A Study of Using English Parallel Structure to Improve Writing Skill of Undergraduate Students

Abstract

             The purposes of this research were: 1) to study English parallel structure used by undergraduate students, 2) to analyze English parallel structure used by undergraduate students, and 3) to find out the consequences of using English parallel structure by undergraduate students. The study employed both qualitative and quantitative research methods. The sample group of the study comprises 60 students in the 1st – 4th year who studying a program in Teaching English from Buriram Buddhist College and Surin Campus. The data collection was questionnaire, Pre-Test, Post-Test Technique, group discussion, in-depth interview, and participant observation. The methods of Mean and Percentage were used in this research to analyze the data.
             The research results found that:
             1. English parallel structure is an important element of proper writing. Words, phrases, and clauses should all be parallel when linked together in a series or connected with coordinating conjunctions, correlative conjunctions, and phrases and clauses of comparison. Combinations and patterns of words should all agree with the subject. The sentence structures comprise words, groups of words that perform the same function. If they are any part of speech, they must be of the same type with conjunctions being connected, such as and, but, or, etc.
             2. The development of writing skills of the students who have been trained in parallel writing skills in the previous exercises. That is, from observing the results of students' English writing skills training; it is shown that students' writing abilities have improved significantly. This exercise has the effect of making students develop skills in noticing words in sentences, word positions in sentences, conjunctions used in parallel structures, various sentence patterns, etc.
            3. The test of the knowledge and understanding of the sample group was classified into three structures, namely, 1) in terms of remembering, the sample group was able to write down vocabulary and classify words as well as translate short sentences, 2) in terms of understanding, the sample group was able to understand short, uncomplicated sentence structures, and 3) in terms of application, the sample group was able to use their memory and understanding of the structure to correctly do exercises according to the structure of sentences that were not very complex at the beginning to moderate levels respectively.