Clover (Community of English Lovers)

CHAPTER 1
INTRODUCTION

1.1. The Background of The Study

English is the global language. A language achieves a genuinely global status when it develops a special role that is recognized in every country (Crystal, 1997: 3). And English has proven it. Since English first came to England from the Northern Europe in the fifth century, it has developed as much and spread around the world. Nowadays, English has taken a part in our daily life in which you can find English everywhere. You can find it in every music you hear, every movie you watch, and every product you buy. You hear it on television spoken by politicians from all over the world. Wherever you travel, you see English signs and advertisements. Whenever you enter a hotel or restaurant in a foreign city, they will understand English, and there will be an English menu. In the other hands, English has been taken up by other countries around the world that people can recognize it as well.

It has taken a great deal that not all countries have English as their main language. Perhaps some countries, such as USA, Canada, Britain, Ireland, Australia, New Zealand, South Africa, several Caribbean countries, and sprinkling of other territories use English in their daily spoken. However, the rest countries seem to speak in their own mother tongue or first language and take English as the second one. Concerning that English has become a global language, teaching English for second language learners absolutely becomes the main case.

For students, learning English as their second language is not an easy task. Both different language and students’ motivation are most crucial reason that provides the basis of this problem. Different language means different pronunciation of the sounds, different meaning of the words, different grammar and structure of the sentences, and different culture that interferes the understanding of the language. Students who cannot adjust the differences, of course, will get the difficulties to reveal any sentences to express their ideas in the target language correctly. Sooner or later, it can even take their motivation in learning English. Let alone, we know that without any motivation, it is impossible for them to be able to use and understand English easily. As the result, they will underestimate and ignore to learn English.

For years, experts have totally given their mind in the study of developing techniques and methods to teach English as the second language in order to improve the motivation of the students in learning English. As the result, a variety of English teaching techniques and methods has been found and applied in every level of education. One of them is chain drill, a teaching technique that is created from the Audio Lingual Method firstly applied by Charles Fries of the University of Michigan in 1945.

Joy (2008) said that Chain Drill is exercise that allows learners to practice dialogue, build vocabulary and develop clearly stated ideas about a familiar topic using repetition as the primary teaching strategy. The learners build on the statements made by adjacent learners in the same way that links are added to a chain. As it has been revealed that the difficulty in constructing English sentence appropriate to its grammar rules is one of the English second language students’ problems that can keep them from learning English easily, it seems to the writer that chain drill can be alternative technique chosen to teach it. This is the reason why the writer has conducted study of “The Effectiveness of Using Chain Drill to Teach How to Construct English Sentences Grammatically”.

1.2. The Problem of The Study

This study is conducted based on the following statements of problem:
1. Is the use of chain drill effective in teaching how to construct English sentence grammatically?
2. What do the common mistakes usually occur in constructing English sentence grammatically?
3. What factors can make the use of chain drill effective in teaching how to construct English sentence grammatically?

1.3. The Purpose of The Study

The purpose of the study is stated as follows:
1. To examine the use of chain drill in teaching how to construct English sentence grammatically.
2. To identify the common mistakes usually occur in constructing English sentence grammatically.
3. To describe some factors that make the use of chain drill effective in teaching how to construct English sentence grammatically.

1.4. The Significance of The Study

The result of the study is expected to provide teacher a fun, interactive technique can be used to teach how to construct English sentence grammatically. Since constructing English sentence easily still become a problem, chain drill will become a fresh one to choose. There are also explained some factors that prove the effectiveness of using chain drill based on the valid research so that the use of it can be accounted. Moreover, the common mistakes in constructing English sentence grammatically that are presented through this study will help teacher to think the best solution together in order to prevent those problems.

1.5. The Scope of The Study

This study is only limited to the uses of chain drill in teaching how to construct English sentence grammatically at the third grade students of SMPN 6 Taliwang. In addition, the combination of using chain drill and cooperative learning is applied in the time of this research.

1.6. The Definition of Key Term

To prevent any mistakes in understanding the concept of this study, definitions of some terms related to the study are provided.
1. Effectiveness (n) means (1) producing the result that is wanted or intended, (2) coming into use (Oxford, 2008: 143).
2. Chain Drill is exercise that allows learners to practice dialogue, build vocabulary and develop clearly stated ideas about a familiar topic using repetition as the primary teaching strategy. The learners build on the statements made by adjacent learners in the same way that links are added to a chain (Joy, 2005).
3. Sentence is the largest unit of grammatical organization within which parts of speech (e.g. nouns, verbs, adverbs) and grammatical classes (e.g. word, phrase, and clause) are said to function. In English a sentence normally contains one independent clause with a finite verb (Richards and Schmidt, 2002: 480).
4. Grammatical is a phrase, clause, or sentence which is acceptable because it follows the rules of a grammar (Richards and Schmidt, 2002: 231).
5. Grammar is a description of the structure of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language. It usually takes into account the meanings and functions these sentences have in the overall system of the language (Richards and Schmidt, 2002: 230).

CHAPTER 2
REVIEW OF RELATED LITERATURE

2.1. The Concept of Chain Drill

H. Douglas Brown (2000) states that learning a second language is a long and complex undertaking in which our whole person is affected as we struggle to reach beyond the confines of our first language and into a new language, a new culture, a new way in thinking, feeling, and acting. It indirectly conducted some researches to develop effective techniques and methods for second language teacher. In teaching and learning English, for example, there are some kinds of teaching techniques and methods can be used. And chain drill is one of them.

Chain drill comes from the Audio Lingual Method firstly applied by Charles Fries (1945) and dealt with the use of grammatical sentence pattern. A chain drill gets its name from the chain of conversation that forms around the room as students, one-by-one, ask and answer questions of each other (Freeman, 2000: 48). The rules of chain drill activity can be described as follow:
1. The activity is begun as the teacher greets and asks questions to a particular student.
2. The student will respond the question.
3. Then, he takes turn to ask another student sitting next to him.
4. This activity will continuously work until the last turn of the last student.

A chain drill allows some controlled communication among the students while teacher can check students’ speech as well. Either teacher or students themselves can correct their friends’ oral sentences whether they are well-constructed or not. As the result, any mistakes that probably occur can be corrected directly as soon as possible. Besides, the use of peer students’ correction will prevent student’s worrying in making mistake that can improve their confidence to try.
The use of chain drill can encourage the improvement of students’ listening and speaking skills. They get listening skill from listening to their friends’ questions. Therefore, they have to focus on what their friends asking about. Once they can answer the question correctly, it means that they absolutely can understand the question. Moreover, the way they ask question or answer the question drives students to practice speaking. This activity makes students accustomed to express their sentences through oral speech.

2.2. English Sentence Structure

A language is built of linguistic components. Borjars (2006) says that a description of any language should contain an inventory of the building blocks; sounds and morphemes, roughly. It should also contain the rules for how those elements can be combined; phonotactic constraints, information about which differences between sounds are distinctive, how morphemes can be combined to form words, and how words can be combined to form phrases. It is continuously concerned to produce sentence used to express feeling and idea. In similar, constructing English sentences also has to concern such rules, including English grammar itself.
Sentence structure holds the most important role to construct English sentence grammatically. Therefore, good understanding of word class, word order, and tenses as the elements of English structure standard is totally needed to make an acceptable sentence. Those three are related each other and build a synergy that cannot be separated in making a perfect English sentence.

2.2.1. Word Class

A sentence by definition is a word, clause, or phrase or a group of clauses or phrases forming a syntactic unit that expresses an assertion, a question, a command, a wish, an exclamation, or the performance of an action. According to that definition, a sentence should contain a number of words with different kind and function called word class. A clear definition about word class and its explanation can we take from what Bas Aarts and Liliane Haegeman’s states:

”Word classes (also known as parts of speech) are essential for any grammatical description, even though we can never really be entirely sure what their nature is. The reason for this uncertainty is that word classes are not tangible three-dimensional entities, but mental concepts, i.e. they ‘exist’ only in our minds. Word classes can be viewed as abstractions over sets of words displaying some common property or properties. In this section we will be looking at a number of approaches to word classes, asking in particular how we can define them, and whether they have sharp boundaries.”(Aarts and Haegeman, 2006: 117)

In English, words are classified into the following classes: noun, verb, adjective, pronoun, preposition, adverb, determiner, and conjunction. Each of them can be associated to form a phrase in which they can be the head of the phrase, e.g. a noun can be the head of a noun phrase, an adjective can be the head of an adjective phrase, verbs head verb phrases, prepositions head prepositional phrases, etc. Besides, the complete organization of those words will build a sentence as illustrated bellow:

[determinative] The [noun] chairman [preposition] of [determinative] the [noun] committee [conjunction] and [determinative] the [adjective] loquacious [noun] politician [verb] clashed [conjunction] when [determinative] the [noun] meeting [verb] started.( Aarts and Haegeman, 2006: 118)

2.2.1.1. Noun

Noun is a word which can occur as the subject or object of a verb or the object (complement) of a preposition. Besides, it also can be modified by an adjective and used with determiners. Nouns typically refer to an entity (people, places, things), quality, state, action, or concept.

For Examples:
Entity – people: Ahmad Dani, Indonesian; places: street, mountain, Java; things: book, cloth, building
Quality – kindness, laxity, fecundity
State – readiness, wakefulness, depravity
Action – movement, transfer, reduction
Concept – democracy, gravity, integrity

2.2.1.2. Verb

Verb is a word which occurs as part of the predicate of a sentence and carries markers of grammatical categories such as tense, aspect, person, number and mood. Besides, it also can be used to express an act, occurrence, or state of being.

For example:
He opened the door.
Jane loves Tom.

2.2.1.3. Adjective

Adjective is a word that describes the thing, quality, state, or action which a noun refers to. For example, black in a black hat is an adjective. In English, adjectives usually have the following properties:
1. They can be used before a noun, e.g. a heavy bag
2. They can be used after be, become, seem, etc. as complements, e.g. the bag is heavy
3. They can be used after a noun as a complement, e.g. these books make the bag heavy
4. They can be modified by an adverb, e.g. a very heavy bag
5. They can be used in a comparative or superlative form, e.g. the bag seems heavier now

2.2.1.4. Pronoun

Pronoun is a word which may replace a noun or noun phrase, e.g. I, you, me, they, them, it. In a sentence, a pronoun can be a subject or an object.

2.2.1.5. Preposition

Preposition is a word used with nouns, pronouns and gerunds to link them grammatically to other words. Sometimes, preposition is associated with complement to form a prepositional phrase. In English, a prepositional phrase may be discontinuous, as in:
“who(m) did you speak to?”

Moreover, Prepositions may express such meanings as:
• possession (e.g. the leg of the table
• direction (e.g. to the bank)
• place (e.g. at the corner)
• time (e.g. before now)

They can also mark the cases discussed in case grammar. For example, in the sentence:
Smith killed the policeman with a revolver.
The preposition “with” shows that a revolver is in the instrumental case. In English, too, there are groups of words (e.g. in front of, owing to) that can function like single-word prepositions.

2.2.1.6. Adverb

Adverb is a word that describes or adds to the meaning of a verb, an adjective, another adverb, or a sentence, and which answers such questions as how, where, or when. In English, many adverbs have a -ly ending. For example:
a. Adverbs of manner, e.g. carefully, slowly.
b. Adverbs of place, e.g. here, there, locally.
c. Adverbs of time e.g. now, hourly, yesterday.

A phrase or clause which functions as an adverb is called an adverb phrase/adverb clause.

2.2.1.7. Determiner

Determiner is a word which is used with a noun, and which limits the meaning of the noun in some ways. For example, in English the following words can be used as determiners:
a. Article, e.g. a pencil, the garden
b. Demonstrative, e.g. this box, that car
c. Possessives, e.g. her house, my bicycle
d. Quantifiers, e.g. some milk, many people
e. Numerals, e.g. the first day, three chairs

2.2.1.8. Conjunction

Conjunction is a word which joins words, phrases, or clauses together, such as but, and.

For example:
John and Mary went.
She sings but I don’t.
Units larger than single words which function as conjunctions are sometimes known as conjunctives, such as, so that, as long as, and as if.

For Example:
She ran fast so that she could catch the bus.
Adverbs which are used to introduce or connect clauses are sometimes known as conjunctive adverbs, e.g. however and nevertheless.

For example:
She is 86, nevertheless she enjoys good health.

There are two types of conjunction:
a. Co-ordination, through the use of co-ordinating conjunctions (also known as co-ordinators) such as and, or, but. These join linguistic units which are equivalent or of the same rank.

For example:
It rained, but I went for a walk anyway.
Shall we go home or go to a movie?
The two clauses are co-ordinate clauses.

b. Subordination, through the use of subordinating conjunctions (also known as subordinators) such as because, when, unless, that. These join an independent clause and a dependent clause.

For example:
I knew that he was lying.
Unless it rains, we’ll play tennis at 4.

2.2.2. Word Order

Each language has different sentence structure. Although they have similar word classes, the organization of those used to construct a sentence may be different. English has a strict order in which words can appear in a sentence. The following English simple sentence shows an example of this order.

The researchers sent their manuscript to the journal
This order is rarely altered. It is:
1. Subject (the researchers)
2. Verb (sent)
3. Direct object (their manuscript)
4. Indirect object (the journal)

Some other languages may have similar word order such English. Indonesia, for example, has S-V-O rule in the sentence. They take subject coming first when they want to construct a sentence. Then, it is organized with verb to show the action and followed by object, e.g. Saya balajar Bahasa Inggris. Conversely, German has its own sentence structure that entirely different with English. Wallwork (2011) states:

“Germans don’t like to begin sentences with the subject. For example, instead of “We have received your letter” they prefer “Your letter has reached us”. German syntax dictates that the verb sometimes goes at the end of the clause or sentence, also making you wait for the main thrust of the sentence. Russians have difficulties with constructing correct English sentences because unlike in English, there are no strict rules for word order. For example, in Russian a simple tongue twister that translates as “the mother was cleaning the window” would mean exactly the same thing if “mother” and “window” switch places. In English, it would of course make no sense.”(Hallwork, 2011: 21)

There are some things we have to notice in constructing an English sentence.
1. Choose the most relevant subject and put it at the beginning of the sentence
Clear English requires that we put the subject at the beginning of the sentence; however we may have a choice of possible subjects.
2. Choose the subject that leads to the most concise sentence
If our sentence is short and we have two possible subjects, which you could indifferently put at the beginning of the sentence, then choose the subject that will give the shortest sentence. Shorter sentences are often obtained by using active rather than passive verbs.
3. Don’t make the impersonal it the subject of the sentence
Putting it first often delays the subject. Using modal verbs (might, need, should etc.) are possible.

Original Version (OV) Revised Version (RV)
• It is probable that this is due to poor performance.
• It is mandatory to use the new version.
• It is possible do this with the new system. • This may / might / could be due to poor performance.
• This can be done with the new system.
• The new version must be used

4. Don’t use a pronoun (it, they) before you introduce the noun (i.e. the subject of the sentence) that the pronoun refers to
It is OK to use a pronoun at the beginning of the sentence, provided that this pronoun refers back to a noun in a previous sentence (i.e. a backward reference).

For example:
English is a very important language because of its role in international communication. In fact, it has been dealt as the global one.

5. Put the subject before the verb
The subject in English must come before their verb. Here are some examples of simple mistakes (OVs) and their corrected versions (RVs). The subjects are highlighted in italics.

Original Version (OV) Revised Version (RV)
• In the survey participated 350 subjects.
• Were used several different methods in the experiments.
• With these values are associated a series of measurements.
• Three hundred and fifty subjects participated in the survey.
• Several different methods were used in the experiments.
• A series of measurements are associated with these values.

6. Keep the subject and verb as close as possible to each other
Word order in written English tends to reflect the way English is spoken. When native speakers talk they usually keep the subject and verb as close as possible. This is because the verb contains important information.

7. Avoid inserting parenthetical information between the subject and the verb
If we insert more than a couple of words between the subject and the verb this will interrupt the reader’s train of thought. In any case readers will consider this parenthetical information to be of less importance. Sentences are much easier to read if they flow logically from step to step, without any deviations.

Original Version (OV) Revised Version (RV)
• The result, after the calculation has been made, can be used to determine Y.
• This sampling method, when it is possible, is useful because it allows ....
• These steps, owing to the difficulties in measuring the weight, require some simplifications. • After the calculation has been made, the result can be used to determine Y.
• When this sampling method is possible, it allows us ...
• Owing to the difficulties in measuring the weight, these steps require some simplifications.
• These steps require some simplifications, owing to the difficulties in measuring the weight

8. Don’t separate the verb from its direct object
When a verb is followed by two possible objects, place the direct object (i.e. the thing given or received) before the indirect object (the thing it is given to or received by). This kind of construction is often found with verbs followed by ‘to’ and ‘with’.

Original Version (OV) Revised Version (RV)
• We can separate, with this tool, P and Q.
• We can associate with these values a high cost. • We can separate P and Q with this tool.
• We can associate a high cost with these values

9. Put the direct object before the indirect object
In the OVs below, the indirect object (in italics) has been placed at the beginning of the sentence or main clause. This is not the usual word order in English.

Original Version (OV) Revised Version (RV)
• However, only for some cases this operation is defined, these cases are called ...
• Although in the above references one can find algorithms for this kind of processing, the execution of …
• This occurs when in the original network there is a dependent voltage.
• However, this operation is only defined for some cases, which are called ...
• Although algorithms for this kind of processing are reported in the above references, the execution of…
• This occurs when there is a dependent voltage in the original network.

10. How to choose where to locate an adverb
The rules regarding where to locate adverbs are not difficult to understand, but there are many of them. Here are some basic rules.
a. Immediately before the main verb, e.g. Dying neurons do not usually exhibit these biochemical changes.
b. Immediately before the second auxiliary when there are two auxiliaries, e.g. Late complications may not always have been notified.
c. After the present and past tenses of ‘to be’, e.g. The answer of the machine is always correct.
For special emphasis, some adverbs (sometimes, occasionally, often, normally, usually) can be placed at the beginning of a sentence.

For example:
Sometimes, learning English is as boring as history.

There are several kinds of adverb and each has different rule to place in a sentence.
a. Adverbs of certainty
Adverbs of certainty (e.g. probably, certainly definitely) come immediately before the negative (not and contractions e.g. don’t, won’t, hasn’t). For example:

These random substitutions will probably not have a major effect.

b. Adverbs of manner
An adverb of manner indicates how something is done. They are generally placed directly after the verb, or after the direct object.

For example:
The curve rises steadily until it reaches a peak at 1.5.
This will help system administrators considerably to reboot the system.

Some adverbs of manner can go before the verb. But, since all adverbs of manner can always also go after the verb or noun, it is best to put them there and then you will never make a mistake.

c. Adverbs of time
These go in various positions.
• Patients were treated once a week, and surgery was carried out as soon as possible after the decision to operate.
• There has recently been an increasing interest in 3D cellular phones.
• Recently, there has been an increasing interest in 3D cellular phones.
• S5. 3D cellular phones have recently become the focus of considerable interest.
• In the last few years, there has been an increasing interest in 3D cellular phones.

Since the basic pattern of English sentence is Subject-Verb-Object, the use of adverb as complement has its own position. Adverb of frequency that comes in present tense, for example, usually comes before the main verb in a sentence. Besides, Adverbial of place (location or direction) and of time, including multi-words adverbial of frequency, come after the verb and its object, if any. Moreover, an adverb of manner usually follows a verb and its direct object. However, such very common pattern of adverbial suggested is not the only one we can use. Adverbial of place often precede adverbial of manner. Here is the complete common English sentence pattern formulated by Robert Kohrn (1986)
Subject Adv. of frequency Verb Object Adv. of manner Adv. of place Adv. of time

For Example:
Meli always studies grammar regularly in her room at 8 every night
He spoke English fluently In class yesterday

11. Ensure there is no ambiguity in the order of the words
Ambiguity arises when a phrase can be interpreted in more than one way. It affects readability. So, If we force our reader or listener to constantly interpret our sentence, the reader or listener will soon want to stop reading or listening.

2.2.3. Tenses

In constructing sentence of a language, we also have to consider the use of tense. Tense is the relationship between the form of the verb and the time of the action or state it describes (Richards and Schimt, 2002: 545). Lakoff and Johnson (1980) says that Humans conceive of time in terms of space, as shown by the language that we use to talk about temporal relations: we habitually speak of stretching out or compressing an activity, heading toward the future, returning to the past and soon
Tenses express the relationship between speech time and another interval of interest, which Reichenbach (1947) referred to as reference time (R). Reference time is in principle distinct from either the time of the utterance (which Reichenbach refers to as speech time, or S) or the time of the situation that the speaker is describing (which Reichenbach refers to as event time, or E). Reference time, according to Klein (1992: 535), is the time for which, on some occasion, a claim is made. Laura A. Michaelis(2006) says:

“The primary insight behind Reichenbach’s (1947) model of tense is that the meaning of every tense can be represented as a sequence of the three time points mentioned above: E, R and S. In Reichenbach representations, these points are separated either by a line, which is used to indicate that the left hand point precedes the right hand point, or by a comma, which is used to indicate that the two points are identical (i.e., not ordered with respect to one another). In the case of the simple tenses – past, present, and future – R and E are identical: the time referred to is also the time of the state of affairs denoted by the sentence.”(Michaelis, 2006: 226)

In similar, the time of action in English sentence is also classified to the three main times; past-present-future.

2.2.3.1. Past Tense

Past tense is the form of a verb which is usually used to show that the act or state described by the verb occurred at a time before the present. The verbs occur in the past tense are called past verb. Regular verb has its regular pattern in becoming past verb. It is usually added by final –ed.

For example:
Walk  walked
Talk  talked

Conversely, irregular verb has its unpredictable form. We cannot define the right pattern, but follow the dictionary.

For example:
Eat  ate
Teach  taught

2.2.3.2. Present Tense

Present tense is a tense which typically relates the time of an action or state to the present moment in time. In English the present tense can also be used to refer to future time (e.g. We leave tomorrow) or to timeless expressions (e.g. Cats have tails), and for this reason it is sometimes called the non-past tense.

2.2.3.3. Future Tense

Future tense is a tense form used to indicate that the event described by a verb will take place at a future time. Although we can also use present tense to express future, but it seems more specific to use modal “will”, e.g. I will go to Surabaya next month. In similar with present, future tense also use infinitive.

2.3. The Difficulties in Constructing English Sentence

It has been revealed that learning English is a long and complex undertaking, especially for English second language students that their own mother tongue is really different with the English structure at all. It absolutely causes them difficult in constructing English sentence in well-ordered. The most common mistakes that may occur in constructing English sentence are stated as follows:

2.3.1. A Sentence Fragment

A sentence fragment is an incomplete sentence. It usually lacks either a subject or a verb, or both, or contains only a dependent clause.

Incorrect : Studying very hard on weekends.
Correct : Studying on weekends is very hard.

Incorrect : Because some students work part-time while taking a full load of courses.
Correct : Because some students work part-time while taking a full load of courses, they have very little free time.

2.3.2. A run-on Sentence
A run-on sentence is a sentence in which two or more independent clauses are written one after another with no punctuation (fused sentences) or with incorrect punctuation (comma splice).

Incorrect : His family went to Australia then they immigrated to Canada.
Correct : His family went to Australia; then they immigrated to Canada.

Incorrect : Learning a new language is similar to learning to swim it takes a lot of practice.
Correct : Learning a new language is similar to learning to swim since it takes a lot of practice.
Correct : Learning a new language is similar to learning to swim; it takes a lot of practice.

Incorrect : The experiment failed, it had been left unobserved for too long.
Correct : The experiment failed; it had been left unobserved for too long.
Correct : The experiment failed because it had been left unobserved for too long.

2.3.3. A Choppy Sentence

A choppy sentence is a sentence that is too short. Although short sentences can be effective, overuse of them is considered poor style in academic writing.

Incorrect : Wind is an enduring source of power. Water is also an unlimited energy source. Dams produce hydraulic power. They have existed for a long time. Windmills are relatively new.
Correct : Both wind and water are enduring sources of power. Dams have produced hydraulic power for a long time, but windmills are relatively new.

Incorrect : Our results were inconsistent. The program obviously contains an error. A revision of the program is required.
Correct : A revision of the program is required because is produced inconsistent results.

2.3.4. A sprawl Sentence

A sprawl sentence is a sentence made up of many clauses with excessive subordination and coordination. A loose sentence also results from weak sentence construction and the inclusion of many phrases and clauses in no particular order.

Incorrect : In the event that we get the contract, we must be ready by June 1 with the necessary personnel and equipment to get the job done, so with this end in mind a staff meeting, which all group managers are expected to attend, is scheduled for February 12.
Correct : An all-staff meeting including all group managers is scheduled for February 12. During this meeting we should discuss the issue of personnel and equipment preparation and schedule a plan for completing the contract by June 1st, if the contract is received.

Incorrect : The lack of rainfall has caused a severe water shortage, so people have to conserve water every day, and they also have to think of new ways to reuse water, but the situation is improving.
Correct : The lack of rainfall has caused a severe water shortage. Although the situation is improving, people have to conserve water every day, and think of new ways to reuse water.

2.3.5. Non-Parallel Structure

Non-parallel structures are parts of a sentence which are listed as a sequence, but do not follow the same grammatical or structural principle. Parallelism in writing means that each item in a list or comparison should follow the same grammatical pattern.

Incorrect : The teacher wanted to know which country we came from and our future goals.
Correct : The teacher wanted to know which country we came from and what our future goals were.

Incorrect : This report is an overview of the processes involved, the problems encountered, and how they were solved.
Correct : This report is an overview of the processes involved, the problems encountered, and the solutions devised.

CHAPTER 3
RESEARCH METHODOLOGY

3.1. Research Design

This study uses an experimetal method. There will be two samples compred to examine the effetiveness of using chain drill in teaching how to construct English sentence grammatically. One sample will become the experimental. So, we will treat this sample by using chain drill to teach English sentence structure. And another sample is called control in which we treat the sample by using common wai in teaching.
The research will be begun by giving preface test. Then, after treating both samples with different ways in teaching for a month, we can give tests twice more to examine the result. The result of the two tests will determine whether chain drill is effective to use in teaching how to construct English sentence grammatically.

3.2. Population and Sample
3.2.1. Population

Population is the most important thing in a research because it is all objects that will be axamined in the research field. The object of this study is all third grade students of SMPN 6 Taliwang. There are 74 students divided on three classes. All of them will be the population of this study.

3.2.2. Sample

As the writer takes experimental method in conducting this study. There will be to samples to compare. Therefore, the writer will only choose two classes of the three. It deals with class IX-1 and IX-2. Class IX-1 will be the experimental class in which it will treat with chain drill technique. Converssely, class IX-2 will be the control in which it will treat with a common technique. The two will be compared one another.

3.3. Instrument

In scientic research, representative data usually needed because it will represent the situation of the population (Mujiburrahman, 2000: 30). Therefore, in order to obstain the data of this study, there will be two kinds of instruments to use. Both of them are applied in test form.
The first test is called preface test. It is given in the begining of the research. The test is aimed to get general description about students’ ability in constructing sentence grammatically.
The second test is called result test. It is given after the chain drill applied to the sample for a month. In this research, the result test will be given twice. One will be held two weeks after the chain drill technique applied and the last one is in the last research. The result of the three tests will be compared each other.

3.4. Data Collection

In this research, the writer collect the data by giving test. The content of the test have to relate to the study. It has to gain any component of the subject of constructing English sentence grammatically. As it has mentioned, the test is given three times. The result of the three will be compared to get the data for the study.

3.5. Data Analysis

The data are analyzed in term of correct use of constructing English sentence grammatically. The writer will use the following formula to analyze the data:
Number of correct use
Score of correct use = X 100
Number of total test used

The result of the score of each sample will determine the effectiveness of using chain drill in teaching how to construct English sentence grammatically.

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