CONJUNCTION
(To Fulfill English Course Assignments)
Compiled By:
Nazwa Maudina Simamora (0307233090)
Mely Sintya (0307233111)
Khairan Tasya (0307233124)
Yahra Sal Syabill (0307233115)
Esa Fakhriyah Lubis (0307232041)
Sintya Ramadayani (0307232029)
Powerful Lecturer:
Dr.Ernita Daulay, M.hum
ISLAMIC EDUCATION MANAGEMENT STUDY PROGRAM
FACULTY OF TARBIYAH TARBIYAH AND TEACHER TRAINING
NORTH SUMATRA STATE ISLAMIC UNIVERSITY
MEDAN
T.A 2023/2024
FOREWORD
All praise belongs only to Allah SWT. Blessings and salutations are always directed
to Rasulullah SAW. Thanks to His abundance and grace, the compiler was able to complete
the task of this paper in order to fulfill the task of the course English. In preparing this paper
assignment, the author faced quite a few obstacles. This paper was prepared so that readers
can expand their knowledge about Conjunction, which we present based on observations
from various sources of information, references. The paper was collated by the authors with
many obstacles. Both those that come from the author and those that come from outside.
However, with patience and especially God's help, this paper was finally completed.
Hopefully this paper can provide broader insight and contribute to the reader's
thoughts. For this reason, we ask the lecturers who teach the course for their input in order to
improve the creation of papers in the future and hope for criticism and suggestions from
readers.
Medan, July 2024
Writer
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LIST OF CONTENTS
FOREWORD.............................................................................................................................i
LIST OF CONTENTS.............................................................................................................ii
CHAPTER I INTRODUCTION.............................................................................................1
1.1 Background......................................................................................................................1
1.2 Problem Formulation.......................................................................................................1
1.3 Purpose of Writing...........................................................................................................1
CHAPTER II DISCUSSION...................................................................................................2
2.1 Understanding Conjunctions............................................................................................2
2.2 Usage Conjunction...........................................................................................................2
2.3 Conjunction Function.......................................................................................................7
CHAPTER III CLOSING.......................................................................................................9
3.1 Conclusion........................................................................................................................9
BIBLIOGRAPHY..................................................................................................................10
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CHAPTER I
INTRODUCTION
1.1 Background
English has become an international language, meaning it is a language used all over
the world and as a connecting language between countries. Therefore, like it or not, anyone
who wants to succeed must master this language. Moreover, facing international free trade
competition, where the trade market between countries becomes more open, so that
foreigners will be morefree to enter and exit a country.
Conjunctions are an important component in English grammar that function as a link
between words, phrases or clauses in a sentence. They play a crucial role in creating cohesion
and coherence, enabling the formation of complex and meaningful sentences. Mastering
English will of course really help communication if there are citizens from other countries
visiting our area. In this paper we will discuss conjunction (conjunction).
1.2 Problem Formulation
1. What do you mean conjunction, formula and what is the example?
2. How to use conjunction?
1.3 Purpose of Writing
1. To know conjunction, formulas and examples.
2. To know the usage conjunction.
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CHAPTER II
DISCUSSION
2.1 Understanding Conjunctions
Conjunctions is a conjunction/conjunction that connects parts of speech in a sentence:
word with word, phrase with phrase, or clause with clause which has an equal or similar
position. These equivalent words can be a relationship between noun and noun, adverb and
adverb, adjective with adjective, verb with verb, also phrase with phrase, and clause with
clause (Ahangar, 2012).
Example:
1. We could go to the library, or we could go to the park.
2. He neither finished his homework nor studied for the test.
3. I went out because the sun was shining.
Three types of conjunctions (conjunction forms):
1. Single Word, for example: and, but, because, although, or.
2. Compound (usually ending in as or that), for example: as long as, in order that, etc.
3. Correlative, for example: so…that, both…and, neither…nor, etc.
Three types of conjunctions, namely: coordinating conjunctions (simple
conjunctions), correlative conjunctions, and subordinating conjunctions. Besides these three
types, there are adverbs that are used as conjunctions, namely conjunctive adverbs (Ahangar,
2012).
Understanding the use of conjunctions and the relationship between clauses is
important for recognizing each part in a complete sentence. There are four main uses of
conjunctions, namely: adding information, showing cause and effect (showing cause and
effect), showing time sequence, and distinguishing or comparing one piece of information
with another (contrasting one piece of information with another) (Ahangar, 2012).
Recognizing conjunction patterns is very helpful in exploring ideas or main thoughts
related to the entire text within sentences and between sentences.
2.2 Usage Conjunction
Conjunction or or connector or conjunctions are words used to connect/combine
words with other words, phrases with other phrases, or clauses with other clauses. There are 3
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types of conjunctions: coordinating conjunctions, correlative conjunctions, and subordinating
conjunctions (Sayah, 2013).
1. Coordinating conjunctions
Conjuctions This is used to combine words with other words, combine
phrases with other phrases, or sentences with other sentences. What is connected by
this type of conjunction must be the same sentence element, for example:
subject+subject, verb phrase+verb phrase, sentence+sentence (Sayah, 2013).
Coordinating conjunctions are used to connect two or more elements of
equal grammatical importance. The most common coordinating conjunctions can be
remembered by the acronym FANBOYS: For, And, Nor, But, Or, Yet, So. These
conjunctions connect independent words, phrases, or clauses, allowing them to stand
alone as complete sentences.
Example:
a. The boy keeps the lights on, for he is afraid of sleeping in the dark.
b. He has one good dictionary and at least 3 good English books.
c. She is a vegetarian. She will not eat beef, nor will she eat chicken.
d. She is cute but evil.
e. Do you want to go with me or to stay home?
f. I didn’t study, yet I passed the exam.
g. My dad was very tired, so he went to bed earlier.
Note:
1) Use a comma before the conjunction if the conjunction combines two
sentences. Commas are also used when conjunctions combine more than 2
words or phrases. Example: We studied math, physics, and chemistry last
semester.
2) For also works as a preposition. As a preposition, for is followed by a noun.
Example: I am waiting for a cab. (i.e. cab = taxi).
3) Yet also functions as an adverb. Example: I haven't finished reading this
article yet. See the use of the adverb yet in the discussion about the present
perfect tense.
4) So = as if followed by an adjective/adverb. See its use in the discussion
about comparisons.
2. Paired conjunctions/Correlative conjunctions
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Conjunctions This also combines sentence elements as above. The
difference is that they are always used in pairs (Sayah, 2013).
a. both…and either…or
b. not only…but also neither…nor
Example:
a. Both my sister and my brother can play the guitar.
b. He is not only handsome but also smart. Note: if not only is placed at the
beginning of a sentence, invert the auxiliary/be/do,does,did to the front of the
subject of the sentence. So this sentence can also be written: Not only is he
handsome but also smart.
c. Either the students or the teacher is going to go to the museum tomorrow.
d. Neither John, Sussie nor I have a good studying habit. Maybe, you only study
when there is an exam. Note: With the exception of both...and, if corrective
conjunctions combine singular and plural subjects, the form of the verb
(whether singular or plural) is determined by the subject closest to (which is
immediately followed by) the verb.
Note: in example 3, is going to is used (not are going to) because it directly
follows the teacher (singular subject). In example 4, have is used (not has) because it
immediately follows I. Now let's look at the writing, when the subject position is
rotated:
a. Either the teacher or the students are going to go to the museum tomorrow
3. Neither John, I nor Sussie has a good studying habit. Subordinating conjunctions
Subordinating conjuctions are words that can be used to form adverbial
clauses (which are generally subordinate clauses) from the main sentence. The
number of conjunctions of this type is very large and in general they are adverbs.
This type of conjunction can be grouped into 5, namely conjunctions which express
time (time), cause and effect (cause and effect), opposite meaning (opposition),
purpose (purpose), and conditional (Sayah, 2013).
a. Used to express time (time)
1) After, till, the first time
2) before , as soon as , the second time .
3) when , once , the last time.
4) While, as long as, the next time.
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5) As, so long as, by the time since.
6) when ever, until, every time.
Example:
1) We will play football after we finish doing the homework.
2) Before they got married last month, they had been seeing each other for
almost ten years.
3) When I got home last night, someone was trying to break into my house.
Note: Break into = enters usually because of malicious intent, i.e. want to
steal, ect.)
4) A friend of mine felt asleep on his desk while the teacher was teaching.
5) She has turned into a different person since she became a famous artist.
6) I will keep studying hard until the final exam is over next week.
7) We will leave as soon as the rain stops.
8) As long as I live, I will never see your fucking ugly face again. Subject ‘I’
I'm very, very angry.
9) When ever I look at her picture, my heart beats fast.
10) The first time we went to Bali, we went to Tanah Lot.
11) The next time I play you, I will kick your ass. (The next time I play
(against) you, I will beat you. Note: kick your ass = kick your butt = beat.
Very informal.
b. Used to express cause and effect (cause-effect)
1) because (because) inasmuch as (because) so…that (so).
2) since (because) now that (because now) such …that (so).
3) as (because).
Example:
1) He got an accident because he drove while he was drunk.
2) I passed that course easily since the questions were very easy.
3) Now that the semester is finished, I am going to rest for a few days and then
take a trip to Bali.
4) As she had nothing to do, she asked me to come over to her house.
5) Inasmuch as the two countries’ leaders didn’t reach an agreement, the
possibility of war between the two countries remains open.
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6) The coffee is so hot that I can’t drink it.
c. He has such a nice body that a lot of girls are attracted to him. To express the
opposite meaning (opposition).
1) although (although even though (although) while (while)
2) though (although) whereas (while) no matter
Example:
1) Although he is not tall, he is a very good volleyball player
2) Jenny is rich, whereas Joni is poor.
3) No matter how hard I tried, the math problems couldn’t be solved.
d. To State the Goal (Purpose)
1) in order to, in order (that) so that
Example:
1) During the class, we need to be quiet in order to be able to listen to what the
teacher says.
2) I turned off the TV so that my roommate could study well.
3) I turned off the TV in order (that) my roommate could study well.
4) They keep practicing their English in order (that) their English improves
steadily. (They continue to practice English so that their English continues
to improve). Note: a) in order to is followed by verbs, while in order (that)
and so that are followed by clauses (i.e. S +V). b). The meaning of so that
here is different from so that to express cause and effect. Also pay attention
to the differences in patterns.
e. To state a presupposition (conditional).
1) if (jika) whether or not in case (that) (jika)
2) unless (if not) even if (although if) providing (that) = if or
3) only if only if (hanya jika) in the event (that) provided (that) = if or only if
Example:
1) If my parents weren't home, I would invite my friends to come over. (if my
parents are not at home, I will invite my friends to come to the house).
2) I will go unless it rains. Note: unless = if…not. Jadi, kalimatnya dapat
ditulis menjadi: I will go if it doesn’t rain.
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3) I don’t care no more whether or not you want to study = I don’t care no
more whether you want to study or not.
4) I have decided to marry her. Even if my parents disagree, I am going to
marry her.
5) I’ll be in the library in case you want to find me. Note: in case = if
6) The general election will go to the second round only if no candidate gets
50% + 1 votes during the first round. Note: If only if is placed at the
beginning of the sentence, then the auxiliary inversion (be/do, does, did) is
carried out in front of the subject main clause. This sentence can be written
as: Only if no candidate gets 50% + 1 votes will the general election go to
the second round.
2.3 Conjunction Function
1. Connecting Similar Ideas
Conjunctions help connect similar ideas, making sentences more concise and avoiding
repetition. This is very useful in writing to maintain a smooth flow of ideas and information.
Example:
● She is intelligent and hardworking.
● The book is well-written and engaging.
2. Showing Contrast
Conjunctions can highlight differences or contrasts between ideas, allowing a writer
or speaker to indicate differences of opinion or opposing conditions.
Example:
● She wanted to attend the meeting, but she was too sick.
● He is very talented, yet he remains humble.
3. Showing Cause and Effect
Some conjunctions explain the reasons behind an action or event, helping readers or
listeners understand the cause-and-effect relationships between ideas.
Example:
● He failed the test because he didn't study.
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● It was raining, so we stayed indoors.
4. Setting Conditions
Conjunctions can set conditions for actions or events, allowing the writer or speaker
to indicate conditions that must be met for a particular outcome.
Example:
● You can go out if you finish your homework.
● Unless you apologize, he won't forgive you.
Significance of Conjunctions
1. Improving Sentence Structure, Conjunctions provide a way to form complex
sentences, making writing more flowing and interesting. Proper use of conjunctions
allows writers to connect ideas in a more logical and organized way.
2. Clarifying Relationships Conjunctions help clarify relationships between ideas,
ensuring the reader understands the intended meaning. This is especially important in
academic and professional writing, where clarity and precision are highly valued.
3. Increase Coherence By connecting different parts of a text, conjunctions increase
overall coherence, making it easier to follow the flow of ideas. Coherence is an
important quality in good writing, as it helps readers to follow the argument or
narrative easily.
4. Facilitates Sentence Variation: The use of different types of conjunctions allows for
variations in sentence structure, which can make writing more dynamic and
interesting. This variety helps keep the reader's attention and prevents monotony.
5. Clarifying Logical Flow Conjunctions help clarify the logical flow of an argument or
narrative, allowing the writer to show cause-and-effect relationships, conditions, and
contrasts clearly. This is especially important in writing that focuses on analysis and
argument, where clarity of logical flow is essential.
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CHAPTER III
CLOSING
3.1 Conclusion
From this paper it can be concluded that Conjunctions are conjunctions that connect
parts of speech in sentences: words with words, phrases with phrases, or clauses with clauses
that have equal or similar positions. These equivalent words can be in the form of
relationships between noun and noun, adverb and adverb, adjective with adjective, verb with
verb, also phrase with phrase, and clause with clause.
Three types of conjunctions, namely: coordinating conjunctions (simple
conjunctions), correlative conjunctions, and subordinating conjunctions. Besides these three
types, there are adverbs that are used as conjunctions, namely conjunctive adverbs.
Conjunctions or connectors or conjunctions are words that are used to connect/combine
words with other words, phrases with other phrases, or clauses with other clauses. There are 3
types of conjunctions: coordinating conjunctions, correlative conjunctions, and subordinating
conjunctions.
Coordinating conjunctions are used to combine words with other words, combine
phrases with other phrases, or sentences with other sentences. What is connected by this type
of conjunction must be the same sentence element, for example: subject+subject, verb
phrase+verb phrase, sentence+sentence. Paired conjunctions/Correlative conjunctions also
combine sentence elements as above. The difference is that they are always used in pairs.
Subordinating conjunctions are words that can be used to form adverbial clauses
(which are generally subordinate clauses) from the main sentence (main clause).
Conjunctions or linking words function to connect words with groups of words or groups of
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words in a sentence. Conjunctions can be divided into two types, namely coordinate
conjunctions (equivalent conjunctions) and subordinate conjunctions or nested conjunctions.
BIBLIOGRAPHY
Ahangar, Abbas Ali, Giti Taki, Maryam Rahimi. 2012. “The Use Conjunct ion as Cohesive
Devices in Iranian Sport Live Radio and TV Talks”. Jurnal of Theoritical
Linguistics, volume 9, halaman 56-72.
Sayah, Leila. 2013. “The Role of Conjunctions in EFL Learners’ Narrat ive Development”.
Internasional Journal of Education and Research, volume 1, nomor 11, November
2013. Hal: 133-146.
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READING:
YOUR TONGUE
Want to find out just how much you use your tongue? Try eating an ice-cream cone or
singing your favorite song without it. You need your tongue to chew, swallow, and sing. And
don't forget talking and tasting!
Tongue Twister
Has anyone ever told you that the tongue is a muscle? Well, that's only partly true:
The tongue is really made up of many groups of muscles. These muscles run in different
directions to carry out all the tongue's jobs.
The front part of the tongue is very flexible and can move around a lot, working with
the teeth to create different types of words. This part also helps you eat by helping to move
food around your mouth while you chew. Your tongue pushes the food to your back teeth so
the teeth can grind it up.
The muscles in the back of your tongue help you make certain sounds, like the letters
"k" and hard "g" (like in the word "go"). Try saying these letters slowly, and you'll feel how
the back of your tongue moves against the top of your mouth to create the sounds.
The back of your tongue is important for eating as well. Once the food is all ground
up and mixed with saliva (say: suh-LYE-vuh), or spit, the back muscles start to work. They
move and push a small bit of food along with saliva into your esophagus (say: ih-SAH-fuh-
gus), which is a food pipe that leads from your throat to your stomach.
Tongue Held Down Tight
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Have you ever wondered what keeps you from swallowing your tongue? Look in the
mirror at what's under your tongue and you'll see your frenulum (say: FREN-yuh-lum). This
is a membrane (a thin layer of tissue) that connects your tongue to the bottom of your mouth.
In fact, the whole base of your tongue is firmly anchored to the bottom of your mouth, so you
could never swallow your tongue even if you tried!
continue
Tasty Tidbits
Don't put that mirror away yet! Look at your tongue again, but this time look closely
at the top of it. Notice how it's rough and bumpy — not like the underside, which is very
smooth. That's because the top of your tongue is covered with a layer of bumps
called papillae(say: puh-PILL-ee).
Papillae help grip food and move it around while you chew. And they contain your taste
buds, so you can taste everything from apples to zucchini! People are born with about 10,000
taste buds. But as a person ages, some of his or her taste buds die. (An old person may only
have 5,000 taste buds!) That's why some foods may taste stronger to you than they do to an
adult. Taste buds can detect sweet, sour, bitter, and salty flavors.
Traveling Tastes
So how do you know how something tastes? Each taste bud is made up of taste cells,
which have sensitive, microscopic hairs called microvilli (say: mye-kro-VILL-eye). Those
tiny hairs send messages to the brain, which interprets the signals and identifies the taste for
you.
Identifying tastes is your brain's way of telling you about what's going into your
mouth, and in some cases, keeping you safe. Have you ever taken a drink of milk that tasted
funny? When the milk hit the taste buds, they sent nerve impulses to your brain: "Milk
coming in — and it tastes funny!" Once your brain unscrambled the nerve impulses, it
recognized the taste as a dangerous one, and you knew not to drink the milk.
Some things can make your taste bud receptors less sensitive, like cold foods or
drinks. An ice pop made from your favorite juice won't taste as sweet as plain juice. If you
suck on an ice cube before you eat a food you don't like, you won't notice the bad taste.
Friend of the Tongue
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Last time you had a cold and your nose felt stuffed up, did you notice that foods didn't
taste as strong as they usually do? Well, that's because your tongue can't take all of the credit
for tasting different flavors — it has help from your nose.
Your nose helps you taste foods by smelling them before they go in your mouth and
as you chew and swallow them. Strong smells can even confuse your taste buds: Try holding
an onion slice under your nose while eating an apple. What do you taste?
Your tongue also gets help from your teeth, lips, and mouth. Your teeth help your
tongue grind food as the tongue mixes the food around your mouth. And without your teeth,
lips, and the roof of your mouth, your tongue wouldn't be able to form sounds to make words.
Saliva is also a friend of the tongue. A dry tongue can't taste a thing, so saliva helps
the tongue by keeping it wet. Saliva moistens food and helps to break it down, which makes
it easier for the tongue to push the food back to swallow it.
Fighting Germs
If all that wasn't enough, your tongue even helps keep you from getting sick. The back
section of your tongue contains something called the lingual tonsil (say: LIN-gwul TAHN-
sul). Lingual is a medical word that means having to do with the tongue, and tonsils are small
masses of tissue that contain cells that help filter out harmful germs that could cause an
infection in the body.
But when you have tonsillitis, it's not your lingual tonsil that's infected. Tonsillitis affects
the palatine (say: PAL-uh-tyne) tonsils, which are two balls of tissue on either side of the
tongue. The lingual tonsil, the palatine tonsils, and the adenoids are part of a bigger system
that fights infections throughout your body.
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