Verbs In Sentences Research Articles

AN ANALYSIS ON THE SECOND SEMESTER STUDENTS’ ABILITY IN UNDERSTANDING PAST SIMPLE SENTENCES AT THE ENGLISH EDUCATION DEPARTMENT OF STKIP INSAN MADANI AIRMOLEK

A descriptive qualitative method was used in this research. It aimed to find out the students’ ability in understanding Past Simple. The instrument of the research to gather the data was in the form of written test which was delivered to the the second semester students. They are asked to do the test of verbal sentence, nominal sentence and irregular or regular verb use. The test was designed based on the relevant literature review and the authors’ observation during the teaching learning process which took time especially when the material of the Past Simple was explained. For the test as a whole, there were only 3 students (12.5%) who had high category level of Past Simple understanding. Meanwhile, 10 students’ ability in understanding Past Simple (41.7%) was in the middle category. There were 11 students (45.83%) whose ability belonged to the low category. In short, the students’ ability in understanding Past Simple was still low. The research findings give some points of view for a lecturer to remember that he needs to have various teaching techniques to get her students’ attention to learn and practice more about the use of tense, especially Past Tense. The lecturer can also use interesting audio visual teaching media so that the students get more interest to acquire the rules

ORAL EXPRESSION SKILLS OF PEOPLE WITH DEMENTIA

Communication includes both linguistic and nonlinguistic forms and oral communication is the linguistic communication that exchanges information vocally and aurally. This process can be affected by various reasons and neurodegenerative diseases are one of them. In dementia, which is defined as a neurodegenerative disease, oral expression skills can be impaired in different ways. Linguistic problems can be observed in these patients’ speech. In this context, the oral expression skills of people with dementia of the Alzheimer type were analysed in this study. By using description tests both control group and Alzheimer group were compared within the use of verbal and nominal sentences. It was found out that these patients tend to use verbal sentences more in their oral speech. However, when compared to the control group the use of nominal sentences were higher

ORAL EXPRESSION SKILLS OF PEOPLE WITH DEMENTIA

Communication includes both linguistic and nonlinguistic forms and oral communication is the linguistic communication that exchanges information vocally and aurally. This process can be affected by various reasons and neurodegenerative diseases are one of them. In dementia, which is defined as a neurodegenerative disease, oral expression skills can be impaired in different ways. Linguistic problems can be observed in these patients’ speech. In this context, the oral expression skills of people with dementia of the Alzheimer type were analysed in this study. By using description tests both control group and Alzheimer group were compared within the use of verbal and nominal sentences. It was found out that these patients tend to use verbal sentences more in their oral speech. However, when compared to the control group the use of nominal sentences were higher

The Relationship between Linguistic Features and Readability of Dini Integrated Curriculum Arabic Textbook in Government-Aided Religious School

Efforts to strengthen the Arabic language subject can further strengthen the flow of the Dini Integrated Curriculum (KBD) in Malaysia. The mastery of this subject can be measured based on the readability of students’ text. This study aims to identify the readability of the KBD Form Four Arabic textbook (al-Lughah al-Arabiah al-Muasirah) in Government Aided Religious Schools (SABKs) based on linguistic characteristics. A quantitative survey design was implemented on 694 students in five SABK zones using the proportional strata random sampling technique. The technique has passed the instrument validity and reliability tests. Data were analyzed by text, descriptive, and inferential analyses including frequency, percentage, mean, standard deviation, Kuder Richardson 20 test, and Pearson’s correlation test. The findings of the study of linguistic features show that word form dominates a high level of uniformity in the text for word category and Balagha for sentence category, while the content category is in the moderate level. The readability of the textbook is at a disappointing level. There is a strong significant relationship between verb sentences and long verb sentences with the readability of the KBD Form Four Arabic textbook. The results of the study can also be utilized by authorities to ensure the materials in Arabic textbooks can attract students to continue reading and learning more actively.

Internalisasi Nilai Agama Dalam Pendidikan Anak Usia Dini

The background of this research is that children are a mandate from Allah swt given to parents who must be educated to become human beings who believe and worship Him. In this position, the role of educators is strongly supported by educational methods in imparting education to children. The problem of this research is what values can be used in internalizing religious values into children's education. The results of this study are expected to be used to add to the scientific treasures, especially in the method of children's education.This research is library research, namely literature review through library research using qualitative data, namely information data in the form of verbal sentences, not symbols of numbers or numbers. The approach used is a philosophical pedagogical approach, an approach which is a careful analysis of reasoning about a problem and a deliberate and systematic preparation of a point of view that forms the basis of an action.

Deflected Agreement and Verb Singular in Arabic: A Three-Stage Historical Model

Abstract A categorical initial Vsg (verb in singular) in Classical Arabic (‘verbal sentence’) is unique among the Semitic languages, and can therefore be postulated to be innovative in it. This paper situates this phenomenon in the larger context of the development of so-called deflected agreement (FSG agreement with a plural subject). A three-stage historical model is developed whereby stage 2 in particular saw an explosion of FSG agreement among almost all categories of plural subject nouns. It is during this phase that categorical initial Vsg is argued to have emerged. However, the origin of the characteristic Arabic deflected agreement rule is tentatively suggested to have begun not among plural nouns but among collectives, comparable phenomena in Hebrew and Syriac indicating a West Semitic origin. The three stages are to be understood as being each associated with different speech communities, which explains why each of the stages is still attested in different parts of the Arabic-speaking world today.

Syntactic and Semantic Features of Three-Act Verbs in Russian and Uzbek Languages

Research of syntactic-semantic analysis of three-act verbs consists in theoretical comprehension of transformational grammar in its enormous explanatory power. The core of transformational grammar is the idea of the core of the language, consisting of the simplest linguistic structures, from which all other linguistic structures of greater or lesser complexity can be derived. The problem of invariance, which is the central problem of modern structural linguistics, finds its most profound solution precisely in transformational grammar. The core of the language includes simple, declarative, active sentences, the so-called core sentences. In European languages, verb sentences are most common. They are followed by substantive, adjective and adverbial sentences in decreasing order of usage. In a simple sentence, the verb does not have to be the central node, but if there is a verb in the sentence, it is always the center of that sentence.

An Analysis of Students’ Ability in the Use of Simple Past Tense by Implementing Mistake Buster Technique

This study is aimed at examining (1) the effectiveness of applying the Mistake Buster technique in improving the Senior High School students' English ability to use the Simple Past Tense; (2) to identify the process of English teaching and learning in applying the Mistake Buster technique to improve the English ability of 20 students in a Senior High School to use the Simple Past Tense. This research was an experimental research with the quantitative method. The Mistake Buster technique was the independent variable (x) and the students' English ability in the use of Simple Past Tense was the dependent variable (y). Moreover, the techniques of data collection were the test, questionnaire, and observation. The tests were given twice for the Pre-test and Post-test. The questionnaire was given after the post-test, and observation was conducted while giving the treatment to the class. The results showed that the Mistake Buster technique can improve the students' English ability in the use of Simple Past Tense. It was proven by the improvement of students’ mean scores that the score for pre-test was 48 improved to 82 at the post-test score. The low score of the students' pre-test was caused by a lack of knowledge towards the use of positive, negative, and interrogative Simple Past Tense for both nominal and verbal sentences. Moreover, the hypothesis testing by the use of Paired Sample Test revealed that the T-test was 9.292 which was showing the Ha was accepted. Based on the significance score (2 tailed), which was 0.000 proved Ha was accepted. Moreover, the application of the Mistake Buster technique in the learning process is considered to have a positive effect on increasing the ability to understand the Simple Past Tense. Based on the results of observations and questionnaires that 85% of students considered the Mistake Buster technique is a good and very good category.

Description sentence between nominative and verbal and different grammarians in it

Arabic language is one of the richest languages in its grammatical rules. Linguistic research, in its broad sense, has no limit. The grammatical dispute is nothing but a kind of different views, and the task of the grammatical researcher when examining a sentence is to classify it and explain how it is constructed. The research aims to identify the reality of the adjectival sentence, and its position in the Arabic sentence. The research problem here is to identify the adjectival phrase either as nominative or verbal, or is it something else, as it has a double character represented in the difference in its pronunciation from its meaning. In pronunciation, it is a noun, but in the meaning it is a verb-like. The paper also examines the views of both the Basris and the Kufis in the issue, and their arguments. The paper provides what is permissible and what is not in the i’rab, the similarity between adjective and verb, and the difference of grammarians in the adjectival predicate. The paper executes the descriptive analytical method. The research findings are: 1- There are three types of sentences in Arabic language: the nominative sentence, verbal sentence, and the adjectival sentence. 2- The study manages to reconcile between the different views in the adjectival sentence in terms of both verbal and nominative sentences. 3- The study also justifies this division. 4- These findings help to make grammar easier for the learners to avoid the interpretation that weighed heavily on grammar.

Comparative analysis Case (Haal) in Arabic syntax and semantic equivalents role of grammar in Persian

Comparative analysis Case (Haal) in Arabic syntax and semantic equivalents role of grammar in Persian

A model design to be used in teaching problem posing to develop problem-posing skills

A model was designed herein to be used as a common approach in learning environments to teach problem-posing and improve problem-posing skills, which was named the Problem Posing Learning Model (PPLM). It was attempted to design a framework for problem-posing in line with this objective. The PPLM consists of 6 steps, comprising understanding the desired situation to pose a problem for, designing the story, forming the problem statement, solving the problem formed, assessment, and finalizing the problem formed. Understanding the desired situation to pose a problem for includes understanding what the desired situation is about and what can be achieved from it. The designing the story step includes determining or designing a realistic daily-life situation related to the desired mathematical situation to pose a problem for. The forming the problem statement step comprises forming the verbal sentences related to the situation to pose a problem for. The solving the problem formed step comprises solving the problem statement that was formed. The assessment step is the assessment of the problem formed. The finalizing the problem formed step includes finishing the action of problem-posing after checking the problem formed in the assessment and making any necessary modifications. These steps are hierarchical and it is recommended that each step should be implemented in the problem-posing process. The applicability and effectiveness of the PPLM designed to teach problem-posing in learning environments can be examined.

TEACHING GRAMMAR THROUGH VISUAL ILLUSTRATION FOR THE UNIVERSITY STUDENTS

Teaching grammar needs to be developed by the lecturer or the teacher. The lecturer must find out an alternative way to build good atmosphere in teaching grammar. Hence, one of the alternative ways is through visual illustration. This study examined the visual illustration towards the students’ grammar ability enhancement and the problems of the students in learning grammar and the solution. This study combined quantitative and qualitative method in answering the research questions. The instruments are grammar test and interview guideline. The result showed that visual illustration technique is effective in teaching grammar for students. It can be proved by the result of simple statistic calculation, where the score of significant is lower than 0.05 (0.00 < 0.05). Besides, students faced several problems in learning grammar, such as are misuse tenses, misuse modal auxiliary, misuse nominal and verbal sentence, and pronoun. The reason students faced those problems can be caused by the student itself, lecturer and inadequate knowledge.

Parsing Arabic Verbal Sentence Using Grammar Ontology

We build a model to parse the Arabic verbal sentence based on Arabic grammar ontology. The ontology conceptualizes the Arabic verbal sentence through the representation of grammar parsing classes, verb properties, and conjunction checking. By populating the ontology with verbal sentences and adding grammar rules, we form a verbal sentence knowledge base. The parsing model is supported by morphological analysis for sentence syntactic analysis and supported by Arabic synonyms extractor for deriving synonyms. We have implemented the model and have provided it with a user interface where the user can enter a sentence to be parsed and obtains the parsing results. The interface has the options to partially or totally add diacritics to the words of the sentence and it has the possibility to remove ambiguity by choosing the most appropriate analysis from lexicon results. To evaluate the model, we have selected a representative set of Arabic verbal sentences from Arabic grammar books that represent all the possibilities of a verbal sentence. We have performed several parsing tests on these sentences with and without diacritics. The results prove the ability of the model to parse the various forms of the verbal sentence. The accuracy increases when the sentence is diacriticized while avoiding free word order and following the Arabic verbal sentence general form.

THE STUDENTS’ ABILITY TO IDENTIFY NOMINAL AND VERBAL SENTENCES IN ENGLISH OF GRADE VIII

This study was conducted by using descriptive qualitative design. The objective of this study was to find out the students’ ability in identifying nominal and verbal sentences. The subject of the research was of grade VIII at SMP Teladan Sei Rampah academic year 2018-2019. The total number the subject was 20 students. To obtain data, a grammar test was administered to the students. After the data had been analyzed, it was found that the students were able to identify nominal and verbal sentences in English. Thus, it was concluded that the students’ of grade VIII at SMP Teladan Sei Rampah academic year 2018-2019 were able to identify nominal and verbal sentences in English.

Students' Analyses toward Grammatical Errors on Social Media's Posts: Case Study in Politeknik Negeri Medan

Learning a second or foreign language is quite different from acquiring the first language or mother tongue. There are some differences found in different languages including the grammatical pattern. It tends to make the learners have errors in writing or speaking English. This study investigated the students’ analyses toward grammatical error on social media posts. The subject of research are 15 students of Politeknik Negeri Medan majoring computer engineering.There were 20 errors found by students which were further analyzed by using surface taxonomy theory. This study showed that the students’ analyses were dominantly on misformation analysis, followed by omission, addition, and misordering analysis. Misformation is the highest rate of errors found as it actually covers many grammar topics in english such as tenses, participle, verbal sentence, nominal sentence, part of speech, and others as analyzed by students on social media posts. Besides, no students found blends analysis, it might due to their lack of knowledge of blends itself.
 Key word: Grammatical error, social media, surface taxonomy theory

The Causative in Indonesian

In the Principle and Parameter approach, the Indonesian suffix –kan can be treated as an inflection that functions to create a causative relation between the arguments which the verb takes. Along with the treatment, the voice affixes (Vc) meng-, di-, and ter- also heads a phrase, a Voice Phrase (VcP), and a verbal sentence in Indonesian, which really has the status of a Complementizer Phrase (CP), has a VcP as its main element. Vc may take a VP or any other phrase category including a Causative Phrase (CsP) headed by the suffix –kan as its complement. A CsP can also become the complement or adjunct or a VP or another category phrase which becomes the complement of a VcP. The analysis of the suffix –kan as an inflection can explain the similarity of the pairs of sentences which are syntactically similar and have the same meaning, solve the problem of meaning which usually accompanies the discussion of the suffix, and explain the production of Indonesian sentences which contain the suffix –kan. Furthermore, the study may also provide insights for English and Indonesian course designers to develop materials which can present the topic clearly and for Indonesian and English translators to arrive at a good translation equivalent.

Semantics of greetings and its syntax realisation

The purpose of the article is to study and systematize formal -grammatical features of etiquette greetings and to implement their syntactic typology. The relevance of the work is determined by the importance of the subject of study and lack of clear etiquette greetings’ syntactic typology in modern Ukrainian linguistics. The scientific novelty of the study is the improvement of syntactic structural schemes typology of etiquette greetings. Research methods: the historical, logical, structural, cognitive, scientific methods were used in the work. Conclusions. The implemented syntactic typology of etiquette greetings confirms the diversity of their structure. The most productive forms of their implementation are nominative one-member sentences and verbal (one member as well as two-member) ones. According to the semantics and communicative purpose, we can identify two types of nominal greetings structures: nominative narrative (declarative) sentences) and nominative imperative-optative ones. Nominative imperative – optative greetings are full of emotional content. Nominative and imperative – optative meanings are combined in their semantics e.g. “Myr domu Vashomy!” (Peace to your house!), “Khl’ib ta sil’!” (Bread and salt!). In the fixed one-member verbal sentences the main member is performed by a certain conjugation e.g. “Vinshuiu!” (Congratulations!)", “Biu cholom” (I bow to you), “Bozhe pomozhy” (God, help (us)). Fixed two-member etiquette greetings have different stylistic tinge of “politeness”, so they are not used in all the language genres. They are mainly used in informal and belletristic language styles.

An experimental approach to iconicity in Dutch strong and weak verb morphology

In Dutch, some verbs can vary in their preterite and past participle form. These verbs can either take the strong inflection (using ablaut, e.g. schuilen-school-gescholen ‘hide-hid-hidden’) or the weak inflection (adding a dental suffix, e.g. schuilen-schuilde-geschuild ‘hide-hid-hidden’). In a diachronic corpus study, De Smet and Van de Velde (2020) show that this variation can be exapted to express aspect in an iconic manner. Their results indicate that weak preterites are used more often in durative contexts, while the shorter strong variants are used more often in punctual contexts. For the past participles, this pattern is reversed: the longer strong variants are used more often in durative contexts, while the shorter weak variants are used more often in punctual contexts. In this paper, we seek experimental validation of these results. Furthermore, we also distinguish between preterite singulars and preterite plurals, as we expect the iconicity effect to be less obvious for the latter, given that the difference in length between the strong and weak preterite plural is negligible (e.g. schuilden vs. scholen). Participants were presented with a forced choice task where they had to choose between weak or strong preterites and past participles of nonce verbs in sentences suggesting either a durative or a punctual context. Though no general effect of aspect on verb inflection was found, results indicate a trend for a particular group of verbs that supports the corpus results from De Smet and Van de Velde (2020). Furthermore, the durative-punctual distinction was also found to be portrayed in yet another iconic manner: verb forms with vowels that are sound symbolically associated with slow long movements were used more often in durative contexts, while verb forms with vowels that are associated with quick, short movements were used more often in punctual contexts.

USING OF EXPLICIT INSTRUCTION METHOD IN IMPROVING STUDENTS’ GRAMMAR ABILITY IN SIMPLE PRESENT TENSE AT CLASS X3 OF SMA NEGERI 4 LEIHITU

Based on the preliminary study, almost students usually have some problems in finding out the verb form of simple present tense. There are omissions of be, and suffix -s/-es. It shows that students’ grammar ability is low in simple present tense. The research questions are how can explicit instruction method improve students’ grammar ability in simple present tense? And what are students’ responses about using explicit instruction method during teaching learning process? Its significant are for students, they have grammar ability in using simple present tense well. And they are accustomed to use the correct verb of simple present tense. Then, for teacher, is to provide the better method for teaching grammar. And the Explicit Instruction method helps the teacher to variety his or her instruction of teaching grammar. Type of this research is classroom action research by using Explicit Instruction method. It is conducted at SMA Negeri 4 Leihitu in Seith village of Central Maluku. The subject is the first grade of class X3 with the total number 20 students. The research has been done in three cycles consisted of three times of meeting in each cycle during four weeks. And every last meeting of each cycle, researcher conducted a test to measure students’ improvement. And the pre- test of students’ result show the mean 29,5 at the poor level. Then, in the first cycle, the students’ mean add 52,9 at the poor level. And the second cycle, the students’ mean increase 65 which show at the average level. And the last cycle, students’ mean improve highly 78 which shows at the good level. Finally, students show the good progress. They have been able to use the simple present tense of auxiliary verbs in sentences, determine the correct verbs of the subject-verb-agreement and transform the verb of the third singular person well

An Analysis of Students’ Mathematical Problem Solving Skill in Completing Multiplication and Division of Fractions

The mathematical ability and mathematical problem solving skill can be separated in learning mathematics. In the fourth industrial revolution, one of learning objectives of learning mathematics is the student has a skill in solving mathematical problem. Meanwhile, mathematical problem solving skill can be obtained if the students’ mathematical concept understanding is high including multiplication and division of fractions. They stated that understanding fraction concept was very difficult. This study aimed to analyze the student mathematical problem solving skill of the tenth grade of Junior High School in completing multiplication and division of fractions. This research had 8 informants. Data was collected using interview and test and applied qualitative and quantitative analysis. The initial data was obtained from elementary school with three categories of mathematical ability level, namely (1) one student had high skill, two students had moderate skill and one student had low skill. The indicator of mathematical problem solving was based on George Polya (1983) consisting of four steps, they are (1) understanding problem, (2) planning a problem, (3) completing the problem, and (4) rechecking the result. The research result indicated that the student mathematical problem student was low, especially the problem solving of fraction division and multiplication. The student was difficult to make a solving plan. This situation effected on problem solving caused by the indistinctness of problem solving plan or mathematical model and/or mathematical formula about verbal sentence of mathematical problem solving. The result of interview described that the teacher did not explain the ways of completing mathematical problem solving based on G.Polya’s steps. In addition, the students were less practice in completing the problem solving questions. Besides, the teacher did not integrate the objectives of basic competence 3 and 4 in each meeting.