LINGUISTIC PERSPECTIVE IN

ENGLISH LANGUAGE TEACHING

Syntax and Sentence Structure

Written by:

1. Yosi Meisari (22108810002)

2. Natasya Khoirun Nisa’ (22108810032)

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION
ISLAMIC UNIVERSITY OF BALITAR
BLITAR
2024
 PREFACE

First of all, the authors expresses gratitude to Allah SWT for being able to complete
the paper entitled “Syntax and Sentence Structure”. The authors is also grateful to all those
who helped write this paper.
The purpose of writing this paper is to fulfill the assignment given by Mrs. Nita
Sutanti as the lecturer of the “Linguistic Perspective in English Language Teaching” class.
And in preparing this paper, the authors has many challenges and obstacles but with
the help of various parties, these challenges can be overcome. The authors realizes that there
are still many shortcomings in the writing of this paper.
Therefore, the authors expresses their deepest gratitude to all those who have helped
in the preparation of this paper, may their help be rewarded by Allah SWT and in all of us
blessed by Allah. The authors realizes that this paper is still far from perfection both in the
form of preparation and material. Therefore, the author hopes that criticism from readers can
help the authors in perfecting the next paper. Last but not the least, hopefully this paper can
be useful to add insight development.

Blitar, October 2024

Author
 CHAPTER I
INTRODUCTION

1.1 Background of the Paper

To truly appreciate the importance of syntax and sentence structure, it's helpful
to understand their role in language and communication. Syntax is essentially the set
of rules that govern how we arrange words to create meaningful sentences. It's the
underlying structure that allows us to convey complex ideas and emotions through
language. The study of syntax is crucial for several reasons. Primarily, it helps us
communicate more clearly and effectively. By understanding the rules of syntax, we
can construct sentences that are not only grammatically correct but also convey our
intended meaning precisely. This clarity is essential in all forms of communication,
from casual conversations to formal writing.
Over time, scholars have developed various approaches to studying syntax. One
fundamental concept is the idea of parts of speech - categorizing words based on their
function in a sentence. We're all familiar with nouns, verbs, adjectives, and adverbs,
but understanding how these different types of words interact is key to mastering
syntax.
Another important aspect of syntax study is the analysis of sentence patterns and
phrase structures. Languages often have preferred ways of arranging words, and
recognizing these patterns can greatly enhance our understanding and use of language.
For instance, in English, we typically follow a Subject-Verb-Object order, as in “The
cat chased the mouse.” However, other languages might arrange these elements
differently.
The relevance of syntax extends far beyond the realm of linguistics. In our
increasingly global and digital world, a solid grasp of syntax has practical applications
in numerous fields. For those learning new languages, understanding the underlying
syntactic structures can make the process much smoother. In the tech industry,
knowledge of syntax is crucial for developing natural language processing systems
and improving human-computer interactions.
Furthermore, in professional and academic settings, a good command of syntax
can significantly enhance one's ability to communicate ideas effectively. Whether
 you're writing a research paper, crafting a business proposal, or giving a public
speech, the ability to construct clear, well-structured sentences is invaluable.
By delving into the study of syntax and sentence structure, we gain not only a
deeper appreciation for the complexity and beauty of language but also practical skills
that can be applied in various aspects of our lives. As we explore these concepts
further, we'll uncover the intricate ways in which syntax shapes our communication
and, by extension, our understanding of the world around us.

1.2 Problem Formulation

1. What is the categories and function of syntactic?
2. What is the basic patterns in English
3. How many phrase, clause, and sentence types in syntax?
4. What is the common syntactic errors in English language learning?
5. How to using tree diagram in teaching syntax?

1.3 Purpose of the Paper

1. To find out the categories and function of syntax.
2. To find out the basic pattern of syntax in English.
3. To find out phrase, clause, and sentence types in syntax.
4. To find out the common syntactic errors in English languange learning.
5. To find ou how to use tree diagram in teaching syntax.
 CHAPTER II
THEORY AND DISCUSSION

2.1 Definition of Syntax and Sentence Structure

Language is the cornerstone of human communication, allowing us to express
complex ideas, share emotions, and convey information. At the heart of language lies
syntax and sentence structure, two interrelated concepts that form the backbone of
linguistic expression. These elements are not merely academic constructs but are
integral to our daily interactions, shaping how we articulate our thoughts and interpret
the words of others.
Syntax, derived from the Greek word “syntaxis” meaning “arrangement,” is the
set of rules that govern how words and phrases are arranged to create coherent
sentences. It's the invisible framework that allows us to distinguish between a well-
formed sentence and a jumble of words. Without syntax, our communication would be
chaotic and often incomprehensible.
Sentence structure, on the other hand, refers to the way sentences are
constructed using various components such as subjects, predicates, and objects. It
encompasses the patterns and arrangements that we use to build meaning from
individual words and phrases. Understanding sentence structure is crucial for both
crafting clear messages and decoding the nuances in others' speech and writing.
The study of syntax and sentence structure is not just a pursuit for linguists and
grammarians. It has practical implications for everyone who uses language, which is
to say, all of us. For writers, a solid grasp of these concepts can elevate prose from
mundane to compelling. For speakers, it can enhance the clarity and impact of their
messages. In the realm of education, teaching syntax and sentence structure forms the
foundation upon which students build their language skills, enabling them to express
themselves more effectively and understand complex texts.
Moreover, in our increasingly globalized world, where cross-cultural
communication is more important than ever, understanding the syntax and sentence
structure of different languages can provide insights into diverse ways of thinking and
 expressing ideas. It can bridge cultural gaps and foster better international
understanding.
As we delve deeper into the intricacies of syntax and sentence structure in this
paper, we will explore how these linguistic elements work together to create meaning,
examine the basic building blocks of sentences, and uncover the patterns that underlie
effective communication. Whether you're a student of language, a professional writer,
or simply someone interested in the mechanics of communication, this exploration
will provide valuable insights into the way we use language to connect with one
another.
2.2 Categories (Part of Speech) and Function of Syntactic
1. Categories (Part of Speech)
a. Nouns: Words that name people, places, things, or ideas (e.g., dog, city,
happiness).
b. Verbs: Words that express actions, events, or states of being (run, exist,
think).
c. Adjectives: Words that describe or modify nouns (blue, happy, large).
d. Adverbs: Words that modify verbs, adjectives, or other adverbs
(quickly, very, well).
e. Prepositions: Words that indicate relationships between nouns (in, on,
at).
f. Conjunctions: Words that connect clauses or sentences (and, but, or).
g. Determiners: Words that introduce nouns and specify their reference
(the, a, some).
h. Pronouns: Words that replace nouns (he, they, which).
2. Function of Syntax
Syntactic functions refer to the roles that words or phrases play within the
structure of a sentence. Key syntactic functions include:
a. Subject: The noun or noun phrase that performs the action of the verb
(“The cat” in The cat sleeps.).
b. Predicate: The verb and any accompanying elements that describe what
the subject does (“sleeps” in The cat sleeps.).
c. Object: The noun or noun phrase that receives the action of the verb.
This can be:
 1) Direct Object: The entity directly affected by the action ( “the
book” in She reads the book.).
2) Indirect Object: The entity that benefits from the action ( “him”
in She gave him a gift.).
d. Complement: A word or phrase that completes the meaning of a verb,
often providing necessary information (“happy” in She is happy.).
e. Modifier: A word or phrase that adds detail to another element in the
sentence (e.g., “quickly” in She runs quickly.).
2.3 Basic Sentence Pattern in English
1. Subject-Verb-Object (SVO): The Subject-Verb-Object structure is the most
common sentence pattern in English. In this pattern, the subject performs an
action (verb) on an object.
Example:
Sentence: The cat (Subject) chased (Verb) the mouse (Object).
2. Subject-Verb-Complement: In this structure, the verb is followed by a
complement that provides additional information about the subject. This is
often used with linking verbs like “be,” “seem,” or “become.”
Example:
Sentence: The sky (Subject) is (Verb) blue (Complement).
3. Subject-Verb: This pattern consists of a subject followed directly by a verb. It
is often used for intransitive verbs, which do not require an object.
Example:
Sentence: The baby (Subject) cried (Verb).
4. Subject-Verb-Object-Object: This structure includes a subject, a verb, and
two objects: a direct object and an indirect object. The indirect object typically
indicates to whom or for whom the action is performed.
Example:
Sentence: She (Subject) gave (Verb) her friend (Indirect Object) a gift (Direct
Object).
5. Subject-Verb-Object-Complement: In this pattern, the complement provides
additional information about the object, explaining what it has become or what
it is.
Example:
 Sentence: They (Subject) elected (Verb) him (Object) president
(Complement).
6. Passive voice construction: In passive voice constructions, the focus shifts
from the subject performing the action to the subject receiving the action. The
structure typically follows: Object + Verb + by + Subject.
Example:
Active Voice: The chef (Subject) cooked (Verb) a meal (Object).
Passive Voice: A meal (Object) was cooked (Verb) by the chef (Subject).
2.4 Phrases, Clauses, and Sentence Types in Syntactic
1. Phrases
a. Noun phrases: Noun phrases are groups of words that function as a
single noun in a sentence. They typically include a noun and any
modifiers such as adjectives or determiners.
Examples:
“The big red car”: The noun is “car,” and the modifiers are “big” and
“red.”
“My best friend”: The noun is “friend,” and the modifier is “best.”
b. Verb phrases: Verb phrases are groups of words that function as a
single verb in a sentence. They typically include a main verb and any
auxiliary verbs or modifiers.
Examples:
“Has been studying”: The main verb is “studying,” and the auxiliary
verb is “has been.”
“Will finish the project”: The main verb is “finish,” and the auxiliary
verb is “will.”
c. Prepositional phrases: Prepositional phrases are groups of words that
begin with a preposition and end with an object, which can be a noun,
pronoun, or another phrase.
Examples:
“On the table”: The preposition is “on,” and the object is “the table.”
“With my friends”: The preposition is “with,” and the object is “my
friends.”
 d. Adjective phrases: Adjective phrases are groups of words that
function as an adjective in a sentence. They provide additional
information about the noun or pronoun they modify.
Examples:
“Very happy with the news”: The adjective phrase is “very happy,”
which modifies the noun “news.”
“Extremely tired after the long day”: The adjective phrase is
“extremely tired,” which modifies the noun “day.”
e. Adverb phrases: Adverb phrases are groups of words that function as
an adverb in a sentence. They provide additional information about the
verb, an adjective, or another adverb.
Examples:
“Very quickly down the stairs”: The adverb phrase is “very quickly,”
which modifies the verb “down the stairs.”
“After finishing the project”: The adverb phrase is “after finishing the
project,” which modifies the verb “will go.”
2. Clauses
a. Independent clauses: Independent clauses are groups of words that
contain a subject and a verb and express a complete thought. They can
stand alone as complete sentences.
Examples:
“She enjoys reading.”
“The sun sets in the west.”
b. Dependent clauses: Dependent clauses (or subordinate clauses) also
contain a subject and a verb, but they do not express a complete
thought and cannot stand alone as sentences. They often begin with
subordinating conjunctions such as “because,” “although,” “if,” or
“when.”
Examples:
“Because she enjoys reading” (This clause cannot stand alone; it leaves
the reader hanging.)
“Although it was raining” (This clause also requires an independent
clause to complete the thought.)
3. Sentence Types
 a. Simple sentences: A simple sentence consists of a single independent
clause. It expresses one complete thought and contains a subject and a
verb.
Examples:
“The dog barked.”
“I like to swim.”
b. Compound sentences: A compound sentence contains two or more
independent clauses joined by coordinating conjunctions (such as
“and,” “but,” or “or”). Each clause can stand alone as a complete
sentence. Examples:
“I wanted to go for a walk, but it started to rain.”
“She loves to read, and he enjoys writing.”
c. Complex sentences: A complex sentence consists of one independent
clause and at least one dependent clause. The dependent clause adds
additional information but cannot stand alone.
Examples:
“Although it was raining, we decided to go for a hike.”
“She finished her homework before she went out to play.”
d. Compound-complex sentences: A compound-complex
sentence contains at least two independent clauses and at least one
dependent clause. This type of sentence combines elements of both
compound and complex sentences, allowing for more intricate ideas
and relationships between thoughts.
Examples:
“Although I was tired, I finished my work, and I went to bed early.”
“She likes to travel because she enjoys meeting new people, and she
often documents her journeys.
2.5 Common Syntactic Errors in English Language Learning
1. Word Order Mistakes
English follows a fairly rigid Subject-Verb-Object (SVO) word order
in declarative sentences. However, many other languages have different word
orders, such as Subject-Object-Verb (SOV) or Verb-Subject-Object (VSO).
 This difference can lead to confusion for learners of English, especially when
they translate directly from their native language.
Example:
Incorrect: Is raining today
Correct: It is raining today
Here, the subject it is missing, and the verb is is placed before the
subject, which is incorrect in English unless it’s a question.
2. Subject-verb Agreement Errors
Subject-verb agreement refers to the need for the subject and the verb
to match in number (singular or plural). In English, singular subjects require
singular verbs, and plural subjects require plural verbs. However, this rule can
be challenging for learners, especially when the subject is compound, or when
intervening words (like prepositional phrases) confuse the relationship
between subject and verb.
Example:
Incorrect: She go to school every day.
Correct: She goes to school every day.
The subject she is singular, so the verb must be goes (not go), which is
the singular form.
Another common issue arises with compound subjects:
Incorrect: Neither the teacher nor the students was present.
Correct: Neither the teacher nor the students were present
In this case, the verb were agrees with the plural noun of students.
Errors in subject-verb agreement can also occur when the subject is a
collective noun (e.g., team, family) or when the subject is separated from the
verb by additional information.
3. Misuse of Articles and Determiners
Articles (a, an, the) and other determiners (such as some, many, this,
those) help specify nouns and are used differently in English compared to
many other languages. Learners often omit articles altogether or use the wrong
one due to the complexity of English rules regarding articles.
Example:
Incorrect: He is doctor.
Correct: He is a doctor.
 In English, singular countable nouns require an article (a or the). In
many other languages, articles may be omitted or used differently.
Another common mistake involves using the when it is not necessary:
Incorrect: I went to the church.
Correct: I went to church.
Article misuse can also involve errors with specific and general
references. Learners may struggle with when to use a/an for something non-
specific versus the for something specific, especially when the context isn’t
clear to them.
4. Incorrect Placement of Modifiers
Modifiers (words or phrases that describe or give more information
about another word) must be placed carefully in a sentence to avoid confusion.
Misplaced or dangling modifiers can change the meaning of a sentence or
make it unclear.
a. Misplaced Modifier
Example:
Incorrect: She almost drove her kids to school every day.
Correct: She drove her kids to school almost every day.
In the incorrect sentence, almost seems to modify drove,
suggesting that she didn’t quite drive them (which is not the intended
meaning). The correct sentence clarifies that almost modifies every
day.
b. Dangling Modifier
Example:
Incorrect: Walking through the park, the flowers looked beautiful.
Correct: Walking through the park, I thought the flowers looked
beautiful.
In the incorrect sentence, it appears as though the flowers are
walking through the park! The subject doing the walking should be
clearly stated, as in the correct sentence.
Modifiers can also be misplaced in longer sentences with multiple
clauses, leading to ambiguity or awkward phrasing.
5. Run-on Sentences and Sentence Fragments
 Run-on sentences occur when two or more independent clauses
(complete thoughts that could stand alone as sentences) are joined together
without proper punctuation or connecting words. Learners sometimes struggle
to break down their thoughts into properly structured sentences, resulting in
run-ons.
a. Run-on Sentence
Example:
Incorrect: I went to the store I bought some milk.
Correct: I went to the store, and I bought some milk.
The correct sentence joins two independent clauses with a
conjunction (and) and a comma.
Run-on sentences can be corrected by splitting them into
separate sentences, adding a semicolon, or using a conjunction.
Sentence fragments, on the other hand, are incomplete sentences. They
may lack a subject, verb, or complete thought, leaving the reader hanging.
b. Sentence Fragment
Example:
Incorrect: When she arrived.
Correct: When she arrived, we left.
The incorrect sentence is a fragment because it doesn’t express
a complete idea. The correct version completes the thought by adding
what happened when she arrived.
Both run-on sentences and fragments can make writing difficult to
follow and are common mistakes as learners transition to writing more
complex English sentences.
2.6 Using Tree Diagram in Teaching Syntax
1. Introduction to Tree Diagrams
Tree diagrams are visual tools used to represent the structure of phrases
in a sentence. To create a tree diagram, we start by identifying the root, which
is placed at the top of the tree. The root shows the type of phrase being
analyzed.
a. For each phrase, we need to identify the root by labeling it with
abbreviations such as NP for noun phrase, VP for verb phrase, AP for
 adjective phrase, AdvP for adverb phrase, and PP for prepositional
phrase.
b. To determine the type of phrase in the diagram, we look for the head of
the phrase. The head is usually the last word in the phrase for NP, VP,
AP, or AdvP. In a prepositional phrase (PP), the head is the preposition
itself.
This method helps in clearly identifying the components and structure
of different phrases.
Here’s an example of a simple tree diagram for the sentence: “The cat
sat on the mat.”
a. Breakdown of the sentence:
1) The cat is a noun phrase (NP).
2) Sat is a verb (V) forming a verb phrase (VP).
3) On the mat is a prepositional phrase (PP).
b. Tree Diagram Explanation:
1) The root of the diagram would be S (for sentence).
2) The S splits into NP and VP.
3) NP consists of the article “The” and the noun “cat”.
4) VP consists of the verb “sat” and the PP “on the mat”.
5) PP is broken down into the preposition “on” and the NP “the
mat”.
6) The NP “the mat” is broken down into the article “the” and the
noun “mat”.
Here’s a simple representation of how the tree would look:
 This tree diagram visually represents the structure of the sentence,
showing how different parts of the sentence (phrases) relate to each other.
2. Benefits of Using Visual Representations in Syntax Instruction
Using visual representations like tree diagrams in syntax instruction
makes learning easier and more engaging. These diagrams break down
complex sentences into simpler parts, helping students clearly see the
relationships between words and phrases. This visual approach makes
grammar less overwhelming and improves students' understanding of sentence
structure.
Visual aids also help with memory retention, making it easier for
students to remember grammatical rules and apply them in their writing. By
engaging students actively and catering to different learning styles, such tools
make lessons more interactive and effective. Additionally, tree diagrams allow
students to easily spot and correct errors, making grammar learning more
hands-on and enjoyable.
3. Steps for Creating and Interpreting Tree Diagrams
Tree diagrams are valuable tools for visualizing hierarchical
relationships, outcomes, and probabilities. To create a tree diagram, start by
identifying its purpose and establishing the main nodes that represent the
primary data points or decisions. From there, develop sub-nodes to illustrate
possible outcomes, refining the diagram for clarity and accuracy as you go.
When interpreting a tree diagram, analyze the structure to understand
what each node and branch represents. Trace all possible paths from the root
to the leaf nodes to uncover unique outcomes. If you're working with
probabilities, assign values to each branch, ensuring they sum to one at each
decision point, and multiply along paths to calculate overall probabilities for
specific outcomes.
By following these steps, you can effectively create and interpret tree
diagrams, enhancing your ability to make informed decisions and analyze
complex scenarios.
4. Practical Exercises and Examples
Here are some practical exercises and examples to help students apply
tree diagrams and visual representations in learning syntax:
a. Label the Phrases
 Provide students with simple sentences and ask them to identify
the noun phrases (NP), verb phrases (VP), prepositional phrases (PP),
and other components.
Example Sentence: The dog chased the ball.
Students should identify “The dog” as NP and “chased the ball”
as VP.
b. Create a Tree Diagram
Have students draw a tree diagram for a sentence, showing the
sentence's structure. Start with simple sentences and gradually
introduce more complex ones.
Example Sentence: She quickly ran to the store.
Students would break it down into the NP (“She”), VP
(“quickly ran”), and PP (“to the store”), and create a visual
representation.
c. Sentence Expansion Exercise
Give students a basic sentence and ask them to expand it by
adding adjectives, adverbs, or prepositional phrases. Then, have them
create a tree diagram for the expanded sentence.
Example: Start with The cat slept.
Expanded version: The sleepy cat slept peacefully on the
couch.
d. Error Detection
Present students with incorrect or poorly structured sentences
and have them identify the errors using a tree diagram. This will help
reinforce their understanding of sentence structure and how different
parts of a sentence should fit together.
Example Sentence: She eating pizza.
The tree diagram will help students realize that there is a
missing auxiliary verb (e.g., is) to form a correct sentence (She is
eating pizza).
 CHAPTER III
CONCLUSION

3.1 Conclusion
The paper on "Syntax and Sentence Structure" highlights the critical role of
syntax in language learning and communication. Syntax, as a set of rules governing
word order and sentence formation, helps in constructing coherent and meaningful
sentences. The paper discusses various key concepts such as parts of speech, sentence
patterns, phrases, and clauses, which form the building blocks of sentence structure. It
also addresses common syntactic errors, like word order mistakes and subject-verb
agreement errors, which are frequent challenges for English language learners.
The study of syntax not only improves communication skills but also aids in
language education, helping learners understand and apply rules in writing and
speaking. Additionally, the use of visual tools like tree diagrams enhances
understanding by breaking down complex sentence structures, which facilitates better
learning outcomes.

3.2 Suggestion
To enhance the teaching of syntax and sentence structure, educators should
integrate visual tools like tree diagrams to simplify complex grammar concepts, focus
on addressing common errors such as word order and subject-verb agreement through
targeted exercises, and adopt practice-based learning strategies that allow students to
actively apply the rules of syntax. Additionally, comparing syntactic structures across
languages can help multilingual learners avoid translation-related mistakes, while
incorporating interactive grammar tools and apps can engage students and provide
real-time feedback, leading to improved language skills.