Latihan Soal Bahasa Inggris Conjunctions: Kuasai Penghubung Kalimat!

1. She wanted to go to the party, _____ she was too tired.

• and
• or
• but
• so

Answer: but

Explanation: ‘But’ is a coordinating conjunction used to connect two contrasting ideas.

2. He studied hard, _____ he passed the exam easily.

• yet
• for
• so
• nor

Answer: so

Explanation: ‘So’ is a coordinating conjunction indicating a result or consequence.

3. I don’t know _____ he will come or not.

• if
• that
• whether
• unless

Answer: whether

Explanation: ‘Whether…or’ is a correlative conjunction used to introduce alternatives.

4. _____ it was raining, we decided to go for a walk.

• Because
• Since
• Although
• As

Answer: Although

Explanation: ‘Although’ is a subordinating conjunction introducing a contrasting idea or concession.

5. You can have _____ the cake _____ the ice cream.

• both…and
• neither…nor
• either…or
• not only…but also

Answer: either…or

Explanation: ‘Either…or’ is a correlative conjunction used to present a choice between two alternatives.

6. She didn’t come to school _____ she was sick.

• although
• unless
• because
• while

Answer: because

Explanation: ‘Because’ is a subordinating conjunction indicating a reason or cause.

7. He is very rich, _____ he is not happy.

• and
• so
• yet
• for

Answer: yet

Explanation: ‘Yet’ is a coordinating conjunction similar to ‘but’, used to show a contrast.

8. I will wait here _____ you come back.

• unless
• after
• until
• whereas

Answer: until

Explanation: ‘Until’ is a subordinating conjunction indicating a point in time when an action stops or an event happens.

9. _____ he finished his homework, he went out to play.

• While
• Before
• As soon as
• Unless

Answer: As soon as

Explanation: ‘As soon as’ is a subordinating conjunction indicating that one event happens immediately after another.

10. She is intelligent _____ hardworking.

• but
• or
• so
• and

Answer: and

Explanation: ‘And’ is a coordinating conjunction used to connect two similar ideas or add information.

11. You should study hard, _____ you will fail the exam.

• therefore
• however
• otherwise
• consequently

Answer: otherwise

Explanation: ‘Otherwise’ acts as a conjunctive adverb showing a consequence if something is not done.

12. _____ she moved to the city, she has been much happier.

• While
• Before
• Until
• Since

Answer: Since

Explanation: ‘Since’ is a subordinating conjunction used to indicate a point in time from which an action has continued.

13. I like coffee, _____ my brother prefers tea.

• and
• so
• whereas
• for

Answer: whereas

Explanation: ‘Whereas’ is a subordinating conjunction used to indicate a contrast or comparison.

14. He can _____ speak English _____ French.

• either…or
• both…and
• neither…nor
• not only…but also

Answer: neither…nor

Explanation: ‘Neither…nor’ is a correlative conjunction used to negate two alternatives.

15. The sun was shining, _____ it was still cold.

• and
• or
• yet
• so

Answer: yet

Explanation: ‘Yet’ is a coordinating conjunction showing a contrast, similar to ‘but’.

16. _____ he was young, he could run very fast.

• While
• Before
• When
• After

Answer: When

Explanation: ‘When’ is a subordinating conjunction used to indicate time.

17. She is _____ smart _____ beautiful.

• either…or
• neither…nor
• both…and
• not only…but also

Answer: not only…but also

Explanation: ‘Not only…but also’ is a correlative conjunction used to emphasize that two things are true.

18. I will lend you the book _____ you promise to return it.

• unless
• although
• provided that
• because

Answer: provided that

Explanation: ‘Provided that’ (or ‘providing that’) is a subordinating conjunction meaning ‘on the condition that’.

19. We went to the beach, _____ the weather was perfect.

• so
• but
• for
• nor

Answer: for

Explanation: ‘For’ is a coordinating conjunction that gives a reason, similar to ‘because’.

20. You must work hard, _____ you want to succeed.

• unless
• although
• if
• because

Answer: if

Explanation: ‘If’ is a subordinating conjunction used to introduce a condition.

1. Fill in the blank with an appropriate coordinating conjunction: ‘I like apples, _____ I don’t like oranges.’

Answer: but

Explanation: ‘But’ is used to connect two contrasting ideas.

2. Identify the type of conjunction in the following sentence: ‘She studies hard so that she can pass her exams.’

Answer: Subordinating Conjunction (of purpose)

Explanation: ‘So that’ introduces a clause expressing purpose and is therefore a subordinating conjunction.

3. Complete the correlative conjunction pair: ‘_____ you call me, _____ text me.’

Answer: Either…or

Explanation: ‘Either…or’ is used to present a choice between two alternatives.

4. Combine these two sentences using a suitable subordinating conjunction: ‘He was tired. He continued working.’

Answer: Although he was tired, he continued working. (or ‘He continued working although he was tired.’)

Explanation: ‘Although’ is used to introduce a contrasting idea, showing that despite being tired, he still worked.

5. What is the function of the conjunction ‘nor’?

Answer: ‘Nor’ is a coordinating conjunction used to connect two negative alternatives, often following ‘neither’.

Explanation: ‘Nor’ indicates that neither of two statements is true, or neither of two alternatives is chosen, in a negative context.

1. Explain the three main types of conjunctions (coordinating, subordinating, and correlative) and provide two examples for each type in a complete sentence.

Answer: Conjunctions are words that connect clauses, phrases, or words. There are three main types: Coordinating, Subordinating, and Correlative. 1. **Coordinating Conjunctions** connect words, phrases, or independent clauses of equal grammatical rank. They are often remembered by the acronym FANBOYS (For, And, Nor, But, Or, Yet, So). * *Example 1:* I like to read **and** I enjoy writing. * *Example 2:* He wanted to go to the concert, **but** he didn’t have a ticket. 2. **Subordinating Conjunctions** connect a dependent (subordinate) clause to an independent (main) clause. They introduce a subordinate clause and establish a relationship between the two clauses, such as cause, effect, time, or condition. Common examples include ‘because’, ‘although’, ‘if’, ‘when’, ‘while’, ‘unless’, ‘since’, ‘after’, ‘before’, ‘as soon as’. * *Example 1:* **Because** it was raining, we stayed indoors. * *Example 2:* I will call you **when** I arrive home. 3. **Correlative Conjunctions** are pairs of conjunctions that work together to connect grammatically equal elements in a sentence. They always come in pairs and are used to show a relationship between two items. Common pairs include ‘both…and’, ‘either…or’, ‘neither…nor’, ‘not only…but also’, ‘whether…or’. * *Example 1:* **Both** John **and** Mary are coming to the party. * *Example 2:* You can **either** have coffee **or** tea.

Explanation: This answer provides a clear definition for each conjunction type and illustrates their usage with appropriate sentence examples, fulfilling all parts of the question.

2. Discuss the appropriate usage of ‘so’ versus ‘therefore’ when indicating a result or consequence. Provide sentences where each is used correctly.

Answer: ‘So’ and ‘therefore’ both indicate a result or consequence, but they differ in formality, placement, and grammatical function. **’So’**: This is a coordinating conjunction used to join two independent clauses. It shows that the second clause is a direct result or consequence of the first. ‘So’ is generally more informal and connects ideas within a single sentence. * *Example:* I was hungry, **so** I made a sandwich. **’Therefore’**: This is a conjunctive adverb, which means it functions like an adverb to connect two independent clauses or sentences, often expressing a more formal or logical conclusion. When connecting two independent clauses within one sentence, it is usually preceded by a semicolon and followed by a comma. When starting a new sentence, it is followed by a comma. * *Example (within a sentence):* He did not study for the exam; **therefore**, he failed. * *Example (starting a new sentence):* The train was delayed. **Therefore**, I arrived late for the meeting. In summary, ‘so’ is a more casual coordinating conjunction for direct results, while ‘therefore’ is a more formal conjunctive adverb used for logical conclusions, often requiring different punctuation.

Explanation: This answer clearly distinguishes between ‘so’ and ‘therefore’ based on their grammatical function, formality, and typical placement, providing clear examples for each.

3. How do subordinating conjunctions contribute to sentence complexity and meaning? Give an example of a simple sentence and then transform it into a complex sentence using a subordinating conjunction, explaining the change in meaning.

Answer: Subordinating conjunctions are pivotal in creating complex sentences by joining an independent clause with a dependent clause. They clarify the relationship between the main idea and a less central idea, adding depth and detail that simple sentences lack. By doing so, they provide context such as cause, effect, condition, time, or contrast, making the overall meaning richer and more precise. * **Simple Sentence:** The children played outside. * *Meaning:* A straightforward statement of an action. * **Complex Sentence using a subordinating conjunction:** The children played outside **until** it got dark. * *Explanation of Change in Meaning:* By adding the subordinating conjunction ‘until’ and the dependent clause ‘it got dark’, the sentence now specifies the duration or limit of the children’s play. It provides additional temporal context that was absent in the simple sentence, making the information more complete and nuanced. The conjunction ‘until’ clearly defines the endpoint of their activity, enriching the overall meaning.

Explanation: The answer explains the role of subordinating conjunctions in complexity and meaning, then demonstrates this with a clear transformation from a simple to a complex sentence, highlighting the impact on meaning.

4. Explain the difference between ‘unless’ and ‘if not’ in conditional sentences. Provide an example sentence for each.

Answer: Both ‘unless’ and ‘if not’ are used in conditional sentences to express a negative condition, but ‘unless’ usually implies ‘except if’ and is slightly more concise. ‘If not’ is more direct and can sometimes be more emphatic or specific. **’Unless’**: This conjunction means ‘except if’ or ‘only if not’. It often suggests a single condition that will prevent something from happening. The clause following ‘unless’ states the only circumstance under which the main clause will not be true. * *Example:* You won’t succeed **unless** you work harder. (Meaning: You will only succeed if you work harder; if you don’t work harder, you won’t succeed.) **’If not’**: This is a more literal and direct way of stating a negative condition. It breaks down the condition and its negation explicitly. ‘If not’ can sometimes provide more flexibility in sentence structure or emphasis. * *Example:* You won’t succeed **if** you **do not** work harder. (Meaning: If the condition of ‘not working harder’ is met, then you won’t succeed.) While often interchangeable, ‘unless’ can sometimes feel more natural and idiomatic, especially when the condition is a single action or event. ‘If not’ can be useful when you want to emphasize the negative aspect of the condition more explicitly or when dealing with more complex conditional structures.

Explanation: This answer clearly defines both ‘unless’ and ‘if not’, highlighting their core meaning and subtle differences in usage and implication, supported by illustrative examples.

5. Describe the function of correlative conjunctions and give an example of how ‘not only…but also’ is used to add emphasis to two related ideas.

Answer: Correlative conjunctions are pairs of conjunctions that work together to connect grammatically equal elements (words, phrases, or clauses) within a sentence. Their primary function is to show a relationship between these two elements, ensuring parallel structure and adding balance or emphasis to the sentence. They always appear in pairs. **’Not only…but also’** is a correlative conjunction used to connect two related ideas, emphasizing that both are true, and often implying that the second idea is surprising or even more significant than the first. It adds a sense of accumulation or intensification. * *Example:* She is **not only** a talented singer **but also** an excellent songwriter. In this example, ‘not only…but also’ connects two equally important attributes of ‘she’ (talented singer and excellent songwriter). It emphasizes that she possesses both qualities, and often implicitly suggests that her songwriting ability is as noteworthy, if not more so, than her singing talent. Without this conjunction, we might say, ‘She is a talented singer and an excellent songwriter,’ which states the facts but loses the emphatic tone provided by ‘not only…but also’. The correlative pair ensures that both phrases (‘a talented singer’ and ‘an excellent songwriter’) maintain parallel grammatical structure (both are noun phrases in this case).

Explanation: The answer defines correlative conjunctions and then specifically addresses ‘not only…but also’, providing a clear example and explaining how it adds emphasis and maintains parallel structure, fully meeting the question’s requirements.

1. Match the conjunction on the left with its primary function on the right.

Answer: 1-C, 2-A, 3-E, 4-B, 5-D

Explanation: This exercise tests the understanding of various conjunctions and their typical roles in connecting ideas.

2. Match the correlative conjunction pair on the left with its correct usage example on the right.

Answer: 1-C, 2-A, 3-D, 4-B

Explanation: This matching question tests the knowledge of common correlative conjunction pairs and their correct application in sentences.