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All Journal Proceeding of International Conference on Teacher Training and Education Prominent : Journal of English Studies
Aisyah Ririn Perwikasih Utari, Aisyah Ririn Perwikasih
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Education Languange, Linguistic, Communication & Media Other

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Understanding Ambiguous Meaning and Sound Through The Learning Materials of Micro linguistics Utari, Aisyah Ririn Perwikasih
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (519.43 KB)

Abstract

Since language is universal, its linguistic components also can be learnt universally. Ambiguity happens to any kind of language. It can be both written and spoken. Written words, phrases or sentences can be analyzed both lexically and structurally. Spoken ones can be analyzed through its lexical, structural, and sound meaning. Ambiguous meaning in written language can be solved through some contextual analysis, while in spoken language, both contextual analysis and sound focus and clearness are needed. Microlinguistics provides the basic language features which cover phonetics, phonology, morphology, syntax, and semantics. Commonly, ambiguity deals with meaning and sound. If the sound is unclear, the meaning will be unclear as well. Phonetics and phonology can solve the students’ problems of having ambiguous meaning because of sound. Syntax and semantics can solve the wrong interpretation of particular language especially English, both lexically and structurally. In the learning activity, students are facilitated with materials which are presented through power point of the features they need to know in microlinguistics. There is also some phonetics drilling of sound producing until they can master how to pronounce English sounds well. For the practice of analyzing ambiguity through its structural components, the students should use syntactic analysis to break the phrase or sentences until the correct meaning is found. Analysis of ambiguous meaning and sound can give the new knowledge for students to be familiar with ambiguity in daily communication. Students also can respond ambiguity scientifically through its linguistic features.
STUDENTS’ GRAMMAR AND SENTENCE STRUCTURE OF THE TEXTS WRITTEN IN PARAGRAPH WRITING CLASS Utari, Aisyah Ririn Perwikasih
Prominent Vol 2, No 1 (2019): Prominent : Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v2i1.2968

Abstract

Writing a text becomes the last skill in English learning. It needs a productive creativity and ability of the language used in it. The learners should listen, speak, read, and write to prove that they can use English well. Paragraph Writing is the first writing subject in the curriculum of English Education Department which should be taken by the students who are in the second semester. The activities of writing cover some processes in which they should know and apply the theories to practice writing some texts. Grammar and sentence structure are the crucial problems faced by the students. It needs an extra attention to make them understand about the components involved in this element of writing. The components are applied step by step from the beginning of the semester until it ends. The research problems are raised with some questions as follows: (1) what are the grammar and sentence structure’s components of the students’ text in Paragraph Writing class? ; (2) How is the analysis of grammar and sentence structure of the students’ text in Paragraph Writing class?. Further chapter of the research will provide the analyzed data and the result as the answer of the problems raised. The texts written by the students as the data source are randomly chosen from the whole final projects. From the result of the analysis, it can be found that 63% of the total texts are grammatically incorrect. The components of grammar structure are also recorded that there are 10% of the sentences are stringy, 5% comma splice, 10% run-on sentence, and 12% sentence fragment. Mostly, the problem that the students face are about concidering the tense and verb words. The conjunctions that influence the meaning are also mostly mis-used. The percentages found in the analysis show that most of the students make some errors in their grammar use in writing their paragraph writing project. The suggestions of the correct ones are also written in their text sheets to make further revisions. This can make them concern more to learn from the analysis. Paragraph writing class is like a stepping stone for them to start learning from mistakes.
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