This was done to analyze and formulate the semantic types of the subjects of the verb 'lie' and the semantic types of the objects of the phrasal verbs 'lie for' and 'lie about'. The semantic types of the objects of phrasal verb of 'lie to' are institution, social group, and social human, human, human group. The semantic types of the objects of phrasal verb 'about lie' are social event, human action, human activity and various things.
The semantic types 'something' and 'someone' by means of a corpus linguistic approach are able to formulate further description in details about the composition of the verb 'lie'. The scope of the study in this research is based on the theory of Corpus Linguistics proposed by Lindquist (2009).
Error Analysis on Learners’ Interlanguage and Intralanguage
A Case Study of Two Adolescent Students Dian Puspita
What types of errors are there in terms of subject-verb agreement, tenses and relative clauses that appeared in the speech performance. The data is collected by recording the interview with the topic "the motivation of learning English". Regarding the interference, it is stated by Corder (1974) that interlingual interference is the errors caused by the learners' mother tongue interference.
In the study it was found that most of the errors were interfered by the L1 of the subjects. Types and Attributes of English Writing Errors in the EFL Context-An Error Analysis Study.
Strategies in Power Relations in a Fictional Work
A Foucauldian Analysis
Gartika Rahmasari 1 , Iis Kurnia Nurhayati 2
In Family Matters, the discussion of the presentation of power relations will focus on the power relations that exist between Nariman and his father. The main problem faced and the main cause of the implementation of power to Nariman was the difference in principles that Nariman and his father had in terms of choosing Nariman's spouse, namely the principle held by the family that Nariman may only marry a woman who is from the Parsi group like Nariman family. He underestimated his father's stamina, his willingness to trade family happiness for narrow beliefs."
Nariman gave up his freedom by obeying his father's order to marry a woman of family choice after resisting. The pressure applied by Marzi can be seen as a strategy as well as the means to achieve victory (Foucault, 2002), where he continues to pressure Nariman with his position that Nariman should not marry a non-Parsi woman, even though Nariman had tried to resist his father's wish and continued to see Lucy for 11 years. From the above quote, it can be seen that Nariman tried to get his father to receive Lucy Braganza by suggesting that she invite Lucy to a family meal.
Nariman's actions can be seen as Nariman's strategy to get his father's blessing regarding his choice. The desire to request this boon can be seen as an act that suggests that Nariman was dominated by his father. Nariman's suggestion to invite Lucy to breakfast can be seen as a strategy to confront his father's objection to Lucy.
On the other hand, Nariman did not want to give up his freedom to surrender to his father's order. When this strategy was rejected, Nariman began to use another strategy, a clear insubordination, as a way to win over his father in their power relationship. After eleven years of power relations between Nariman and his father, it is clear that it was his father, Marzi, who won the battle.
Observing Grammatical Collocation in Students’ Writings Beaty Novita Sari 1 , Ingatan Gulö 2
- Noun + Preposition Collocation
- Noun + To Infinitive Collocation
- Preposition + Noun Collocation
- Adjective + Preposition Collocation
- Verb + Preposition Collocation
The sentences below in given (1) show that the student made a mistake in placing the relationship between the noun and the preposition of. In entry (2), the student made a mistake in placing the noun impact on the preposition for. Furthermore, given (3) shows that the student made a mistake in placing the noun pity with the preposition aan.
Data (4) shows that the student made a mistake in combining the noun comment with the preposition e. According to The Oxford Collocation Dictionary, the preposition must be changed to ready to make the conjunction acceptable. In base (7), the student made a mistake in combining the preposition at with the noun month.
I have a clear understanding that there are no perfect people on earth. In datum (8), the student made a mistake by honestly regrouping the preposition with the adverb. In datum (10), the student made e.g. an error in the juxtaposition between the adjective similar and the preposition with. In datum (14), the student made a mistake by combining the focus of the verb with the preposition i.
According to the dictionaries, the preposition in must be replaced by the preposition on, so that the collocation becomes grammatically correct. In datum (15), the student made a mistake by combining the verb trust with the preposition with. According to the dictionaries, the preposition with must be changed to in for the collocation to be grammatical.
Javanese Lexical Variation of Cirebon Dialect in Pabuaran and Ciperna Region
Eva Utami Durahman 1 , Dinny Sofiyani 2 , Yosi Ayu Pratiwi 3 , Fani Setiani 4
This condition motivates the authors to study how geographical position affects Javanese lexical variation in Pabuaran and Ciperna. Based on the phenomena described above, the purpose of this study is: 1) to describe the Javanese lexical variations of Cirebon dialect in Pabuaran and Ciperna region, 2) to find out whether these variations are dialect, subdialect or only speech level differences of Cirebon - the dialect. themselves by using dialectometric method. However, this study only limited to lexical variation of Javanese dialect in Cirebon, especially in Pabuaran and Ciperna region.
Data were collected from selected informants, in this case as native speakers of the Javanese dialect in Pabuaran and Ciperna, Cirebon. The study of Javanese dialect in Pabuaran and Ciperna using 207 core vocabulary list from Morish Swadesh and 144 additional words found 243 same words and 108 different words used in Pabuaran and Ciperna region as explained in the caption below. The study found 10 same words and 10 different words in the form of pronouns (including terms of address) used in Pabuaran and Ciperna.
The study found 98 same words and 26 different words in the form of nouns used in Pabuaran and Ciperna. The study found 24 same words and 14 different words in the form of adverbs used in Pabuaran and Ciperna. The study found 42 same words and 44 different words in the form of verbs used in Pabuaran and Ciperna.
The study found 69 same words and 14 different words in the form of names used in Pabuaran and Ciperna. With 30.76%, it is then assumed that the lexical variations of Pabuaran and Ciperna are categorized as a sub-dialect of the Javanese dialect in Cirebon. Based on the results of the study and the description above, it can be concluded that: 1) the study found lexical variations of Javanese dialect in Pabuaran and Ciperna region, Cirebon.
Representation of Social Actors in Sexual Violence Issue in The New York Times and The Jakarta Post Newspapers
A Critical Discourse Analysis Widya Evayani 1 , Akhyar Rido 2
To this end, this study aims to analyze how social actors are represented in news reporting sexual violence in The New York Times and The Jakarta Post newspapers. The figure below is the complete breakdown of the Social Actor Network (SAR) network proposed by Van Leeuwen (2008: 52). Classification refers to the conditions when social actors are represented in terms of the main categories by which different classes of people are differentiated.
After analyzing the data, the results revealed some marked differences and even similarities in the way each of the newspapers link or separate the social actors. In the exclusion strategy, The Jakarta Post and The New York Times detach one of the actors and direct the views of the readers into others so that other actors go unnoticed. Both papers use this strategy to delay the presence of social actors, so that the actor's position becomes retarded.
It confirms that Kevin Spacey as the actor of the news is presented as a specific individual. In this study, Assimilation can only be found in The Jakarta Post, while The New York Times mainly presents the actor of the news in his specific attribute. Classification refers to conditions in which the social actors are represented in terms of the main categories that distinguish different classes of people.
It shows that the social actor is represented by the academic title of the actor, i.e. “Professor”. In addition, The Jakarta Post seemed to expose how participants and the news protagonists involved in the sexual affair were connected. Textual analysis of the power of the government of Indonesia and Aceh in the Helsinki MoU.
Academic Whatsapp Group
Exploring Students’ Experiences in Writing Class Fatimah Mulya Sari 1 , Shely Nasya Putri 2
Therefore, this current study was conducted to investigate students' perceptions of using WhatsApp group chat in writing lessons. WhatsApp group chat is an appropriate platform for English as a Foreign Language (EFL) verbal interaction outside of the classroom context. WhatsApp group chat is a suitable platform to practice what you have learned regularly in class.
Most students strongly agreed that learning writing through WhatsApp group chat can create interaction with the lecturer. In statement 3, most students strongly agreed that they can learn anytime and anywhere through WhatsApp Group Chat. First, there were some students who said that they can easily access the WhatsApp group chat anytime.
On the other hand, the use of WhatsApp Group Chat in the teaching and learning process showed the disadvantage. MC: When there is an explanation of the material in the WhatsApp group, it is less effective. HT : Sometimes we are shy to reply or chat in WhatsApp group NW : For many chats.
This current study was designed to explore students' perspectives on the implementation of WhatsApp group chat in the writing classroom. Sari & Putri volume The learning process through WhatsApp Group is advanced by the teacher's instructions. In light of the results, it can be concluded that WhatsApp Group Chat can help students in learning writing.
