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All Journal English Education Journal Journal of Advanced English Studies
Colle, Andi Tenry Lawangen Aspat
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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A CONTRASTIVE ANALYSIS OF ENGLISH AND BUGINESE DECLARATIVE SENTENCES PATTERN Colle, Andi Tenry Lawangen Aspat
JOURNAL OF ADVANCED ENGLISH STUDIES Vol 3 No 1 (2020): Journal of Advanced English Studies
Publisher : Study Program of English Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47354/jaes.v3i1.79

Abstract

This study aimed at investigating the differences and similarities of sentences pattern in English and Buginese and the approach of this study used namely qualitative, where the contrastive analysis was chosen as the method of the study in comparing and analyzing sentence patterns of both languages. From the analysis, it revealed that the similarities of two languages were: (1) both languages have similar sentences pattern, especially for the verbal simple present tense and verbal and nominal future tense, (2) both languages, have the same elements to construct a sentence (S+V+O). Meanwhile, the differences between both of them were (1) declarative sentence pattern for the nominal simple present tense, and verbal and nominal past tense between two languages is different. (2) There is no such pattern S + Vlinking + Subject Complement in Buginese since Buginese has no verb tobe. (3) In making past sentences in Buginese, it would involve Ergative Pronoun, namely -na, -no, -ni, and their position attached at the end of word pura. Hopefully, these findings can predict the interference would happen during teaching English as a target language with the student who has Buginese as their mother tongue. Furthermore, it is suggested that future researchers could conduct a Buginese language study in different settings, such as pragmatics analysis, morphological system, and phonology system.
Realization of Actional and Formulaic Competence in Teachers’ Talk in English Language Class Colle, Andi Tenry Lawangen Aspat; Fitriati, Sri Wuli
English Education Journal Vol 9 No 1 (2019): March 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i1.26861

Abstract

A number of studies have investigated the phenomenon of teachers’ talk to explain its role in the process of acquiring a target language in a classroom setting. However, studies of teachers’ talk in the field of communicative competence and it sub-competence have not much done yet. Three English teachers at SMAN 1 Semarang, SMA Nasional Karangturi Semarang, and SMA Mardisiswa Semarang were involved in this spoken discourse study to explain the realization of actional competence which proposed by Celce_Murcia et al. (1995) and formulaic competence based on the Biber et al’s. (2004) theory in teachers’ talk. Furthermore, this study also explained the relationship between those competencies. The findings of this study revealed that English teachers mostly performed actional competence in five sub-categories namely asking questions, giving instructions, explaining, reacting to interlocutors’ speech, and complementing. Related to the realization of lexical bundles, teachers’ talk mainly contained verb phrase along with dependent clauses. In contrast, lexical bundles that incorporate noun phrase and preposition fragments accounted for only a small proportion of lexical bundles. Dealing with the relationship between both competences, it revealed that there is a stock of lexical bundles on each language function. Seeing there is a relationship between both competences, the teachers must choose appropriate utterances in a given situation as the model for the students. The teachers need to maintain a balance, they are not only focused on grammar and pronunciation, but also have adequate knowledge and competence of lexical bundles for performing appropriate language functions.
Co-Authors Sri Wuli Fitriati