WELCOME TO MY BLOG. ENJOY IT!

Friday, July 5, 2013

APPLIED LINGUISTICS - CONTRASTIVE ANALYSIS OF PREPOSITION IN ENGLISH AND INDONESIAN LANGUAGE


A.    Introduction
Preposition is a word placed before a noun or pronoun to define its relationship with  another word in the sentence. The name of preposition (pre + position) means “place before”. Prepositions usually come before another word, usually a noun or noun phrase.
In english, If a preposition does not come before another word, it is still closely linked to another word, for example: “Who did you insist on?”, “On whom did you insist?”, “I insisted on you.” However, many prepositions can be functioned as adverbs, for example: I am in class and please come in. The first sentence, the word “in” roles as a preposition but the second sentence, the word “in” roles as an adverb. A few prepositions can also be conjunctions, for example: All students did the assignment but you and I summoned him but he did not obey. The first sentence there is a “but” that functins as a preposition but the second “but” of the next sentence roles as a conjunction. While in Indonesian Language, the using  of preposition is almost the same as english, such as antara (between) like tidak ada hubungan khusus antara kamu dan dia (There is no special relationship between you and him), oleh (by) like surat itu di sampaikan oleh pak pos (the letter was delivered by the postman).
B.     Discussion
1.      Contrastive Analysis
According to Lado’s statement in Linguistics across Cultures about contrastive analysis is “predict”. When a systematic comparison of the two languages has been made, the similarities and differences are revealed. One can then predict the learner’s difficulties, because they will be in the area of differences between the two languages, and there will be no learning problems where there are similarities. The view of what contrastive analysis can contribute to language teaching has been referred to as the strong version of the contrastive hypothesis. (Kia, 1975: 86-87).
2.      Kinds of Preposition
Preposition itself can be devided into two characters, one-word prepositions and complex prepositions. One-word preposition like, before, into, on, etc. Complex preposition is a phrase of two or more words that function as one-word prepositions, for example: according to, in spite of, etc. Here are the examples of one-word preposition and complex preposition
One-word Preposition
Complex Preposition
In, On, At, Beside, Behind, Under, Between, Among, After, Before, With, Without, About, Along, Above, Below
By, To, For, From, During, Through, Toward(s), etc
According to, Because of, On account of, Owing to, In front of
In addition to, In spite to, In spite of, Instead of, On behalf of, A head of, Along with, A la (From French), Next to, As well as, Away from, etc

One-word preposition:                        Complex preposition:                         
a.       He is in the kitchen.                a. He is getting sick because of you.
b.      He can live without you.         b. She is standing in front of me.
c.       I am at home.                          c. According to Martin, Abdul was late.
Similarly, in Indonesian Language, the using  of one-word preposition is same as english, such as berada (right)
Ø  English      : he is right here.

Ø  Indonesian            : dia berada disini.

However, in producing the complex prepositions, many indonesians get difficulty on how to differenciate it.
See these sentences
No.
English
No.
Indonesian
1a.
His house is next to my house.
1b.
Rumahnya berada di sebelah rumahku.


In english, the preposition of “next” is “to”, however, in Indonesian Language “next to” means “di sebelah.” But for those who have difficulty in putting the complex preposition, they may say that “his house is next behind my house”, it is because in bahasa “behind means di sebeleah” however in english, there should be “to” after next. Both sentences have the same meanings but in english, the construction is different from bahasa. Then the preposition of “because of”, in bahasa ”because of” means “karena” and the meaning of “because (conjunction)” itself is also “karena”.
No.
English
No.
Indonesian
2a.
He lives because of you.
2b.
Dia hidup karena kamu.

The sentences “he lives because of you” and “he lives because you” both sentences if they are translated into Indonesian Language, they have the same meaning, however in english, the second sentence is wrong because in indonesian, the word “of” has no meaning while in english, there must be put “of” after “because” due to its a preposition.
The next example is that the preposition of “up to”.
No.
English
No.
Indonesian
3a.
The boxes must be filled up to the last.
3b.
kotak-kotak itu harus di isi hingga yang terakhir.
For those indonesian people who have not recognised the meaning of “up to”, in indonesian language, it can be meant that “up” is “on” and “to” is ”for”.
Then, the difficuly of using prepositon is not only in complex preposition but also the using of verb and adjective forms that are followed by certain prepositions. For example:
No.
English
No.
Indonesian
4a.
he laughed at me.
4b.
He laughed about me.

 The verbs followed by certain preposition: he laughed at me, there should be “at” after laughed, however indonesians get confused on what suitable preposition is after laughed. People may say “he laughed about me”. In Indonesian interpretation, the meaning is same but in english, the preposition after laughed itself is wrong. In bahasa, there is no preposition like that. “he laughed at me” means dia menertawakan saya.
Translation:          dia=>he,
 menertawakan=>laughed,
saya=>me,

the sentences above, it can be seen that “at” is meaningless in indonesian language. Another example is that “wait for” in sentence
No.
English
No.
Indonesian
5a.
Wait for me!
5b.
Tunggu saya!

 as it can be seen that indonesians mostly forget to put the preposition of “for” after the verb “wait.” In indonesian language, “wait” means “tunggu” and there is no preposition after “tunggu”.
The second example is that the adjective forms that followed by certain preposition like “afraid of” and “different from.
See these sentences
No.
English
No.
Indonesian
6a.
She is afraid of tiger.
6b.
Dia takut dengan macan.

 In Indonesian context, “afraid” means “takut” while “of” means “dari.” However if we translate “dari” into english, it means “from”. For indonesians, it may look strange that the preposition of “afraid” is “of” because the meaning will look wierd in bahasa. So they may replace it with “dengan”, in english, it means “with.”
Ø  She is afraid of tiger (english translation).
Ø  She is afraid with tiger (indonesian language translation).
In bahasa, the meaning of She is afraid with tiger is correct, however the construction of english preposition is not. It must be “she is afraid of tiger.”
Then another example is “Different from”.

            See these sentences
No.
English
No.
Indonesian
6a.
Ali is different from Ala.
6b.
Ali berbeda dengan Ala.
In bahasa “different” means “berbeda” while “from” means “dengan.” However, in indonesian translation, if we translate “from” based on the word itself, “from” means “dari”, while “dengan” means “with”.
Ø  Ali is different from Ala (english translation).
Ø  Ali is differenet with Ala (Indonesian Language translation).
 Indonesians often use the preposition “with” when have to say something different, like “Ali is different with Ala”. In indonesian’s translation, the meaning is correct, however in english, the preposition of “with” must be replaced with “from”. These differences preposition of both languages often make indonesians confused on how to distinguish which suitable preposition is.
C.    Conclusion
The using of prepositions in english for Indonesian learners depends on what kind of prepositions are. When they have to put one-word preposition, it may not be a problem, because the construction is mostly same as bahasa. However when they have to put complex preposition, verbs, and adjective forms followed by certain prepositions, it can be a problem because in bahasa, most words do not consist of certain prepositions at the beginning and at the end of the words.

D.     Reference
Marsudi and Darsono, Hendro. 2010. Panduan Praktis English Grammar.       Yogyakarta: Indonesiatera.
Ali, Faidlal. 2009. English Grammar. Yogyakarta: Pustaka Widyatama.
Essaberger, Josef. 2012. English Prepositions List. Cambridge: Cambridge university Press
Grubic, Bob. 2004. Those Problematic English Prepositions. California: Barkeley.
Electronic Source:
http://id.wiktionary.org/wiki/Kategori:id:Preposisi
      http://grammar.quickanddirtytips.com/between-versus-among.aspx

The Diamond Necklace - Using Primitive Defense Mecanism Approach

The Diamond Necklace

               "The Necklace" tells the story of Madame Mathilde Loisel and her husband. Mathilde always imagined herself in a high social position with wonderful jewels. However, she has nothing and marries a low-paid clerk who tries his best to make her happy. Through lots of begging at work her husband is able to get a couple of invitations to the Ministry of the Public Instruction party. Mathilde then refuses to go, for she has nothing to wear.

                 Her husband is upset to see her displeasure and, using money that he was saving to buy a hunting rifle, gives Mathilde 400 francs to use. Mathilde goes out and buys a dress, but even with the dress she is not happy, as she is without any jewels to wear with it. The pair does not have much money left, so her husband suggests that she buy roses to wear with it. After Mathilde disagrees, he suggests borrowing something from her friend, Madame Jeanne Forestier. Mathilde picks out the fanciest diamond necklace that she can find. After attending the party, Mathilde discovers that she has lost the necklace. She tries to find a quick way to replace it. She goes to a shop and discovers the price of a similar necklace to be 36,000 francs. She gets the new necklace after borrowing the money, but the long path of her financial struggles begins.
Ten years later, while in a park, she suddenly sees Madame Jeanne Forestier and was shocked to find that the original necklace which she lost in the ball was an imitation, worth a very low amount at the most.

Analysis

Using Primitive Defense Mecanism Approach

               Denial is the refusal to accept reality or fact, acting as if a painful event, thought or feeling did not exist. It is considered one of the most primitive of the defense mechanisms because it is characteristic of early childhood development. Many people use denial in their everyday lives to avoid dealing with painful feelings or areas of their life they don’t wish to admit. For instance, a person who is a functioning alcoholic will often simply deny they have a drinking problem, pointing to how well they function in their job and relationships.
From the statement above, the story of “the diamond necklace” can be concluded that both Madame Mathilde Loisel and her husband do not admit that they are poor. So they pretend to be rich by borrowing  Madame Jeanne Forestier’s necklace to attend the party. The theory above resemblances to the case of the diamond necklace. The example of the denial theory that states “a person who is a functioning alcoholic will often simply deny they have a drinking problem, pointing to how well they function in their job and relationships.” It is similar that both the actors of the story do not want to admit the sorrow of their poverty. They buy new dress and borrow a necklace, however, after they lose the borrowed necklace, they still do not want to admit it to  Madame Jeanne Forestier due to their fear. They owe to the store which sells the similar necklace and attempt to fulfill their debt by working hard without realizing that they look so old and ugly. They point to Madam Jeanne that they can turn back her jewels, however, the way they do is dishonest.

Thursday, July 4, 2013

إليسا - شو ما صار


شو ما صار
Sho Ma sar
Whatever Happens

شو ما صار حبيبي شو ما صار
Sho ma sar 7abibi sho ma sar
Whatever happens my love whatever happens

بتبقى النار بقلبي وشو ما صار
Btb2 el nar b 2lby w sho ma sar
Fire will burn in my heart whatever happens

شو ما صار حبيبي شو ما صار
Sho ma sar 7abibi sho ma sar
Whatever happens my love whatever happens

بتبقى النار بقلبي وشو ما صار
Btb2 el nar b 2 lby w sho ma sar
Fire will burn in my heart whatever happens

لو قالوا لو قلبي مال اوعى تميل
law 2law law alby mal wu 2tmel
Though they say that my heart tends to bore

لو قالوا لو قلبك مال مش راح ميل
Law 2law albk mal mesh ra7 mel
Though they say your heart is bored with no tendency towards me

لوقالوا لو كل الناس مش حساس
Law 2law kel el nas mesh 7asas
Though the people say they dont feel it

لو قالوا لو عم بتحب كل الناس
Law 2law 3am bt7eb kel el nas
Though they say you love everyone (as much as me)

لو قالوا لو بدو يروح بمشاوير
Law 2law bado ro7 bem sha weer
Though they say that his soul is just taking a trip

لو قالوا لو حبي كتير قلبو كبير
Law 2law 7oby kteer 2lbk beer
Though they say my love is too big for your heart

لو قالوا لو بدو يروح بمشاوير
Law 2law bado ro7 bem sha weer
Though they say that his soul is just taking a trip

لو قالوا لو حبي كتير قلبو كبير
Law 2law 7oby kteer 2lbak beer
Though they say my love is too big for your heart

ياملك حبي يا مالك قلبي يا هنا دربي اه يا سلام
Ya malak 7oby ya malek alby ya 7ana derby ah ya salam
Oh king of my love oh king of my heart, thats always next to me oh true love

*Te quiero mi amor te quiero mi amor te quiero mi amor te quiero
*My love I love you I love you I love you

شو ما صار حبيبي شو ما صار بتبقى النار بقلبي
Sho ma sar 7abibi sho ma sar
Whatever happens my love whatever happens

 شو ما صار بتبقى النار بقلبي
btb2 el nar b alby w sho ma sar
fire will burn in my heart whatever happens

شو ما صار حبيبي شو ما صار بتبقى النار بقلبي
Sho ma sar 7abibi sho ma sar btb2 el nar b alby
Whatever happens my love whatever happens fire will burn in my heart

و شو ما صار
W sho ma sar
Whatever happens

لو بنفل ننسى الكل والايام اه
Ah law ben fil nensa el kel w el ayam
Ah if we could go and forget eberything from those days

اه لو منصير عصافير لاحلام
Ah law men seer 3asa feer lel a7lam
Ah if only we could be flying birds in those dreams

اه لو بنكون جوز عيون للعشاق
Ah law bnkouna jouz 3ouyun el 2sha2
Ah If only we could be married in their eyes of all lovers

اه لو بنزيد شوق جديد للمشتاق اه
Ah law ben zeed shou2 ezdeek el mshat2
Ah If only we could have more passion if we miss each other

لو بندور عطور زهور بالبستان  اه
Ah law ben dour 3tour z hoor bel beshtan
Oh if we vould bring back the nectar to the flowers in the grove

اه لو هالحب بيعزف حب الالحان
Ah law hal 7ob y3zf 7ob el al7an
Oh if only our love could play those tunes

لو بندور عطور زهور بالبستان  اه
Ah law ben dour 3tour z hoor bel beshtan
Oh if we vould bring back the nectar to the flowers in the grove

اه لو هالحب بيعزف حب الالحان
Ah law hal 7ob y3zf 7ob el al7an
Oh if only our love could play those tunes

ياملك حبي يا مالك قلبي يا هنا دربي اه يا سلام
Ya malak 7oby ya malek 2lby ya hana derby ah ya salam
Oh king of my love oh king of my heart, thats always next to me oh true love

Te quiero mi amor te quiero mi amor te quiero mi amor te quiero
My love I love you I love you I love you

Te quiero mi amor te quiero mi amor te quiero mi amor te quiero
My love I love you I love you I love you

Te quiero mi amor te quiero mi amor te quiero mi amor te quiero
My love I love you I love you I love you




http://www.arabiclyrics.net/Elissa/Shou-Ma-Sar.php

Wednesday, July 3, 2013

Nancy Ajram - Meen Ma Ando - مين ما عندو


Meen Ma Ando
Album : Nancy 7

Min li ma 3indo 3ala albo 9ali
Min li ma bado yeshar layali
W li ma byeshar w bye3sha2
La shou ta ye5la2
Hayda mish minna li albo khali
Ne7na li mina t7ada a7lamo
W a3lan 9aramo bil sawt el 3ali




Lamma ne7na jina khtarou asamina
Hini samouna hini khtaro
Hala2 b 7e2elna ne5tar li b rafe2na
Bil 3omr el jayi w mishwaro



El dinyi kila 2ilna
Tnayn tnayn 5le2na
W 3a dinyi kila 7ob mshina
Mshina ta n9ayerha
Tenterna w ma nenterha
Hayda el shabab li fina
Who doesn't have a precious one to his heart
Who doesn't want to stay up at night
And the one that doesn't stay up and dovetail
Why would be he created for?
The one that has an empty heart is not from us (doesn't belong to us)
We challenge his dreams
So he announces his out loud

When we came to the world they chose our names
They named us they chose
Now we have the right to chose who goes with us
In the coming lifetime and its path

All the world is for us
We've been created too by too
And we walked through a life full of love
We walked so we can change it
It waits for us and we don't wait for it
It is the youth in us



http://www.lyricshall.com/lyrics/Nancy+Ajram/Min+Elli+Ma+Ando/


Monday, July 1, 2013

The Curriculum 2013 and English Learning in Primary Schools

           
            In the world of education, curriculum is a plan to get an out-come that is expected from the learning process. The plan is arranged structurally for each field, so that it gives a compass and instructions to develop the strategies of learning (Grayson,1978). A Curriculum is also helpful for the students to reach the maximum goal of what they have learned (Nengly and Evaras, 1976).  A curriculum therefore is a learning program specifically designed and systematically arranged for the benefits of a group of students. It is given to the schools to achieve the goal of education. As a program design, a curriculum is the base of the learning process where success and failure depends are measured in relation to the understanding of the curriculum being used.

            Particularly in Indonesia, the school curriculum has been modified and improved for many times to create a sterling education and better learning opportunities for the Indonesians. For about seven years, the goverment has considered the curriculum of KTSP or SBC curriculum as the one that should be followed and taught in Indonesian schools. Due to the rapid development of the modern era with modern pedagogical methods that come to existence, the KTSP curriculum may have been judged to be less practical especially that it includes too many school subjects for the students.  Therefore, the goverment proposed a new curriculum called “Curriculum 2013” to replace the old one. In primary schools, the new curriculum will reduce the number of subjects students have to study. The subject of Indonesian language, for example, was designed to include chapters about science and social studies subjects. However, the main difference lies in the fact the English language subject will no longer be taught in the primary Indonesian schools as a part of the new 2013 curriculum scheme. In other word, English language subject might have been considered by the curriculum committee as an extracurricular subject. Excluding the English subject from the curriculum of primary school  students will indeed bring about some positive, but for the most part, negative impact on the students' English language academic performance. 

            After the implementation of curriculum 2013, the students of primary schools might not have any familiarity with the English language. English then will be taught after the students have graduated from the primary schools and started their junior schools. In this case, students of junior high schools will probably have difficulties in acquiring a new language that they were not taught before in a formal teaching setting. The influence of LAD in their brain is the reason. Chomsky believes that all children are born with LAD (Language Aquisition Device). It functions as a tool to gain or learn a language and how children learn language. LAD develops when the children are at the age of infant until the childhood. They can gain a million words during the mastery of language in their environment. Nevertheless, LAD has low development as long as they grow up. However, it can still be functioned but the improvement is slightly not much unlike when they were in chilhood. Based on the Chomsky’s theory, it is important to implement english in primary school. This gives a great benefit to the children. Children master language easier than adults, it also depicts on Lightbown and Spada’s book, entitled “How Languages Are Learned : 8” they state that children develop more sophisticated metalinguistic awarness. These abilities expand and grow till at the age of 12. Obviously, the mastery of a new language is done at the early age. In addition, when children master the vocabulary building, they have ability to understand and produce hundreds or even few thousand words, then many more are learned at school. It has been depicted clearly that the implementation of curriculum 2013 can be pitied if it does not make english as one of the main lesson in primary school or at least as the local content (muatan lokal). The children’s chance in mastering a new language will not function in a maximum way. The similar incident is also experianced by a housewife named Anie Andari, she states that her son learned language when he was in primary school. She enrolls her son to the international school when her family moves abroad. At the first time, she was worried because he had no experiance of english, he even did not speak english at all. Unwittingly, After eight months later he could speak english fluently, Anie was surprised with her son’s language development and she believed that children master a new language very easy. Even she now enrolls her son into arabic and france class. She also states that around the age of 10 or under of it, this is the right time to children to learn new language, based on http://bahasa.kompasiana.com, 13rd April 2012. The evidence above will be revealed when the curriculum 2013 is implemented in primary school. The children’s ability in a language mastery does not extend, thus it will be limited and not function maximum.

            By not implementing english as the course in primary school, the education in Indonesia, particularly in the term of language, can be left behind by neighboring countries like Malaysia, Brunnei, or India which have applied english as the part of their language. The real thing is that parents also do not agree with the goverment’s dicision, Lita Anggareni as the civil servant, said that how a pity if english is removed! The children have learned english now, however it will be eliminated in a sudden way, what a pity they are! Why is the curriculum here suffered setback?  http://theglobejournal.com/Pendidikan/bahasa-inggris-di-sd-dihapus-orangtua-protes/index.php. The similar thought is also voiced by Inggrid, she said that the basic learning of english should be introduced since primary school because in the future, this language will take a part in everything. It is same as that english should be learned since elementary school so that the students will be ready to face the future. In this case, if english is not applied in early school age, the mastery of english will influence children’s competition in the term of language while our neighboring countries have been familiar with english. They will have a problem in communication if they have to understand some terms in english such as computer which uses english as the main language and modern era which most statements use english. Thus, the ability of the students of primary schools will decrease, mainly in the term of language mastery when it is compared with the neighboring countries.

            As the curriculum 2013 will be implemented, english will not the main lesson but it may be as an extracurricular. However, as an extracurricular, all students may not choose english as their additional lesson, because they feel they do not need, but actually they do, if they are aware of it. This means that students may choose the other extracurricular offered which can be implemented directly through activities, such as sports or anything else. Another word, english as an extracurricular does not cover all students. That is why, just make english as a local content at least, but not an extracurricular. On the other way, for some people, this may help them by enrolling their kids into the english intitute or private tutoring. However, most english intitutions here cost much money that they have to pay. For example, in some big cities in Indonesia like Jakarta or Bandung, the fee of privat tutoring can reach Rp. 520.000 or Rp. 400.000 to 450.000 per month for Bandung based on http://lesbimbel-gemaprestasi.blogspot.com/2013/01/mahalnya-biaya-les-privat-di-jakarta.html. It can be said that most kids who enroll this institute are from rich people, particylarly in some big cities, because these will be the main point of view. Even in Yogyakarta, there is one english intitute that define the fee up to Rp. 1.450.000 per level with 24 meetings. On the contrary, the poor students whose average economic may not be able to enroll such kind of the program. Moreover, most indonesian people have average economic. It can be said that because of this, the nation of Indonesia can be left in the term of language. Surely, due to this case, indonesia students will be obstructed in mastering the new language if the curriculum is done. However, if the curriculum keeps making english as the main course properly or at least a local content, this may help the students of elementary school know english better. Thus, even though english can not be the main lesson, but goverment can make english as a local content at least in curriculum 2013, it can familiarize the students to know english in early age.

            However, above all those negative effects, there will be a good one of the implementation of curriculum 2013. The purpose of government’s plan that english should be removed is that they want to develop the nation that has cultural characters, religion and Indonesian language. This is to guide the students’ character development since the early age through the science of morality and character education. Beside it, the moral value will be emphasized on Indonesian and local language so that the students master their mother tongue first than the foreign language and its culture. It is due to the globalization era has reduced the culture of Indonesia, most people now forget about the identity of Indonesia. They like foreign product more than local. Moreover, if english is no longer available in primary schools, the students will focus on Indonesian language and culture. The deputy of education and culture, Musliar Kasim states that the main reason why english is removed is that the base level of children, they need to learn Indonesian language first that is not surely they can master well and also its philosophical sense. Moreover if they have to learn english at the same time, they will be pitied (http://kampus.okezone.com/read/2012/10/10/373/702119/bahasa-inggris-sd-akan-dihapus, 10 October 2012). It will be fine that there will be a proof that Ir. Soekarno, the first president of Indonesia, had learned several languages including English and Germany. Not only he was good at speech using Indonesian language but also those foreign languages. Although he could speak some kinds of language, he kept loving his own nation, Indonesia. His affection for Indonesia was great until he became the first president for 21 years. Nevertheless, in Soekarno’s era, there was no globalization like this. The comparison of technology has not been booming like now. This is the evidence that the development of the world can change the culture of nation. In addition, the widespread of internet in whole the world can also support this situation. Thus, the expectation of government of Indonesia in repealing English in primary school can help the student learn the identity of this nation more focus.

            The elimination of English in primary schools can be good and bad. The good effect is that the students of primary schools can focus on Indonesian language and culture based on its moral value. Students can learn better Indonesian language in details and its philosophy without any constraint of foreign language. However, this case can also bring some effects such as the students’ ability in mastering languages can not be extended. Then, in the term of language, the students of primary schools will get backwardness from the other countries. Although English can not be the main course, at least make English as the local content, not extracurricular which does not encompass all students. So, whatever decision will be taken by the government, there will be positive and negative sides.