinate Conjunctions

Subordinate conjunctions serve both to introduce and to connect

subordinate clauses to main clauses, namely:

after

although

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as

because

before

if

since

when

where

while and

soon.

Azar (1989:297) postulated that subordinating conjunctions are words used to

introduce adverb clauses based on the classification of time, cause and effect,

opposition, and condition.

Some examples of the subordinate conjunction are:

He went to bed because he was sleepy.

Because he was sleepy, he went to bed.

After she graduates, she will get a job.

I will leave before he comes.

She came when the show is over.

When I arrived, he was talking on the phone.

When I got there, he had already left.

While I was walking home, it began to rain.

As I was walking home, it began to rain.

I haven’t seen him since he left this morning.

Since he’s not interested in classical music, he decided to go rest a few

days and then take a trip. (Azar,1989:303)

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4. Conjunctive Adverbs.

Conjunctive adverbs are adverbs used to link main clauses in order to

form compound sentences. Commonly known are:

Accordingly

Also

Anyhow

Anyway

Besides

Consequently

Furthermore

Hence

However

Indeed

Likewise

Moreover

Namely

Nevertheless

then, and

therefore.

In addition, Barnhart(1998;139) explains that conjunctive adverbs is similar to

coordinate conjunctions (but, and, so and or) in meaning.

As quoted in Azar1989:306. These are some examples:

Gen didn’t study; therefore he failed the test. (show result).

The children stayed home. Therefore, a storm was approaching.

11

Many juniors colleges do not provide dormitories; however they provide

housing referral service. (show contrast).

Students must take the final exam; otherwise they may be given the final

grade of incomplete.(show choice or alternative).

2.3 The Role of Coordinate Conjunctions

Barnhart (1998:112) explains some roles of coordinate conjunctions as

follows:

1. Coordinate conjunctions are used to combine two independent clause or main

clauses to form a compound sentence.

a). And shows addition:

He has a lovely son and I’ve a lovely daughter.

She is a clever and beautiful girl.

b). And shows result:

Barcelona FC has many great players, and they have got most tittle.

He passed his examination; and he had some good news to tell his

parents.

c). But express contrast:

Sandy is fast writer, but she doesn’t type well.

These shoes are old but comfortable. (Azar,1989:287)

d). Yet meaning but:

He did not study, yet he passed the exam.

I have taken two finals, yet I must take two more this week.

(Hogue,1994:124)

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e). So express result:

My brother is 15 years old, so he cannot follow the elections.

He was tired, so he went to bed. (Azar,1989:294)

f). Or express a choice or alternative:

In the weekend you are going to the church or watching the film.

Hellena speaks English like a native-speaker or she speaks it

excellently.

2. Beside independent clauses, we use coordinate conjunctions to connect

coordinate elements such as:

a). Adjectives and adverb.

She is not rich or famous.

His kick is very powerful but not accurately.

He asked me an easy question and I answered it easily.

(Azar,1989:294).

b).Verb and verb phrases.

He was reading the book but (was) not understanding it.

Note: A second auxiliary may be omitted if it is same as the first

auxiliary.

I hope to go to that university and study under Dr.Liu

(Azar,1989:288)

c). Nouns and Pronouns.

Ladies and gentlemen, would you all please take your seats?

He received a pocket calculator and a wool sweater for his birthday

(Azar.1989:287).

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d). Prepositional phrases.

Crocodiles live in the swamplands and on the plains.

He was enjoy to playing soccer in the field or watching on TV.

e). Objects.

These medicines are for the adults but not the children.

Please give this letter to your head master or your teacher.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter covers type of research, population and sampling, data

gathering technique, instrument and data analysis technique.

3.1 Type of Research

In this study descriptive method used as the way to answer the question as

formulated the problems statements. This method was used to describe about the

factual things in the fields. In this context, it was used to describe to what are the

problems encountered by the twelfth grade students of language program of

SMA Negeri 2 Kupang in the academic year 2014/2015 are able to use the

coordinate conjunctions to combine English sentences.

3.2 Population and Sample

3.2.1Population

Population was the whole subjects of research. In this research, the

population was all twelfth grade students of language program of SMA Negeri 2

Kupang in the academic year 2014/2015. The total number of the population was

30 students.

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3.2.2 Sample

Sample can be defined as the small class that is observed or a portion of

the elements in a population. According to Arikunto (1996:120), “The minimum

sample may range from 10-15%, but if the number of the population is less than

100 subjects all the population will be taken as sample (1996:120)”. Since the

population of this research was only 30 students, the whole population was

treated as the sample.

3.3 Data Gathering Procedure

Firstly, the permission from the school, SMA Negeri 2 Kupang, and from

the samples was obtained. Secondly each subject asked to do a writing close test

and an interview. Finally, the result of the test was taken as data of the research.

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3.4 Instrument

A test and an interview used as the instrument to gather the data needed

in this research. Each sample asked to combine English sentences by filling in

the missing coordinate conjunctions. The instrument was closed at the end if this

proposal.

3.5 Data Analysis Technique

The steps that the writer carried out in the data analysis are:

1. The writer asked the students to do a writing close test.

2. The writer corrected students’ answer sheet.

3. The writer found out which one of the coordinate conjunctions that the

students always find difficultness to use.

4. The writer interviewed some of the sample.

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CHAPTER IV

D I S C U S S I O N

In this chapter, the data are presented and analyzed to get answer of the

problems of this research dealing with the coordinate conjunctions.

4.1 Findings

From the data that had been gathered, the writer found out the students’

score in the following table:

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Table I. Student’s score

Students’ Code

Total Correct Answer

Total Incorrect Answer

Total Scores

Level of Ability

01 25 5 0.83 Good 02 25 5 0.83 Good 03 25 5 0.83 Good 04 29 1 0.96 Excellent 05 23 7 0.76 Good 06 28 2 0.93 Excellent 07 27 3 0.90 Excellent 08 23 7 0.76 Good 09 27 3 0.90 Excellent 10 27 3 0.90 Excellent 11 25 5 0.83 Good 12 23 7 0.76 Good 13 24 6 0.80 Good 14 26 4 0.86 Excellent 15 27 3 0.90 Excellent 16 29 1 0.96 Excellent 17 25 5 0.83 Good 18 25 5 0.83 Good 19 26 4 0.86 Excellent 20 25 5 0.83 Good 21 25 5 0.83 Good 22 28 2 0.93 Excellent 23 25 5 0.83 Good 24 26 4 0.86 Excellent 25 28 2 0.93 Excellent 26 28 2 0.93 Excellent 27 28 2 0.93 Excellent 28 28 2 0.93 Excellent 29 27 3 0.90 Excellent 30 27 3 0.90 Excellent TOTAL 26.03

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In order to know the percentage of students’ present mastery of coordinate

conjunctions, the writer use the step as shown below:

26.03

100 x -------------------------- = 86,76%

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The result of the data analysis shows that the level of ability of the twelfth

grade students of language program of SMA Negeri 2 Kupang in 2014/2015 in

combining English clauses using coordinate conjunctions (and,or,but and so) is

Excellent as the percentage is 86.76%.

It indicates that the twelfth grade students of language program of SMA

Negeri 2 Kupang in 2014/2015 have mastered the way of combining English

clauses by using and, or, but and so.

4.2 Data Analysis

As stated previously in Chapter II, the coordinate conjunctions are and,

but, nor, or, so and yet. But some authors said that some of coordinate

conjunctions have the same function.

According to Kent (1992:112-113) coordinate conjunctions but and yet

have the same function that is to show contrast.

For example: - He’s a good secretary, but he doesn’t type well.

- She studies hard, yet she receives poor grades.

20

The idea is also supported by Mas’ud (1992: 147-148) who says that but

and yet show contrast.

For example: - Amir is poor but he is honest.

- Andy is rich yet he is friendly person.

While coordinate conjunctions or and nor are used to express an

alternative or choice. However nor make a negative opening and must followed

by an emphatic form and they are usually used in pairs with either and neither

which are called pairs conjunctions.

For example: - They hadn’t called the fire department by that time, nor has they

called the police (Kent:1992).

- I neither smoke nor drink.

- Either you leave this house or I’ll call the police

In the next table the writer will present the analysis of each item of the

coordinate conjunctions and, but, or and so dealing with the students’

response.

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Table II. Item Analysis

Number of Items

Coordinate Conjunctions

Total number of students who answer correctly

Total number of students who answer incorrectlyAnd But Or So

1. 30 0

2. 27 3

3. 23 7

4. 27 3

5. 30 0

6. 30 0

7. 29 1

8. 10 20

9. 28 2

10. 30 0

11. 18 12

12. 23 7

13. 16 14

14. 30 0

15. 28 2

16. 28 2

17. 29 1

18. 29 1

19. 26 4

20. 26 4

21. 28 2

22. 29 1

22

23. 22 8

24. 27 3

25. 30 0

26. 29 1

27. 30 0

28. 19 11

29. 21 9

30. 30 0

From the above table it can be seen that the easiest type for the students to

do is and, followed by or, but and so.

In using these four types of coordinate conjunctions, most of the students

can give the correct answer. From the data in table II, the writer draws a

conclusion that the students have already mastered the way of using coordinate

conjunctions and.

However, on item number 11 some of the students could not answer it correctly.

It is because they do not understand that conjunctions and in item number 11 has

function as addition:

There are ten universities in Thailand and seven of them located

in Bangkok (Azar 1989:294).

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The use of conjunctions but seems to be easily recognized by the students,

because all of them know that it shows contrast. It can be seen from question

number 10 and 14, where all students give the correct answer for these two

questions:

I enjoy playing golf but I hate playing tennis

The novel is so expensive but many people buy it.

But they have a problem in answering item number 8 where most of them took

coordinate conjunctions and. It might happen because they do not pay enough

attention to the word “went” which is contrast with the word “watched”.

Coordinate conjunctions or can be understood well by the students too.

They know exactly that this type of coordinate conjunctions expresses a choice or

an alternative, as in question number 6 and 9.

Do you prefer to watch the game on your TV or watch in the

stadium?

You must help me or I will not speak to you again.

Some students have problems in answering the item number 29. The

questions in the item number 29 are in the form of positive sentences that also

offer an alternative or a choice, as in item number 6 and 9. But most of the

students thought that the word ‘may’ means the subjects of the sentences that can

take both activities, visit the library and the museum. Actually the word ‘may’ in

this context means giving suggestions, alternatives or choices.

24

Some students still get confused between using and or so. This might

happen because they cannot differentiate between the use of and as result

showing; for example:

Juventus has many great players and they have got most

title.

And the use of so as a result expression; for example:

He was tired, so he went to bed.

This confusion can be seen from one of the items (item no.28):

Darren is a humorist ………. He likes and amused story.

The correct answer is supposed to:

Darren is a humorist so he likes an amused story.

But still some students fill it with and.

From the above data, the writer found out some problems faced by the

students in combining English sentences using coordinate conjunctions. The

indications are as follows:

1. Students make mistakes in joining the sentences with correct

coordinate conjunctions because they do not know the function of

each coordinate conjunction. Most of them still get confused about

choosing correct coordinate conjunctions to combine some sentences.

For example: students tend to combine sentences using coordinate

conjunctions and while they should be joined with coordinate

conjunction or or coordinate conjunction so.

For example:

25

Irvan may join the English course, and follow the dance club.

The children may visit the library and they may visit the

museum.

Gen completed his homework early and he decided to go the

concert.

My mother must back next Monday and she will be fired.

2. Some students did not answer or they are doubtful to choose type of

coordinate conjunctions in answering the questions because they did

not know the meaning of some words in the sentences such as nasty

cut (item number 19), and amused (item number 28).

For example:

That is a nasty cut you have got so you must having treatment.

Kevin is a humorist so he likes and amused story.

3. Students tend to be interfered by their native language in the process

of understanding the questions. It is clearly shown when they answer

the item number 29. It happened because in Indonesian the word

‘may’ means ‘could ‘could’ or ‘can’ indicate permission. While the

word ‘may’ in the sentences context means a suggestion to choose an

alternative. So, the sentences must be connected with coordinate

conjunction or, but most of the students used coordinate conjunction

and to join the sentences.

For example:

Steve may celebrate his birthday at home and he may

celebrate at restaurant.

Irvan may join the English course and follow the dance club

26

The children may visit the library and they may visit the

museum.

So in general, it can be said that the students have mastered the use of

coordinate conjunctions (and, but, or and so) without any difficulties

at all. One minor difficulty is the confusion in using and and so.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

Coordinate conjunctions is one of the particular parts of English that can

determine whether or not the sentences are formed correctly. Coordinate

conjunctions have to be mastered by the twelfth grade students of language

program of the senior high school level, because they have to be able to

communicate through writing where coordinate conjunctions are very important

in joining some sentences to link ideas.

27

Coordinate conjunctions are conjunctions that connect words, phrases or

clauses of equal rank such as and, but, or and so. Each of them has a different

role that is coordinate conjunction and is shows addition; coordinate conjunction

but shows contrast; coordinate conjunction or expresses choice or alternative;

and coordinate conjunction so expresses result.

Coordinate conjunctions are supposed to be mastered by students of compulsory

education who study English as those in the Language Program of Senior high

school level.

Based on the result of data analysis, the writer found out that the mastery

level of coordinate conjunctions of the twelfth grade students of language

program of SMA Negeri 2 Kupang in the academic year 2014/2015 is at excellent

level (86, 76). Based on the students’ responses, it is found that they have already

mastered the coordinate conjunctions. But some of them still made mistakes in

using coordinate conjunctions.

Based on the gathered data, the writer has found some minor difficulties

encountered by the students in using coordinate conjunctions in combining

sentences. Some of the difficulties come from the lack of knowledge about the

function of the coordinate conjunction, and also some of them do not understand

the question because of some words that they do not know what they mean.

5.2 Suggestions

Students of language program should enlarge their knowledge of English

vocabulary by finding the meaning of unknown for new words. Beside that each

28

of the coordinate conjunctions should be learned through its context in a

sentences or paragraph.

To get a good English writing, students of the twelfth grade level of

language program have to learn deeply about the coordinate conjunctions. It is

important to practice using coordinate conjunctions in simple sentences or

paragraph.

Students must not be interfered with his or her first language in

understanding an English Sentences. It means words of foreign language should

not be perceived through first language practice constructing sentences in English

pattern and using English words in appropriate context may help the students to

minimize such problems.

BIBLIOGRAPHY

Allsop, Jake. (1989). Making Sense of English Grammar . Jakarta: Binarupa

Aksara.

Arikunto, Suharsimi. (1996) Prosedur Penelitian Suatu Pendekatan Praktek.

Jakarta: PT. Rineka Cipta

Azar, Betty Schampfer. (1989). Understanding and Using English Grammar.

Second Edition. New Jersey: Prentice Hall Inc.

Bustan,Frans.(2010). Modul of language and culture. The University of Nusa

Cendana Kupang. An unpublished Teaching Module FKIP.

29

Siahaan,Sanggam. (2008) English Grammar for Student. Graha Ilmu

Barnhart, Clerence L and Robert K. (1998). The World Book Dictionary. Volume

One A-K Chicago: World Book Inc.

Dart, Allan Kent.1992. Grammar Dialogues and Interactive Approach. New

Jersey Prentice Hall Inc.

Hornby, A.S. 1974. Oxford Advanced Learner’s Dictionary of Current English.

Oxford University Press.

Jordan, R. 1990. Academic Writing Course. London: Harper CollinsPublishers.

Nurgiyantoro, Burhan. 1995. Penelitian Dalam Pengajaran Bahasa dan Sastra.

Edisi Kedua. Yogyakarta: BPFE.

_http;//wikipedia.org/ Retrieved on 28 August 2014

List of Appendix

RESEARCH INSTRUMENT

Complete the sentences using coordinate conjunctions: and, but, or, or so.

1. The teacher cleaned the board ………… start to write a sentence

2. Ricky did not study for the exam ……….. he got a good mark

3. Gen completed his homework early …….. he decided to go concert

4. Steve may celebrate his birthday at home ……….he may celebrate at

restaurant

5. Yana would like to live in Timor Leste …………work as ambassador

30

6. Do you prefer to watch the game on your TV ………. Watch in the

stadium?

7. Febby is the best student of this year ……….. she got a scholarship to

study abroad

8. Heny went to bookshop ……….. olin watched a movie

9. You must help me ……….. I will not speak to you again

10. I enjoy playing golf… I hate playing tennis

11. There are ten universities in Thailand………..seven of them located in

Bangkok

12. The bank is opened at 8 …………. I waiting here since 7 o’clock

13. My mother was reading a cooking book………….now she wants to

practice it

14. The novel is so expensive ………….many people buy it

15. The rain began to fall……..we decided to back

16. He will pick me up at seven…….. he will get me back home by noon

17. My brother booked for a suite room …………spent his weekend there

18. I study hard for this semester …………I receive poor grades

19. That is a nasty cut you have got………..you must having treatment

20. Irvan may join the English course………..follow the dance club

21. You must go there quickly……….you will not be back in time

22. She is very polite to me……….. I do not like her

23. Jack has applied for a job…………. Jane has just requested her degree

24. My mother must be back next Monday……….she will be fired

25. The students did not study for the exam………..they got a bad mark

26. His speech is very interesting……….most of audience has gone

31

27. Boby opened the door……….greeted his guest

28. Kevin is a humorist……………..he likes an amused story

29. The children may visit the library…….. they may visit the museum

30. The population grows fastly …… the economic income does not

KEY ANSWER

1. And 11. And 21. Or

2. But 12. But 22. But

3. So 13. And 23. And

4. Or 14. But 24. Or

5. And 15. So 25. So

6. Or 16. And 26. But

7. So 17. And 27. And

8. But 18. But 28. So

9. Or 19. So 29. Or

32

10. But 20. Or 30. But

33