From Figure 3.1 above, it can be seen that the determiner 'the' appeared as many as 436 times. From the cluster/N-grams above, it can be seen that students used the determiner 'the', which often appeared together with the verb 'show', followed by the prepositions 'to' and 'in'; determiner 'a'; conjunction. Collocations of the verb 'give'. 7) admit that (someone) deserves credit for (something); (8) bend under pressure.
The students chose the collocations 'the' and 'you' described in picture 3.4 below. On the basis of picture 3.4 above, the use of the verb 'inlig' appears together with determiner 'the' (1 time) and pronoun 'jy' (1 time). From the picture 3.7 above it can be seen that there were 6 students who used the verb 'get up' together with preposition "in".
The verb 'fall' in the Oxford Dictionary and Thesaurus Wordpower Guide means "to move downward rapidly and without control; fall to the ground." The usage of the verb 'fall' in Wordnet is as follows. 14) The branch fell from the tree.
An Analysis of Code Switching in Leila S. Chudori’s For Nadira
Lusiana Kartika Candra 1 , Laila Ulsi Qodriani 2
This situation may be the basic reason why people do code switching in their conversation. Code switching occurs when a speaker needs a specific code, switching from one code to another and even creating a new code in the process (Wardaugh, 1986). Code switching is the borrowing of words from another language to express a concept or describe an object for which there is no obvious word available in the language.
People switch or mix the two languages because code-switching increases the speaker's status, power, and authority. Another reason people use code-switching is to express solidarity with a particular social group or audience. The speaker usually used code-switching to express his attitude in order to engage the listener in the conversation.
According to Hoffman, this type of code switching occurs to continue the previous speaker's utterance. The use of code switching "Saya Nadira, mbak" means that the speaker wants to convey and show her the polite attitude towards Mrs. After that, Novena answers her using code-switching "Tidak perlu kalmaku mbak" to answer Nadira because she respects her junior.
In the first discussion, all types of code switching appeared in the conversation as shown in the table below. The second discussion is mainly about the reasons for using code-switching in the For Nadira novel. The findings of reasons for using code switching emerged in the conversation as shown in the table below.
An Analysis on the Tendency of Pronunciation Made by Students with Indonesian Linguistic Background
Ranni Putri Stefani 1 , Ahmad Roba’i 2
Students were also interviewed to have another measurement to determine the trend appearing in the data. The sound is short and low and the position of the tongue is in the middle. The voiced alveolar fricative /z/ within English words sometimes confuses students because it can be represented by the letter s or z in the word.
In the above words, there is no letter z that usually represents the phoneme /z/, so students usually pronounce it as the phoneme /s/. Most pronunciation problems occur when the phoneme is placed in the final, as shown in the table below. Students have no difficulty pronouncing words with the phoneme /d/ when it is in the initial or in the middle.
The students tend to pronounce it as /t/ when placed in the final because they do not stress the phoneme /d/ in the final of the word, so they pronounce it as /t/ when it is should be /D/. Students tend to make mistakes when pronouncing words similar to those in the table below. Thus, students with an Indonesian linguistic background tend to change phoneme /v/ to /f/ when /v/ is placed in the initial, as seen in words (38) through (42).
They can probably do the same if they find the words with the phoneme /v/ in the middle like savannah, since it is also rare to find Indonesian words with the phoneme /v/ in the middle. In (46) the stress is on the first syllable, while in (47) the stress is on the second syllable -to-, while the remaining syllables are unstressed. However, the data shown are the most common words that students tend to mispronounce.
EFL Textbook Evaluation
The Analysis of Tasks Presented in English Textbook
Mutiara Ayu 1 , Rita Indrawati 2
Additionally, Hycroft (1998) states that one of the primary benefits of using textbooks is that they are psychologically essential to students as their progress and performance can be concretely measured when we use them. It provides information to teachers about the relevant textbook that can be used to support teaching and learning. Therefore, they can be more selective in choosing textbooks to help students with the best materials that meet the curriculum goals and other aspects.
It can be concluded that this English textbook needs revision in terms of material coverage based on the 2013 Curriculum. As an example, this can be seen in writing assignments, which are not always presented in the form of independent writing. This means that the tasks presented in this textbook encourage students to become involved in the learning process.
We can conclude that the tasks in this textbook can work well with ELT methodologies because it has different types of tasks to help students learn English. As shown in the tasks on pages 13 and 37, students are asked to compose short dialogues based on certain situations that usually occur in real life. In fact, the tasks developed in this textbook are in accordance with their context to initiate meaningful communication.
Additionally, Hycroft (1998) states that one of the primary benefits of using textbooks is that they are psychologically essential to students, as their progress and performance can be concretely measured when students use them. Eight texts are used in this textbook and the distribution of vocabulary is good. In summary, it can be concluded that Bahasa Inggris SMA/MA/SMK/MAK Kelas X Semester 1 is suitable for tenth graders in SMA in EFL learning as an English textbook.
The Organization of Words in Mental Lexicon
Evidence from Word Association Test
Budi Eko Pranoto 1 , Lidia K. Afrilita 2
The word association research on bilingual speakers aims to look at the connection between mental lexicon in L1 and L2. The encyclopedic relation is a type of relation that can be considered as subjective characteristics because it is derived from the knowledge of the word in relation to a referent or a specific context in the real world (McCarthy, 1990). The word association test is one of the experimental methods in psycholinguistics that can be used to see how the pattern of ordering words in the mental lexicon of a language speaker.
Fitzpatrick (2000) and Meara (1982) suggest that the pattern of lexical relations between native and foreign language learners is generally different, and word association test data is one of the methods to know the difference. Based on the basic principles of word association tests, the first response displayed indicates that the word has the strongest network or connection with the stimulus. The following are examples of networks that form in the respondents' mental lexicon in front of the word sharp.
Respondents use the word television from their mental lexicon in response to the word sharp. This finding becomes very interesting because a television does not have a sharp surface which can be attributed to the meaning of the word sharp. The words are closest to the stimulus, followed by the word gift as a derivation of the word give.
In the map above, respondents have access to the word take, which is the antonym of stimulus. However, the location of the word is in the third layer of circle outside the stimulus. The word association test as one of the methods to study the lexicon organization can explain how the storage organization of words in the mental lexicon of a language, both as a native speaker and as a foreign speaker.
Applying PLEASE Strategy to Teach Writing Skill to Students with Different Linguistic Intelligences
Dyah Aminatun 1 , Ngadiso 2 , Sri Marmanto 3
Because Fo between lines (4.881) is higher than Ft at significance level α Ho is rejected and there is significant difference in writing ability between students who have high and low language intelligence. Because the mean scores of B1 (71.29) are higher than the mean scores of B2 (67.82), it can be concluded that students who have high linguistic intelligence have better writing skills than those with low linguistic intelligence. Because Fo columns by rows (23,986) is higher than Ft at significance level α Ho is rejected and there is an interaction between teaching strategies and students' language intelligence to learn writing.
Because the mean of A1B1 (77.21) is higher than that of A2B1 (65.36), it can be concluded that the PLEASE Strategy is more effective than the Directed Writing Strategy for teaching writing to students with high linguistic intelligence. The result that is not significant, so it means that PLEASE Strategy is as effective as Directed Writing Strategy to teach writing to students with low language intelligence. This research also shows that there is an interaction effect between teaching strategy and students' linguistic intelligence on students' writing ability.
The data show that the PLEASE strategy differs significantly from guided writing for teaching writing for students with high linguistic intelligence, and the difference is nonsignificant for those with low linguistic intelligence. PLEASE strategy is an effective strategy for teaching writing to students with high linguistic intelligence because this strategy includes a mnemonic strategy that is really suitable for the characteristics of students with high linguistic intelligence. Therefore, the use of PROSIMO in teaching writing is suitable for students with high linguistic intelligence.
Therefore, the PLEASE strategy is as effective as the guided writing strategy for teaching writing to students with low linguistic intelligence. In this case, students with high linguistic intelligence have better writing skills than those with low linguistic intelligence when learning with the PROSIM strategy. However, students with low linguistic intelligence have better writing skills when taught using a guided writing strategy.
