DESIGNING A CORPUS-BASED DICTIONARY OF K-1
VOCABULARY IN ‘
BAHASA INGGRIS
’ –
GRADE VII & IX IN
INDONESIA
THESIS
Submitted in Partial Fulfillment
of the Requirements for the degree of
Sarjana Pendidikan
Darmawansyah Buyung
112013086
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
DESIGNING A CORPUS-BASED DICTIONARY OF K-1
VOCABULARY IN ‘
BAHASA INGGRIS
’ –
GRADE VII & IX IN
INDONESIA
THESIS
Submitted in Partial Fulfillment
of the Requirement for the degree of
Sarjana Pendidikan
Darmawansyah Buyung
112013086
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
ii
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in
any course or accepted for the fulfillment of any degree or diploma in any
university. To the best of my knowlwdge and my belief, this contains no material
previously published or written by any other person except where due reference is
made in the text.
Copyright@ 2017. Darmawansyah Buyung and Prof. DR. Gusti Astika, M.A.
Allright reserved. No part of this thesis may be reproduced by any means without
the permission of at least one of the copyright owners or the English Department,
Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga.
iii
TABLE OF CONTENT
Approval page ... i
Copyright statement... ii
Table of content ... iii
Abstract ... 1
Introduction ... 1
Review of literature ... 3
The study ... 9
Findings ... 13
Conclusion ... 144
References
1
DESIGNING A CORPUS-BASED DICTIONARY OF K-1
VOCABULARY IN ‘
BAHASA INGGRIS
’ –
GRADE VII & IX IN
INDONESIA
Darmawansyah Buyung
Abstract
As vocabulary in language learning plays a significant role and helps language learners to develop their ideas and comprehend the language effortlessly. This study explores the vocabulary in textbooks that are currently used for grade 7 and 9 in Indonesian Junior High School with the title “Bahasa Inggris”. Meanwhile, the aim of this study is to design a corpus-based dictionary to assist learners to learn vocabulary in an effective way through the use of a corpus-based dictionary as well as considered as a vocabulary learning strategy to a best acquisition of a second language. First, the sample vocabulary items were selected from “Bahasa Inggris” textbooks. Before the use of vocabulary profiler to determine K1, K2, and K3, uneccesarry parts such as proper noun, phonetic transcripts, numbers, Indonesian words, and pictures or illustration had to be deleted. Second, using the online tool vocabulary profiler, the sample were all selected from a corpus-concordances available in the vocabulary profiler. The findings presented a 150-word corpus-based dictionary and could be used as a complement of students’ textbooks as well as to assist them in acquiring vocabulary since without having sufficient vocabulary they might have barrier to learn the second language.
Keywords: vocabulary, corpus-based dictionary, vocabulary learning strategy, vocabulary profiler, grammatical features.
INTRODUCTION
Vocabulary learning plays an essential part in foreign language learning,
both in the first and second language (Ahmadi, 2012; Alqahtani, 2015). It also
supports the mastery of language skills such as reading, writing, speaking and
listening. Schmitt (2000) stated that reading is a crucial part of all but the most basic
of vocabulary programs (p.150). Moreover, listening and vocabulary should be all
2
Besides, according to Byrd (2006), “using new words in writing is very important
for helping establish the meaning and use of words in learners’ memories” (p.118).
In addition, Byrd et all (2006) believed that learners need to know many words well
in order to take part in conversations. (p.105). Thus, vocabulary is basic and has a
focal part in understanding (Asgari, 2011; Astika, 2014).
However, insufficient vocabulary knowledge might be a problem since
teaching vocabulary might not that easy to be taught to the students. It has been
supported by the previous studies that vocabulary is difficult to teach. Astika
(2016), “my experience in supervising teaching practicum shows that the school students were frustrated when they were confronted with a large amount of new
vocabulary in reading a piece of text in the textbook” (p.203). Besides, Ahmadi
(2012) argued that vocabulary learning is a difficult process, because students need
to be motivated in vocabulary learning, engage in vocabulary instruction, and meet
vocabulary learning standards to pursue the required accomplishment (as cited in
Stahl & Nagy, 2006, p187). Ahmadi (2012) believed that although vocabulary
learning is important in foreign language learning, they found that EFL students
have insufficient skills and learning strategy in vocabulary. (as cited in Sarani &
Kafipour, 2008, p187). Besides, there is also a problem about the teacher that
sometimes lack confident of how to teach vocabulary in an appropriate way.
Alqahtani (2015) stated that “…vocabulary may be problematic because many teachers are not confident about the best practice in vocabulary teaching…” (as
cited in Berne & Blochowicz, 2008, p24). Thherefore, having adequate vocabulary
3
challenges of vocabulary learning, teachers should produce a strategy to teach
vocabulary in which this aims to help the students acquiring new vocabulary either
the easiest or the most difficult one.
The aim of the study is to design a corpus-based dictionary of K-1
vocabulary in “Bahasa Inggris” grade VII and XI as a complement of students’
textbook to facilitate the students’ vocabulary learning. Along with that, to achieve the aim of the study, this research is guided by a research question how can a
dictionary of basic K-1 vocabulary be designed for students?
This study offers convenience way to explore the students’ textbooks and
the result of this study is a corpus-based dictionary that is intended to help the
students in enriching their vocabulary knowledge and to assist teachers to teach
vocabulary to their students effectively.
REVIEW OF LITERATURE
Vocabulary
Vocabulary is the words that make up a language. It is a component to make
a language has a meaning. Without vocabulary, there is no such meaning to be
understood in certain context in a reading passage. It also helps certain language
exist. In other words, vocabulary plays an important role to produce a meaning that
later will be understood by human. Hence, learning vocabulary is one of the
components in language teaching that is essential to reading comprehension.
4
well and can utilize, the more meaning they can impart in a wide assortment of
conditions (Byrd et al, 2006).
Nevertheless, in earlier periods of ELT, vocabulary teaching was
dominated by an emphasis on sentence structure since it was shown that vocabulary
could just be left to deal with itself (Bastanfar & Hashemi, 2010). Furthermore, in
some cases vocabulary is given very little attention because the educators are
mostly focus on other aspects. Hereafter, vocabulary is given very little attention
(Kalajahi and Pourshahian, 2015). Therefore, vocabulary teaching and learning is a
consistent test for educators and additionally students in light of the fact that
verifiably there has been negligible concentrate on vocabulary guideline in the ESL
classroom (Mukoroli, 2011).
Importance of vocabulary in language learning
Vocabulary has been very crucial for second language learners in dealing
with language learning acquisition. According to Kalajahi and Pourshahian (2015),
“vocabulary knowledge is essential in learning a foreign language” (p.139).
Furthermore, in some schools in Indonesia that foreign language has not yet been
popular, vocabulary need to be paid attention more for without it the students will
have difficulty to understand a word and a sentence in a certain context. Astika
(2015) argued, “Researchers claim that vocabulary is essential and has a central role
in comprehension” (p.123). In other words, with adequate vocabulary information, learners will have the capacity to get to information, express thoughts, discuss, and
5
Besides, when learners have obtained the center importance, they then gain
from extra introduction to the objective word in setting how far the significance can
be developed and where the semantic limits (Schmitt, 2000). It is obvious then that
the study of vocabulary is one of the crucial element to make learners to be able to
comprehend the meaning from a certain reading in English, indeed. And the use of
a proper strategy to learn vocabulary is also being the main attention since it is
closely related. Moreover, it is pivotal that vocabulary direction ought to give
learners various exposures of vocabulary. At the point when learners’ vocabulary enhances, it in turns enhances their capacity to read (Astika, 2015). Furthermore,
vocabulary is broadly recognized to be essential in English learning since without
it significant correspondence is incomprehensible (Al-qaysi & Shabdin, 2016;
Astika, 2015).
In addition, vocabulary is tended to be more concentrated on reading,
however vocabulary is clearly vital for the other three aptitudes too such as reading,
speaking, writing, and listening and all need sufficient vocabulary. (Schmitt, 2000).
When learners have an extremely restricted vocabulary, then it will be difficult for
them to listen to second language and understand it (Nation, 1990).
However, to learn a second language, teachers need to pay attention to
another most crucial thing that can be used for acquiring it which is strategy on how
to learn the second language in order to ease the EFL students. Apart from that, the
absence of good vocabulary learning abilities is a barrier for every language learner
to learn a second language. In addition, deficient vocabulary information drives the
6
enhance their language capability by building up their capacity to utilize vocabulary
learning methodologies (Saengpakdeejit, 2014).
Hence, it is worth knowing that as teachers we should be able to pay
attention to what our students needed the most. Thus, the most up to date vocabulary
learning system to facilitate the students to learn vocabulary ought to be produced
(Schmitt, 2000).
Vocabulary learning strategy
1. What is vocabulary learning strategy?
Vocabulary learning strategy is a system that is utilized to facilitate the L2
learners to enrich vocabulary knowledge. Strategies are techniques or methods
utilized for learning vocabulary (Byrd et all, 2006). Moreover, it helps the L2
learners to gain their vocabulary repertoire in order to be able to comprehend the
readings in L2. According to Nation (2001), “vocabulary learning strategies are a part of language learning strategies which in turn are a part of general learning
strategies” (p.217). Nation (2008) argued that;
There has been a lot of research on strategies and there are now very useful principles to
guide their application. Strategies can be applied well or badly and one of the aims of
training is to show learners to apply them well. Strategy training has the eventual aim of
getting the learners to become independent in their vocabulary learning. (p.4)
Thus, no big surprise that the experts have been continually attempting to find the
best way in which new vocabulary can be procured effectively. (Nosidlak, 2013).
Furthermore, vocabulary learning systems (VLSs) are steps taken by the language
7
(2001) argued that most vocabulary learning strategies can be applied to a wide
range of vocabulary and are useful at all stages of vocabulary learning (p.222).
2. Types of vocabulary learning strategy
There are many types of strategies to use to acquire L2, yet in this research,
only dictionary use that will be explained further. Gu and Johnson (1996) developed
a substantial list of vocabulary learning strategies and they were divided into:
beliefs about vocabulary learning, metacognitive regulation, guessing strategies,
dictionary strategies, note taking strategies, memory strategies (rehearsal), memory
strategies (encoding), and activation strategies. (as cited in Nation, 2001, p.217).
Thus, in order to be able to acquire vocabulary, the strategy that will be
taught should be first introduced. Moreover, leaners should be prepared in lexicon
utilize so they can promptly discover words that they require in their written work.
(Al-qaysi,2016; Nation, 2001; Byrd et all,2006).
Use of dictionary as learning strategy
1. Role of dictionary in vocabulary learning
Good dictionary will provide the learners with sufficient amount of words.
Moreover, dictionary has been considered as vocabulary learning strategy to
equipped L2 learners to learn and acquire new vocabulary. In other words,
dictionary has played an important role to help the L2 learners to provide their needs
of vocabulary knowledge. Furthermore, vocabulary is essential in order to organize
8
historical backgrounds, elocutions and spellings. (Shepherd, 1987). Nation (2008)
believed;
Good dictionaries provide a wealth of information about words, and good dictionary use
involves using them to find the common underlying meaning of the word, to relate it to
already known words to help fix its form in memory, and to gain some wider knowledge
of its use. (p.64)
Moreover, dictionary use is useful to help finding the unknown words and
to get further and detail explanation in different contexts. According to Nation
(1990), “studies of the use of dictionaries by both native speakers and second language learners show that dictionaries are used primarily to check meaning.” (p.135). Besides, utilizing a lexicon well is an aptitude all learners need to create.
(Byrd et all, 2006). However, they may observe that this importance in the given
sentence has neither rhyme nor reason. (Huang & Eslami, 2013). In addition, if a
dictionary does not give clear and detail explanation, it will make it difficult for the
learners themselves to understand certain words. Moreover, if the problem comes
from the learners like for instance learners have very limited vocabulary, it can be
dealt with by giving a good dictionary that suits the learners’ needs for instance a
corpus-based dictionary. Otherwise, in the event that learners have less vocabulary,
they will have difficulty in comprehension the definitions. (Nation, 2008).
2. Previous research on dictionary use for vocabulary learning
There have been many discussions about dictionary use in vocabulary
learning by most of the linguists around the world. One of which is that the use of
9
strategy to help L2 learners acquiring new words in the language that they are going
to learn. Prichard (2008) thought that dictionary use may lead to improved
comprehension and efficient vocabulary development. (p.216). Moreover, word
references are fundamental assets for language learners. On the off chance that
learners get some methodical direction and practice in their utilization, they can get
greatest advantage from them (Nation, 2008). Nevertheless, Byrd et all (2006),
“choosing the right dictionary is a difficult task.” (p.64). Thus, a dictionary that
suits learners’ needs should include what words they need to accomplish the goal of what new language that they learn.
Eventually, the aim of this paper is to design a corpus-based dictionary as a
complement of students’ textbook to equip the students’ vocabulary learning. Moreover, questioning by what method can a word reference of fundamental
vocabulary be intended for students is essential to know and it will be discussed in
this paper. Besides, this study is also expected to find and create an alternative way
of learning vocabulary that later will ease the students to acquire the vocabulary
knowledge. Through this research, the students are expected to find convenience
way in learning new words from L2 and the corpus-based dictionary of K1 will
hopefully be effective and friendly to use.
THE STUDY
Method of research
This study used a documentary method. Documentary methods are
10
whether in private or public domain such as personal papers, commercial records,
or state archives, communications or legislation (Payne & Payne, 2004). In this
research, the text books are considered as documents and the vocabulary in the text
books will be categorized and identified for their frequency levels. Furthermore,
how the corpus-based dictionary be designed will also be elaborated to get to know
the process and how it will be made.
Materials
In this research, I used two books under the same title “Bahasa Inggris”. Each book was written by five authors. For the grade 7 book, the authors were Th
Kumalarini, Achmad Munir, Slamet Setiawan, Helena Agustien, and Muchlas
Yusak. Followed by the book for grade 9, authors were Gunarso Susilohadi,
Suharso, Dwi Anggani, Siti Wachidah, and Sri Sumarni. These two books had the
same publisher and these two had been published or issued by Pusat Perbukuan
Departemen Pendidikan Nasional in 2008. Besides, these two books had been recommended by the Ministry of Education and Culture and they had been issued
under the rules of the national education minister number 22, year 2006 about the
standard of contents and number 23, year 2006 about the standard of competencies
(Kumalarini et al, 2006; Susilohadi et al, 2008). Moreover, this book had also been
11 Data collection
For the data collection, the first step that I did was to convert the textbooks
from pdf to MS word. It was to ease my work while selecting the unnecessary or
unwanted words to be included into the dictionary entry later on. The next step was
the deletion of unnecessary text. For the textbooks used were issued by the Ministry
of Education and the context was in Indonesia, so some part in the textbooks used
Bahasa Indonesia. For examples, as in the following: at the 1st and 2nd page of the
book entitled “Kata Pengantar”, 3rd page of the book entitled “Pendahuluan”, and 4thpage of the book entitled “Daftar Isi.” Besides, proper noun, phonetic transcripts, numbers, and pictures or illustration had to be deleted as well.
Research instrument
The tool used in this study was Compleat Lexical Tutor, version 8 available
at www.lexicaltutor.com in which this tool was used to identify and categorize the
words based on its level of difficulty. And then, select the “Vocabulary profile” to
identify vocabulary items in different frequency groups. It was extremely helpful
for the scientists as they could utilize the instrument to classify lexical words in a
content into various difficulty levels: high, low, and academic word list. (Astika,
2014). Hereafter, using concordancer had been very helful to identify contexts of a
particular word to be put in the dictionary entry. It was also very necessary for the
researchers because a word may have many and even different contexts and each
12 Data analysis
There were several steps to analyze the data, the first step that I did was to
clear the textbooks with title “Bahasa Inggris” by deleting proper noun, Indonesian words, numbers, phonetic transcripts, pictures or illustrations.
The next step was, I used vocabulary profiler to identify word frequency
group using VP-compleat and select NAWL to produce word frequency profile.
In vocabulary profiler, I copied NGSL1 (K-1), NGSL2 (K-2), or NGSL3 (K-3) and
extracted the group to produce lists of words for the dictionary entry to Microsoft
word. As the extracted data were all alphabetically ordered, I arranged them in line
and selected 150 words entry by using systematically sampling technique.
To select useful context (sentences) in which the selected words were used,
the use of concordancer was a good choice. Here were several steps I did to select
the sample sentences. First thing to do was, on the concordance page, I selected no
1: corpus concordance: English. After that, I typed any word from 150-selected
word entry, as an example: able. Then, I selected 1K Graded corpus, 2K graded
corpus or Brown 1 million wds. From the available list of contexts, I selected the
examples that had different grammatical features where the key word was used.
When the key word was hit, a new page appeared showing the larger context. The
amount of data (context) selected had to provide sufficient clue for the meaning of
the key word. After that, I copied the sample sentences from at least 5 grmmatical
13 FINDINGS
This section discusses about how data were collected from two sources. The
first one is from the combination of the two students’ textbook “Bahasa Inggris” grade 7 and grade 9 which is 150-word entry and the second one is from the
concordance which is available at www.lexicaltutor.com to get the sample
sentences or context to be put together with list of vocabularies from students’
textbook. After that, this section introduces the grammatical features as bases for
selection. And the last but not least is about the dictionary entries.
How to obtain the list of vocabularies and the sample santences?
List of vocabularies were collected from the two selected textbooks (grade
7 and 9 of Junior High School) entitled “Bahasa Inggris” through the processes and or the steps of selecting words entry. At the first step, both textbooks were inserted
into Vocabulary Profiler to differentiate three different word frequency groups
known as K1, K2 and K3. They were categorized based on the commonly used
words by students or the words that mostly appeared. For instance, starting from
K1 which had the biggest number of words because it appeared the most, followed
by K2 and K3 that had the smallest number of words than the K1. In this occasion,
I dealt with only the K1 for it had a lot of amount of words to be selected as the
dictionary entries and i was believed to handle it. After knowing my field of work,
I extracted the K1 which contained dictionary entries and copied all the extracted
14
Furthermore, the sample sentences (context) were collected from
concordance corpus in the Vocabulary Profiler. It aimed to assist the researcher to
collect the data that required sentences with many contexts and grammatical
features. In this research, I used concordance corpus as in the following: 1K graded
corpus (530.000), 2K graded corpus (920.000), and Brown (1 Million wds). 1K
graded corpus (530.000) is a part of the group of the 2k graded corpus, with a profile
of 1000 word families = 90% of running items. This is most likely the nearest thing
we have at present to a corpus for close novices (Cobb, 2017). Meanwhile, 2K
evaluated corpus (920.000) is framed of several reviewed per users, filtered or
scanned and digitized more than 10 years. They have a general Vocabulary Profile
of 2000 word families = 95% of the running words by and large (not including
proper nouns such as formal people, places or things). This corpus answers a
noteworthy need in instructive concordancing, that all together for learners' top
perceive lexical or different examples in a corpus, the corpus must be generally
made out of things they know about (Cobb, 2017). Besides, the Brown is the great
and classic early corpus that numerous others depend on. American, late 1970s,
created by Kucera and Francis at Brown University (NJ), this corpus included 500
composed writings of 2,000 words each in three primary divisions (press, news
coverage, and scholarly) and a few subdivisions. (Cobb, 2017). I used Brown 1
Million wds because I didn’t find a proper context and even didn’t find them at all
at the other two previous corpuses.
Eventually, the selections from each corpus above were based on the
15
In other words, I could say that both words before and after could be termed as
“being preceded and being followed” by the lexical item (s).Meaning that, “before”
was a term which was used to show the lexical item in which it was in the right side
of the item, meanwhile “after” was in the left side of the item. For instance, the
word “beautiful” was preceded by an adverb “very” before the lexical item in which it formed a meaningfully-structured adverbial phrase “very beautiful” and for
another illustration, the word “beautiful” was followed by an adjective “little dress” in which if it was combined with the first well-combined adverbial phrase “very beautiful” it resulted as in the following example: “very beautiful little dress”.
Grammatical features as bases for selecting the sample sentences
There are 12 grammatical features that are used based on the consideration of
the most common or frequenly used and widely found in the concordance context.
The benefit of the criteria is to ease in selecting the sample sentences from the
concordance and to enrich students’ vocabulary knowledge.
a. Collocation
Collocation is a word that is mostly used together with another word (Beare,
2017). For instance, take a bath, have lunch, make bed, do homework and
so on.
b. Preposition
Preposition is a class of words found in numerous languages that are utilized
before nouns, pronouns, or different substantives to shape phrases working
16
spatial, temporal, or other relationship (Nordquist, 2017). for instance: in, on, by, to, about, at, above and so on. Another illustration: I go to school with my friends in my hometown. The word “to” and “in” in the sentence are functioned as preposition.
c. Conjunction
Conjunction is a little class of words recognized in numerous languages by
their capacity as connectors between words, phrases, clauses, or sentences
such as and, because, but, however, or and so on (Nordquist, 2017). For
example: I love her, but she does not love me. The word “but” here is conjunction.
d. Adjective
Adjective is a word used to describe the noun or pronoun that can be a
person (person), where (place), animals (animal), objects or abstract
concepts. English adjective is one of the eight parts of speech. Cowan
(2008) stated that adjectives describe the properties of an entity that a noun
represents. An adjective may describe inherent properties of the entity
(p.238). Besides, adjectives are the third real open word class in English.
They portray the elements of people or things indicated by things or
pronouns. (Carter & McCarty, 2006). Example of adjective: color (red, green), size (big, small), weight (light, heavy), age (young, old), and quality
17 e. Adverbs
Adverb is a word used to describe the verb, adjective or another adverb.
English adverb is one of the eight parts of speech. Cowan (2008) argued that
adverbs can modify adjectives, adverbs, verbs, and clauses (p.248). Besides,
most adverbs are gotten from adjectives by including the addition – ly (Carter & McCarthy, 2006). For example, “nice” (adjective) becomes
“nicely” (adverb), “beautiful” becomes “beautifully” and so on. f. Possessives
Possessive is a grammatical term used to show possession or ownership. As
an illustration: she has a cat/ that cat is hers. Here, “has” has a meaning of
ownership/possessives of being owned by “she”. Same as “hers”. g. Infinitives
An infinitive is a verbal consisting of particles and simple form of the verb
(bare infinitive) where can be functioning as a noun, adjective, or adverb
(Nordquist, 2017). The example of infinitives: with “to infinitive”: the children learn to write “to write” here is functioned as a noun (direct
object) and with “bare infinitive/infinitive without to”: I let him go the
word “go” here is bare infinitive or without “to” and it is functioned as a noun (direct object).
h. Auxiliary verb
An auxiliary verb is a verb that adds practical or syntactic intending to the
clause in which it shows up, for example, to express tense, aspect, modality,
18
verb (Erichsen, 2017). The primary verb gives the principle semantic
substance of the clause. As an illustration is the verb “have” in the sentence
“I have completed my supper.” Here, the fundamental or the main verb is complete, and the auxiliary “have” helps to express the perfect aspect. A few sentences contain a chain of at least two auxiliary verbs. Auxiliary verbs
are likewise called helping verbs, partner/helper verbs, or (verbal)
assistants/auxiliaries. In addition, auxiliary verbs have 3 categories to know.
They are auxiliary be, auxiliary do and auxiliary have and each of them is
functioned as follows
1. Indicating progressive aspect and passive voice
2. Creating interrogative, negative and empathic structures
3. Indicating perfect aspect
Besides, in auxiliary verb there is one verb that appears before other
auxiliary verbs and main verbs in the bare infinitive form which is called as
modal verbs. Here are the examples of modal verbs;
1. They might come
2. They may have left already
3. She could be working right now.
In those examples above, we can know that the words might, may and could
are called modal verbs and for the example number 2 and 3 the words after
19 i. Article
An article is a word used to modify a noun, which is a person, place, object,
or idea. Technically, an article is an adjective, which is any word that
modifies a noun. Usually adjectives modify nouns through description, but
articles are used instead to point out or refer to nouns (Nordquist, 2017).
There are two kinds of article, definite article and indefinite article. Definite
article is an article that is used to describe a specific things or noun that has
been known. For instance, the book on the table is mine, the small house
nearby the river bank is my uncle’s house. Meanwhile for indefinite article is an article that is not specific or things that unknown. For instance, there
is an old lady across the road (don’t exactly know who that lady is), a cat had been hit by a car yesterday (don’t exactly who the owner of that cat). j. Subject Pronouns/object pronouns
Pronouns are grammatical forms that substitute in some way for an NP
(noun phrase) or for an entire clause. English has two sets of personal
pronouns; one is used in subject position in sentences, the other as object of
verbs or prepositions. Here are the examples of subject and object pronouns
(Nordquist, 2017). Example for subject pronouns;
1st person (I = singular, We = plural)
2nd person (You = singular, You = plural)
3rd person (He/She/It = singular, They = plural)
Example for object pronouns;
20 2nd person (You = singular, You = plural)
3rd person (Him/Her/It = singular, Them = plural)
k. Verb phrase
A verb phrase (regularly contracted as VP) is a word gathering that
incorporates a main verb and its auxiliaries “helping verbs.” (Nordquist,
2017)
1. I thank him for he has helped me
2. I have thanked him for he has helped me
l. Passive sentences/ passive voice
The passive voice is a kind of a sentence or a clause in which the subject be
given the action of the verb. (Nordquist, 2015). For example; “a birthday
cake had been made by my mother, yesterday” and “a child is hit by a car.”
Dictionary entries
The dictionary entries were collected from group K1 and the context from
1K graded corpus, 2K graded corpus and Brown 1 Million wds. From the identified
1000 words or K1, I only pick 150 dictionary entries. To make the distribution of
the data evenly, I used systematic sampling technique. In each corpus, I chose 5
different contexts from 5 different grammatical.
The arrangement of the index for each word in the dictionary is as in the
following format: word (part of speech): definition. The English word is in
uppercase. Then, it is followed by the part of speech (lowercase) to specify the
21
in Bahasa Indonesia since the dictionary is intended for the Indonesian Junior High
School students. Furthermore, the sample sentences are underlined in order to make
a difference with Bahasa Indonesia.
The Indonesian definitions were taken from Google Translate since each
word was followed by grammatical features and not in a single word. Besides,
another consideration was to get the exact relevant and correct meaning from the
use of the context or sample sentences.
The reason why this corpus-based dictionary be designed was to support the
lexical needs for the junior high school students in Indonesia in providing essential
information from their textbook “Bahasa Inggris”to assist them in leaning second language. As in the previous study about dictionary entries, Lew et all (2013)
believed that Sense guidance in L2→L1 bilingual dictionaries is largely achieved by virtue of the fact that entries feature equivalents in the users' native language
(p.232).
Below is a 150-word corpus- based dictionary entry of K1 together with its
grammatical features and sample sentences.
1. ABILITY (noun): kemampuan
Criteria for selecting the sentences that use ‘ABILITY’ a. Article
In Alexander's world, death by poison was not uncommon and the
ability to know friend from enemy was very useful. (kemampuan)
22
He can be heard on the 1993 recording, displaying his ability as an
improviser on the organ and the full capabilities of the historic
Hampton Court organ, whose sensitive restoration he oversaw in 1993.
(kemampuannya)
c. Adjective
The class would be split into three groups of similar ability, children
on tables with three adults rotating round them addressing individual
needs. (kemampuan yang sama)
d. Preposition
I'm not a great fan of the ability of American moviemakers to
recreate the vanished settings of the past. (kemampuan dari pembuat
film asal Amerika)
e. Conjunction
His confidence in his own charm and ability to please annoyed
Elizabeth very much, so that when she met him for the last time before
the regiment's departure, she spoke quite coldly to him. (dan
kemampuan)
2. ABLE (adjective): mampu
Criteria for selecting the sentences that use ‘ABLE’ a. Infinitive
23 b. Conjunction
He himself seems to be tough, tireless, able and intelligent, more
intellectual and self-critical than most soldiers. (mampu dan cerdas)
c. Verb be
The Queen of the Ocean the Titanic was able to carry more than 3,000
people, but there were only 2,207 people on the ship for its first trip.
(mampu)
d. Adverb
He was hardly able to crawl along on the ground. (hampir tidak
mampu)
e. Adjective
Also important, especially when classes are on the large side (over 30),
is what provision the school makes for less able and for highly gifted
children? (kurang mampu)
3. ABOUT (adverb/preposition): tentang/sekitar
Criteria for selecting the sentences that use ‘ABILITY’ a. Article
He was pleased about the church. (tentang gereja)
b. Adverb
The cowboys almost disappeared after about thirty years because the
government gave the land to farmers and their families. (setelah
24 c. Conjunction
He was very rich once, but he had three or four wives and about eight
children. (dan kira-kira/sekitar)
d. Possessive
When the Count came back in the evening, he wanted to know all
about his new house in England. (tentang rumah barunya di
Inggris)
e. Preposition
At midday, he found a quiet field and lay down under some small
trees. He slept at once. At about three o'clock Alex opened his eyes,
and saw an old woman in front of him. (sekitar/kira-kira)
4. ABOVE (adverb): di atas/atas
Criteria for selecting the sentences that use ‘ABOVE’ a. Article
The boat's engine was above the water. (diatas air)
b. Passive
She saw another line with 'Venus' written above it. (tertulis
diatasnya)
c. Possessive
Then he weakened the roof above her bedroom, but it did not fall on
25 d. Conjunction
Yury's heart was at peace, and he experienced the feeling that his
writing was controlled by something which was outside him and
above him. (dan diatas)
e. Adjective
One aqueduct continued underground all the way to Rome, but the
builders usually wanted to bring the water into the city high above the
ground. (ketinggian diatas permukaan tanah)
5. ACCEPT(verb): menerima
Criteria for selecting the sentences that use ‘ACCEPT’
a. Possessive
I hope you will be very happy and very rich, but I cannot accept your
proposal. (menerima lamaranmu)
b. Conjunction
Her mother must never know the awful truth about her and
Komarovsky, and her friends at school would not understand or
accept her double life. (atau menerima)
c. Adverb
Unlike Mr Oliveira, who called City Hall from Portugal for help in
getting a refund, most victims of electronics store simply accept their
26 d. Auxiliary verb
She Firmly believed that people should accept whatever happened to
them in life, because it was God who decided everything. (harus
menerima)
e. Infinitive
He had to choose to continue fighting life or to accept it. (untuk
menerima)
6. ACCORDING (verb): menurut/sesuai/selaras/berdasarkan
Criteria for selecting the sentences that use ‘ACCORDING’ a. Passive
Part 2, contains determinative tables for the identification of crystalline
substances. These are arranged according to crystal system. (disusun
menurut)
b. Conjunction
Laws on boating vary according to the state in which the craft is to be
used and according to its horsepower. (dan berdasarkan)
c. Collocation
There were other shifts and pay cuts according to the way individuals
had conducted themselves. (pemotongan gajih berdasarkan)
d. Adverb
The chromatography was done at 6` C using gradient elution,
essentially according to Sober and Peterson. (pada dasarnya
27 e. Preposition
For the only time in the opera, words are not set according to their
natural inflection to do so would have spoiled the dramatic point of the
scene. (berdasarkan pada)
7. ACCOUNT (noun): akun/rekening/catatan/cerita/perhitungan
Criteria for selecting the sentences that use ‘ACCOUNT’ a. Adjective
ANGLO-SAXON and Greek epic each provide on two occasions a
seemingly authentic account of the narration of verse in the heroic
age. (cerita asli)
b. Article
Mr. Watson did not have much humor in his make-up, but he managed
a mirthless smile. Just then a reporter telephoned in from the Bronx to
give the rewrite desk an account of a murder. (sebuah catatan)
c. Infinitive
Its folklore and legend, usually disguised as history, are allowed to
account for group actions, to provide a focal point for group loyalty,
and to become a cohesive force for national identification.
(memperhitungkan)
d. Possessive
Any shareholder of any of these funds who finds a mistake in his
28 e. Collocation
The seasonal adjustment takes into account such factors as Easter was
on April 2 this year, two weeks earlier than in 1960, and pre-Easter
buying was pushed into March. (mempertimbnagkan)
8. ACT (verb): aksi/beraksi/bertindak/berbuat/tingkah
Criteria for selecting the sentences that use ‘ACT’ a. Article
Only afterwards did an act like that become meaningless, so that he
would puzzle over it for days, whereas at the time it had seemed quite
real. (aksi)
b. Conjunction
General Power would participate in the decision making. Wisman,
below, would listen in and act. (dan bertindak)
c. Possessive
She thought about the hurt inside her that made her act like that.
(tingkahnya)
d. Infinitive
Now, she can do what she wants with him. "The Minister does not
know that he does not have the letter now. But he will continue to act
in the same way with her. (beraksi)
e. Auxiliary verb
They can act like people, but they are also very wild. (bisa
29
9. ACTION (noun): tindakan/aksi/perbuatan/langkah/kegiatan
Criteria for selecting the sentences that use ‘ACTION’ a. Article
The action of Bridget should be examined, since she was there and
opportunity did exist, if only to establish her innocence. (tindakan)
b. Conjunction
My words and action showed that I was a friend. (dan aksi)
c. Adjective
Not only should this provision be enforced but other economic and
political action might be taken. (aksi politik)
d. Possessive
I believe that what I do has some effect on his action. (tindakannya)
e. Preposition
There was no evidence, either of a positive or negative type, of the
action of a Divine Being in this world. (tindakan dari)
10. ACTIVITY (noun). Aktivitas/kegiatan
Criteria for selecting the sentences that use ‘ACTIVITY’
a. Article
The activity of the Planning Division is defined in considerable detail
30 b. Adjective
The City's international activity is very important and the UK is the
world's largest single market for international banking. (kegiatan
mancanegara)
c. Verb
He needed their help because he was making speeches all over the
country. While he traveled, they organized activity. (mengatur
kegiatan)
d. Possessive
Roman names Romans had a first name and a family name, and often
another name was given to them later in their lives. Sometimes this
came from their activity. (kegiatan mereka)
e. Conjunction
The continuation and expansion of the shooting development program
will assure to some degree that national and community leaders will be
made aware of the ever-growing need for shooting facilities and
activity for hunting and shooting in answer to public demand. (dan
kegiatan)
11. ACTUALLY (adverb): sebenarnya/sesungguhnya/sungguh
Criteria for selecting the sentences that use ‘ACTUALLY’ a. Verb be
It was on the top floor of an old house and was actually very
31 b. Adverb
Many readers of this department no doubt discount certain of my
opinions for the simple reason that they can guess pretty accurately,
even if they have never actually been told, what my age is. (sungguh
tidak pernah)
c. Auxiliary verb
This difficulty arises even though we can give examples of men who
have actually followed this course. (telah benar-benar)
d. Infinitive
A turnout may have two levers, one to actually move the switch
points, the other to lock the points. (untuk benar-benar)
e. Preposition
There must not only be greater good than evil objectively in view, but
also greater probability of actually doing better than harm. (dari
benar-benar)
12. ADD (verb): menambahkan/tambah
Criteria for selecting the sentences that use ‘ADD’ a. Modal auxiliary
It escaped through the window before the police broke through the
door. There is not much more that I can add to this story. (bisa
32 b. Conjunction
Then roll it up again. 10 Spread butter cream over the log and add
small pieces of holly as decorations. (dan menambahkan)
c. Collocation
'My dear Miss Elizabeth,' said Mr Collins seriously, 'this little
unwillingness to hear me, this modesty of yours, can only add to your
other charms. (hanya bisa menambahkan)
d. Adjective
Then roll it up again. 10 Spread butter cream over the log and add
small pieces of holly as decorations. (menambahkan
potongan-potongan kecil)
e. Article
Add the milk quickly and mix with a knife.
(menambahkan/tambahkan susu)
f. Infinitive
Cliord tried to add something to the note and then shot himself.'
(untuk menambahkan)
13. ADDRESS (noun): alamat/menjawab
Criteria for selecting the sentences that use ‘ADDRESS’
a. Article
Somebody wanted us to go to an address in London. (sebuah alamat)
b. Conjunction
33 c. Possessive
She got his address from the Canadian government. (alamatnya)
d. Preposition
The address on the outside was new. (alamat yang berada diluar)
e. Infinitive
Moreover, a survey of 11 of our economic competitors, conducted by
the Research and Information on State Education Trust and published
earlier this month, shows that all but Australia have tried to address
the question of class size. (menjawab)
14. AFTER (adverb): setelah/didepan
Criteria for selecting the sentences that use ‘AFTER’
a. Article
The needles were moving violently, but after a conversation like that
the movements were meaningless. (setelah sebuah percakapan)
b. Adjective
'Good morning,' I said sharply, and walked away, leaving him staring
angrily after me. (menatap dengan amarah dihadapan saya)
c. Verb
When he failed to appear after dark everyone - family, friends and
police - set out to look for him, but without success. (muncul setelah)
d. Conjunction
I think she knew the other driver was Michael, but after all it was an
34 e. Preposition
He milkman starts his travels I sat down in an armchair and felt very
sick. After about five minutes I started shaking. (setelah sekitar)
15. AFTERNOON. (noun): petang/sore
Criteria for selecting the sentences that use ‘AFTERNOON’
a. Adjective
It was a cold afternoon and there was a strong wind. (sore yang
dingin)
b. Article
Grace Darling the Times London, 19th September 1838 On the
afternoon of 6th September, the steamship Forfarshire began its
journey from Hull to Dundee, in Scotland. (sore)
c. Verb be
It was afternoon, but the 20 sky was dark with rain. (petang)
d. Possessive
Quite possibly this will be the most amusing part of your afternoon or
evening. (sore harimu)
e. Preposition
It was a cold Monday afternoon in April and it was her first day in
her new job. (sore di bulan april)
16. AGAIN (adverb): lagi/sekali lagi/kembali
35 a. Adjective
Amy is Angry again "Meg, Jo, where are you going?" (marah lagi)
b. Verb
A bit later he tried to ask again about the camping holiday, but the
answer was the same. (bertanya lagi)
c. Conjunction
He followed me everywhere. Again, and again I used to ask myself
these questions. (dan lagi)
d. Passive
'Christ will be born again in California? said a Mr Pryor in the USA.
(dilahirkan kembali)
e. Collocation
The street lights were very strong so he looked down again quickly.
(menoleh kebawah lagi)
17. AGAINST (preposition): terhadap/melawan/menentang/berjuang
Criteria for selecting the sentences that use ‘AGAINST’ a. Adjective
They got him into the trailer with great difficulty, but he kicked
angrily against the sides all the way back to the farm. (dengan marah
36 b. Adverb
For years, she had fought bravely against her illness, but on the night
of my arrival she went to bed and did not get up from it again. (dengan
berani melawan)
c. Verb
She learned to fight against pain and to believe in her dreams.
(berjuang melawan)
d. Article
It was against the law for a general to take a legion into Italy.
(melawan hukum)
e. Possessive
You are rebelling against your father.' (melawan ayahmu)
18. AGE (noun): umur/masa/usia
Criteria for selecting the sentences that use ‘age’
a. Preposition
In January 1993, Dexter Scott King wrote, "My father died at age
thirty-nine. (saat berumur)
b. Adverb
She was a happy child and from an early age she loved running. (usia
37 c. Possessive
So, when he was nine, Charles went away to Cheam School He lived
there with other boys of his age and only came home in the holidays.
(sebayanya/seusianya)
d. Article
He missed grades 9 and 11, and finished high school at the age of
fifteen. (umur)
e. Adjective
The films, and many of the old TV shows, are also available on home
video, including a priceless trilogy called 'Martin & Lewis Their
Golden age of Comedy' and some of the old Colgate shows. (masa
kejayaan/masa keemasan)
19. AGO (adverb/adjective). Yang lalu/ silam/dahulu
Criteria for selecting the sentences that use ‘AGO’ a. Adjective
They are opening old country paths which the early Christians walked
on long ago. (dahulu kala)
b. Conjunction
I don't want to say it's better than the day I got married 25 years ago
because I have my wife with me, but it's darn close. (25 tahun yang
38 c. Preposition
You see I went to a funeral two months ago in the village where I was
born, and I passed the house of a girlfriend I hadn't seen for thirty
years. (dua bulan yang lalu di desa)
d. Possessive
But when the messages get mixed up, they can only try to save
themselves. 'Many years ago Tom's father, Daniel Booker, worked
the land in Montana like his father and grandfather before him.
(bertahun – tahun yang lalu ayah Tom)
e. Subject pronoun
A long time ago I spent a lot of time with a young woman who was
very proud of being English. (beberapa waktu yang lalu saya)
f. Adverb
Foreigners who lived in England hundreds of years ago probably
introduced these things to the English language. (ratusan tahun yang
lalu mungkin)
20. AGREE (verb): setuju/menyetujui
Criteria for selecting the sentence that use ‘AGREE’ a. Adverb
Elizabeth was extremely grateful to her aunt for this kind suggestion,
39 b. Object pronoun
In my opinion the pretty girls are useful, I'm sure you agree, to catch
the men. (kamu setuju)
c. Auxiliary verb
She must agree to every new law. (harus setuju)
d. Infinitive
Elinor was glad to agree she needed to sleep now. (untuk
menyetujui)
e. Conjunction
I'm glad you agree because you made us happy. (setuju karena)
21. AIM (noun): tujuan/maksud
Criteria for selecting the sentences that use ‘AIM’ a. Adjective
Chapter 8 To the Ends of the Earth The first aim was to defeat Bessus,
one of Darius's murderers. (tujuan pertama)
b. Possessive
His aim has been to do something good with his life. (tujuan nya)
c. Article
In political-speak, this is what's known as Lowering Expectations, and
the aim is to make doing better than anticipated seem like a rousing
40 d. Adverb
It had in fact been an early aim of Barthes's to make structuralist
discourse "homogeneous with its object" (literature). (tujuan awal)
e. Preposition
Since World War II, a major aim of public policy has been to make
higher education more available, and it has succeeded remarkably.
(maksud/tujuan dari)
22. AIR (noun): udara
Criteria for selecting the sentences that use ‘AIR’ a. Article
Few minutes later the plane was in the air. (udara)
b. Conjunction
It was a bright, frosty day, and I was enjoying, the fresh air and the
exercise. (udara segar dan)
c. Adjective
The cold air and the sounds and smells of the forest filled Dorian with
happiness. (udara dingin)
d. Preposition
She opened it and felt fresh air on her face. (udara segar di
41 e. Auxiliary verb
On Thursday I thought a ride in the fresh air would be good for her,
and Mr Edgar gladly gave her permission to see Linton. (udara segar
bagus untuknya)
f. Possessive
In the fresh air his eyes opened almost immediately. (udara segar
matanya terbuka)
23. ALL(adjective): semua/seluruh
Criteria for selecting the sentences that use ‘ALL’ a. Article
She talked about the revolution and about all the problems involved
with leaving, but Yury wanted to talk about his feelings for her.
(semua masalah)
b. Adjective
She was afraid all the time. (takut sepanjang waktu)
c. Conjunction
He could not sing easily, of course, because of his mouth, but all that
day there was a strange, happy noise in his room. (tapi semua)
d. Prepositional phrase
It was even more important these days, when an overcrowded world
was screaming for more roads and schools and sea farms, and getting
angry about all the money that was spent on space research. (tentang
42 e. Adverb
She spent nearly all the time at a long meeting. (sepanjang waktu)
f. Auxiliary verb
You must all listen to me, and work hard for me and the king!' (semua
wajib)
24. ALLOWS (verb):
menginjinkan/memperbolehkan/memperkenalkan/memungkinkan
Criteria for selecting the sentences that use ‘ALLOWS’
a. Conjunction
But, although I pay Grace Poole well, and trust her absolutely, she
sometimes drinks too much and allows the creature to escape. (dan
memperbolehkan)
b. Article
This statement also allows the naming of the index words used by
IOCS. (memperbolehkan penamaan)
c. Adjective
There must be a world of delight beyond Roundhay, where Victor
Sylvester always plays and all the men are gentlemanly and such
wonderful dancers and my mother spin turns forever in their arms or
elegantly allows them to light her cigarette. (dengan anggun
43 d. Adverb
At present, the Bill only allows churches and cathedrals to sell bibles,
other religious books and recordings of religious music on Sundays.
(hanya memperbolehkan)
e. Subject pronoun
This allows them to generate a plausible pronunciation for a non -
word like "blasp", but means that they cannot pronounce many
irregular words correctly. (ini memungkinkan)
25. ALMOST (adverb): hampir
Criteria for selecting the sentences that use ‘ALMOST’
a. Conjunction
Luckily, we escaped death, but the house and almost everything in it
was destroyed. (dan hampir)
b. Auxiliary verb
There was a silence and calm that you could almost touch no bird or
animal spoke. (hampir bisa)
c. Adverb
He did almost exactly the same as he had done in Russia he took
another man's identity - this time an English soldier who had died in a
traffic accident. (hamper persis)
d. Prepositional phrase
American 'fast food' is sold in restaurants in almost every country of
44 e. Adjective
I am almost happy with what I've done. (hampir bahagia)
26. ALONE (adjective): sendiri/sebtang kara
Criteria for selecting the sentences that use ‘ALONE’ a. Adverb
That evening I went to a small room where I was quite alone. (sangat
kesepian)
b. Conjunction
She is smiling, but she looks very small and alone in front of the big
white building. (dan sendiri)
c. Auxiliary verb
The problem was that the Rajah thought he alone should trade in
Patusan he became wild with anger when he discovered anyone else
buying or selling. (sendiri harus)
d. Prepositional phrase
I'm alone in this big house. (saya sendirian di rumah besar ini)
e. Infititive
And in the morning Mowgli went down the hill alone to meet those
strange things that are called men. (untuk bertemu)
27. ALSO (adverb): juga
Criteria for selecting the sentences that use ‘ALSO’ a. Conjunction
45 b. Verb be
The Scots, they say, are not a very happy or fun-loving nation, and
they are also very careful with money. (juga)
c. Auxiliary verb
You can leave out some numbers and you can continue the numbers in
a side street you can also give the same number to two or three houses.
(bisa juga)
d. Subject pronoun
I also have to think only of money. (saya juga)
e. Article
'But I will take these pieces of black clay which we found, and also the
small pieces of wood from the pencil Good night.' (juga
serpihan-serpihan kecil)
f. Preposition
This is the office where they keep information about everyone who
lives. In Hungary today, and also about people who lived there in the
past. (juga tentang)
g. Adjective
I think he is proud, and also unhappy. (juga tidak bahagia)
28. ALTHOUGH (conjunction): meskipun/walaupun
46 a. Conjunction
But although Sybil looked beautiful, her voice sounded unnatural.
(tapi walaupun)
b. Preposition
None of the village people could help me, and I could not bring myself
to beg for food, although by now I felt weak and faint. (meskipun
sekarang)
c. Adjective
I held her hand. Are you Jane Eyre?' she asked. Her face, although
deathly pale, was as stern as ever, and she removed her hand from
mine. (meskipun pucat seperti mayat)
d. Possessive
But she sat quite still, although her face looked rather white.
(walaupun wajah nya)
e. Subject pronoun
I was so bruised and exhausted that I did not feel strong enough to
walk home, and although I did not want to, I had to spend the night
at Wuthering Heights. (walaupun saya tidak mau)
29. ALWAYS (adverb): selalu
Criteria for selecting the sentences that use ‘ALWAYS’ a. Adverb
If spies are caught during a war, they are almost always killed
47 b. Conjunction
They're very simple and always fun. (dan selalu menyenangkan)
c. Verb be
These stores are always on busy streets, so a lot of people can 'see
them. (selalu)
d. Auxiliary verb
Walking Of course, Manhattan is a small island, so you can always
walk. (bisa selalu)
e. Subject pronoun
I always know when we're going to play a bad game. (saya selalu)
30. AMONG (preposition): diantara
Criteria for selecting the sentences that use ‘AMONG’ a. Conjunction
Many people came to live in California after gold was found there in
1848, and among them were 300,000 Chinese. (dan diantara)
b. Verb be
Harvard and Yale in the east and Berkeley in California are among
America's famous universities. (diantara)
c. Article
Among the people of the Southwest are the Hopi and the Zuni.
48 d. Adjective
As a student, he had liked being among happy, friendly, young
people. (diantara bahagia)
e. Adverb
We could also see where someone had been walking. Holmes looked 5
carefully among the flowers. (dengan seksama diantara)
31. ANIMAL (noun): binatang/hewan
Criteria for selecting the sentences that use ‘ANIMAL’ a. Article
The rain crashed against the windows, and the wind screamed like an
animal in the night. (binatang)
b. Adjective
It was a very large, black animal and it was moving up and down.
(binatang yang berwarna hitam)
c. Possessive
So, he will try to get his animal back. (hewannya)
d. Preposition
George Mikes, how to be an Alien the British are traditionally a nation
of animal lovers. (negara pecinta hewan)
e. Conjunction
Coming here to Earth where we're less important than any animal or
49 32. ANOTHER (adjective): lain/satu lagi
Criteria for selecting the sentences that use ‘ANOTHER’ a. Adverb
This is just another room. (hanya ruangan yang lain)
b. Preposition
She won a free place at another college, Redmond College. (di
perguruan tinggi lain)
c. Conjunction
There was a picture of Christine, standing up in a boat near the factory,
and another picture of her lying in an ambulance, with Simon beside
her. (dan fotonya yang lain)
d. Adjective
At this time, King became friends with Ralph Abernathy, another
black preacher in Montgomery. (pendeta kulit hitam lainya)
e. Object pronouns
It was another knight. (ksatria lain)
33. ANSWER (verb): menjawab/jawaban
Criteria for selecting the sentences that use ‘ANSWER’ a. Article
I found that out this morning. But the gipsies, the whistle, the band -
they are more difficult to understand, but I think I have an answer.'
50 b. Conjunction
They take orders and answer questions. (dan menjawab
pertanyaan)
c. Auxiliary verb
I can answer them, but it's going to be difficult to understand. (bisa
menjawab)
d. Adjective
The police thought that there was an easy answer to these questions.
(jawaban yang mudah)
e. Possessive
His answer always seemed to be, 'Yes - but what does that mean?"
(jawaban nya)
34. ANY (adjective): mana saja/beberapa/setiap
Criteria for selecting the sentences that use ‘ANY’ a. Preposition
This is different from any story that I've ever written. (dari setiap)
b. Verb
I screamed and shouted, but I didn't feel any pain. (merasakan)
c. Conjunction
Ahead of me there wasn't much traffic, and any cars in front moved
51 d. Adverb
As vacations end and 52 million students return to school, their elders
find themselves in a historic tug of war pitting the traditional local
control of education against a growing national presence that is making
Washington a bigger player in education now than at perhaps any
other time in the nation's history. (mungkin saja)
e. Adjective
In the 1960s, much space was still devoted to explaining why Germans
did not know about the camps, and why any large-scale attempt at
rebellion 'would have been' doomed from the start. (setiap skala
besar)
35. ANYONE (pronoun): siapapun/siapa saja/orang
Criteria for selecting the sentences that use ‘anyone’
a. Collocation
You do not need to be afraid of anyone. (takut dengan siapapun)
b. Preposition
She talked to anyone who could help her. (kepada siapapun)
c. Auxiliary verb
And I don't think anyone could leave this window seat without us
knowing. (siapapun boleh pergi)
d. Subject pronoun
She'd never met anyone she wanted to tell. (siapapun yang dia ingin
