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The Relationship Between Noun Phrase And Verb Phrase Sarage, Japen
Ahmad Dahlan Journal of English Studies Vol 1, No 1-2 (2014): September
Publisher : Universitas Ahmad Dahlan

AbstractAmong words classes or parts of speech a noun and a verb or precisely a noun phrase and a verb phrase play a very important role in syntax. In English, they mark the presence of sentence. The relationship between them is very close that one may cause the presence of another. This is often called a subject-predicate relationship and their degree is a bilateral dependency i.e. the verb phrase determines the noun phrase called valence and the noun phrase determines the verb through agreement (Bussman, 1996:1139). Other relationships among different phrases are one-sided or in the form of modifiers, subordinators, or complementizers, one is more important than others.This paper attempts to discuss a noun phrase and a verb phrase as the main part of a sentence. Some special characteristics of the noun phrase and the verb phrase are discussed. This paper also tries to see if other sentence elements such as an adjectival, adverbial, and prepositional phrases can have an emphasis in a sentence.

LOAN WORD: PLAYING WITH WORDS AND CONSONANTAL RADICAL THEORY Sarage, Japen
GHANCARAN: Jurnal Pendidikan Bahasa dan Sastra Indonesia SPECIAL EDITION: SEMINAR NASIONAL LALONGET I
Publisher : Tadris Bahasa Indonesia, Fakultas Tarbiyah, Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ghancaran.v0i0.3763

This paper aims at finding out possible ways of relating words in Arabic, English and Indonesian of which their status can be loan words. This kind of study is not possible in the view of historical linguistics since it studies only languages in the same language family. Being a member of language families of Semitic, Indo-European, and Austronesian languages, the three languages are said to be less related. But recent development proposed by Jassem shows that English and Arabic are significantly closely related. The English word rice /rais/ is related to the Arabic word ruzwhere the consonant /r/ is adopted, the vowel /u/ is split into a diphthong /ai/ and the consonant /z/ is weakened into /s/.Â The same Arabic word is likely adopted into Indonesian beras /bÉ™ras/ with two different sound changes i.e. the weakened vowel /u/ into /a/ and the additional sound or syllable /be/ at the beginning. It is a matter of fact that most Indonesian words consist of more than one syllable.The method of analysis in this paper uses Campbellâ€™s theory of sound changes in determining the relationship among Arabic, English and Indonesian words. This method is completed by Jaseemâ€™s theory of Consonantal Radical Theory. Some Arabic, English, and Indonesian words are analyzed by means of Campbellâ€™s theory together with that of Jaseemâ€™s. This paper says nothing about their historical background but provides proofs of word connectedness. This paper may support Jaseemâ€™s theory of Consonantal Radical Theory, which may lead to rethinking of classification of language family

REQUESTING SPEECH ACT OF UTTERANCES IN OCEAN’S ELEVEN BY STEVEN SODERBERGH: A PRAGMATIC ANALYSIS Nurul Hasanah; Japen Sarage
UAD TEFL International Conference Proceedings of the 4th UAD TEFL International Conference
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/utic.v1.194.2017

The term sentence and utterance are made different in terms that the former refers to syntactic structure, while the latter points out the actual function of such a structure in real communication. The same things apply to the terms request and requesting. The first term suggests the structural characteristics of sentence asking people to do something while the second term indicates the real sentence causing people to do something. The first deals with formal grammar while the second deals with pragmatics the actual use of language in communication.This article attempts to see requesting in its possible different syntactic forms as parts of speech acts in Ocean’sEleven by Steven Soderbergh. A pragmatic approach is applied since it uses context as a part of linguistic analysis involving the speaker, addressee, time, location, and genre in the conversation. A syntactic form of a sentence only cannot represent the real meaning of intention.The analysis of speech act of the conversation in the film brings us to an understanding that pragmatics encourage us to comprehend different kinds of setting to achieve requesting as a part of language use. Pragmatics as a branch of linguistics reveals mutual understanding between the speaker and the hearer.

The Relationship Between Noun Phrase And Verb Phrase Japen Sarage
Ahmad Dahlan Journal of English Studies Vol 1, No 1-2 (2014): September
Publisher : Universitas Ahmad Dahlan

AbstractAmong words classes or parts of speech a noun and a verb or precisely a noun phrase and a verb phrase play a very important role in syntax. In English, they mark the presence of sentence. The relationship between them is very close that one may cause the presence of another. This is often called a subject-predicate relationship and their degree is a bilateral dependency i.e. the verb phrase determines the noun phrase called valence and the noun phrase determines the verb through agreement (Bussman, 1996:1139). Other relationships among different phrases are one-sided or in the form of modifiers, subordinators, or complementizers, one is more important than others.This paper attempts to discuss a noun phrase and a verb phrase as the main part of a sentence. Some special characteristics of the noun phrase and the verb phrase are discussed. This paper also tries to see if other sentence elements such as an adjectival, adverbial, and prepositional phrases can have an emphasis in a sentence.

Lexical Bundles in Students' Argumentative Essays: A Study of Learner Corpus Ikmi Nur Oktavianti; Japen Sarage
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 6(2), November 2021
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

This study investigates the structures of 3- to 5-word bundles used by EFL learners at the university level in writing argumentative essays. This qualitative corpus-based study focuses on answering the structural category and frequency of lexical bundles in students’ essays. The data of this study are sentences containing lexical bundles in the students’ essays, and the data were collected from students' essays compiled as a learner corpus. The lexical bundles were identified from the corpus with the assistance of a corpus tool, LancsBox, using the n-gram feature. This study used ten occurrences as the cutoff frequency and Gries’ DP as the dispersion threshold to identify the lexical bundles. The bundles were then classified into structural taxonomies, and the frequency of use of the lexical bundles was also investigated to complete the analysis. Academic Formulas List comprising bundles commonly used in the academic context was used to validate the bundles. The results show enormous structures of NP-based, VP-based, PP-based, and others identified in the learner corpus with NP-based bundles as the most frequent bundles and ‘the use of’ as the most frequent individual bundle. However, the variants of the bundles in the learner corpus are still dominated by fixed frames. In addition, apart from the shared bundles between the corpus and Academic Formulas List, there are some discrepancies related to the registers. It indicates that writing courses and writing materials should provide learners with more variants of lexical bundles and the appropriate context of use.

KONSTRUKSI IMPERSONAL DALAM BAHASA INGGRIS, SPANYOL, DAN INDONESIA Japen Sarage
Kibas Cenderawasih : Jurnal Ilmiah Kebahasaan dan Kesastraan Vol. 9 No. 1 (2013)
Publisher : Balai Bahasa Provinsi Papua

Impersonal construction can be viewed from two sides. First side is viewed from the sentence that do not have a subject or a subject in the form of words that do not show a particular referent or its existence tends formality. Second is viewed from the impersonal construction which may include derivative words from sentences which have a clear subject. Based on the above, this study tries to discuss impersonal constructions in English, Spanish, and Indonesian or analyze a single sentence in Spanish, English, and Indonesian. The results showed that there are twokinds of impersonal constructions, namely dummy and empty subject. Impersonal construction has a single referent in Spanish can emerge a sentence one word, sentence subject can occupy a position of pre - verbal and post - verbal , and can conjugate with verbs according to gender , number and persona, while in English there is a rapprochement between the subject of the sentence and verbs or agreement based on the number. Copula in Spanish there are two items, namely ser and estar. In English ser and estar are represented by to be. English and Indonesian have similarity, which is the subject of the sentence is always pre - verbal position . Spanish, Indonesian, and English based on verbs of nature have similarity that are each laguages emerge impersonal construction.

Linking Adverbials in Indonesian EFL Students’ Essays: A Corpus-Driven Study Ikmi Nur Oktavianti; Japen Sarage
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 10, No 2 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v10i2.3061

Writing is the activity of arranging and organizing ideas that need some logical connectors to make the ideas cohesively structured. There are several plausible means for cohesiveness, including linking adverbials (LAs). This study examines the LA categories found in EFL students’ academic essays and explores how EL students use them. The data were collected from students’ essays compiled as a learner corpus, Learner Corpus of Academic Writing, comprising 52,404 words. The present study employed LancsBox as the corpus tool and The Louvain Corpus of Native English Essays as the control corpus to assist the analysis. The study results show that all primary categories of LAs are found in the corpus. However, the subcategory transition to another topic is absent from the corpus. In the frequency of use, causal resultative LAs outnumber all other categories, followed by additive and adversative LAs. As for the least frequent LAs, the study identified sequential types. In comparison to the native writer corpus, it is found that there are shared similarities, including the categories and the subcategories of LAs found in both corpora. Regarding the frequency of use, the most frequent types are relatively similar with different positions, namely causal resultative and additive LAs, while the least frequent type is sequential. These results suggest more considerations in designing writing materials, especially in regard to transition markers belonging to the sequential category.

Collocates of 'great' and 'good' in the Corpus of Contemporary American English and Indonesian EFL textbooks Ikmi Nur Oktavianti; Japen Sarage
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Previous studies have proven some discrepancies between language presented in EFL textbooks and the real use of English. This fact contradicts the teaching materials’ aim, which is intended to equip the learners to be communicatively competent. This study then investigates the use of adjectives, limited to ‘great’ and ‘good’ in terms of the frequent and strong co-occurrences, i.e., collocations, in a general reference corpus of Standard English to be compared with those in Indonesian EFL textbooks. The data were collected from both the corpus and the textbooks, but the analyses in the textbooks were generated based on the Mutual Information (MI) score of the collocates. Based on the comparison, it is evident that there are some similarities between adjective use in the textbooks and the corpus in terms of verb collocates of the adjectives. The mismatches, however, are quite remarkable, especially in terms of the variability of adverb collocates and the absence of prominent noun collocates in the textbooks. Pedagogically speaking, these results should be taken into consideration in writing the textbooks to enhance the quality of the language content prepared for the learners in the EFL context.

Collocates of 'great' and 'good' in the Corpus of Contemporary American English and Indonesian EFL textbooks Ikmi Nur Oktavianti; Japen Sarage
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i2.18594

Previous studies have proven some discrepancies between language presented in EFL textbooks and the real use of English. This fact contradicts the teaching materials’ aim, which is intended to equip the learners to be communicatively competent. This study then investigates the use of adjectives, limited to ‘great’ and ‘good’ in terms of the frequent and strong co-occurrences, i.e., collocations, in a general reference corpus of Standard English to be compared with those in Indonesian EFL textbooks. The data were collected from both the corpus and the textbooks, but the analyses in the textbooks were generated based on the Mutual Information (MI) score of the collocates. Based on the comparison, it is evident that there are some similarities between adjective use in the textbooks and the corpus in terms of verb collocates of the adjectives. The mismatches, however, are quite remarkable, especially in terms of the variability of adverb collocates and the absence of prominent noun collocates in the textbooks. Pedagogically speaking, these results should be taken into consideration in writing the textbooks to enhance the quality of the language content prepared for the learners in the EFL context.

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