159 research outputs found
Major Total Conversion in English: The Question of Directionality
No full textThis research investigates the directionality of major total conversion
in English, where major total conversion is defined as the process and at the
same time as the result of deriving a new lexical item by altering the part of
speech of the base without marking the alteration overtly, as in the
presumed pair dry – to dry. The question is whether there is a reliable
strategy for deciding which member of a pair is the base and which member
is the converted counterpart. Various attempts had been made to resolve the
controversial directional issue, but the results have been inconsistent.
The investigation aims to discover whether or not there exists a
coherent notion about how to decide directionality by considering four factors
assumed in the literature to reflect directionality. A large corpus of potential
examples of major total conversion was collected to act as test materials.
The four factors were compared for each major total conversion pair to see
to what extent there was agreement among them.
Results showed the factors did not agree to the expected extent. The
findings are discussed in detail and it is claimed the inconsistencies can
often be explained with recourse to a few general principles.
In conclusion, on the whole the four factors considered are consistent
with one another. In other words, the notion about how to determine
directionality in major total conversion is coherent and can be maintained for
English
SANGGAR SENI LUKIS BALE SENI BARLI SEBAGAI PUSAT MINAT BELAJAR ANAK-ANAK: kajian model pembelajaran seni lukis dan analisis karya lukis anak-Anak usia 7-12 tahun
No full textBerpijak dari masalah pendidikan formal yang dirasa tidak cukup untuk memenuhi kebutuhan keterampilan siswanya. Sanggar seni lukis menjadi pilihan untuk menampung minat siswa yang senang dalam melukis. Sanggar seni lukis dapat mewadahi bakat seni lukis yang ada pada setiap orang untuk dieksplorasi lebih dalam, serta mengisi kekosongan waktu yang tersisa dari pendidikan formal. Sanggar Bale Seni Barli Kota Baru Parahyangan merupakan sanggar seni rupa yang di dalamnya terdapat ilmu lukis. Model pembelajaran seni lukis di Bale Seni Barli menjadi bagian yang diteliti oleh penulis, karena model pembelajaran merupakan salah satu komponen yang menjadi penentu keberhasilan belajar siswanya. Karya lukis anak umur 7-12 tahun memiliki keunikan tersendiri, sehingga menjadi bagian yang pelu dianalisis. Metode penelitian yang dipakai oleh penulis adalah metode deskriptif analisis, karena dalam pelaksanaannya data yang ada di lapangan merupakan data yang berbentuk deskripsi. Penulis perlu menganalisis deskripsi tersebut agar permasalahan dapat terangkat. Hasil penelitian yang diperoleh berupa konsep pendidikan luar sekolah, pendidikan nonformal, model pembelajaran, dan perkembangan seni lukis anak-anak usia 7-12 tahun. Serta jenis-jenis model pembelajaran seni lukis di Bale Seni Barli, dan analisis karya lukis anak usia 7-12 tahun meliputi : tema, teknik, dan estetik. Setelah dianalisis, terdapat beberapa kesimpulan diantaranya bahwa model pembelajaran yang digunakan oleh Bale Seni Barli adalah model pembelajaran cooperative/berkelompok, individual, demonstrasi, dan klasikal. Model pembelajaran pada program umum yaitu model pembelajaran Individual mempengaruhi Karya lukis siswa umur 7-12 tahun. Pengaruhnya berupa perbedaan yang terlihat dari tema, teknik, dan estetik karya lukisnya. Dengan adanya penelitian ini, diharapkan mahasiswa/peneliti selanjutnya lebih mengeksplorasi model pembelajaran pendidikan nonformal sanggar seni lukis, dan dapat mengapresiasi karya lukis anak-anak.----------
Non-formal education as one of the containers of education in Indonesia, has its own model in educating students. Non-formal education in this respect is the studio painting. Studio painting became an option to accommodate the interests of students who delighted in painting. Painting studio can accommodate painting talents that exist in every person to be explored more deeply, and fill the void remaining time of formal education. Studio Bale Barli Kota Baru Parahyangan an art gallery in which there is a science of painting. Learning model painting in Bale Barli be part studied by the author, because the learning model is one component that determines the success of student learning. Paintings of children aged 7-12 years is unique, so that it becomes part of the bullet analyzed. The research method used by writer is descriptive analysis method, because in practice the existing data in the field is the data in the form of a description. Writers need to analyze the description so that the problems can be lifted. The results obtained in the form of the concept of school education, non-formal education, learning models, and the development of painting children ages 7-12 years. And the types of learning models painting in Bale Barli, and analysis of paintings of children aged 7-12 years include: theme, technique and aesthetic. Once analyzed, there are several conclusions including that the learning model used by Bale Barli is a cooperative learning model / group, individual, demonstrations, and classical. Model of learning in general programs that affect Individual learning model painting work of students aged 7-12 years. His influence in the form of visible differences of themes, techniques, and aesthetic masterpiece painting. With the research, it is expected the student / researcher further explore further non-formal education learning model studio art, and can appreciate the paintings of children
Integrating Information and Communication Technology in Higher Education English Language Teaching
Get PDFLEARNERS' LANGUAGE CHALLENGES IN WRITING ENGLISH
Get PDFThis paper discusses a number of common linguistic challenges or issues or problems which learners (would-be teachers) of the English language encounter when attempting to express themselves in written form, particularly in paragraph writing. The paper also suggests strategies for dealing with the challenges and points out (dis)advantages of using a certain evaluation approach.
Generally, the common language issues can, for example, be classified into: 1. articles, 2. concord or agreement, 3. finite verbs, 4. prepositions, 5. countable and uncountable nouns, 6. sentence levels (fragments, comma splices and run-on or fused sentences) and 7. spelling. Other general, more abstract challenges include diction or word choice, idiomatic expressions and sentence variations.
The so-called Minimum Requirements, which are commonplace mistakes, as mostly listed in numbers 1-7 above and which learners (particularly those who are English teacher candidates) should avoid, are put forward and commented on. The writer believes this grammar-oriented approach still remains relevant
Three Models of English Morphology
Get PDFThis paper explores models of English morphology, namely Item and Arrangement (IA), Item and Process (IP), and Word and Paradigm (WP), which can be used to analyze morphological data, particularly word formation involving prefixes and suffixes. Sample data, consisting of complex words or words having more than one morpheme, were analyzed using the three models to discover their strengths and shortcomings. In order to find out the differences between the three models of morphology, it is important that the current writer should examine strategies for distinguishing between derivational affixes and inflectional ones. There exist three advantages if morphologists know very well the three models of English morphology. First is that IA fails to display a clear sequence of the item and arrangement when dealing with some irregular plural nouns and irregular past tense. Second is that IP offers a better solution to irregular plural nouns, such as mice and men. Third is that WP appears to be the most efficient model when dealing with inflectional morphology
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